Academic literature on the topic 'Family vocabulary'
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Journal articles on the topic "Family vocabulary"
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Lehtinen, Jyri, Terhi Honkola, Kalle Korhonen, Kaj Syrjänen, Niklas Wahlberg, and Outi Vesakoski. "Behind Family Trees." Language Dynamics and Change 4, no. 2 (2014): 189–221. http://dx.doi.org/10.1163/22105832-00402007.
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Although it has long been recognized that the family tree model is too simplistic to account for historical connections between languages, most computational studies of language history have concentrated on tree-building methods. Here, we employ computational network methods to assess the utility of network models in comparison with tree models in studying the subgrouping of Uralic languages. We also compare basic vocabulary data with words that are more easily borrowed and replaced cross-linguistically (less basic vocabulary) in order to find out how secondary connections affect computational analyses of this language family. In general, the networks support a treelike pattern of diversification, but also provide information about conflicting connections underlying some of the ambiguous divergences in the trees. These are seen as reflections of unclear divergence patterns (either in ancestral protolanguages or between languages closely related at present), which pose problems for a tree model. The networks also show that the relationships of closely related present-day languages are more complex than what the tree models suggest. When comparing less basic with basic vocabulary, we can detect the effect of borrowing between different branches (horizontal transfer) mostly between and within the Finnic and Saami subgroups. We argue that the trees obtained with basic vocabulary provide the primary pattern of the divergence of a language family, whereas networks, especially those constructed with less basic vocabulary, add reality to the picture by showing the effect of more complicated developments affecting the connections between the languages.
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WILLARD, JESSICA A., ALEXANDRU AGACHE, JULIA JÄKEL, CHRISTIAN W. GLÜCK, and BIRGIT LEYENDECKER. "Family factors predicting vocabulary in Turkish as a heritage language." Applied Psycholinguistics 36, no. 4 (2014): 875–98. http://dx.doi.org/10.1017/s0142716413000544.
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ABSTRACTMost immigrant parents face the challenge of passing on their heritage language to their children. Family predictors of Turkish heritage language vocabulary are examined for 119 preschoolers and 121 fourth graders in Germany. Path analyses link children's Turkish vocabulary to the family background (parents’ education and generational status), the home literacy environment (HLE), and mothers’ language use. The main findings are (a) the HLE predicts children's Turkish vocabulary, (b) mothers’ use of Turkish with their children predicts children's Turkish vocabulary, and (c) family background is mainly connected to Turkish vocabulary by way of mothers’ use of Turkish. The HLE and being exposed to Turkish are both important for children's heritage vocabulary. Thus, parents can use everyday resources to actively promote their children's Turkish language skills.
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Rudiuk, T. V. "Family vocabulary and pedagogy (communicative-activity approach)." Pedagogical sciences reality and perspectives, no. 77 (2020): 180–84. http://dx.doi.org/10.31392/npu-nc.series5.2020.77.40.
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Rudiuk, T. V. "FAMILY VOCABULARY AND GENEALOGY (COMMUNICATIVE-ACTIVITY APPROACH)." Innovate Pedagogy, no. 28 (2020): 89–92. http://dx.doi.org/10.32843/2663-6085/2020/28.16.
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Salhotra, Neeraj. "The Vocabulary Initiative: A Model for Vocabulary Instruction." Undergraduate Journal of Service Learning & Community-Based Research 2 (November 22, 2013): 1–14. http://dx.doi.org/10.56421/ujslcbr.v2i0.127.
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The U.S. currently has wide income and racial achievement gaps in reading. The disparity between African Americans or Hispanics and Caucasians is multiple grade levels; in other words, 13-year-old Caucasians' reading scores are equivalent to those of 17-year-old Hispanics or African Americans (Family Facts 2009). While this reading gap has multiple causes, the vocabulary disparity is one of the primary drivers. These vocabulary differences are present when students begin school and only widen in each successive school year. Additionally, vocabulary understanding is critical for reading comprehension and thus success on standardized tests and ultimately success in high school and college. It is clear, therefore, that if the nationhopes to reduce the reading achievement gap and help boost college completion rates for lowincome and minority Americans, the vocabulary gap must be addressed.
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Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (2011): 193–215. http://dx.doi.org/10.1075/aral.34.2.04dib.
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The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Variables such as English language proficiency, intelligence, family educational background, gender, age and type of university were controlled. The third language learners outperformed their second language counterparts at all word difficulty levels. The findings are discussed in relation to bilinguals’ higher level of executive and inhibitory control.
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SUBON, Frankie, and Norseha UNIN. "RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS." Issues in Language Studies 12, no. 2 (2023): 192–210. http://dx.doi.org/10.33736/ils.5531.2023.
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This paper explores the vocabulary acquisition of 143 middle school students from an East
 Malaysian school, examining its correlation with gender, attitudes, and perceived
 problems faced in vocabulary learning. Using the Contextualised Word Family
 (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit
 vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest
 design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels
 Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with
 no significant difference based on gender, a very weak negative correlation with attitudes
 towards vocabulary learning, and mostly weak positive but significant relationships with
 three of the learners’ perceived problems faced in vocabulary learning. This study
 provides some important pedagogical implications for teacher practice and
 recommendations for future research.
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Denison, G., and I. Custance. "Vocabulary Learning Using Student-Created Class Vocabulary Lists." Vocabulary Learning and Instruction 9, no. 2 (2020): 1–8. http://dx.doi.org/10.7820/vli.v09.2.denison.custance.
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In this article, we describe the pedagogical basis for class vocabulary lists (CVLs) and their implementation using Google Sheets. CVLs allow students to collaborate and build “notebooks” of vocabulary that they feel is important to learn. CVL choices of students (N = 53) in three classes of mixed non-English majors and one informatics class were compared against frequency-based lists (British National Corpus/Corpus of Contemporary American English Word Family Lists [BNC/COCA], New General Service List [NGSL], Test of English for International Communication [TOEIC] Service List [TSL]) using the Compleat Web Vocabulary Profiler (Web VP) to determine the usefulness of the selected vocabulary. An information technology keywords list, constructed using AntConc and AntCorGen, was compared against the informatics group’s CVL to determine if those students were choosing field-appropriate vocabulary. Results suggest that when given autonomy to choose vocabulary, students generally select useful and relevant words for their contexts (e.g, simulation, virtual, privacy, artificial, denuclearization, aftershock, heatstroke) and that CVLs supplement frequency-based lists in beneficial ways.
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Fitria Rahmawati, Annisa, Hafidz Triantoro Aji Pratomo, and Setyadi Nugroho. "Hubungan Partisipasi Keluarga dengan Kosakata pada Anak dengan Permasalahan Komunikasi." Jurnal Terapi Wicara dan Bahasa 3, no. 1 (2024): 211–18. https://doi.org/10.59686/jtwb.v3i1.156.
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Background: The role of parents is very important for children, this is because dealing with children with communication problems parents need to know special skills to guide children. Vocabulary is very important and necessary in communicating verbally with others and also the mastery of vocabulary owned by a person also affects the ability to understand something. Objectives: This study aims to provide an overview of the relationship between family participation and vocabulary in children with communication problems in Sukoharjo District. Methods: This study is a quantitative study with a cross sectional study design, involving 30 parent respondents who have children with communication problems at the Sukoharjo Regency Language and Speech Learning Clinic. The data in this study were analysed univariately and bivariately. The statistical test used is using Spearman's Rank test. Results: The results of the analysis test showed =0.001 (Ha accepted) with a correlation coefficient of r=0.566 which shows the relationship between the two variables in the strong category with a positive direction. Conclusion: Based on the results of data analysis, it can be concluded that there is a significant relationship between family participation and vocabulary and further research needs to be done on the relationship between family participation and vocabulary. Keywords : Communication, Family, Language, Participation, Vocabulary
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VÂRLAN, Mariana. "VEGAN AND ITS “FAMILY” − LEXICO-SEMANTIC AND MORPHOLOGICAL CONSIDERATIONS." Studii și cercetări de onomastică și lexicologie 28, no. 1-2 (2022): 359–68. http://dx.doi.org/10.52846/scol.2021.1-2.24.
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"The vocabulary of the contemporary Romanian language is characterized by dynamism and creativity, its richness and variety being the result of our people’s material and spiritual development. Because of its spectacular dynamics, the term ”vegan” occupies a special place in the actual vocabulary of the Romanian language, at least until another lexical ”concept” replaces it."
Dissertations / Theses on the topic "Family vocabulary"
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Snyder, Courtney M., and Wallace E. Jr Dixon. "Birth Order Moderates Temperament-Vocabulary Relationships." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1503.
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Sukying, Apisak. "The Relationship between Receptive and Productive Affix Knowledge and Vocabulary Size in an EFL Context." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17630.
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Affix knowledge, the ability to use prefixes and suffixes, is an essential mechanism for vocabulary acquisition and growth. Research demonstrates a positive relationship between affix knowledge and vocabulary size yet little is known about how these English affixes are acquired. Therefore, this study investigated the nature of affix acquisition, in terms of linguistic and psycholinguistic features, using Bauer and Nation’s (1993) word family construct. The study also aimed to determine whether, and to what extent, receptive and productive affix knowledge contributes to vocabulary size. A total of 486 Thai EFL participants participated in the study. The participants were 14-17 years old and were students in grades eight to eleven at a public school. The participants were given two existing vocabulary size tests and three measures of affix knowledge. Affix knowledge measures were designed and piloted specifically for this study to measure the participants’ receptive and productive affix knowledge. Correlational and multiple regression analyses were used to examine the relationship between different dimensions of affix knowledge and vocabulary and to determine the statistical contribution of variance in affix knowledge to vocabulary. Qualitative analysis of the multiple-case design was also used to explore the pattern of sentence composition in small versus large vocabulary participants. The results confirmed a positive relationship between Thai EFL learners’ receptive and productive affix knowledge and their receptive and productive vocabulary size. Furthermore, Thai EFL participants’ affix learning followed a five-stage taxonomy of affix acquisition: inflections, prefixes, verbs, nouns, and adjectives and adverbs. This taxonomy was acquired at different speeds and varying degrees. These findings support previous claims that the development of the L2 lexicon is complex and incremental. Furthermore, knowledge of affixes in English functions as a building block for word knowledge and the acquisition of the affix is multidimensional and incremental. Future research would benefit from longitudinal studies designed to examine more precisely this mechanism, including internal and external factors. Such research would provide additional important pedagogical and theoretical implications.
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Love, Jill Annette. "Communication Apprehension in the Classroom: A Study of Nontraditional Graduate Students at Ohio University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363877519.
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Massis, Delphine-Jacqueline. "Étude comparative des termes de parenté : En Français et en Arabe." Besançon, 1989. http://www.theses.fr/1989BESA1009.
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Notre recherche consiste en une étude de lexicologie comparée portant sur les termes de parente en français et en arabe. Pour ce faire, nous avons étudié les termes de parente par consanguinité et par alliance. Nous avons ensuite différencie les termes d'adresse ou d'appellation des termes de référence. En ce qui concerne le français nous avons traité, non seulement des termes officiels, mais aussi des termes familiers, populaires, argotiques, régionaux et enfantins. Pour l'arabe, en plus de l'arabe classique, nous avons mentionné les termes dialectaux de la Cisjordanie. Les proverbes, sentences, maximes et expressions "idiomatiques" concernant les termes de parente sont présents tout au long de notre étude. Nous avons comparé ici et là les termes français a leurs équivalents en anglais, ainsi que les termes arabes à leurs équivalents en hébreu. Notre travail conclut qu'il existe des différences entre les deux langues, le français apparaissent plutôt synthétique et l'arabe plutôt analytique.
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Desrichard, René-Claude. "Le vocabulaire de la vie à la ferme dans l'ancien archiprêtré de Souvigny." Clermont-Ferrand 2, 1989. http://www.theses.fr/1989CLF20023.
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L'ancien archipretre de souvigny s'etend, sur la rive gauche de l'allier, de neuvy, au nord, en terre d'oil, a saint-germain-de-salles, au sud, en terre d'oc. L'etude du vocabulaire revele l'existence de parlers riches et varies, dans lesquels apparaissent des frontieres assez nettes. Pour ce qui est de la phonetique, nombre de traits d'oc ne se rencontrent que dans l'extreme sud de l'aire, limite au nord par bayet : participe passe masculin en (a), opposition entre masculin en (a) et feminin en (o), infinitif en a issu de -are, nombreuses diphtongaisons. Le consonantisme est lui aussi particulier : chute des consonnes finales, evolution de (p) dans (pr) intervocalique, mouillure, evolution de (k) ou de (g) initial. Pour le lexique, apparaissent deux frontieres qui opposent des paires de mots differents pour designer une meme chose. L'une, a monetay, separe le nord de l'aire du centre et du sud. L'autre, a bayet, oppose des mots employes dans le nord et le centre a des mots employes dans le sud. Enfin, des aires isolees, sans doute archaisantes, existent au centre du domaine. Ces remarques eclairent les processus d'oilisation et de francisation<br>The area formerly placed under the authority of the archpriest of souvigny stretches along the left bank of the river allier from neuvy to the north, in "oil" speaking territory down to saint-germain-de-salles to the south, in "oc" speaking territory. A study of the vocabulary reveals the existence of rich and varied forms of local speech with relatively clear-cut borderlines. As regards phonetics, many of the "oc"-language characteristics only occur in the southernmost part of the area limited to the north by bayet : masculine part participle ending in (a), masculine endings in (a) contrasted with feminine endings in (o), infinitive ending in -a stemming from -are, numerous diphtongs. The consonant system also has its characteristics : final consonants dropped, (p) altered into intervocalic (pr), palatalization, initial (k) or (g) altered. As regards the lexis, two dividing lines delimitate areas in which different words going in pairs are used to name the same things. One line, running through monetay marks the boundary between the north of the area and its central and southern parts. The second line, running trough bayet contrasts words spoken in the north and center with words spoken in the south. Besides, isolate areas with apparently archaic speech forms can be delimited in the centre of the zone. The study therein throws light on the way the "oil" dialects and french language gradually spread southwards
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Wang, Yu-Hua, and 王瑜樺. "A Correlational Study of Family Social Capital, English Vocabulary Learning Strategy and Vocabulary Achievement of Fifth Graders in New Taipei City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/46019222936185445907.
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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>101<br>The study aimed to explore the impacts of social capital in the family of elementary students in New Taipei County on English vocabulary learning strategy and English vocabulary achievement, and discussed the correlation of students’ social capital in the family to their English vocabulary learning strategy and English vocabulary achievement. Moreover, the study wanted to understand the prediction of students’ social capital in the family to their English vocabulary learning strategy and English vocabulary achievement. The study was conducted through a questionnaire survey. The subjects were 118 pupils from fifth grade in New Taipei County elementary school. The data were collected by a self-constructed questionnaire and analyzed by using Descriptive statistics, One-Way Anova, Pearson correlation and Stepwise multiple regression analysis. The results of survey wsre as follows:
1. The fifth graders in this survey had fare family social capital, fare English vocabulary achievement and often used vocabulary learning strategy.
2. Determination Strategy was most frequently employed, while Social Strategy was least frequently used. Among forty-one vocabulary strategies, analyzing pictures or gestures on book, verbal repetition and choosing the easy or short vocabulary to memorize first were most frequently employed. Using physical action when learning a word was least frequently used.
3. There was a significant difference of using vocabulary learning strategies and had vocabulary learning achievement among different family social capital students.
4. Positive correlations appeared among students’ social capital in the family and their English vocabulary learning strategy, students’ social capital in the family and their English vocabulary achievement, and students’ English vocabulary learning strategy and their English vocabulary achievement.
5. The fifth graders’ variance of social capital in the family could be the prediction of their English vocabulary learning strategy and their English vocabulary achievement.
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Ho, Yi-chan, and 何依禪. "Relationships Between College English Majors' Abilities in Academic Vocabulary and its Derivatives of Word Family." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/sukrf4.
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碩士<br>國立高雄師範大學<br>英語學系<br>97<br>This study aimed to investigate the relationships between college English majors’ academic vocabulary ability and their derivatives ability. The subjects consist of two groups: 72 English-majored seniors and 70 English-majored freshmen at National Kaohsiung Normal University in Taiwan. The instruments are Academic Vocabulary Level Test (developed by Schmitt, Schmitt, & Clapham, 2001), Productive Derivatives Test, Receptive Derivatives Test, and a questionnaire. Except for the Academic Vocabulary Level Test, the other three instruments were developed by the researcher of this study. By ways of descriptive statistics, Pearson Chi-square test, Independent Sample t-test, one-way ANOVA, and Scheffe post-hoc test through the SPSS version 10.0 for Windows, the data of this study were analyzed quantitatively.
The major findings of this study are summarized as follows:
1. The difference between freshmen’s and seniors’ performances on the Academic Vocabulary Level Test reached the significant level. Seniors (SP group) had significantly better performance on the Academic Vocabulary Level Test than the 54 freshmen who passed the Academic Vocabulary Level Test (FP group) did and than the 16 freshmen who failed the Academic Vocabulary Level Test (FF group) did. Besides, the FP group had significantly better performance on the Academic Vocabulary Level Test than the FF group.
2. Among the four word classes, the three groups’ productive performances on adverbs were significantly lower than the other three word classes. Besides, the SP group performed significantly better on producing all the four word classes--nouns, verbs, adjectives, and adverbs. For nouns and adjectives, the SP group performed significantly better than the FP and than the FF groups did, and also the FP group performed significantly better than the FF group did. As for verbs and adverbs, the SP group performed significantly better than the FP group did and than the FF group did.
3. The three subject groups’ productive derivatives ability was significantly better than their receptive derivatives ability. For productive derivatives ability, the SP group performed significantly better than the FP group did and than the FF group did. The FP group also performed significantly better than the FF group did. For receptive derivatives ability, the SP group performed significantly better than the FP group did and than the FF group did.
4. On the Productive Derivatives Test, two derivatives out of the four were produced the most by the subjects. On the Receptive Derivatives Test, three derivatives out of the four were recognized the most by the FF group, and four derivatives out of the four were recognized the most by the FP and the SP groups.
5. Subjects’ knowledge of word meanings was related to their performance on the derivatives on the Productive Derivatives Test. The performance on the derivatives of which the subjects in the SP and FP groups knew the meanings was significantly better than the performance on the derivatives of which the subjects claimed they knew the meanings only in context, and than the performance on the derivatives of which the subjects claimed they did not know the meanings.
6. The relationship between the subjects’ learning experience of four parts of speech and their performance on the Productive Derivatives Test was not found.
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Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.
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In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects.
This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English.<br>Linguistics and Modern Languages<br>M.A. (Applied Linguistics)
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Havránková, Anna. "Výuka slovní zásoby." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-335868.
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This thesis presents different points of view on vocabulary. Its aim is to define its role in language teaching. There are four main chapters in the theoretical part: history of methodologies, psychological and neurolinguistic aspects of teaching, fields of vocabulary knowledge and finally stages of vocabulary teaching. The work addresses both the historical development and current tendencies. In the practical part, we first made a didactic analysis of selected textbooks which deal with vocabulary. Furthermore, a selected range of vocabulary (family) was analysed according to the techniques of introducing, semantisation and practicing activities. Several shortcomings were revealed, such as lack of information about the pronunciation, word grammar, register, audio recordings and especially dearth of language skills nowadays often emphasised in Europe. The last part of this work was to create a separate file for teaching the topic of family, so that on the one hand it corresponds to the theoretical knowledge and on the other hand, is based on an analysis of textbooks. Therefore it was possible to demonstrate their applicability to the given range of vocabulary. The aim of the thesis was to define the role of vocabulary in teaching, which we did not do only in methodology, but also in linguistics and...
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Kołak, Joanna. "Language environment and vocabulary development of the Polish-English bilingual children in the United Kingdom and Ireland." Doctoral thesis, 2020. https://depotuw.ceon.pl/handle/item/3811.
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Vocabulary size of bilingual children is influenced by two types of factors. First type is
the child internal factors, such as child’s chronological age and the age of first contact with the
majority language, phonological and lexical processing skills, and analytical reasoning (e.g.,
Chondrogianni & Marinis, 2011; Paradis, 2011). Second type is the child-external factors, such
as the amount and quality of the child’s language exposure and language use, and family’s
socio-economic status (e.g. Cattani et al., 2014; Ribot et al., 2018). A few studies showed that
those two types of factors work together in influencing bilingual children’s vocabulary size
(Chondrogianni & Marinis, 2011; Hurtado et al., 2014; Paradis, 2011; Pham & Tipton, 2018,
Sun et al., 2018). None of them have explored the impact of several internal and external factors
simultaneously on the bilingual children’s vocabulary size in their both languages.
The aim of the present analysis was to examine how child internal and child external
factors predict vocabulary size of the Polish-English bilingual children living in the UK and
Ireland, using quantitative methods and investigating the issue longitudinally. Second, we
aimed to perform an in-depth analysis of the family language environment of those children,
by using qualitative methods. By combining the two methods, we explored whether the
qualitative analysis of the children’s family language environment can help us understand
children’s vocabulary development in that group. The participants included 28 Polish-English
bilingual children living in the UK and Ireland. Children’s expressive vocabulary size was
measured at the age of 24-36 months with the use of Polish (Smoczyńska et al., 2015) and
English (Meints & Fletcher, 2001) MB-CDIs. The children’s receptive and expressive
vocabulary size was measured at the age of 5;6-7;6 with the Polish and English Crosslinguistic
Lexical Tasks (CLTs; Haman, Łuniewska, Pomiechowska, 2015). Information about children’s
language environment was collected through parental questionnaires and in-depth semistructured interviews with the parents. The data on children’s lexical and phonological
processing skills, verbal and non-verbal working memory, and analytical reasoning skills was
collected with the use of cognitive tasks.
The results show that children’s vocabulary size was predicted by both internal and
external factors. However, the combinations of those factors in predicting children’s
vocabulary in both languages changed over time. Children’s expressive vocabulary in Polish
at younger age was predicted by children’s age, and children’s expressive vocabulary in
English was predicted by the amount of children’s language use in English. At older age,
children’s receptive and expressive vocabulary in Polish was predicted by children’s
phonological processing skills and the amount of their language use in Polish. Children’s
receptive vocabulary in English was predicted by their phonological processing skills, while
children’s expressive vocabulary size in English was predicted by their phonological and
lexical processing skills.<br>Dwa rodzaje czynników mają wpływ na rozmiar słownika dzieci dwujęzycznych.
Pierwszy to czynniki wewnętrzne związane z dzieckiem, takie jak wiek dziecka, wiek
pierwszego kontaktu z językiem, zdolność przetwarzania fonologicznego i leksykalnego, czy
zdolność myślenia analitycznego (np., Chondrogianni & Marinis, 2011; Paradis, 2011). Drugi
rodzaj to czynniki zewnętrzne związane z dzieckiem, takie jak ilość i jakość języka w otoczeniu
dziecka oraz używanego przez dziecko, i status społeczno-ekonomiczny rodziny (np., Cattani
i in., 2014; Ribot i in., 2018). Kilka badań pokazało, że te dwa rodzaje czynników wspólnie
wywierają wpływ na wielkość słownika dzieci dwujęzycznych (Chondrogianni & Marinis,
2011; Hurtado i.in., 2014; Paradis, 2011; Pham & Tipton, 2018, Sun i i., 2018). Żadne z nich
nie analizowało w sposób podłużny wpływu wiekszej liczby czynników wewnętrznych i
zewnętrznych na wielkość słownika dzieci w obu językach.
Głównym celem badania było zbadanie, jak wewnętrzne i zewnętrzne czynniki w
ujęciu podłużnym wyjaśniają wielkość słownika polsko-angielskich dzieci dwujęzycznych, z
użyciem metod ilościowych. Po drugie, chcieliśmy przeprowadziliśmy szczegółową analizę
środowiska językowego tych dzieci, stosując metody jakościowe. Łącząc obie metody,
zbadaliśmy, czy analizy jakościowe, dotyczące środowiska językowego dzieci, są w stanie
pomóc nam zrozumieć rozwój jezykowy tej grupy. Uczestnikami badania było 28 polskoangielskich dzieci dwujęzycznych mieszkających w Wielkiej Brytanii i Irlandii. Ich
słownictwo czynne w wieku 24-36 miesięcy było zbadane z użyciem polskiej (Smoczyńska,
2015) i angielskiej (Meints & Fletcher, 2001) wersji MB-CDI. Słownictwo bierne i czynne
tych dzieci w wieku 5;6 – 7;6 lat było zbadane przy pomocy Miedzyjęzykowych Zadań
Leksykalnych (CLTs; Haman, Łuniewska, Pomiechowska, 2015). Informacje związane ze
środowiskiem językowym dziecka były zebrane przy pomocy kwestionariuszy, wypełnianych
przez rodziców, oraz pogłębionych wywiadów częściowo ustrukturyzowanych z rodzicami.
Dane dotyczące umiejętności przetwarzania leksykalnego, fonologicznego, werbalnej i
niewerbalnej pamięci roboczej i myślenia analitycznego dzieci były zebrane przy pomocy
zadań poznawczych.
Wyniki pokazały, że wielkość słownika dzieci była wyjaśniana zarówno przez czynniki
wewnętrzne i zewnętrzne. Jednakże kombinacja czynników przewidujących słownictwo w obu
językach zmieniła się na przestrzeni czasu. Wielkość słownika czynnego dzieci w języku
polskim w młodszym wieku była wyjaśniona przez wiek, a w języku angielskim przez to, jak
dużo angielskiego używało dziecko. W starszym wieku, wielkość słownika biernego i
czynnego w języku polskim było wyjaśniona przez umiejętność przetwarzania fonologicznego
i przez to, jak dużo polskiego używało dziecko. Wielkość słownika biernego w języku
angielskim była wyjaśniona przez umiejętność przetwarzania fonologicznego, podczas gdy
wielkość słownika czynnego w języku angielskim była przewidziana przez umiejętność
przetwarzania fonologicznego i leksykalnego.
Books on the topic "Family vocabulary"
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Directorate, Canada Secretary of State Terminology and Linguistic Services. Vocabulary of family violence. Secretary of State., 1994.
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Rondina, Marisa. Vocabulary of family violence =: Vocabulaire de la violence familiale. Canada Communications Group, 1994.
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Canada. Public Works and Government Services Canada. Terminology and Linguistic Services Directorate., ed. Vocabulaire de la violence familiale =: Vocabulary of family violence. Travaux publics et services gouvernementaux Canada = Public Works and Government Services Canada, 1994.
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Hart, Mark. Apple blossom daze: A contextual vocabulary builder. 4th ed. M. Hart, 1985.
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Valliere, Nathalie. Family: La famille : my first bilingual book / mon premier livre bilingue. Beaver Books Publishing, 2011.
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Helm, Stierlin, and Wynne Lyman C. 1923-, eds. The language of family therapy: A systemic vocabulary and sourcebook. Family Process Press, 1985.
Find full textBook chapters on the topic "Family vocabulary"
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Thompson, Sue, and Neil Thompson. "The family." In Mastering Arabic Vocabulary and Pronunciation. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00226-3_5.
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Sirhan, Nadia R. "Family and Feelings العائلةُ والعواطِفُ." In Mastering Arabic Vocabulary. Routledge, 2023. http://dx.doi.org/10.4324/9781003250890-2.
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Laiou, Angeliki E., Cécile Morrisson, and Rowan Dorin. "Peasant Rebellion: Notes on its Vocabulary and Typology." In Women, Family and Society in Byzantium. Routledge, 2024. http://dx.doi.org/10.4324/9781003554363-7.
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Zubrick, Stephen R., Catherine Taylor, Daniel Christensen, and Kirsten Hancock. "Early Years and Disadvantage: Matching Developmental Circumstances in Populations to Prevention and Intervention Opportunities." In Family Dynamics over the Life Course. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_3.
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AbstractIn this chapter we use rich longitudinal data to examine the typical growth of vocabulary in children as they age from 4 years onwards. Vocabulary is a robust indicator of language development and of early cognitive growth. The data demonstrate the surprising variability among children of similar ages in their early cognitive growth. This variability leads to difficulties in predicting early vulnerability and in subsequently selecting children for targeted interventions. By examining the developmental circumstances that accelerate or retard changes in the growth of this aspect of language development we assess the implications of the findings for the subsequent population reach and actual participation of children in programs designed to reach those who are variously vulnerable.
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Peek, Philip S. "Module 60". У Αncient Greek II. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0441.30.
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Module 60 teaches students about memory as it occurs in Thoukydides’ History, Liu’s Dandelion Dynasty series, Homer’s Iliad and Odyssey, Quinones’ Dreamland: The True Tale of America’s Opiate Epidemic, Desmond’s Evicted Poverty and Profit in the American City, and Reed’s The Hemingses of Monticello: An American Family. In Ancient Greek students read Heliodoros’ Aithiopika (Αἰθιοπικά). Students practice parsing, practice identifying clitics and full words, and learn new vocabulary. James Patterson’s Reading Morphologically covers the Attic and Ionic dialects.
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Uzun, Levent. "Should We Blame Machine Translation for the Inadequacy of English? A Study on the Vocabulary of Family and Relationships." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33272-7_17.
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Barrandon, Nathalie. "La transgression dans la guerre au temps de Cicéron : droit et cruauté." In La transgression en temps de guerre. Presses universitaires de Rennes, 2021. https://doi.org/10.4000/13s9p.
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Cet article propose une analyse du rapport entre le droit et la guerre, notamment à l’époque de Cicéron, puis ce que représente la cruauté pour ce dernier afin d’enrichir la réflexion sur la transgression dans la guerre, en questionnant notamment la notion de victime. La pertinence de l’emploi de la notion de transgression en relation avec le ius feciales, le ius gentium et le ius belli est donc évaluée. Une étude exhaustive du vocabulaire latin de la cruauté dans l’œuvre de Cicéron permet de questionner le rapport qu’il établit entre la cruauté et la peine de mort, puis avec la tyrannie. Enfin, en se focalisant sur les comparatifs (crudeliores) et les superlatifs (crudelissimi) on peut valoriser la dénonciation de la transgression dans l’œuvre de Cicéron par le prisme de trois thèmes : l’hospitalité, de la famille et du corps.
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"4.8. The Family." In Spanish Vocabulary. University of Texas Press, 2008. http://dx.doi.org/10.7560/718104-022.
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Ángel San José, Miguel. "La Familia y la casa / Family and Home." In Using Spanish Vocabulary. Cambridge University Press, 2003. http://dx.doi.org/10.1017/cbo9781139173407.006.
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Sirhan, Nadia R. "Family and feelings العائِلةُ والعَواطِفُ." In Mastering Arabic Vocabulary. Routledge, 2017. http://dx.doi.org/10.4324/9781315672922-8.
Full textConference papers on the topic "Family vocabulary"
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Kurilenko, Victoria. "LINGUO-CULTURAL ANALYSIS OF FAMILY RELATIONS� VOCABULARY IN RUSSIAN PROVERBS AND SAYINGS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.039.
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Осипова, К. В. "Чай в языке и культуре Русского Севера". У Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.35.
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In the work on the material of vocabulary, as well as rituals, beliefs and folklore of the Russian North, the symbolics and ritual functions of tea and tea drinking in folk culture are reconstructed. The place of tea in the diet, the organization of tea drinking are considered; reveals the parameters by which the quality of tea is assessed and functions of tea in family rituals. Drinking tea in folk culture acquires a special ceremoniality and often performs the functions of social regulation: social skills are tested during tea drinking and social relations are built. In family rituals, tea takes on the symbolic functions of wine and beer, bread and bread and salt, forming a functionally close “tea-sugar” pair. Often, tea is opposed to bread as an empty and non-nutritious product, a symbol of luxury and excess.
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Солоха, Диана. "FEATURES OF RECEPTION AND TRANSLATION INTO GERMAN OF NON-EQUIVALENT VOCABULARY IN THE WORK OF S.T. AKSAKOV "FAMILY CHRONICLE"." In CROSS-CULTURAL↔INTRA-CULTURAL COMMUNICATION: THEORY AND PRACTICE OF TRAINING AND TRANSLATING. Baskir State University, 2021. http://dx.doi.org/10.33184/miktipoip-2021-12-02.36.
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Lifari, Viorica. "Cultural specific character of ethnonymic idioms and their translation." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v2.14.
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Most recent studies in cross-cultural communication focus on the research of concepts that are expressed by means of idioms in various languages. Abstract concepts are most commonly expressed by means of idioms due to their comparison with the physical world and due to the culturally specific character of the idioms. The idioms depict an image of a certain situation and this specific image shows the world picture of the bearer of the language. The ethnonymic idioms as a separate group of idioms are found in the Germanic and Slavic languages, while no such separate group of idioms are encountered in the Romanian research literature. There are studies of ethnonymic words, their etymology, meaning and motivation but separate dictionaries are still in work (Munteanu 299-310). These linguistic means present a special interest for specialists in linguistic anthropology as they serve as unique linguistic means, though they belong to the colloquial layer of the vocabulary, which indicate the attitude of one people towards the other ones, especially towards the people in the neighbouring countries attitude that was created during historical interaction and was imprinted in the language as a stereotype and represents linguistic evidence of the peoples’ interaction. It is a well-known fact that metaphors are mostly adapted when translated or interpreted into another language still some idioms were formed on common knowledge in the interaction between people and thus have equivalents in many languages from the same family.
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Araujo, Elking, Verónica Maldonado-garcés, and Nelson Salgado. "Inclusive dictionary for people with disabilities through an accessible technological platform." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002870.
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One of the greatest challenges for people with disabilities is the lack of accessibility to information, and communication, in addition, to learning processes, which results in few possibilities for labor and social inclusion. Currently, in this sense, research and projects are carried out to promote strategies that allow greater use of ICTs in the acquisition and exchange of knowledge to reduce inequalities in terms of accessibility, especially for people with disabilities and, in general, for priority care groups. However, sustained processes are required that allow comprehensive accessibility to people with disabilities.According to studies carried out by the World Health Organization (WHO), it is estimated that 5% of the world’s population has a hearing impairment (World Health Organization, 2018). This community generally presents learning problems given the low effectiveness in the transmission of messages between listeners and non-listeners, and, regarding information and communication technologies, there are not enough computerized educational materials that facilitate communication and Autonomous Learning.It is important to mention that ICT plays a decisive role in teaching-learning in various educational environments. Undoubtedly, new technologies can supply means for improving teaching and learning processes, and managing educational environments in general, since they facilitate cooperation and collaboration between students. In addition, they contribute to overcoming social inequalities. Because sign language is the first language of the deaf community, and since it is expressed spatially and visually, it is necessary to produce multimedia content for the generation of computerized educational tools to properly transmit these messages. The present work is oriented toward facilitating sign language learning in people with hearing impairment, which contributes to their coexistence and interaction.We cannot fail to mention that the approach to nature is mediated by language. Without sufficient lexical background, any formative action is limited. It is essential to have a sufficient repertoire of terms that help the speaker understand and know her environment. Under regular conditions, vocabulary acquisition may be conditioned by diverse, but drawing events or conditions: access to physical or digital bibliography, limited educational experience, family environment little related to reading, etc. The increase in vocabulary in a speaker facilitates learning. Many reading comprehension problems begin with the impossibility of properly decoding words.The problem of access to vocabulary improvement is exacerbated for the deaf community and people with visual disabilities. The aggravation is because they do not exist in the Ecuadorian environment, dictionaries that offer information from the Ecuadorian lexicon not defined in general dictionaries and that, at the same time, contribute to the interpretation of sign language for the deaf community or that meets the standards of inclusion necessary to facilitate reading in users with visual disabilities.In this context, part of our work will be focused on determining which is the lexicon of Ecuadorian speech that deaf people do not know. We consider as a hypothesis that the lexicon unknown by deaf people mostly comprises terms with abstract or very localized references.In addition, we propose to propose the structure of the design of a technological platform of the dictionary. This web application would present the set of lexical entries defined in Spanish and expanded with an author appointment, accompanied by an image of the referent and a video with sign language interpretation of both the definition and the appointment. Each dictionary entry will offer automatic reading on the screen for the accessibility of no seers. The dictionary macrostructure will be composed of basic words and expressions of sign language to promote educational interest and facilitate and energize learning.The work will also be based on a methodology specialized in web applications such as OOHDM (Object Oriented Hypermedia Desing Methodology), on free tools for the manipulation of multimedia audio, video, and images such as Avidemux, Audacy, and Gimp respectively, in the Netbeans 14.0 development tool with JSF 2.0 framework. For integration with the database, PostgreSQL will be used.
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Seile, Elza. "The Impact of Students’ Morphological Awareness: Systematic Literature Review." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.26.
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In the Latvian education system and society, concerns are growing about students’ language competencies, including grammar. The relevance of these problems is also reflected in societal concerns about insufficient grammar skills and a lack of systematicity in the teaching content. Grammar is a system that includes word formation, morphology and syntax. Mastery of the grammatical systems of native languages is one of the most critical conditions for fully developing a child’s/scholar’s speech and mental abilities; however, it is essential to understand how precisely the comprehension of some regions of grammar influences language usage. Therefore, the research question is – how is “morphological awareness” defined in international literature and what domains of native language use are impacted by it? A systematic literature analysis, with a focus on global perspectives, was conducted to answer this question. The study aimed to clarify the explanation of morphological awareness in international literature (comparing it to what is used in Latvian grammar) and determine its role in using the native language. A comprehensive review of studies from 2003 to 2024 published in the Scopus database was conducted for this study. The material was selected using the keywords “morphological awareness/competence”. Using strict inclusion (articles published between year 2003 and 2024, articles in English) and exclusion criteria (not related to native language acquisition, language not belonging to the Indo-European language family, not focusing on school-aged children, focusing only on students with learning disabilities), 23 articles (from the USA, the UK, Brazil, Portugal, Spain, Switzerland, Canada, Norway, Germany, Netherlands) on morphological awareness were selected. These articles were then meticulously analysed, ensuring a thorough and reliable research process, using thematic analysis, focusing on their primary results and conclusions. The article summarises the research results on language domains influenced by morphology and explains the use of morphological awareness in foreign scientific literature. The term mentioned in the analysed studies is primarily related to identifying word composition and realising the meanings of morphemes. Analysing studies on students’ morphological awareness in several Indo-European language families (English, German, French, Dutch, Portuguese, Spanish, and Norwegian), it is concluded that it significantly affects reading comprehension, writing, vocabulary, and pronunciation. Its importance is particularly significant in languages with deep orthography.
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
Reports on the topic "Family vocabulary"
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Calderón, María Cecilia, and John Hoddinott. The Inter-Generational Transmission of Cognitive Abilities in Guatemala. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0011205.
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This paper examines early childhood development (ECD) outcomes and their association with family characteristics, investments, and environmental factors, with particular emphasis on the inter- generational transmission of cognitive abilities. The paper examines the causal relationship between parental cognitive abilities and ECD outcomes of their offspring using a rich data set from rural Guatemala that can account for such unobservable factors. A 10 percent increase in maternal Raven's scores increase children's Raven's scores by 7.8 percent. A 10 percent increase in maternal reading and vocabulary skills increases children's score on a standard vocabulary test by 5 percent. Effects are larger for older children, and the impact of maternal cognitive skills is larger than for paternal skills.