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1.
This study focuses on computer mediated communication (CMC) in instant messaging using the Basque language in a context where exposure to English is very limited outside the classroom. This context provides an opportunity to analyze the universality of linguistic features identified in CMC in English. The corpus consists of 54 naturalistic dyadic conversations between Basque secondary school students, using the medium of instant messaging. Thirty-four of those students then took part in six focus group discussions so as to obtain information about their perception of the linguistic features used in instant messaging. The results indicate that the linguistic features used in CMC are in general terms similar in English and Basque with some exceptions which are related to the specific linguistic features of the Basque language. 相似文献
2.
Although out-of-class communication enhances students’ learning experience, students’ use of office hours has been limited.
As the learning infrastructures of the social sciences and humanities have undergone a range of changes since the diffusion
of digital networks, new opportunities emerge to increase out-of-class communication. Hence, it is important to investigate
the role of cyberinfrastructures as valuable alternatives or supplements to existing infrastructures in the learning process.
This paper proposes that virtual office hours can be a form of cyberinfrastructure that provides new possibilities for student–faculty
interaction. We examine students’ perceptions of instant messaging as a tool for offering virtual office hours and enhancing
student–faculty interaction. Students report that instant messaging is a useful tool for virtual office hours because of its
convenience, interactivity, and ease of use. While students only made limited use of it when it was actually offered as an
alternative to regular office hours, it represents an important new avenue for interaction. We outline reasons for students’
limited use of instant messaging for virtual office hours and discuss a series of barriers and potential solutions. 相似文献
3.
赖静 《宜宾师范高等专科学校学报》2008,(8):83-85
近年来社会的发展带来了语言运用的巨大变化。作为语言交际常用手段之一的缩略语,其中也涌现出了许多新的语言现象,它们无论在内容上还是在形式上都异于传统典型的缩略语词。在网络交际中,这种语言现象更是获得了迅猛的发展。本文通过讨论网络交际中出现的新缩略语与全民缩略语的产生方式,对比分析这些新的缩略语语言特点、产生背景和语言地位。 相似文献
4.
标点符号是在将口头语言记录成文字的过程中产生的。在现实语境中,我们的口头对话是有停顿的,并且带有丰富的感情色彩。对话交际是动态的,而文字是静止的。标点符号是书面文字的辅助系统,其使用不是任意的,它在很大程度上与话语中的时间和感情的表达是密切相关的,有着象似性。从认知象似性观点出发,动态地认知标点符号所传达的意义,可以更好地把握人的认知能力与语言表达之间的关系。 相似文献
5.
The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment.
It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that
this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation.
The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were
asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar,
punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults
with LI showed no difference from the comparison group in the length of their stories as measured by total number of words.
The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The
LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial
variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood. 相似文献
6.
如何在学生学习英语的过程中给其更有效的帮助是许多英语教师所不断追求的。对学习者的错误进行系统的分析研究能让教师了解学生所掌握的英语知识以及他们的问题所在。该文选取一个自然班中能代表该班平均水平的一名大学生的英语作文,从本体、文本和语篇三个层面对其错误进行归类,并对错误原因进行分析,发现其在拼写、标点、词汇、语法、连贯和语用方面的问题,进而总结出应从强调英语写作规范、强化学生的语法知识和训练学生的逻辑思维能力等方面改进该班的英语教学。 相似文献
7.
余莎莎 《思茅师范高等专科学校学报》2012,(2):96-98
随着网络技术的发展,即时通信已经出现在我们生活的各个领域当中,人们对信息的需求越来越多,而且要求信息的来源方便快捷。然而,在现实中,由于对即时通信的思想政治教育功能缺乏认识和重视,即时通信这个高校思想政治教育新载体被忽略了。为此,对即时通信在高校思想政治教育中的优势进行汇总,挖掘、梳理、概括和创新即时通信在高校思想政治教育中的功能,以期为高校思政工作者在高校思想政治教育中的功能提供参考。 相似文献
8.
Use of predictive text in text messaging over the course of a year and its relationship with spelling,orthographic processing and grammar 
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下载免费PDF全文 An investigation into the impact of predictive text use upon the literacy skills of primary school, secondary school and university cohorts was conducted over the course of a year. No differences in use of text abbreviations (‘textisms’) were found between predictive text users and nonusers. However, secondary school children who used predictive text made more genuine spelling errors than nonusers. Predictive text was related to use of some specific grammatical violations in school‐age children's text messages but was not related overall to the tendency to make grammatical errors when texting. University students, however, made significantly fewer grammatical errors in their text messages when they used predictive text. Over the course of a year, predictive text use was variable for all age groups. Consistency of predictive text use was unrelated to grammatical understanding, spelling or orthographic processing for primary and secondary school cohorts. Predictive text use was negatively related to morphological awareness for adult participants. 相似文献
9.
Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was particularly difficult for native Spanish-speaking children, and whether the errors are consistent with Spanish orthographic rules. Twenty-six native Spanish-speaking and 53 native English-speaking children in grades 2 and 3 were given real-word and pseudoword spelling tasks in English that included words containing four vowels that have different spellings between Spanish and English. Results supported our hypothesis—native Spanish-speaking children committed significantly more vowel spelling errors that were consistent with Spanish orthography. The number of vowel spelling errors not consistent with Spanish orthography did not differ between the two language groups. These findings suggest that orthographic properties of the children’s native language influence their learning to spell in a second language. Educational implications address how knowledge of this cross language influence can aide teachers in improving spelling instruction. 相似文献
10.
汉语缩略语是在人们追求交际的便利和效率过程中生成的简称或者缩略表达,其命名和使用具有一定的规律可循。本文结合认知语义学的相关概念和原理,试图剖析汉语缩略语的命名机制及使用规律,升华对汉语缩略语的认识和理解,进一步促进语言的人际交流。 相似文献
11.
Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 相似文献
12.
标点符号从创始起就是文字、书面语的有机组成部分,在英语书面表达中起着分隔、指明、替代等不可或缺的作用。因此,英文写作除了需要掌握基本的句型结构、语法规则和一定量的词汇外,还必须掌握标点符号的正确用法。拟对英语写作中常见的标点错误进行例析。 相似文献
13.
Reading and spelling errors of vowels are reported in many studies (Bryson and Werker 1989; Fowler, Liberman, and Shankweiler
1977; Fowler, Shankweiler, and Liberman 1979; Goswami 1993; Landerl, Wimmer, and Frith 1997; Shankweiler and Liberman 1972).
The present study tested the hypothesis that spelling errors involving vowels are linked to difficulties in vowel perception.
Second to fourth graders (total n=155) were divided into five groups according to reading skill and were tested on a variety of measures involving vowel identification,
vowel discrimination, and vowel spelling. Despite little difficulty on the vowel discrimination tasks, participants made many
errors on the vowel identification measures. Vowel identification errors were linearly associated with reading skill with
least skilled readers having significantly more difficulty with stressed “short” vowels as in dip than with stressed “long” vowels as in deep, presented in identical contexts. Vowel identification errors were also associated with vowel spelling errors. It is hypothesized
that errors in vowel spelling may relate to weak access to the phoneme at the oral language level and may indicate a lack
of constancy in the representation of vowels by less skilled readers. Weaknesses in vowel perception can be detected with
a simple vowel identification test in which phonological similarity of test items is used as linguistic manipulation, and
where phonemes must be identified based on presentation of a single test item in a forced choice format. 相似文献
14.
Joanne F. Carlisle 《Annals of dyslexia》1987,37(1):90-108
Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences
and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This
study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally
and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1)
how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students;
2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships
between base and derived forms to spell derived words (e.g. “magic” and “magician”). The results showed that LD ninth graders’
knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery
of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders.
Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt
to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless,
most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily
to poor knowledge of phoneme-grapheme correspondences.
I am indebted to Laurel Fais and students in the Language Training program at the Forman School in Litchfield, Connecticut,
for their participation in this study.
The first phase of this research project was sponsored by NICHD grant HD-01994 to Haskins Laboratories and by a Dissertation
Fellowship from the University of Connecticut. The final stages of work on this project were completed while I was at American
International College. 相似文献
15.
中国学生英语写作常见标点符号错误例析 总被引：1，自引：0，他引：1
刘炜 《绵阳师范学院学报》2006,25(6):81-85
标点符号作为书面语言的组合构件,在生成书面语篇的过程中发挥着独特的重要作用。英语写作应加强对标点符号的重视。文章通过归因分类和例证分析了中国学生在英语写作中出现的四类标点符号错误:1)来自汉语负迁移的英文标点符号错误;2)与英语句法语义结构有关的标点符号错误;3)与词汇语义结构相关的标点符号错误;4)语体错位造成的标点符号错误。 相似文献
16.
17.
缩略语是社会发展的产物，英语缩略语和汉语简略语已成为各自语言发展最快的语言现象，它们已渗透到社会的各个领域。正确、合理的使用它们会给工作带来便捷、高效，相反则会妨碍跨文化交流。如何把大量英语科技产品或术语缩略语中的字母词转化为汉语简略语，是翻译工作者面临的巨大挑战。文章试图从英语缩略语和汉语简略语的语义及构成对比入手．探讨英语缩略语和汉语简略语互译的一些方法。 相似文献
18.
论网络英语新词的非传统构词方法 总被引：2，自引：0，他引：2
杨政 《深圳职业技术学院学报》2007,6(1):65-70
网络聊天和即时通讯在擅长电脑的年轻人中越来越普遍,他们所使用的网络英文具有了新的构词特征。网络英语新词在借用传统构词方式的同时,也创造了独特的构词方式,这种方式更加灵活多变,并引入了数字、键盘符号和图片等构词元素。作者把这些构词方式统称为非传统构词方式,并杜撰了多个新词,尝试着对非传统构词方式进行定义,描述和分类。 相似文献
19.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
20.
This experimental project investigated the reliability and validity of rubrics in assessment of students’ written responses to a social science “writing prompt”. The participants were asked to grade one of the two samples of writing assuming it was written by a graduate student. In fact both samples were prepared by the authors. The first sample was well written in terms of sentence structure, spelling, grammar, and punctuation; however, the author did not fully answer the question. The second sample fully answered each part of the question, but included multiple errors in structure, spelling, grammar and punctuation. In the first experiment, the first sample was assessed by participants once without a rubric and once with a rubric. In the second experiment, the second sample was assessed by participants once without a rubric and once with a rubric. The results showed that raters were significantly influenced by mechanical characteristics of students’ writing rather than the content even when they used a rubric. Study results also indicated that using rubrics may not improve the reliability or validity of assessment if raters are not well trained on how to design and employ them effectively. 相似文献