Linguistic Performance Research Articles

Linguistic white privilege

This paper describes how ideologies about Spanish shape the linguistic performance of Latinxs in post-Katrina New Orleans, demonstrating that these linguistic choices are shaped by linguistic white privilege. Locally relevant iterations of discourses related to the Latinx Threat Narrative (LTN) (Chavez 2013) embody raciolinguistic ideologies in order to construct public space as white space (Hill 1998), where the linguistic performance of whites is perceived as invisible, natural and standard, while the linguistic performance of Latinx speakers is perceived as disorderly, dangerous and non-standard, and subject to monitoring, policing and stigmatisation. Thus, access to positive linguistic identities is restricted to Anglo speakers. The analysis presented here underscores the role of sociopolitical context in shaping linguistic performance and highlights the need for sociolinguistic analyses focused on understanding not just linguistic performance but also the sociopolitical realities which shape this performance. The argument is developed based on close readings of transcriptions of sociolinguistic interviews (n = 33) conducted with Latinx participants in New Orleans in 2017 and 2018. Interviews were transcribed and coded for evidence of LTN discourses, as well as how clues to how these discourses are implicated in the articulation of public space in New Orleans. The analysis emphasises the need for sociolinguistic research focused on understanding the social context of the language use of minoritised populations, particularly in terms of the linguistic ideologies shaping language perception. This article contributes to the study of language and discrimination by identifying specific raciolinguistic ideologies and by illustrating how these ideologies are articulated in terms of threat discourses that function to articulate public space.

Comprehension of core grammar in diverse samples of Mandarin-acquiring preschool children with ASD

Abstract In this review, we summarize studies investigating comprehension of three core grammatical structures (Subject-Verb-Object word order, grammatical aspect and wh-questions) in diverse samples of Mandarin-acquiring preschoolers with ASD, all utilizing the Intermodal Preferential Looking (IPL) paradigm. Results showed that children with ASD, though they were delayed in chronological age and expressive language (including significantly lower vocabulary production scores), acquired various grammatical constructions similarly to their typically developing peers. Moreover, Mandarin-acquiring preschoolers with ASD demonstrated similar acquisition patterns of these three core grammatical structures, as has been reported in previous IPL studies among English-acquiring children with ASD (Naigles & Fein, 2017). Thus, the results testify that universal underlying mechanisms are playing vital roles in grammatical acquisition of children with ASD across languages (e.g., the setting of word order parameters, the preservation of functional morphemes, the universal operation of WH-Movement), despite their pervasive social cognition impairments. These findings suggest that core grammatical knowledge may be preserved in children with ASD, even in the face of radical differences in language environment and social/communicative deficits, supporting the contribution of the language faculty in autistic language acquisition. The results shed light on the sharp contrast between linguistic competence (governed by the internal computational system of the language faculty) vs. linguistic performance (affected by loci of impairment in the sensory-motor and the conceptual-intentional interfaces) in ASD. Furthermore, the results highlight the dissociation between the lexical vs. the grammatical modules in ASD, supporting a modular view of the diverse language domains in the language faculty.

The Perception of Linguistic Performance among Primary School Students when Collaborative Learning

The framework document Good School Performance (Koncepcija 2015), regulating the curriculum of Lithuanian schools, states that school curriculum should engage, motivate, be wide in scope, as well as exhaustive and challenging, and encourage problem solving; it should develop competences necessary for modern life; enable learning through research, experiments, discovery and invention, creation, communication, and collaboration. Self-identification as a member of a group/class is a fundamental value that enables quality learning and socially responsible activities. Students demonstrate a positive learning approach if they feel they belong to the class/school environment and identify themselves as its full-fledged members. The sense of belonging to an educational group/community is of great importance. It is when students feel as outsiders that complications arise. The failure to identify with the community leads to learning difficulties, subject irrelevance and therefore goals that are not only beyond reach but also goals that student are not willing to pursue. This article discusses how Lithuanian primary school students perceive collaborative learning, which integrates the development of language skills.

Comprehensive qualitative characterization of linguistic performance profiles in primary progressive aphasia: a multivariate study with FDG-PET

Primary progressive aphasia (PPA) classification relies on profile characterization of quantitatively impaired/spared performance in language tasks. In this study, we coextracted 8 qualitative types of errors in 67 PPA patients submitted to a comprehensive language assessment. Canonical correlation analysis was applied to simultaneously correlate qualitative errors and brain metabolism, collected with FDG-PET. Results showed the contribution of semantic, syntactic and working memory errors associated with specific correlates of regional metabolic changes. Reduced metabolism in the left fusiform gyrus, anterior-middle and inferior-temporal gyri and middle-temporal pole correlated with an increase of semantic errors. Hypometabolism in the left inferior, middle, and superior frontal gyri, insula and right middle-occipital gyrus was related to syntactic errors. Higher metabolism in the bilateral pallidum, putamen, and left thalamus, as well as hypometabolism in the left angular and supramarginal gyri, inferior-parietal lobule, posterior-middle and inferior-temporal gyri and posterior cingulum predicted the increase of working memory errors. A relevant role of working memory subcomponents was associated with distinct neural systems. Patients’ profiles are easily represented in a qualitative multidimensional space, in which mixed PPA overlapped with different phenotypes.

Tomorrow May Not Be Yours: Military Slang and Jargon as Linguistic Performance in Nigeria

This article explores the expressive use of slang and jargon by officers and men of the Nigerian Army in a bid to construct social identity, enforce discipline, and conform to work ethics. The study adopts linguistic ideology and community of practice theories which are complemented by the notion of style as performance to provide frameworks for understanding military subjectivities and attitudes represented by these emblematic linguistic resources. Data were sourced through participant observation and semi-structured interviews with 30 participants. The study found that military slang and jargon help ease communication between officers and men as they index power, enhance solidarity, facilitate inclusion (and exclusion), and promote varied military subcultures. We conclude that situated language practices provide a site for linguistic creativity and the enactment of style that sustain meaningful relationships between personnel in the army. This linguistic practice, therefore, offers strong social capital in defining collective identities and professional belonging.

The Outcome of Cochlear Implantations in Deaf-Blind Patients: A Multicenter Observational Study.

This multicenter study aimed to evaluate the auditory and speech outcomes of cochlear implantation (CI) in deaf-blind patients compared with deaf-only patients. Retrospective cohort study. Multiple cochlear implant centers. The current study was conducted on 17 prelingual deaf-blind children and 12 postlingual deaf-blind adults who underwent CI surgery. As a control group, 17 prelingual deaf children and 12 postlingual deaf adults were selected. Cochlear implantation. Auditory and linguistic performances in children were assessed using the categories of auditory performance (CAP) and Speech Intelligibility Rating (SIR) scales, respectively. The word recognition score (WRS) was also used to measure speech perception ability in adults. The mean CAP, SIR, and WRS cores were compared between the deaf-only and deaf-blind groups before CI surgery and at "12 months" and "24 months" after device activation. Cohen's d was used for effect size estimation. We found no significant differences in the mean CAP and SIR scores between the deaf-blind and deaf-only children before the CI surgery. For both groups, SIR and CAP scores improved with increasing time after the device activation. The mean CAP scores in the deaf-only children were either equivalent or slightly higher than those of the deaf-blind children at "12 months post-CI" (3.94 ± 0.74 vs 3.24 ± 1.25; mean difference score, 0.706) and "24 months post-CI" (6.01 ± 0.79 vs 5.47 ± 1.06; mean difference score, 0.529) time intervals, but these differences were not statistically significant. The SIR scores in deaf-only implanted children were, on average, 0.870 scores greater than the deaf-blind children at "12 months post-CI" (2.94 ± 0.55 vs 2.07 ± 1.4; p = 0.01, d = 0.97) and, on average, 1.067 scores greater than deaf-blind children at "24 months post-CI" (4.35 ± 0.49 vs 3.29 ± 1.20; p = 0.002; d = 1.15) time intervals. We also found an improvement in WRS scores from the "preimplantation" to the "12-month post-CI" and "24-month post-CI" time intervals in both groups. Pairwise comparisons indicated that the mean WRS in the deaf-only adults was, on average, 10.61% better than deaf-blind implanted adults at "12 months post-CI" (62.33 ± 9.09% vs 51.71 ± 10.73%, p = 0.034, d = 1.06) and, on average, 15.81% better than deaf-blind adults at "24-months post-CI" (72.67 ± 8.66% vs 56.8 ± 9.78%, p = 0.002, d = 1.61) follow-ups. Cochlear implantation is a beneficial method for the rehabilitation of deaf-blind patients. Both deaf-blind and deaf-only implanted children revealed similar auditory performances. However, speech perception ability in deaf-blind patients was slightly lower than the deaf-only patients in both children and adults.

Correction to Boeg Thomsen et al. (2021).

Reports an error in "Do complement clauses really support false-belief reasoning? A longitudinal study with English-speaking 2- to 3-year-olds" by Ditte Boeg Thomsen, Anna Theakston, Birsu Kandemirci and Silke Brandt (Developmental Psychology, 2021[Aug], Vol 57[8], 1210-1227). In the article (https://doi.org/10.1037/dev0001012), the copyright license has been changed to the Creative Commons CC BY Attribution License. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2021-88984-003.) To examine whether children's acquisition of perspective-marking language supports development in their ability to reason about mental states, we conducted a longitudinal study testing whether proficiency with complement clauses around age 3 explained variance in false-belief reasoning 6 months later. Forty-five English-speaking 2- and 3-year-olds (23 female, Time 1 age range = 33-41 months) from middle-class families in the North-West of England took part in the study, which addresses a series of uncertainties in previous studies. We avoided the confound of using complement clauses in the false-belief tests, assessed complement-clause proficiency with a new comprehensive test designed to capture gradual development, and controlled for individual differences in executive functioning that could affect both linguistic and sociocognitive performance. Further, we aimed to disentangle the influence of two aspects of complement-clause acquisition: proficiency with the perspective-marking syntactic structure itself and understanding of the specific mental verbs used in this syntactic structure. To investigate direction of causality, we also tested whether early false-belief reasoning predicted later complement-clause proficiency. The results provide strong support for the hypothesis that complement-clause acquisition promotes development in false-belief reasoning. Proficiency with the general structure of complement-clause constructions and understanding of the specific mental verbs "think" and "know" in third-person complements at Time 1 both contributed uniquely to predicting false-belief performance at Time 2. However, false-belief performance at Time 1 also contributed uniquely to predicting complement-clause proficiency at Time 2. Together, these results indicate a bidirectional relationship between linguistic and sociocognitive development. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Şeyhülislam Yahya Divanı’ndaki Takrirî İstifham İfadelerinin Anlam ve Üslup Açısından İncelenmesi

Şeyhülislam Yahya klasik şiirimizin en önemli temsilcilerinden biridir. O, klasik tarzda yazdığı şiirlerinde sade ve fasih bir dil kullanmış, söz sanatlarına çok fazla rağbet etmeden sözünü daha doğal ve Türkçenin yapısına daha uygun farklı tasarruflarla etkili kılmaya çalışmıştır. Bu tasarruflardan birisi de şiirdeki inşa (tasarlama) ifadelerinin fazlaca kullanılmasıdır. Gerek dil bilgisi gerek belagat kitaplarında söz, temel olarak haber (bildirme) ve inşa (tasarlama) olarak ikiye ayrılmaktadır. Belagat ilmine göre inşanın kısımlarından olan istifham da Şeyhülislam Yahya’nın şiirlerinde bir üslup ve sanat unsuru olarak karşımıza çıkmaktadır. Üslubun ve edanın muhtevadan çoğu kez daha önde olduğu klasik Türk şiirinde her türlü dil kullanımının ayrıntılı bir biçimde tahlil edilmesi önem arz etmektedir. Bu çalışmada Şeyhülislam Yahya Divanı’nda geçen bütün takrirî istifhamlar bu düşünceyle anlam açısından tasnife tabi tutulacak ve üslup, şiirsellik ve sözün tesiri noktasında bu soruların ifadeye kattığı değerler incelenecektir. Bahsi geçen bu sorular cevap alma isteği ile sorulmuş gerçek sorular değildir. Nihayetinde kurmaca bir metin olan şiir dilinde bu tür mecazi/retorik soruların anlam ve amacının tespiti, dilin diğer kullanım alanlarında ortaya çıkan soruların anlam ve amacını tespitten daha zordur. Bu sebeple çalışmada belagat kitaplarındaki müktesebat ile klasik şiirin kendine özgü dili ve kavram dünyası mezcedilerek daha sağlıklı sonuçlara ulaşılmaya çalışılmıştır.

Desarrollo del discurso narrativo en niños ecuatorianos de 6 años

There is a consensus in the literature about the importance of adult scaffolding in the development of children’s cognition and language skills (Bruner, 1986; Nelson, 1996; Vygotsky, 1978). This document analyzes first grade children’s narrative development in order to verify the incidence of adult intervention and teaching methodology. For this purpose, the performance of two groups of children enrolled in first grade of school in the district of Quito was analyzed. Two different teaching methodologies were observed: while one of them exclusively adheres to the guidelines of the curriculum design proposed by the Ministry of Education, the other one incorporates strategies from the books Letters and Sounds I (Jara de Torres, 2001) and Learn and Write I (Jara de Torres, 2003) –adapted from the proposal by editorial Abeka. The narratives performed by the children at the beginning and at the end of the school year were analyzed and each performance of both groups was compared based on the amount of information retrieved and the type of information and linguistic resources used. The stories were presented to the children in audiovisual format (steady images and recorded voice). For task administration, the children were instructed to listen and look at the story very carefully because they had to recount it to a friend or family member. The children’s remarks were recorded on audio for later analysis. Descriptive and inferential statistical methods were used in order to analyze and compare the linguistic and cognitive performance in the production of stories of the two groups of children in the different evaluation. Significant differences were observed in the variables analyzed, which provides evidence about the positive incidence of dialogic reading and the teaching of story production skills in narrative development. Differences in the performance of schools, especially in first graders, cannot be attributed to maturational factors since both groups are conformed by children of the same chronological age. Neither by the socioeconomic factors, since, in fact, group A was composed of children who attend a rural school and most of them happened to have low resources. Therefore, the significant improvement in the performance of the children of group A at the end of the school year could be attributed to the intervention of their teacher’s work. It is thought that this advance in retell story skills is due to an improvement in the understanding of the basic story, however there are studies that observe that the level reached in this process does not directly affect the quality of children’s narrative performance (Bustos Ibarra et al., 2014). In consequence, the improvement in the children’s narrative performance of group A can be linked not only to the work carried out by the teachers with texts but also to the situations of story production involved. Many investigations have observed that adult scaffolding during story reading has a positive effect on children’s linguistic and discursive development (Sénechal, Le Fevre, Hudson & Lawson, 1996; Trabasso & Nickels, 1992; Wasik & Bond, 2001; West et al., 2021). In fact, as Wells (1988) points out in a pioneering study, while reading stories contributes to children’s linguistic development, the parallel text generated by teachers through their interventions to explain vocabulary, make inferences explicit, relate events and post-reading reconstruction has shown a greater effect than just reading any kind of story aloud. Thereupon, the results obtained in this work show the relevance not only of the teacher’s texts daily reading but, mainly, of the intervention strategies and methodologies that they use to promote comprehension and textual production in the classroom. https://doi.org/10.16888/interd.2022.39.3.3

Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom

AbstractBackgroundWhile automatic speech recognition (ASR) is increasingly used for commercial purposes, its influence on the learners' linguistic performance in terms of oral complexity, accuracy and fluency was under‐explored. To date, few studies have been conducted to investigate how the dictation ASR technology could be incorporated into language classrooms to facilitate the learners' language acquisition.ObjectivesThis study aimed to examine the effects of ASR‐based technology on English learners' oral accuracy and fluency and depict the corresponding development trajectories.MethodsA total of 160 first‐year university students were enrolled in a 14‐week quasi‐experiment based on a longitudinal research design. Both treatment and control groups were taught with the flipped classroom approach, but the students in the treatment group were particularly required to undertake a pre‐class task with ASR technology. Students' Unit Task performance was audio‐recorded, and the metrics of oral accuracy and fluency were coded and computed based on the recording transcripts. A two‐way repeated measures ANCOVA was conducted to investigate the between‐ and within‐subjects effects as well as the corresponding interaction effects.ResultsIn terms of the between‐subjects effect, the treatment group outperformed the control group on phonological accuracy, speed fluency and repair fluency. In terms of the within‐subjects effect, significant gains in lexical and morphosyntactic accuracy were witnessed over time in both groups, but the performance of the treatment group tended to be more stable. On all the fluency metrics and phonological accuracy, no significant within‐subjects improvement was seen over time.ImplicationsThe development of oral accuracy may generate a negative impact on that of fluency. Therefore, course developers and teachers need to design special tasks and provide conditions conducive to the development of the students' oral fluency. Moreover, the mobile‐based dictation ASR application could incorporate adaptive artificial intelligence, which may escalate the students' fossilization of learner interlanguage.

The Effect of Task Modality in Heritage Bilingualism Research

Knowledge of the effects of task design features on linguistic performance is essential to obtain the right conclusions in linguistic research. Several studies have explored the effects of task modality in second language learners (Johnson, 1992; Murphy, 1997; Shiu, Yalçın, & Spada, 2018). These studies showed that L2 learners perform better when the stimulus is presented in written form compared to aural form. However, the effect of task modality in linguistic performance is an area that needs exploration in the field of heritage bilingualism research (Jegerski, 2018). Thus, the purpose of this study is to determine the effects of task modality on linguistic performance in heritage bilinguals. Participants in this study included 63 heritage bilinguals divided into high- and low-proficiency groups. All participants completed a proficiency test, a language background questionnaire, an aural speeded acceptability judgment task, and a written speeded acceptability judgment task. The statistical analysis revealed a significant effect of task modality on linguistic performance. High-proficiency heritage bilinguals performed significantly better (i.e., shorter reaction times) when the stimuli were presented in aural form. The results of this study contribute to the existing body on research methods in linguistic and specifically, to the effects that design features may have on linguistic performance in heritage bilinguals.

Bilingual fiction series, genre conventions, and the economy of linguistic interaction in Israeli television

During the last decade, an increasing number of transnational and multilingual television shows have been produced, distributed, and consumed via global streaming platforms. The present study aims to examine bilingual fiction series through the analysis of two high-impact Hebrew-Arabic bilingual television shows, produced by the Israeli television industry: Arab Labor (2007–13) and Fauda (2015–present). While previous studies on these shows focused on the on-screen representation of the Jewish-Israeli and Palestinian population, and the Israeli-Palestinian conflict, the present article proposes a methodology for a quantitative and qualitative analysis of multilingual fiction series. Instead of a linear textual analysis, it suggests focusing on the genre conventions, televisual structure, and linguistic performances that made possible the complex amalgamation of the languages spoken in both series.

Linguistic performance during monologues and correlates of neuropsychological function for adults with multiple sclerosis

ABSTRACT Background Cognitive-linguistic deficits are a concern in multiple sclerosis (MS). Thus, clinical management requires knowledge of how impaired cognition associated with MS impacts language performance during everyday communication tasks. Aims This study investigated language performance in narrative monologues produced by individuals with MS compared to healthy controls and the correlations between language performance and cognitive function for the individuals with MS. Method and Procedure Thirteen individuals with MS and 13 controls were studied. Four neuropsychological tests from the Minimal Assessment of Cognitive Function in MS confirmed that individuals with MS had impaired cognition and an auditory-perceptual evaluation confirmed that they did not have dysarthria. Narratives were analyzed using the Systematic Analysis of Language Transcripts (SALT). Primary linguistic variables included inter-sentence cohesion adequacy, subordination index, moving average type-token ratio (MATTR), and mean length of utterances (MLU). Secondary linguistic measures included the total number of words, mazes, utterances, and abandoned utterances. Measures of disease severity, depression, and fatigue were also obtained. Outcome and Results When controlling for age and fatigue, the total number of words was the only linguistic measure that significantly differed between groups. Participants with MS produced more words than controls. Significant correlations indicated strong associations between MATTR, MLU, abandoned utterances, and subordination index and the cognitive domains of processing speed and/or executive function. Conclusion Results suggest that communicative competence during everyday speaking tasks may be undermined by off-topic verbose speech, reduced detail, and unfinished thoughts for individuals with MS with impaired processing speed and/or executive function.

Can non-linguistic cognitive stimulation enhance the cognitive and linguistic functions of people with aphasia receiving conversation therapy? Preliminary findings

ABSTRACT Background Non-linguistic cognitive deficits, which are common in people with aphasia (PWA), have been found to predict language treatment gains, particularly in naming therapy. Interventions for cognitive impairments and their potential benefits to language functioning have been explored via principles based on cognitive training and rehabilitation with mixed results. However, the effects of cognitive stimulation, which has been widely adopted in people with dementia, have not been explored in PWA. Aims This preliminary study aimed to investigate the effects of non-linguistic cognitive stimulation on cognitive functions of PWA and/or outcomes of language treatment. It was hypothesized that cognitive stimulation utilizing non-linguistic materials might enhance the cognitive abilities of PWA, and such improvements might augment treatment gains in functional communication of PWA who received conversation therapy concurrently. Methods & Procedures Forty-seven Cantonese-speaking PWA received either conversation therapy and cognitive stimulation or conversation therapy alone. Language outcomes included the number of main concepts produced by PWA spontaneously during narration based on wordless comic strips and video-taped stories to a communication partner. A procedural description task served as the control task. Cognitive treatment outcomes were defined by two cognitive factors extracted from principal component analysis of a cognitive battery tapping attention, short-term/working memory and EF, identified as simple attention and memory (Factor 1) and executive functions (Factor 2) in a recent study (Wong & Law, 2022). Linear mixed effects (LME) modeling was carried out with cognitive and language outcomes as dependent variables while treatment condition and timepoint as fixed factors. Outcomes & Results Contrary to expectation, participants in both treatment conditions improved in cognitive and language outcomes to a similar extent immediately post-treatment. Maintenance of treatment gains in both functional communication and EF was present in both groups 8-week post treatment but not in tasks reflecting simple attention and memory. No change was observed in the language control task. Conclusions Based on the preliminary findings, improvements in cognitive and linguistic performances are attributed to the meta-cognitive, explicit, goal-directed, interactive and naturalistic nature of conversation therapy. Meanwhile, the null effect of cognitive stimulation might be related to the differences in the training materials used, as well as the neuropathology of people with stroke versus people with dementia, and hence their differential responsiveness to the cognitive intervention.

The The Pathology of Relational Aesthetics and the Anomaly of Adaptive Behavior of Transformation in Nuruddin Farah’s Crossbones (2011)

The postmodernist material cause of the schema of Crossbones implies an innovative method and a meta-cognition realm within postcolonial system of proposition and metadata, involves a new approach of intellection in the perspective relational values and relational frame theory stand as a dimensionality of understanding and a generative and transformative reality. Through an object program and a normative functionalism, Farah installs a psycho-functionalist perspective in the run to transcend the realm of ethnocentrism and relegio-politico social theory concerning the domain of formal conception and perception of relationalism. This persistence relates to an alternative understanding, a modality and property differentiation concerning the relational aesthetic and the status quo of the Be-ing, and a transformative reform about human intellect prerequisites and requests. in this dynamic of social practice and evidence-based practice, the relational aesthetic theory within Farah evolves his docufiction, define a method of linguistic performance and a relational expression that focuses on a conceivable representation of truth and experience.

Functional adequacy, task-based language teaching and instructed second language acquisition

Abstract This commentary synthesizes the five articles in Kuiken and Vedder’s special issue on functional adequacy in linguistic performance. The commentary considers the different scales that were used to measure functional adequacy, as well as the relationship between functional adequacy and other measures of linguistic performance such as complexity, accuracy, and fluency. The commentary also considers how functional adequacy might be usefully incorporated more frequently into studies from a task-based language teaching or instructed second language acquisition perspective, both as pedagogical instruction and as a means of measuring linguistic development.

Signs of making an Algerian linguistic atlas Efforts and challenges

The global technology in the development of the Arabic language in recent years has witnessed exceptional leaps and great capabilities and modernity, in the huge flow of information and this is evident through the global Internet, which facilitated and speeded up access to information. We had to rely on modern technology to obtain information, including the manufacture of computerized (digital) linguistic atlases, and it is time for collective efforts to join forces to expedite the completion of a computer program that facilitates dealing with the power of the Arabic language in the use of vocabulary at the level of a digital linguistic atlas of Algeria. Praise be to God, there is great optimism about the potential of information and communication technology. In promoting the development of linguistic atlases into digital. In this intervention, we present the most important efforts and challenges in building a paper-based Algerian linguistic atlas and then developing it into a digital version. By setting up programs that enable its user to describe and use the different styles of the studied local dialects, these programs help us to access the digital linguistic blogs that have been collected over the years with their diversity and diversity, and to obtain the required data through a map and vocabulary, enabling us to give detailed data about them from several aspects, including The linguistic aspect of phonetic, morphological, grammatical and semantic analysis, in addition to analyzing these vocabulary and monitoring all linguistic performances and their movement in Algerian society from their historical, social and cultural aspect. In one of the destinations, by simply referring to the desired side of the map. This is what we actually find in digital atlases made in developed countries, such as the German, American and Canadian atlases.

IMPLICATION OF LANGUAGE ATTITUDE TO THE LINGUISTIC COMPETENCE OF STUDENTS IN SYNCHRONOUS CLASSES

Verbal Communication is considered a performance of language. This means that what may have been spoken may also imply a representation of ideologies, constructed realities, and an imitation of life. Language reconnoiters the speaker’s background and points toward the holistic overview of what is seen and felt in real socio-cultural engagements. Through the performance of language, the behavior of it is observed and may imply the proficiency of the student’s fluency in the verbal ability. With this, the researcher conducted an assessment of this linguistic performance in the classroom set-up during the synchronous class to determine the existing language attitude and problematize its sociolinguistic implication of it so that certain measures may be raised to improve the current classroom language management. This is anchored on Noam’s Chomsky’s Theory on Linguistic Performance which is referred to the production and comprehension of language use. Also, the Theory on the Language Attitude by Thomas Hatherley Pear in which he mentioned that sufficient cues for the speaker’s personality are reflected in the assessed linguistic voice used in language. This study conducted is a qualitative study that involved class observation, recording, transcription, analysis, and interpretation in a college English class at the Camarines Sur Polytechnic Colleges. The findings of the study concluded that the attitude of students in English language use involves code-switching and -mixing, language fillers, literacy in technology use, language misuse, and language variety. This identified language attitude implies Linguistic Turn in Academic Conversation and Expressive Language is Linguistic Competence.

Al-Al’âb al-Lughawiyyah wa Wazhâifuhâ fî Tanmiyyah Mahârât al-Fahm al-Qirâî ladâ Muta’allimiy al-‘Arabiyyah Lughah Tsâniyyah

The study aims to identify the importance of language games and their use developing reading comprehension skills, which are(reading speed, pronunciation accuracy, understanding the semantic meaning of words and sentences, ability to extract the meanings of words from within the text, ability to correct reading errors, ability to construct error sentences for students of third grade of primary school. In dealing with this issue, the current study adopts the applied descriptive approach in procedure and analysis in order to test the content of the success of language games in developing the reading comprehension skills of learners of Arabic as a second language, in particular at the elementary level. Because language games have educational and psychological benefits that are reflected in the students linguistic and personal performance. It helps them to receive lessons with fun, vitality and entertainment and its use shows children a high spirit of competition and participation, and accustoms them to spontaneity in using language in a natural way. Then the researcher concluded that the use of language games in teaching Arabic is a functional direction, and played an effective role in raising the level of students، comprehensive skills.

Differences in Cognitive and Non-Cognitive Results between Only-Child and Non-Only-Child Children: Analysis of Propensity Scores Based on Large-Scale Assessment.

Based on the data of 3561 fifth-grade and 4062 eighth-grade students from the Beijing Assessment of Educational Quality in China, the present study used a propensity-value matching model to scientifically analyze only-child and non-only-child children in primary and secondary schools. Female differences in cognitive outcomes (linguistic performance) and non-cognitive outcomes (teacher-student relationships, peer relationships, and emotional management) were also evaluated. The results of the study were as follows. First, fifth-grade only-child students had a higher linguistic performance compared to that of their non-only-child counterparts, and the same result was found for eighth-grade students. Second, fifth- and eighth-grade only-child students had good teacher-student relationships that were not significantly different from those of their non-only-child counterparts. Third-, fifth-, and eighth-grade only-child students had significantly better peer relationships and emotional management compared to these parameters in their non-only-child counterparts.