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This paper presents a small-scale study that examines the relationship between spoken and written discourse among master's level teacher candidates at an urban American university. It analyzes the writing of teacher candidates before and after the introduction of a student-centered, group interaction methodology, the Nominal Group Technique. Some of the specific areas assessed are the relationship between what students said in their groups and what they wrote in essays, interaction dynamics among teacher candidates in groups, observer perceptions of group behaviors, and teacher candidates' perceptions of writing performance before and after the intervention. The study also assesses teacher candidates' essays (N = 9) and compares them to the essays of a control group (N = 8). A significant increase in scores is noted from pretest to posttest after the treatment. Reaction to the class experience was largely positive. Pedagogic implications arising from findings are considered together with some tentative pointers toward future research.
Based on a comparison between 11 year old students who are monolingual French and bilingual French and Kabyle (one of the Berber languages) our research aims at showing how two specific factors influence understanding narratives: the first is the mode of presentation (oral vs written). It is combined with cultural aspects of the 1st language (from now on L1) in which children have been socialized; the task was a written recall of a Kabyle text. Our results show facilitating effects of the oral mode to access meaning and the positive role played by culture in mediating understanding, hence founding potential solutions to improve literacy in standard French in areas where the cultural diversity in the school population is very often associated with difficulties in learning the school language. Teaching should switch from an ethno-centered model to a multicultural one since to build knowledge requires explaining the symbolic systemic relations languages and cultures have with one another.
In mainstream theory about written language skills there is a strong relation between the notion of 'lexicon' and 'phonology'. The work of both researchers and teachers is rooted in this theoretical relation between lexicon and spoken language, which originates from the linguistic tradition of the past century. The problem with this position is that it has never been treated as a real hypothesis, and we should therefore not base our professional work on it without moderation. In the present article my aim is to show how different combinations of psychological and linguistic theories have different options and limitations concerning the relation between lexicon and phonology. In doing so, I claim that the mainstream theory of written language skills—particularly its relation between lexicon and phonology—is not the most plausible and defensible solution. In the present article I claim that it is possible to investigate the relation of speech and writing on a stronger empirical basis, and that this can be done by first giving equal validity to spoken and written language, and second by giving preference to theory with a minimum of introspection. The paper addresses researchers working with written language skills, and teachers who want to reflect on basic assumptions related to their profession. First, some assumptions concerning the mental lexicon in mainstream theory of written language skills are questioned. These assumptions are here linked to cognitivism and linguistic formalism. Second, alternative assumptions are derived from a pairing of functional approaches to language and connectionism. These alternative assumptions may be seen as contributions to a revitalized understanding of the connection between phonology and lexicon when studying written language skills.
Written language skills are dynamic, they develop differently in individuals and are acquired in multiple ways and contexts. Paradoxically, mainstream research on and teaching of these skills is based on a linguistic philosophy that has always valued highly systematic—and static—descriptions. The problem of static perspectives is that they describe only a proficiency related to structures at a given point in time, without any flexible model of reading and writing behaviour. In the present article I claim the socalled 'alphabetical principle' to be an unfortunate product of static perspectives, and which has a very limited relevance when we want to seize the dynamics of written language acquisition. A consequence of my position is that it does not make sense to polemicize whether one should teach 'phonics' or 'whole language'. Before we search for a narrow perspective – a teaching method – we must assure that the basic assumptions we choose to lean on are the best possible. After doing so, we may end up with a narrow perspective that may involve some aspects of what we today know as both 'phonics' or 'whole language'. But the most important goal is that such perspective should make teachers and researchers capable of seizing the dynamics of written language acquisition. In the present article, an alternative approach is suggested in order to maintain dynamic perspectives on written-language acquisition. This approach degrades the role of traditional linguistic description, such as the 'phoneme', focusing instead on a psychological model of 'skill' in which linguistic structures in spoken language play a role as possible cues in the acquisition of written language. It is claimed that this model also carries greater potential for explanation than do static approaches.
Simpler Syntax is an approach to grammar that calls for very restrictive limits on the notion of 'grammatical competence'. Specifically, it does not account for unacceptability judgments for sentences that are well-formed if they are fully licensed by the constructions of the language. SS leads us to seek accounts for such judgments in terms other than grammar per se, e.g., processing complexity, semantic or pragmatic well-formedness, discourse coherence, etc. I review several examples that suggest that the line that SS draws between competence on the one hand and performance and other mechanisms on the other is on the right track. Specifically, it does not account for unacceptability judgments for sentences that are well-formed if they are fully licensed by the constructions of the language. SS leads us to seek accounts for such judgments in terms other than grammar per se, e.g., processing complexity, semantic or pragmatic well-formedness, discourse coherence, etc. I review several examples that suggest that the line that SS draws between competence on the one hand and performance and other mechanisms on the other is on the right track.
Usage-based preferences in written sentence production: The role of local and global statistics
(2010)
In this paper, we will discuss the role of different levels of frequency distributions in sentence processing and in written production, looking at French homophones. A comparison of experimental data and corpus statistics will demonstrate that lexical frequencies as well as local and global coherences have to be taken into account to fully explain the empirically established patterns.
It is generally accepted among psycholinguists that real-time human sentence processing proceeds incrementally from left to right. Recently proposals have been made in the domain of syntax to reduce phenomena which have hitherto been accounted for in terms of linguistic performance to linear structures given at the level of competence. Keeping in line with this tendency in research, this paper tries to reestablish the much discussed relationship between the two aspects of language, competence and performance: the issue of processing difficulty dependent on sorts of multiple clause embedding is addressed by incorporating into HPSG a mechanism reflecting left-to-right processing and memory costs calculated at each processing step.
Das Tip-of-the-Tongue-Phänomen (TOT) bildet neben Pausen und Versprechern eine weitere Störungsklasse der Sprachproduktion. Im TOT-Zustand kann auf semantische (Konzept) und syntaktische Informationen (Lemma) zugegriffen werden, aber nur begrenzt auf phonologische Informationen (Lexem). Die komplette Wortform bleibt verborgen. Um TOTs im Labor zu evozieren, wurden Definitionen auf einem Computerbildschirm präsentiert, z. B. „ständig umlaufender Aufzug ohne Tür“ für Paternoster. Die Probanden gaben über die Computertastatur an, ob sie das Wort kennen und benennen können (JA), das gesuchte Wort nicht kennen (NEIN) oder es ihnen auf der Zunge liegt (TOT). Im TOT-Zustand wurde ein Cue visuell präsentiert. Beim Cueing-Verfahren wurden bisher Silben-Cues in Wörter bzw. Pseudowörter eingebettet und diese innerhalb von Wortlisten dargeboten, um die Auflösung eines TOTs zu manipulieren. In den vorliegenden Studien wurden die Silben-Cues isoliert präsentiert. Der Vorteil besteht darin, dass eine Silbe per se keine semantischen (Wortbedeutung) und syntaktischen Informationen (Wortart) enthält. Die Präsentation isolierter korrekter, inkorrekter und erweiterter Silben ist neu in der TOT-Forschung. Außerdem bietet die vorliegende Arbeit die erste Studie sowohl im Cueing-Paradigma als auch im Bereich der Reaktionszeitmessung (RT) zu TOTs im Deutschen.
Im Pre-Test wurden die Definitionen vorgetestet. In den beiden Pilotstudien wurden das Design für die Reaktionszeitmessung evaluiert und weitere Definitionen gesammelt und überprüft. Im ersten Experiment zeigte sich, dass mit der korrekten Silbe (z. B. Pa für Paternoster) die TOTs etwa doppelt so schnell aufgelöst werden konnten als mit einer inkorrekten Silbe (z. B. Ko) und der Kontrollbedingung (xxx). Die korrekte Silbe führte außerdem zu signifikant mehr akkuraten Antworten im Vergleich zu den beiden anderen Bedingungen. Die inkorrekte Silbe hat die TOT-Auflösung zwar nicht blockiert (nicht mehr inakkurate Antworten), aber gehemmt: Die Anzahl an akkuraten Antworten wurde reduziert und die Anzahl an unaufgelösten TOTs erhöht. Im zweiten Experiment wurde demonstriert, dass die erweiterte Silbe (z. B. Pat für Paternoster) die TOT-Auflösung im Vergleich zur regulären Silbe sowohl signifikant beschleunigte (kürzere RTs) als auch signifikant verstärkte (mehr akkurate Antworten). Dies lässt sich mit dem segmentalen Überlappungseffekt erklären. Die Ergebnisse der vorliegenden Studien unterstützen Sprachproduktionsmodelle, die einen interaktiven Aktivierungsfluss haben und eine Silben-Ebene unterhalb der Phonem-Ebene annehmen.
Der folgende Betrag skizziert das Konzept und Optionen einer lexikalischen Typologie, die sich über das E&K-Paradigma (Entrenchment und Konventionalisierung) definiert. Zugrunde gelegt werden sprachliche Symbolisierungen, die sich in ihrem signifié-Bereich der Domäne von 'Ursache/Wirkung'-Konzeptualisierungen zuordnen lassen. Es handelt sich bei diesem Beitrag nicht um eine vollausformulierte Darstellung von konkreten Forschungsergebnissen selbst, sondern um die Ausarbeitung derjenigen methodischen und theoretischen Grundlagen, die für eine entsprechende, E&K-basierte Typologie relevant sind. Der Einfachheit halber wird die Zielgröße der Darstellung hier als "CAUSA" bezeichnet.
Embedded implicatures and experimental constraints : a reply to Geurts & Pouscoulous and Chemla
(2010)
Experimental evidence on embedded implicatures by Chemla (2009b) and Geurts & Pouscoulous (2009a) has fewer theoretical consequences than assumed: On the one hand, the evidence successfully argues against obligatory local implicature computation, which has however already been discredited. On the other hand, the data are fully consistent with optional local implicature computation.