Students’ errors in L1 Spanish grammar from the perspective of formal linguistics

2021 ◽  
Author(s):  
Ana Bravo
Keyword(s):  
Secondary Students ◽  
Speech Processing ◽  
Formal Theory ◽  
Building Blocks ◽  
Grammar Instruction ◽  
Knowledge Models ◽  
Learning Mathematics ◽  
Explicit Grammar Instruction ◽  
Made In ◽  
Do So

Abstract This paper studies the role that knowledge about formal linguistics can play in teacher education. In order to do so, this contribution focuses on specific secondary students’ errors and misconceptions when confronted with L1 explicit grammar instruction. Errors are measured with respect to a formal theory of grammar. The rationale for developing this research is that certain aspects of formal theories, such as constituency, recursion, dependency and compositionality function, not only are the building blocks of the utterances, but are also needed for speech processing. If this is the case, acquiring them correctly might be helpful for enhancing literacy, since the very same notions are at the core of both the construction and the understanding of any text. As a second issue, the present paper addresses the question of how the absence of such knowledge models the perspective from which students’ errors are evaluated by the teachers. Errors are described following the theories for analyzing errors in mathematics. A side effect of this approach is that the parallelism between errors made in learning mathematics and in learning the grammatical concepts just mentioned allows broadening the perspective from which the latter is approached.

Big Questions in Ecology and Evolution

2009 ◽  
Author(s):  
Thomas N. Sherratt ◽  
David M. Wilkinson
Keyword(s):  
Partial Solution ◽  
Fundamental Importance ◽  
Evolutionary Perspective ◽  
Text Book ◽  
Broad Audience ◽  
The Future ◽  
The Tropics ◽  
Made In ◽  
Do So

Why do we age? Why cooperate? Why do so many species engage in sex? Why do the tropics have so many species? When did humans start to affect world climate? This book provides an introduction to a range of fundamental questions that have taxed evolutionary biologists and ecologists for decades. Some of the phenomena discussed are, on first reflection, simply puzzling to understand from an evolutionary perspective, whilst others have direct implications for the future of the planet. All of the questions posed have at least a partial solution, all have seen exciting breakthroughs in recent years, yet many of the explanations continue to be hotly debated. Big Questions in Ecology and Evolution is a curiosity-driven book, written in an accessible way so as to appeal to a broad audience. It is very deliberately not a formal text book, but something designed to transmit the excitement and breadth of the field by discussing a number of major questions in ecology and evolution and how they have been answered. This is a book aimed at informing and inspiring anybody with an interest in ecology and evolution. It reveals to the reader the immense scope of the field, its fundamental importance, and the exciting breakthroughs that have been made in recent years.

Quel corpus pour l’étude du dialecte niçois ?

2021 ◽  
Vol 137 (2) ◽  
pp. 344-361
Author(s):  
Philippe Del Giudice
Keyword(s):  
Middle Ages ◽  
Written Language ◽  
Linguistic Features ◽  
Descriptive Grammar ◽  
Written Production ◽  
Starting Point ◽  
Social Use ◽  
Over Time ◽  
Made In ◽  
Do So

Abstract A new project has just been launched to write a synchronic, descriptive grammar of Niçois, the Occitan dialect of Nice. In this article, I define the corpus of the research. To do so, I first review written production from the Middle Ages to the present. I then analyze the linguistic features of Niçois over time, in order to determine the precise starting point of the current language state. But because of reinforced normativism and the decreasing social use of Niçois among the educated population, written language after WWII became artificial and does not really correspond to recordings made in the field. The corpus will thus be composed of writings from the 1820’s to WWII and recordings from the last few decades.

scholarly journals The 1930s Horror Adventure Film on Location in Jamaica: ‘Jungle Gods’, ‘Voodoo Drums’ and ‘Mumbo Jumbo’ in the ‘Secret Places of Paradise Island’

Humanities ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 62
Author(s):  
Emiel Martens
Keyword(s):  
American Literature ◽  
American Empire ◽  
Sound Film ◽  
Mumbo Jumbo ◽  
First Sound ◽  
African Caribbean ◽  
The Caribbean ◽  
Black Populations ◽  
Made In ◽  
Do So

In this article, I consider the representation of African-Caribbean religions in the early horror adventure film from a postcolonial perspective. I do so by zooming in on Ouanga (1935), Obeah (1935), and Devil’s Daughter (1939), three low-budget horror productions filmed on location in Jamaica during the 1930s (and the only films shot on the island throughout that decade). First, I discuss the emergence of depictions of African-Caribbean religious practices of voodoo and obeah in popular Euro-American literature, and show how the zombie figure entered Euro-American empire cinema in the 1930s as a colonial expression of tropical savagery and jungle terror. Then, combining historical newspaper research with content analyses of these films, I present my exploration into the three low-budget horror films in two parts. The first part contains a discussion of Ouanga, the first sound film ever made in Jamaica and allegedly the first zombie film ever shot on location in the Caribbean. In this early horror adventure, which was made in the final year of the U.S. occupation of Haiti, zombies were portrayed as products of evil supernatural powers to be oppressed by colonial rule. In the second part, I review Obeah and The Devil’s Daughter, two horror adventure movies that merely portrayed African-Caribbean religion as primitive superstition. While Obeah was disturbingly set on a tropical island in the South Seas infested by voodoo practices and native cannibals, The Devil’s Daughter was authorized by the British Board of Censors to show black populations in Jamaica and elsewhere in the colonial world that African-Caribbean religions were both fraudulent and dangerous. Taking into account both the production and content of these movies, I show that these 1930s horror adventure films shot on location in Jamaica were rooted in a long colonial tradition of demonizing and terrorizing African-Caribbean religions—a tradition that lasts until today.

Grammar Instruction For Grammatical Competence

2017 ◽  
Vol 1 (1) ◽  
pp. 43
Author(s):  
Swee Ai Teoh
Keyword(s):  
Grammar Instruction ◽  
Grammatical Competence ◽  
Literature Reviews ◽  
Post Test ◽  
Explicit Grammar ◽  
Explicit Grammar Instruction

This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.

scholarly journals THE ONE WHO MADE THE LOCK ALSO MADE THE KEY

2020 ◽  
Vol 23 (45) ◽  
pp. 34-48
Author(s):  
James Martel
Keyword(s):  
Thomas Hobbes ◽  
State Power ◽  
Building Blocks ◽  
Human Community ◽  
The One ◽  
Made In ◽  
The Way

In this essay, I look at the way that Thomas Hobbes offers not only the building blocks for state power and sovereignty (as he is so famous for doing) but also a basis by which to resist those very things. Even as Hobbes constructs a vast and awe inspiring network of sovereign forms of authority, he shows how those forms are produced, in a sense, out of thin air. Hobbes’ understanding of language as a series of decisions that are made in ways that render the sovereign’s own decision derivative, as well as his understanding of theology as offering us a vision of a human community who must collectively decide on things in the absence of God’s ongoing instruction both serve to undermine and expose the emptiness of sovereign pronouncements. In this way, Hobbes can be read as a radical theorist and a theorist of resisting the very encryption that he is at the same time responsible for theorizing and producing.

scholarly journals Atheists

2017 ◽  
Author(s):  
Sarah R. Schiavone ◽  
Will M Gervais
Keyword(s):  
Cognitive Processes ◽  
Scientific Progress ◽  
Psychological Research ◽  
Cultural Learning ◽  
Negative Attitudes ◽  
Complex Interactions ◽  
Cultural Origins ◽  
Made In ◽  
Do So

Atheists represent an inconspicuous minority, identifiable only by their disbelief in God(s). Despite being highly stigmatized and disliked, until recent scientific endeavors, little has been known about this group including why they don’t believe, how many people are atheists, and why they trigger intense reactions. Thus, this paper aims to synthesize what is known about atheists (so far), and to help explain the widespread negative attitudes and prejudice towards atheists; the possible cognitive, motivational, and cultural origins of disbelief; and the unique challenges facing the study of religious disbelievers. To do so, we will explore current findings in psychological research on atheism by considering the complex interactions of cultural learning, motivations, and core cognitive processes. Although significant scientific progress has been made in understanding the factors underlying atheism, there remains much to be explored in the domain of religious disbelief.

scholarly journals Patterned Silk Weaving in Ancient Times

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Åse Eriksen
Keyword(s):  
Weave Structure ◽  
Ancient Times ◽  
Made In ◽  
Do So

Patterned silks came to Scandinavia as small pieces of reused material, but they were still valuable for the Vikings to have been used as trimmings on their garments. In over a millennium, the weave structure of samitum in these fragments was used in all patterned silk. In the medieval it was displaced in favor for other structures. It has lapsed into obscurity for weavers today. For several reasons the study of these silks has been difficult. The fragments are fragile. They were not made in Norway. Few have mastered this weaving technique.  Is it possible to reconstruct these ancient silks, based on the knowledge gained from studying historical silks and experience acquired from using the structure in modern textiles? This article is about my attempt to do so, and also my reflections of the possible longtime impact on these silks on the weaving tradition in Norway.

scholarly journals Difficulty Analysis Learning Mathematics Society and Factors Cause for Junior Secondary Students

2020 ◽  
Vol 3 ◽  
pp. 635-638
Author(s):  
Rizki Sariningtias ◽  
Noviana Kusumawardani ◽  
Ali Yasfi ◽  
Agil Syafaat ◽  
Ro’ikhatul Aliyah
Keyword(s):  
Secondary Students ◽  
Learning Difficulties ◽  
External Factors ◽  
Descriptive Research ◽  
Parental Assistance ◽  
Junior Secondary ◽  
Mathematical Symbols ◽  
Learning Mathematics ◽  
Two Factors ◽  
Internal And External Factors

The study aims to describe the type of learning difficulties and factors of the learning difficulties of students of class VII SMP N 4 Satu Atap Pakis in studying mathematics subjects on the set material. The type and approach in this research is a type of descriptive research with a qualitative approach. The data collection techniques in this study are with diagnostic tests, polls, and interviews. From the results of the study came the conclusion that the difficulties of students of class VII SMP N 4 Satu Atap Pakis in the material set is a) difficulty understanding the question b) difficulty understanding the mathematical symbols and can not find the keywords of the problem, c) difficulties Transforming the problem, d) difficulties in completing the problem. While the learning difficulty factor is caused by two factors that are internal and external factors. internal factors include: a) lack of interest in students, b) lack of motivation to learn, c) lack of confidence to ask. External factors, among others: a) The class atmosphere is not conducive, b) the influence of handphone in the student concentration, c) lack of parental assistance in supervision at home.

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