First Language Acquisition

Konstruksi sintaksis pertama anak normal dapat diamati pada usia 18 bulan. Meskipun demikian, beberapa anak sudah mulai tampak pada usia setahun dan anakanak yang lain di atas dua tahun. Pemerolehan sintaksis merupakan kemampuan anak untuk mengungkapkan sesuatu dalam bentuk konstruksi atau susunan kalimat. Konstruksi itu dimulai dari rangkaian dua kata. Konstruksi dua kata tersebut merupakan susunan yang dibentuk oleh anak untuk mengungkapkan sesuatu. Anak mampu untuk memproduksi bahasa sasaran untuk mewakili apa yang ia maksud. Pemakaian dan pergantian katakata tertentu pada posisi yang sama menunjukkan bahwa anak telah menguasai kelaskelas kata dan mampu secara kreatif memvariasikan fungsinya. Contohnya adalah "ayah datang". Kata tersebut dapat divariasikan anak menjadi "ayah pergi" atau "ibu datang". 2. Pemerolehan Semantik Pemerolehan sintaksis bergantung pada pemerolehan semantik. Struktur pertama diperoleh oleh anak bukanlah struktur sintaksis melainkan makna (semantik). Sebelum mampu mengucapkan kata sama sekali, anak-anak rajin mengumpulkan informasi tentang lingkungannya. Anak menyusun fitur-fitur semantik (sederhana) terhadap kata yang dikenalnya. Hal yang dipahami dan dikumpulkan oleh anak itu akan menjadi pengetahuan tentang dunianya. Pemahaman makna merupakan dasar pengujaran tuturan. Salah satu bentuk awal yang dikuasai anak adalah nomina, terutama yang akrab atau dekat dengan tempat tinggalnya. Dalam penelitian ini, subjek penelitian terlebih dahulu menguasai nomina yang berkaitan dengan anggota keluarga dan kerabat dekat. Subjek penelitian juga sudah mampu mengujarkan benda di sekelilingnya yang diketahui oleh subjek penelitian. Setelah menguasai nomina di sekitar anak, anak

The education system in Jamaica, like many post-colonial Anglophone Caribbean nations, faces the complex challenge of simultaneously achieving high academic standards and fostering a strong sense of national identity. This report examines the implementation of Culturally Responsive Teaching (CRT) within Literature instruction in the Jamaican context. The analysis demonstrates that while textual decolonization-the incorporation of regional literature-has occurred, the systemic failure to implement truly responsive pedagogy remains a significant barrier to equitable outcomes. This report argues that CRT must be interpreted through the regionally indigenous framework of Caribbean Emancipatory Pedagogy (CEP), a counter-hegemonic practice rooted in liberation and resistance. Historical analysis reveals that the colonial legacy of rote learning and linguistic exclusion continues to challenge contemporary classroom practices. Furthermore, the intense pressure exerted by high-stakes regional examinations (CSEC/CAPE) inhibits the necessary shift toward dialogical, critical, and culturally congruent instruction. The report concludes with detailed recommendations for systemic change, including the institutionalization of CEP in teacher training, the validation of Jamaican Creole (JC) through explicit biliteracy instruction, and the urgent need to reform assessment models to prioritize critical consciousness and the development of the "Ideal Caribbean Person".

One important issue in current language acquisition research is whether the acquisition of a second language is fundamentally different from that of the first language. Researchers approaching second language acquisition (SLA) from the linguistic perspective often relate this issue to the availability of Universal Grammar to second language acquisition. The main focus of this paper is to examine the role of Universal Grammar in the second language acquisition and to what extent it plays in the process. To illustrate this, the four access hypotheses or theories were given.

Emotion has been shown to play a significant role in language learning. For decades, researchers have been carrying out studies on negative emotion such as foreign language anxiety, its influence on second language learners and the learning process. Not many studies have been conducted on positive emotion such as foreign language enjoyment. This study, therefore, aims to fill in the gap by exploring the role of foreign language enjoyment among non-English major Malaysian undergraduates. The main objective of the study was to identify the level of foreign language enjoyment among the undergraduates. Subsequent objectives included examining the role of gender and identifying the factors that contribute to foreign language enjoyment. A total of 338 university students took part in the study by completing the research questionnaire. Data analysis indicated a high level of foreign language enjoyment among the students. In addition, gender was found to have a significant influence on the level of foreign language enjoyment. Finally, some of the key contributing factors to foreign language enjoyment, as indicated by the students, included perceived benefits, supportive peers and instructors, and positive classroom atmosphere.

It is a great pleasure for AALiCo to welcome the ICLA community to the 17th International Cognitive Linguistics Conference (ICLC), held at a time when AALiCo is celebrating its 22nd anniversary. It is also an honor for the Faculty of Philosophy and Letters at the University of Buenos Aires to host so many distinguished scholars from around the world. It should be noted that this is the first time the ICLC is being held in Argentina-and in Latin Amer-ica. We believe this will encourage other countries in our region to engage with the theoretical framework and to help disseminate and expand the cognitivist approach. This conference especially celebrates the diversity of cultures and languages, which is reflected in the rich spectrum of proposals featured in this Book. Argentina, as a multicultural nation where vernacular languages coexist with Spanish and many others introduced after waves of immigration over time, is currently engaged in discussions about how to renew and adapt the teaching of both mother tongues and foreign languages to meet today's needs. We are confident that ICLC17 will contribute valuable insights toward addressing this challenge. We welcome you to ICLC17 and hope you enjoy the meeting.

We examine the frequency of a number of phonological units and patterns in European Portuguese, computed over tokens and over types, in adult speech, and compare it with the frequency and/or order of emergence of those units and patterns in children's early speech. We conclude that, whenever frequency information based on tokens and on types does not converge, it is always the frequency computed over tokens that correlates with the frequency patterns and/or order of emergence of those units/patterns in child speech. This investigation contributes to the understanding of the role of frequency in language acquisition, in addition to providing new frequency data for Portuguese. Keywords/Palavras-chave: type frequency, token frequency, acquisition of phonology / frequência em types, frequência em tokens, aquisição da fonologia * Este estudo foi desenvolvido no âmbito do projecto FreP: Padrões de Frequência na Fonologia do Português -Investigação e Aplicações, PTDC/LIN/70367/2006. Gostaríamos de agradecer aos bolseiros do projecto, Marisa Cruz e Nuno Matos, pela colaboração na aferição atempada dos níveis de fiabilidade da ferramenta FreP apresentados na secção 2, bem como a Mary Beckman, que nos colocou recentemente uma questão que entroncava precisamente no tópico aqui investigado, mais concretamente, quais os dados de frequência que contam para o estabelecimento da restrição de palavra mínima. Agradecemos também a todos os colegas que nos cederam corpora para análise de frequência, em particular Fernanda Bacelar e Tiago Freitas.

Based on the theoretical perspectives of socio-constructivism and language socialization, this study reports two Chinese Canadian first grader's experiences of language and literacy learning in and out of school in a unique sociocultural setting where they were "the mainstream." The article examines the students' reading and writing practices in school and at home, as well as their parents' and teachers' thoughts, beliefs, resources, and concerns regarding their literacy learning. The findings suggest that there exists great linguistic and cultural discontinuity between the Chinese children's school and home language and literacy experiences. The children view school and home literacies as separate entities rather than a continuum. Such perceptions further widened the gaps between their development of "school literacy" which is mediated through English language and culture and that of "home literacy" which is mediated through Chinese language and culture. These children's learning experiences were also influenced by the conflicts between the school's cultural values and those of their families, which include dissensions on biliteracy expectations, homework, parenting, and instructional approaches (e.g., the use of drawing and free play). Living between two separate worlds of school and home, the students are often burdened with the consequences of the cultural clashes and become "sites of struggle" between teachers and parents, and hence, are placed in a dangerous position for potential failure at school.

Based on the theoretical perspectives of socio-constructivism and language socialization, this study reports two Chinese Canadian first grader's experiences of language and literacy learning in and out of school in a unique sociocultural setting where they were "the mainstream." The article examines the students' reading and writing practices in school and at home, as well as their parents' and teachers' thoughts, beliefs, resources, and concerns regarding their literacy learning. The findings suggest that there exists great linguistic and cultural discontinuity between the Chinese children's school and home language and literacy experiences. The children view school and home literacies as separate entities rather than a continuum. Such perceptions further widened the gaps between their development of "school literacy" which is mediated through English language and culture and that of "home literacy" which is mediated through Chinese language and culture. These children's learning experiences were also influenced by the conflicts between the school's cultural values and those of their families, which include dissensions on biliteracy expectations, homework, parenting, and instructional approaches (e.g., the use of drawing and free play). Living between two separate worlds of school and home, the students are often burdened with the consequences of the cultural clashes and become "sites of struggle" between teachers and parents, and hence, are placed in a dangerous position for potential failure at school.

This paper examines the formal structure of the grammatical tense/aspect/mood system in Chontal, a Mayan language from Mexico. The verbal grammar is analyzed as a continuum of semantically and morphosyntactically interrelated phenomena of different sorts, from fully grammaticalized (grammatical core) to those lexical items that may possibly be grammaticalized in the future (grammatical periphery). The distinction between grammatical core and periphery is not only important in order to represent in an appropriate way the internal architecture of a grammatical system, but can also help to better understand semantic properties of its structural components. The core elements are usually ambiguous and express very general meanings; the peripheral elements may optionally make them more precise, thereby disambiguating the utterance.

The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students' learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom's taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: 'To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom's taxonomy?' This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom's taxonomy. This study is significant as it helps tests' designers to design practical EFL exams that develop students' thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students' higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

The current study aims to find out how Kurdish EFL instructors see the effectiveness of the supervision process and how that perspective influence their cognitive, behavioral, and affective scale of attitudes towards the decisions made in the classroom concerning the challenges which in this study, organically paves the way to examine the relationship between instructors' experiences as teachers and their views, feelings, and attitudes toward instructional leadership in Sulaimani City in Kurdistan region - Iraq. A descriptive survey research design was employed to conduct the study, and a concurrent mixed research method was used to enrich the data. The study was conducted in basic public schools in Sulaimaniyah city using a simple random sampling technique. 365 randomly selected teachers filled out questionnaires, and 6 supervisors were included in the interview by a purposive sampling . Questionnaires and interviews were the main data gathering tools for this study. Quantitative data collected through the questionnaire was analyzed using mean scores, frequency, percentage, and independent sample t-test, and SPSS version 26 was used for the analysis. Moreover, it highlights the supervisors' perceptions and challenges in implementing this process; they are explored through a semi-structured interview. The study's findings indicated that some supervisors display optimism regarding new supervision projects aimed at enhancing the educational system in Sulaimaniyah. Despite acknowledging certain drawbacks, teachers negatively approached basic school supervision in Sulaimaniyah City. They expressed dissatisfaction with how school-based instructional supervision was carried out, highlighting discrepancies in their approaches to fulfilling its objectives. Also, the results unveiled that teachers perceived their supervisors as inadequate in effectively carrying out school-based instruction supervision, leading to their dissatisfaction with the approaches employed in their schools. Furthermore, the study confirmed that various factors negatively impacted teachers' attitudes towards this process. These factors encompassed inappropriate supervisory approaches, supervisors' lack of essential skills and knowledge, diminished trust between teachers and supervisors, teachers' limited awareness of the importance and benefits of the process of supervision, deficient feedback from supervisors, deficient communications among teachers and supervisors, the influence of age and gender, as well as a lack of motivations and commitment among experienced teachers to engage collaboratively in implementation of basic school supervision.

Communicative competence incorporates the knowledge of syntactic rules and the target language. Speech acts, as the basic units of communication are significant in the linguistics competence in a given language. The current research study explores the speech act of apology utilized by Turkish and Kurdish (non-western cultures) speakers of English and the native speakers of English (western culture) to find out the similarities and differences in the apology strategies they employ when English is used for the medium of communication. The research study revealed significant insights into the most frequently used apology strategies by all three groups: Turkish, Kurdish, and native speakers. In the meantime, the strategies selected and utilized demonstrated that culture and cultural similarities or differences play a major role in the selection of the apology strategies in English for non-native speakers. Likewise, the level of second language proficiency is proven to be a clear indicator of native-like responses. The research findings have also indicated developments in the learners' pragmatic knowledge and awareness. Unlike this study, some further studies may include different social groups incorporating variables such as age, gender, regional and occupational differences for a comprehensive analysis.

(1) a. en mus b. to mus c. Annas mus a mouse two mice Anna's mouse/mice • "mus nouns" • fisk 'fish', myg 'moskito', ben 'bone, leg ', sko 'shoe', løg 'onion', svaerd 'sword', søm 'nail', bål 'bonfire', sprog 'language', krav 'demand', råb 'cry, shout' etc. etc.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over noncurriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (GROWING, IN-WARDS and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained languagespecific curricula that precisely replicate language acquisition theories. https://github.com/suchirsalhan/ MAO-CLIMB (CC BY 4.0) https://huggingface.co/climb-mao (CC BY 4.0)

The existence of UG has been widely accepted. However, Chomsky's hypothesis has evolved and different versions have shown up. The most rational and controversial one is the Maturation Hypothesis. Children don't seem to have identical linguistic properties as adults and the only explanation to this evidence is that there must be a difference in the system. They take a long period of time to reach adult-like competence. The Maturation Hypothesis argues that, even though, children are born with a set of principles already determined, some of these are available only at a later stage when they mature. Arguments for and against this hypothesis will be presented in order to reach, if possible, a conclusion.

In this paper we examine accounts of "exotic" components of the sound systems of Iroquoian, Polynesian and Khoisan languages, and their implications for the history of phonetic studies and linguistics in general. On the basis of examples from European and American scholarship between the 17th and early 20th century we demonstrate recurring misconceptions in the description of consonant inventories, phonotactic structures as well as intra-and inter-speaker variation and change. Further, we examine their influence on the interpretation of other components of language and their role in the construction of a biased image of the languages and their speakers.

The main goals of this contribution are 1) to propose and to illustrate a new model of identifying inflection classes, which is based on inflectional productivity, 2) to show the importance of language contact studies for the identification of productivity, 3) to elaborate on the consequences for contrastive typology, 4) to define and contrast morphological richness of two closely cognate languages: Polish and Croatian. With this contribution we want to pay homage to the pioneering role of Rudolf Filipovi} in contrastive linguistics and in contact linguistics (particularly to their connection), by applying contrastive analysis in a new way to the area of inflectional morphology. 1 Focus is laid on the question how the inflectional system of genetically cognate languages should be compared in a synchronic, contrastive-typological way. For reasons of space, this issue will be limited to problems of verb classes. Our investigation is based on principles of Natural Morphology (cf. and further develops a specific approach to inflection, as in and . The establishment of inflectional classes often follows historical traditions and thus risks to obtain anachronistic results, for example, when Italian is supposed to have basically a similar verbal class division as Latin (cf. Dressler & Thornton 1996). In other models of inflectional morphology, emphasis is 1 This contribution is related to the first author's work on inflectional morphology in general and on comparative analysis of its acquisition, to the second author's work in contrastive linguistics and on the acquisition of Polish morphology, and to the third author's work on the acquisition of Croatian, particularly of its verbal system. 127

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The lexical/functional status of adpositions is unclear both traditionally and within the framework of Distributed Morphology (DM). Adpositions present a categorial problem for DM because they are traditionally understood to have both lexical and functional properties and because the vocabulary insertion mechanism of DM requires a strict division between lexical and functional items. However, a more discrete analysis of adpositional items shows that these items can be divided into lexical and functional items. The lexical distribution of certain adpositional items can be accounted for in DM by analyzing these forms as Root lexical items categorized by a little p_ head. Therefore, like nouns, verbs and adjectives, many adpositions consist of bare Roots selected by a category-defining head. Adpositional forms that do not have a lexical distribution are argued to be the representation of a little p_ head that has selected for a DP. These adpositional forms, like auxiliaries for verbs and pronouns for nouns, are viewed as functional insertions within a domain capable of framing lexical nodes. This more discrete analysis thus helps explain why traditional classification problems exist and provides a solution for this problem.

proposes that a projection called AxPart (Axial Part) exists below PlaceP. This projection dominates a KP whose head is realized by case-makers, explaining sequences such as from in front of the house [PathP -PlaceP -AxPartP -KP -DP]. In models such as Distributed Morphology where acategorial root-items merge with categorial heads (n_,v_ and a_) to give roots a syntactic identity, it is argued that root-items can be categorized by adpositional features (i.e. little p_) (Deacon , 2014a)). When this analysis is merged with the cartographic approach, it helps explain why the same form can operate as a Path, Place, and Directional preposition. More importantly, by viewing AxPart as a root-node categorized by p_, the different syntactic properties between /a-/ and /be-/ prefixed prepositions in contrast to other putative Ax-Part items in English can be explained. Mono-morphemic AxPart forms (e.g. front) must select a KP, bi-morphemic items (e.g. inside, outside) "optionally" select a KP, /be-/ prefixed forms do not select a KP, and /a-/ prefixed forms either select a KP, "optionally" select a KP or cannot select a KP. To explain this, it is proposed that /be-/ corresponds with a case feature while /a-/ is underspecified for case.

am thankful for the comments from the WCCFL 34 reviewers and audience members. I also want to thank Brent Henderson, and Youssef Haddad for their help on this topic. 2 The Revised Subset Principle (De Belder & Van Craenenbroeck 2014), a technical mechanism for the use of functional forms in a lexical domain in DM, is not used here as it drastically overgenerates, suggesting that any FVI can be inserted at a root node despite such examples being limited. This idea also contradicts unidirectionality and grammaticalization, whereby lexical items become functional, not the other way around. 3 Adpositions of a strictly functional nature are argued to be the realization of the F-nodes that define the domain.

Learner autonomy is widely acknowledged as playing a crucial role in successful language learning. However, less is known about how it functions and interacts with other key variables specifically in online settings where its role may potentially be even more significant. This study investigates the role of learner autonomy in learners' experience of positive and negative emotions, willingness to communicate (WTC), and their academic achievement in online English as a Foreign Language (EFL) classes at the secondary level. Data were collected from 490 learners in an Austrian vocational school during 29 online EFL lessons using a web survey. The data were analysed using structural equation modeling. The results revealed that the level of learner autonomy predicted both foreign language enjoyment (FLE) (positively) and foreign language classroom anxiety (FLCA) (negatively), as well as learners' WTC and grades (positively). Both positive and negative emotions predicted learners' academic achievement, but only FLCA negatively predicted WTC. A mediation analysis revealed that the relationship between learner autonomy and academic achievement is mediated by learner emotions, while its relationship with WTC is mediated by FLCA. Overall, the study demonstrates the value of learner autonomy in predicting language learning success, reflected in learners' grades and their readiness to communicate in the FL language.

Integrating authentic assessment strategies in higher education is increasingly recognised as essential for addressing challenges such as student engagement, assessment equity, and the reduction of award gaps. By aligning assessment with real-world applications and fostering an environment that supports inclusive pedagogical practices may serve as a strategic tool for narrowing attainment differentials and enhancing students' sense of belonging within the curriculum.

Swedish native speakers (NSs) unconsciously use tones realized on word stems to predict upcoming suffixes during speech comprehension. The present response time study investigated whether relatively proficient second language (L2) learners of Swedish have acquired the underlying association between tones and suffixes without explicit instruction, internalizing a feature that is specific to their L2. Learners listened to sentences in which the tone on the verb stem either validly or invalidly cued the following present or past tense inflection. Invalidly cued suffixes led to increased decision latencies in a verb tense identification task, suggesting that learners pre-activated suffixes associated with stem tones in a manner similar to NSs. Thus, L2 learners seemed to have acquired the tone-suffix connections through implicit mechanisms. Correctly cued suffixes were associated with a smaller processing advantage in the L2 group relative to NSs performing the same task; nevertheless, ...

This paper offers experimental evidence concerning children's abilities to access two types of logical/lexical relations that hold among spatial prepositions. One is the sub--set relation that holds between the spatial prepositions "in" and "at", the other is the relation of entailment that holds between "at" and "to". The findings presented in the paper suggest that two hypotheses about the semantics of these prepositions hold. First, children appear to access and consolidate these interpretations in a step--wise fashion. Second, the logical/lexical relations between these prepositions may be accessible to children only after the interpretations of the involved prepositions are also accessible, but not before. These findings suggest that children may acquire logical relations among lexical items by interpreting these relations as "emergent" properties of lexical items. These findings are also discussed with respect to two competing theories of language acquisition, the Continuity and the Construction hypotheses. It is shown that the findings are consistent with the Continuity hypothesis, while they offer evidence that challenges some of the core assumptions of the Construction hypothesis. Consider (1a), first. It is generally acknowledged that at denotes a region encompassing a landmark object and its "surrounding" regions Levinson & Meira 2003;. Therefore, if Mario is in the "internal" region of the park (i.e. "in" the park), then he will also be in the broader region that includes this specific location, or "at" the park. Therefore, the meaning of the first sentence stands in the sub--set relation, represented as "⊆", with the meaning of the second sentence. Since the two SPs at and in form the minimal pair that distinguishes these two sentences, this relation can be ascribed to the two SPs. Therefore, the sub--set relation can be conceived as a lexical relation among these two SPs, and modelled as a logical relation (Murphy 2010: ch.1--2). Consider now (1b). Intuitively, if the boy will be at the park, it is because he will have reached the park after a certain event of motion. While to in the first sentence captures this notion of directed, goal--based motion, at in the second sentence denotes the goal region that Mario will reach, after moving. As in the example (1a), since the two sentences form minimal pairs with respect to the SPs they include, the relevant semantic relation is defined over these SPs. This relation is entailment relation between to and at, since the truth of the first sentence entails the truth of the second sentence (Murphy 2010: ch.1--2). Both (1a) and ( ) show specific relations that can be generalised to other SPs as well (e.g. on and at, into and in, respectively). The semantic relations of entailment and sub--set seem to accurately account for speakers' intuitions about the meanings of spatial SPs, and the semantic/lexical relations that hold among these meanings. However, it is an empirical question on whether children can access these relations and, if they can, whether these relations guide their emergent semantic understanding of SPs. We do not know, yet, how and when children can access these relations among SPs, and what the role of these relations in their acquisition of SPs is, as distinct lexical items. In pursuing these empirical questions, we also pursue a broader empirical question on which hypothesis of language acquisition may be better suited to account for and predict our findings. In this paper we discuss two hypotheses, presented below. The first hypothesis is known as the Continuity hypothesis. This hypothesis suggests that children can access lexical relations in an adult--like manner, after accessing the semantic representations of the relevant items. In our case, children would first acquire the semantic representations underlying the SPs in (1a)--(1b). Then, they would access the relations that hold among SPs, as a logical consequence of accessing the meanings of each SP involved in these lexical relations. Examples of frameworks that take this approach to the emergence and

Observing that linguists' intuitions about the function of forms may be far removed from the motivations for variant choice operating in real interactions, we propose that the structure of variability inherent in speech can be marshaled to detect emergence on the ground. In discourse, emergence is observable in the favoring effect of contextual factors that operationalize putative functions on the selection of a given form over any of its competitors in the same ("variable") context. We show how situating emergent forms in the social and linguistic structures in which they are embedded helps pinpoint the extent of, competing motivations for, and mechanisms involved in emergence.

This paper critically evaluates the English language textbook Spotlight 2, widely used in Russian primary schools as the entry point for English as a Foreign Language (EFL) instruction. Drawing on Joshua Miekley's (2005) EFL Textbook Evaluation Checklist, this study examines the textbook's content, methodology, and practical implementation, highlighting challenges it poses for young learners who begin without prior phonetic training or basic vocabulary.

This constructionist paper deals with the specialised manifestations that constructions can exhibit and considers two questions: (i) how such specialised manifestations can be linked back to the cognitive architecture of the domain, (ii) whether we can, in this regard, speak about specialised constructions, for which (a) domain-related features regarding form and meaning, and (b) their location within the constructicon will be considered in more depth. More specifically, this study looks at a pilot corpus of Flemish weather reports (domain: meteorology) and performs a corpus-based analysis of existential constructions (Dt. er is/zijn; het is; het wordt) as a case-study. The results of this corpus-based analysis provide deeper insights into the lexicological features of the texts and the ways in which the constructions align with the discourse patterns of this specialised text genre.

Function morphemes or functors (e.g., articles and verb inflections) potentially provide children with cues for segmenting speech into constituents, as well as for labeling these constituents (e.g., noun phrase [NP] and verb phrase [VP]). However, the fact that young children often fail to produce functors may indicate that they ignore these cues in early language acquisition. Alternatively, children may be sensitive to functors in perception, but omit them in production. In 3 experiments, 2year-olds imitated sentences that contained English or non-English functors and that were controlled for both suprasegmental and segmental factors. Children omitted English functors more frequently than non-English functors, indicating perceptual sensitivity to familiar vs. unfamiliar elements. The results suggest that children may be able to use functors early in language acquisition to solve the segmentation and labeling problems. How do children come to treat the incoming speech stream as composed of linguistic units, such as clauses and phrases? How are they able to distinguish among different types of these constituents? We shall refer to these as the segmentation and labeling problems, respectively. Recent discussions have begun to focus on the importance of function morphemes in guiding young children to segment speech and to label grammatical categories . However, children learning English and other languages typically omit function morphemes in their spontaneous and imitative speech, suggesting that these cues may not be used in the earliest stages of learning. In this article, we examine the alternative possibility that young children detect and analyze functors even though they omit them in their speech. More specifically, we assess the possibility that functors are analyzed with sufficient detail to support both segmentation and labeling. In English and in other languages, syntactic units such as This research was carried out by LouAnn Gerken as part of her doctoral dissertation at Columbia University. Some of the results were presented at the 1987 Stanford Child Language Research Forum and appeared in the proceedings.

The empirical study described in the article examines the semantics of the Polish modal verb musieć ('must'). The modal verb musieć can express both root (deontic) and epistemic meanings in Polish. The first category includes obligation or necessity for an event to occur. The second category comprises expressions of the speaker's convictions that a given event exists or has occurred. The author attempts to disambiguate the meanings of musieć contextually. The study employs concepts derived from philosophy and adapts them to investigate authentic language samples recorded in the spoken subcorpus of the National Corpus of Polish. The analysis establishes the conversational backgrounds whose evaluation results in an epistemic or root readings of musieć and leads to the modal force of necessity. The study shows that one modal meaning results from a number of possible worlds a speaker evaluates. Some of them are directly related to the event the speaker expresses in the proposition. Their evaluation results in a root (deontic) meaning. Others are related to what the speaker thinks or what their opinion is. As a result, an epistemic meaning emerges. However, we cannot exclude that the speaker's primary opinion is based on their evaluation of the event.

This assessment is brief and contains a subjective opinion of an Undergraduate Student of ELT. The article itself contains information, relevant to Elementary Level Teachers, of a Case Study in Ciputat, South Tangerang, Indonesia. Where tests are done to different classroom settings, the experimental class and the control class using different reading materials (story text and textbook) to find which helps students reading comprehension and engagement.

Uma das dificuldades mais documentadas do Deficit Especifico de Linguagem refere-se a morfologia de tempo, sendo que esta categoria funcional pode ser omitida assistematicamente ou substituida de forma irregular. Estudos anteriores referem que criancas com DEL apresentam bom reconhecimento de temporalidade (passado, presente e futuro), mas encontram relativa dificuldade em compreender a relacao entre eventos completos/ incompletos e o passado progressivo (aspecto gramatical imperfectivo). Este comportamento seria resultado de uma baixa sensibilidade as propriedades aspectuais, evidenciada pela pouca ou nenhuma variacao do desempenho com relacao ao aspecto lexical. Tais resultados referem-se a pesquisas com criancas anglofonas, ja o presente estudo buscou verificar se o mesmo ocorre em criancas com DEL adquirindo o portugues brasileiro. Os resultados encontrados sugerem que os participantes sao sensiveis as propriedades aspectuais, embora apresentem dificuldades com o passado progres...

This entry investigates the concept of the syntax-lexicon continuum in Construction Grammar. This concept challenges the traditional Generative Grammar distinction between lexicon and syntax, proposing instead that these two components are interconnected. The paper emphasizes the importance of phrasemes, such as idioms and constructional idioms, due to their frequency and relevance in language. The study highlights the theoretical and practical implications of this continuum, particularly in language description, language teaching and natural language processing, arguing that the continuum provides a more integrated understanding of linguistic competence and revealing the deep interconnections between meaning and form in language. It concludes with new research perspectives, underscoring the significance of this continuum for a comprehensive linguistic theory.

Gangguan berbahasa pada masa remaja merupakan fenomena yang belum banyak dikaji secara mendalam, meskipun dampaknya signifikan terhadap aspek akademik, sosial, dan psikologis individu. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis faktor-faktor penyebab gangguan berbahasa yang dialami oleh seorang remaja berusia 18 tahun dalam perspektif psikolinguistik, dengan menggunakan pendekatan teori kompetensi dan performansi yang dikemukakan oleh Noam Chomsky. Studi ini menggunakan metode kualitatif deskriptif melalui pendekatan studi kasus tunggal. Data diperoleh melalui observasi langsung terhadap perilaku komunikasi subjek, wawancara mendalam dengan subjek dan pihak terkait (orang tua dan teman). Hasil penelitian menunjukkan bahwa remaja tersebut memiliki pemahaman linguistik yang baik secara internal (kompetensi), namun mengalami hambatan dalam mengaktualisasikannya secara verbal (performansi). Hambatan ini tidak bersumber dari gangguan neurologis atau kognitif, melainkan dari faktor eksternal seperti trauma verbal masa lalu, rendahnya interaksi komunikatif dalam lingkungan keluarga, serta tekanan sosial yang berkepanjangan. Temuan ini memperkuat teori Chomsky bahwa kompetensi linguistik bersifat universal dan bawaan, sedangkan performansi sangat dipengaruhi oleh faktor psikologis dan sosial. Implikasi dari penelitian ini menekankan pentingnya intervensi dini, pembentukan lingkungan komunikasi yang suportif, serta pemahaman yang komprehensif terhadap gangguan berbahasa pada remaja dari sudut pandang psikolinguistik.

RESUMEN La manifestación del género, tanto en su vertiente de categoría gramatical como entendido como signo de identidad sexual, está vinculada a jerarquías implicacionales que predicen que los términos con referentes masculinos precederán preferiblemente a los ...

In this paper, we present a morphosemantic study of Croatian nouns formed with the prefix pred-'in front of'. The nouns were retrieved from the new CLASSLA-web corpus, the largest extant one for Croatian, and subsequently analysed both formally (word-formation wise) and semantically from a cognitive linguistic point of view. Cognitive linguistics considers prefixes to be polysemic units which exhibit behaviour similar to that of the traditional "lexical" categories such as nouns or verbs. Our analysis has demonstrated that the derived nouns demonstrate interesting regularities: prefixation frequently yields a temporal reading of the prefix pred-, prefix-suffix combination frequently results in nouns denoting places situated in front of something, and suffixation creates nouns with a number of extended meanings based on metaphor and/or metonymy. Detailed analysis of the morphosemantic potential of a specific word-formation element are rare in the literature, but contribute to a better understanding of the mechanisms of the construction of the lexicon.

RESUMO: Neste artigo, estudamos a realização de uma líquida vibrante por uma líquida lateral, como, por exemplo, a realização de pranta por planta e denominamos este fenômeno de Rotacismo. Usamos a Teoria da Variação para analisar dados de fala, descrevendo a realização do fenômeno e seus possíveis fatores condicionadores. Como resultados da nossa pesquisa em dados de fala, constatamos que o rotacismo é uma regra variável que depende do contexto silábico em que ocorre e que está condicionada por fatores sociais, como a escolaridade e a faixa etária. Estes resultados revelam um padrão de realização característico de variação estável para o ambiente de ataque complexo. PALAVRAS-CHAVE: Fonologia. Rotacismo. Variação Lingüística.

Esta pesquisa investiga as formas de particípio regulares e irregulares, em sentenças ativas e passivas, com base em uma análise dos verbos salvar, pegar, abrir e chegar. A amostra utilizada é formada por um corpus, extraído do jornal Diário Catarinense on-line. Os resultados deste trabalho já apontam que os particípios irregulares, além de mais bem avaliados, são as formas mais frequentes na escrita do PB (MIARA, 2013). PALAVRAS-CHAVE: norma linguística; variação linguística; particípios duplos. H á registros, em nosso país, pelo menos desde o século XIX, de atitudes elitistas de manutenção conservadora do português lusitano. A defesa pela elite brasileira de determinadas normas linguísticas não usadas no Brasil colocava à periferia a maior parte da sociedade, ao valorizar os modos de falar e de escrever de além-mar, em vez dos modos de falar dos brasileiros, em uma época em que, no Brasil, se prezava pela independência e pelo sentimento nacionalista. Segundo ), observava-se -e ainda se observa -, no Brasil, a crença em um poderoso imaginário que organiza o mundo social, estabelecendo o que tem ou não valor, inclusive, com respeito à língua. Tal imaginário, como assegura o autor, faz os falantes crerem num ideal de língua

Esta pesquisa investiga as formas de particípio regulares e irregulares, em sentenças ativas e passivas, com base em uma análise dos verbos salvar, pegar, abrir e chegar. A amostra utilizada é formada por um corpus, extraído do jornal Diário Catarinense on-line. Os resultados deste trabalho já apontam que os particípios irregulares, além de mais bem avaliados, são as formas mais frequentes na escrita do PB (MIARA, 2013). PALAVRAS-CHAVE: norma linguística; variação linguística; particípios duplos. H á registros, em nosso país, pelo menos desde o século XIX, de atitudes elitistas de manutenção conservadora do português lusitano. A defesa pela elite brasileira de determinadas normas linguísticas não usadas no Brasil colocava à periferia a maior parte da sociedade, ao valorizar os modos de falar e de escrever de além-mar, em vez dos modos de falar dos brasileiros, em uma época em que, no Brasil, se prezava pela independência e pelo sentimento nacionalista. Segundo ), observava-se -e ainda se observa -, no Brasil, a crença em um poderoso imaginário que organiza o mundo social, estabelecendo o que tem ou não valor, inclusive, com respeito à língua. Tal imaginário, como assegura o autor, faz os falantes crerem num ideal de língua