The Effects of Mother Tongue and Text Difficulty on Gaze Behaviour while Reading Afrikaans Text

Author(s):  
Engela Dednam ◽  
Ronnie Brown ◽  
Daniël Wium ◽  
Pieter Blignaut
2020 ◽  
Vol 3 (1) ◽  
pp. 51-75
Author(s):  
Cornelia Griebel

Abstract Hesitation and lexical repair markers are part of almost every audibly pronounced sentence. Empirical linguistics generally bases its examinations on spontaneous speech production. This paper uses the discourse analytical approach of empirical linguistics to analyse think-aloud protocols produced by translators and lawyers in a mixed methods study combining thinking aloud and eyetracking. Two expert groups—lawyers and translators, comprising both professionals and students—read complex legal texts in French and summarised them in German, their mother tongue. A mainly qualitative analysis evaluates and categorises the occurrences and functions of various German hesitation and discourse markers. This not only provides information about the use of fillers and repair actions during speech but also insights into reception processes and perceptions of text difficulty. A quantitative analysis of pause fillers suggests that the reception processes of lawyers and translators differ.


2011 ◽  
Author(s):  
M. Hartendorp ◽  
S. van Der Stigchel ◽  
I. Hooge ◽  
A. Postma
Keyword(s):  

2012 ◽  
Author(s):  
M. Moro ◽  
D. Rezzoug ◽  
A. Simon ◽  
M. Bossuroy
Keyword(s):  

2012 ◽  
Author(s):  
Meghan M. Parkinson ◽  
Patricia A. Alexander
Keyword(s):  

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).


2017 ◽  
Vol 14 (2-3) ◽  
pp. 187-204
Author(s):  
Tomás Espino Barrera

The dramatic increase in the number of exiles and refugees in the past 100 years has generated a substantial amount of literature written in a second language as well as a heightened sensibility towards the progressive loss of fluency in the mother tongue. Confronted by what modern linguistics has termed ‘first-language attrition’, the writings of numerous exilic translingual authors exhibit a deep sense of trauma which is often expressed through metaphors of illness and death. At the same time, most of these writers make a deliberate effort to preserve what is left from the mother tongue by attempting to increase their exposure to poems, dictionaries or native speakers of the ‘dying’ language. The present paper examines a range of attitudes towards translingualism and first language attrition through the testimonies of several exilic authors and thinkers from different countries (Vladimir Nabokov's Speak, Memory, Hannah Arendt's interviews, Jorge Semprún's Quel beau dimanche! and Autobiografía de Federico Sánchez, and Eva Hoffman's Lost in Translation, among others). Special attention will be paid to the historical frameworks that encourage most of their salvaging operations by infusing the mother tongue with categories of affect and kinship.


Paragraph ◽  
1998 ◽  
Vol 21 (3) ◽  
pp. 391-402
Author(s):  
JULIA BOROSSA
Keyword(s):  

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Fabiana Aparecida dos Reis ◽  
Milena Moretto

As experiências como professora da Educação Infantil foram as razões que motivaram a investigação do trabalho com a língua materna nesse nível escolar. Todavia, a oportunidade de vivenciar algumas práticas de ensino em uma escola de Coësmes (França) proporcionou o interesse de realizar pesquisa no território francês de forma a compreender como a alfabetização tem ocorrido nesse país. Diante disso, o presente trabalho objetiva analisar o que as docentes francesas priorizam em relação ao ensino da língua materna com crianças de quatro anos. Foram realizadas entrevistas narrativas com duas professoras que lecionam em uma escola pública localizada no centro de Paris. As análises mostram que elas priorizam a alfabetização ao invés do letramento e o ensino da língua pátria, ou seja, objetivam a alfabetização das crianças francesas e daquelas que vieram de outros países.


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