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1.
Language Impairment in Less Skilled Comprehenders: The On-Line Processing of Anaphoric Pronouns in a Listening Situation 总被引：1，自引：0，他引：1
The purpose of this experiment, conducted with second-grade children (mean age: 7;8), was to examine the hypothesis that less
skilled comprehenders in a reading situation suffer an impairment in spoken language comprehension and, more specifically,
in the on-line processing of anaphoric pronouns. Skilled and less skilled comprehenders performed a cross-modal naming task
investigating the effects of pronoun gender and pragmatic inference from the verb on the integration of two successive sentences.
Results revealed different patterns of effects in the two groups. The skilled comprehenders integrated on-line sentences by
relying on pronoun gender and verb meaning. Pronoun gender appeared to exert a dominant influence relative to verb bias. In
the less skilled comprehenders, on-line integration was not systematic, being dependent on the meaning of the verb and the
proximity of the referent. Complementary analyses revealed similar patterns of effects among less skilled comprehenders, whether
they were good decoders or poor decoders. These results show that less skilled comprehenders are developmentally delayed compared
with their skilled peers, and extend the language impairment hypothesis to cover discourse-level processes. 相似文献
2.
李丽平 《和田师范专科学校学报》2010,29(3):5-6
大同方言中有许多惯用语性的四字格,这些四字格惯用语与四字格的成语有相同的平仄搭配形式,把两者对比可以看到四字格（包括惯用语和成语）平仄搭配的一些规律：平平仄仄是一种主要的搭配形式;声调搭配拗者占少数;变式更符合自然语言的习惯。大同方言四字格惯用语平仄搭配与四字格成语搭配的不同又可以看到＂×平×仄＂是四字格一中主要的形式,这种格式更符合汉语实际运用的规律。 相似文献
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4.
This experiment investigated metacognitive monitoring in the processing of anaphors in 10–year-old skilled and less skilled comprehenders. Two tasks were used with expository texts. The direct self-evaluation task was carried out with consistent texts in which target anaphors were either repeated noun phrases or pronouns. Subjects had to read and to evaluate their own comprehension on a 6–point scale. After reading, subjects answered multiple-choice questions designed to test the processing of anaphors. In the inconsistency detection task, target anaphors were either repeated noun phrases or inconsistent noun phrases. Subjects had to read and detect inconsistencies. After reading, they answered multiple-choice questions. In both tasks, on-line measures (reading times for units containing target anaphors and for subsequent units, and look-backs) were collected in addition to off-line measures (ratings of comprehension, detection of inconsistencies and response to multiple-choice questions) in order to analyse indicators of implicit and explicit evaluation and revision activities. The results from the two tasks converged: less skilled comprehenders showed deficiencies in monitoring on measures of implicit and explicit evaluation and revision. Patterns of reading times revealed that less skilled comprehenders were sensitive to the difficulties in processing pronouns in the self-evaluation task and also sensitive to the lack of text cohesion in the inconsistency detection task. However, this sensitivity was weak and unable to trigger explicit activities. These results were interpreted in the framework of Karmiloff-Smith's (1986) model. 相似文献
5.
This paper assess the impact of introducing inference training to skilled and less skilled comprehenders. Children aged between 6 years 6 months and 9 years 11 months, classified as skilled or less skilled comprehenders, were instructed on how to make inferences from and generate questions about a text over a period of six sessions. Comparison groups of skilled and less skilled comprehenders were trained in standard comprehension strategies. The less skilled group showed a significantly greater improvement than the skilled group, regardless of the training given, but inference training was significantly more effective than standard comprehension strategies in the less skilled group. Seven out of ten less skilled readers who were inference trained increased their performance sufficiently to become classified as skilled comprehenders, whilst four out of ten less skilled comprehenders taught standard comprehension strategies improved to the same level. It is concluded that the value of explicitly teaching children inferential skills is that the enjoyment of the task of reading is enhanced and is therefore more likely to be undertaken readily, even by pupils who may have initially found reading difficult. 相似文献
6.
Mariëtte H. van Loon Anique B. H. de Bruin Tamara van Gog Jeroen J. G. van Merriënboer 《Metacognition and Learning》2013,8(2):173-191
When studying verbal materials, both adults and children are often poor at accurately monitoring their level of learning and regulating their subsequent restudy of materials, which leads to suboptimal test performance. The present experiment investigated how monitoring accuracy and regulation of study could be improved when learning idiomatic phrases. Elementary school children (fourth and sixth-graders) were instructed to predict their test performance by providing judgments of learning (JOLs). They provided JOLs immediately after studying each idiom, after studying all idioms, or after studying all idioms followed by generating sentences in which the idioms were used. Correlations between JOLs and test performance showed that delayed-JOLs and delayed-JOLs with sentence generation were more accurate than immediate JOLs. JOLs after sentence generation also improved regulation of study compared to delayed-JOLs only. Analyses of JOL reaction times suggest that delayed-JOLs led children to retrieve the literal meaning of the idiom, whereas JOLs after sentence generation led children to focus on connections between studied information, contextual information, and prior knowledge. Sentence generation presents a promising method to improve regulation of study, and thus idiom learning. 相似文献
7.
This paper reports two studies that investigate differences in comprehension monitoring skills between good and poor comprehenders.
Two groups of 9– to 10-year-olds, who were matched for reading vocabulary and word recognition skills but who differed in
comprehension skill, were selected. In the first study, in which the children were required to find anomalous words and phrases,
the skilled comprehenders engaged in more accurate monitoring of sentence level anomalies (but not word level anomalies) than
did the poorer comprehenders. In the second study, the comprehension monitoring task required the children to detect pairs
of sentences, in short texts, that were contradictory. In addition, the working memory demands of the task were varied by
placing the two items of inconsistent information either in adjacent sentences, or in sentences that were separated in the
text by several others. As in the first study, less-skilled comprehenders performed more poorly on the detection task, but
the difference between the groups was considerably more pronounced when the sentences were separated than when they were adjacent.
In addition, the children were given a numerical working memory test, and the poorer comprehenders performed more poorly on
this test. However, although working memory performance was related to performance on some of the error detection tasks, comprehension
ability was also a good, and sometimes better, predictor. The results are discussed in terms of the different cognitive abilities
that might contribute to efficient comprehension monitoring. 相似文献
8.
纳成仓 《青海师范大学学报(哲学社会科学版)》2010,33(2):113-116
习语是人类智慧的结晶,是语言中的精华。本文从文化语境的角度对英汉比喻性习语中喻体和喻义的文化异同进行比较分析,并在此基础上探讨其翻译的方法和技巧。 相似文献
9.
Xiao-lei Wang Raquel Plotka 《Early Years: An International Journal of Research and Development》2018,38(3):298-315
Idiom comprehension and production reflect a child’s language competence. Research suggests that there is a positive relationship between children’s reading comprehension skills and their idiom understanding. This study examines whether adult verbal scaffolding, in conjunction with the deliberate use of iconic gestures, can facilitate young bilingual children’s comprehension and retention of idiomatic expressions in their different languages. Twenty-three five-year-old English-Chinese bilingual children learned novel idioms across two experimental conditions. In Experiment 1, a native Chinese-speaking adult and a native English-speaking adult, respectively, taught children a set of Chinese and English idioms via speech only. In Experiment 2, the same adults, respectively, taught a different set of Chinese and English idioms via speech–gesture combinations. The results suggest that children could comprehend more idioms in both languages after being taught via the speech–gesture modality than the speech-only modality. They also tended to retain more idioms taught in the speech–gesture modality than in the speech-only modality in both languages. Moreover, those children who scored high in their idiom comprehension and retention also scored high both in their recast of the gestures used by the adults and in their rate of speech–gesture mismatches. Educational implications for early childhood settings are discussed. 相似文献
10.
Idiomatic communication is a strategic and unique form of communication that is indicative of a close relationship. The purpose of this study was to investigate the relationship between idiomatic communication with solidarity and satisfaction to validate Social Penetration Theory using Knapp's stages of escalation and de-escalation. The results of the study (N = 275) found that couples in de-escalation stages report less idioms, and use idioms with less frequency, than couples in the escalation stages. Couples in de-escalating stages use confrontation, nickname, and teasing insult idioms with more negative effects than escalating couples. Finally, the use of idiomatic communication is significantly related to solidarity and relational satisfaction. 相似文献
11.
曾文宜 《荆门职业技术学院学报》2009,24(1):70-74
习语是各国文化的精髓,它作为语言的精华承载着丰富的文化信息,充分反映出英汉两种语言的文化差异。因此,文章从最能体现中西文化差异的习语着手,论述习语在文化上六个方面中所反映的中西文化差异。在翻译时应该首先弄清它们的文化内涵和实际意义,再根据上下文的意思灵活处理。因此,英汉习语的翻译不应只是两种语言的简单转换,更应是文化的交流。掌握习语的翻译,对于培养语言的领悟力和跨文化的交际能力是十分必要的。 相似文献
12.
Menno Van Der Schoot Alain L. Vasbinder Tako M. Horsley Ernest C.D.M. Van Lieshout 《Journal of Research in Reading》2008,31(2):203-223
This study examined whether 10–12‐year‐old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; and (2) resolving anaphoric references. Of interest was the question to what extent use of these reading strategies was predictive of reading comprehension skill over and above decoding skill and vocabulary. Reading strategy use was examined by the recording of eye fixations on specific target words. In contrast to less successful comprehenders, more successful comprehenders invested more processing time in important than in unimportant words. On the other hand, they needed less time to determine the antecedent of an anaphor. The results suggest that more successful comprehenders build a more effective mental model of the text than less successful comprehenders in at least two ways. First, they allocate more attention to the incorporation of goal‐relevant than goal‐irrelevant information into the model. Second, they ascertain that the text model is coherent and richly connected. 相似文献
13.
以目的语读者可接受性为研究视角,对中英文版本《围城》的惯用语进行对比分析,结合英译本（Fortress Besieged）中惯用语翻译欠妥译例,探讨《围城》中惯用语的翻译策略。翻译时应根据惯用语自身特点,结合具体上下文选择相应的翻译策略,在不影响目的语读者理解的前提下,最大限度地保留原著的语言风格和文化特色。 相似文献
14.
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively).
The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View in assessing the specific contribution of decoding
ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in
reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same
test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled
and less skilled comprehenders were contrasted, and then two groups of less skilled comprehenders were differentiated on the
basis of the decoding scores.
Hierarchical regression analyses computed on the whole sample showed that listening comprehension was a more powerful predictor
than decoding ability in first- and second-grade children. In both grades, the pattern of performance in less skilled comprehenders
showed a relative independence between decoding and reading comprehension. The good decoders’ group and the poor decoders’
group showed similar poor performance in reading comprehension and poor performance in listening comprehension. However, their
difficulties could stem from different sources. Some instructional recommendations were formulated taking into account individual
differences in decoding and spoken language abilities, as soon as the first months of formal reading acquisition. 相似文献
15.
Children aged 8 through 11 (N = 250) were given a word-by-word sentence task in both the visual and auditory modes. The sentences included an object relative clause, a subject relative clause, or a conjoined verb phrase. Each sentence was followed by a true-false question, testing the subject of either the first or second verb. Participants were also given two memory span measures: digit span and reading span. High digit span children slowed down more at the transition from the main to the relative clause than did the low digit span children. The findings suggest the presence of a U-shaped learning pattern for on-line processing of restrictive relative clauses. Off-line accuracy scores showed different patterns for good comprehenders and poor comprehenders. Poor comprehenders answered the second verb questions at levels that were consistently below chance. Their answers were based on an incorrect local attachment strategy that treated the second noun as the subject of the second verb. For example, they often answered yes to the question "The girl chases the policeman" after the object relative sentence "The boy that the girl sees chases the policeman." Interestingly, low memory span poor comprehenders used the local attachment strategy less consistently than high memory span poor comprehenders, and all poor comprehenders used this strategy less consistently for harder than for easier sentences. 相似文献
16.
Language and culture are inseparable.Culture contains language while language carries culture(Hu,2011:146).As the essence of a language,idioms are believed to be the most culturally loaded expressions in it.Accordingly,they are often consid ered as the mirror of culture,reflecting the special features of different cultures(Yu,1999:132).Hence,it is of vital importantce for English learners to trace the root of English idioms and understand their connotations culturally.This paper aims to explore the cultural origins of English idiomatic expressions from four perspectives,involving history,mythology,religion and society. 相似文献
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This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development. 相似文献
19.
段波 《贵阳学院学报(社会科学版)》2001,(1)
本文从语言学一般范畴来研究英语习语变体这一特殊语言现象 ,从词汇、句法、句意、语音等方面探讨了习语活用的形式 ,习语活用的一般规律性及习语变体的可变度 ,以指导语言教学 ,并从交际修辞和美学修辞的角度概述了习语变体的修辞特色及其文体效果。 相似文献
20.
徐时仪 《南阳师范学院学报》2013,12(1):23-32
《朱子语类》中一些口语常用句式形成词组层面的语块,如口语惯用的搭配语、缩略语、插入语和框式待嵌组合格式语等。这些凝固或半凝固的语块属于动态的言语单位,既不同于成语、谚语等固定语,也不同于自由词组,具有一定黏聚力,呈现出框式组合的类格式化特点,体现了"言语意义←→语言意义"的动态演变。 相似文献