排序方式： 共有15条查询结果，搜索用时 15 毫秒
1.
本研究应用反应时测量,探究汉英双语者心理词汇的结构和发展。被试为两组大学生,执行汉英翻译判断任务。576组实验材料由拉丁方分配为四个词表,均包含翻译词对、词形干扰词对、语义干扰词对和无关词对。组间比较发现,只有语义干扰效应量有显著差异。组内比较显示,只有高水平组语义干扰大于词形干扰。结果提示,汉英双语者心理词汇结构最显著的特点是词形和语义连结长期混合存在;权重呈非同步、非均衡、量变的发展特征。 相似文献
2.
Mary Esther Soto Huerta 《Journal of Latinos & Education》2017,16(3):192-202
This study contributes to the limited research on emergent bilinguals, perspective taking, and second language reading of informative text. The explicit integration of Freire’s (1993) notion of conscientizacao, or consciousness-raising, with the constructs of empathy and embodiment (Gee, 2001; Hurtado, 1996) and with translanguaging (García, 2009) represented conceptual frameworks that explicitly guided the pedagogical approaches implemented in the study. The findings indicated that the incorporation of the integrated conceptual frameworks with the prescribed fourth grade social studies curriculum enabled emergent bilinguals to generate their own perspectives concerning social justice and equity when studying about slavery in Texas. 相似文献
3.
María Cioè-Peña 《The Educational forum》2020,84(4):377-390
Abstract Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need. 相似文献
4.
Johansson BB 《Annals of dyslexia》2006,56(1):13-50
Current neuroimaging and neurophysiologic techniques have substantially increased our possibilities to study processes related
to various language functions in the intact human brain. Learning to read and write influences the functional organization
of the brain. What is universal and what is specific in the languages of the world are important issues. Most studies on healthy
bilinguals indicate that essentially the same neural mechanisms are used for first and second languages, albeit with some
linguistic and cultural influences related to speech and writing systems, particularly between alphabetical and nonalphabetical
languages. Proficiency, age of acquisition, and amount of exposure can affect the cerebral representations of the languages.
Accumulating data support the important role of working memory for acquiring high proficiency in the reading of native and
second languages. It is proposed that longitudinal studies on second language acquisition are essential and that the specific
problems related to second language learning in dyslexic children should have high priority. 相似文献
5.
Spelling in adults: The role of reading skills and experience 总被引：1，自引：1，他引：0
One hundred university students completed tests of spellingproduction, vocabulary, reading comprehension, readingexperience, and reading accuracy (ability to distinguish apreviously read word from a similar distractor). Readingexperience, as measured by an adaptation of the AuthorRecognition Test, and reading accuracy contributed to theprediction of spelling beyond the joint contribution of readingcomprehension and vocabulary. The results are more consistentwith a uni-process model of spelling based on the quality ofword-specific orthographic learning, rather than with a dual-process account relying on both word-specific knowledge andrules. 相似文献
6.
Lindsey Moses 《Pedagogies: An International Journal》2016,11(4):311-334
This article provides findings about how the construction of literacy practices mediated the positive identity development of first-grade bilinguals in an inquiry-based setting over an academic year. Utilizing a sociocultural approach and a Positive Discourse Analysis lens, the researcher reports findings from an exemplary primary classroom that facilitated positive identity development among young bilinguals as they simultaneously developed language, literacy, and content knowledge. 相似文献
7.
熊扬 《四川教育学院学报》2013,29(7):83-86
目前有关语码转换研究大多涉及的是拼音文字,缺乏对表意文字的研究,文章以汉英双语者为研究对象,研究汉英双语者语言理解过程中语码转换代价的影响因素及其影响规律。主要研究语码转换方向、双语熟练程度和语义相关性三个因素对汉英双语者语码转换代价的影响,同时探讨了这三个因素之间的相互作用,从而探索拼音文字与表意文字之间的语码转换规律。 相似文献
8.
Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years 总被引：1，自引：0，他引：1
Erika Hoff Rosario Rumiche Andrea Burridge Krystal M. Ribot Stephanie N. Welsh 《Early childhood research quarterly》2014
The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home. 相似文献
9.
10.
We discuss generalizability (G) theory and the fair and valid assessment of linguistic minorities, especially emergent bilinguals. G theory allows examination of the relationship between score variation and language variation (e.g., variation of proficiency across languages, language modes, and social contexts). Studies examining score variation across items administered in emergent bilinguals' first and second languages show that the interaction of student and the facets (sources of measurement error) item and language is an important source of score variation. Each item poses a unique set of linguistic challenges in each language, and each emergent bilingual individual has a unique set of strengths and weaknesses in each language. Based on these findings, G theory can inform the process of test construction in large-scale testing programmes and the development of testing models that ensure more valid and fair interpretations of test scores for linguistic minorities. 相似文献