The relationship between language dominance and pre-reading skills in young bilingual children in Egypt

This study explored the relationship among pre-reading skills, language proficiency, and visual perceptual abilities in 150 children who had been exposed to both English and Arabic (mean age 70 months). Information regarding language proficiency was gathered indirectly through reports from teachers and parents and directly through children’s test performance. Consequently, the children were divided into three language dominance groups: stronger in Arabic, stronger in English, or equally strong in both English and Arabic. The main aim of this study was to determine whether the pre-literacy skills (visual processing skills, phonological processes, and orthographic knowledge) differed across the three groups and were correlated with langauge dominance. No significant relationships were found between language dominance and tasks that pertained to phonological awareness skills, which may support the notion of the transfer of phonological processing skills between languages. Visual processing and visual memory skills did not differ across language groups, a finding which was expected, as these functions do not directly pertain to language dominance. However, overall the groups did better on the English orthographic task than on the Arabic orthography, perhaps because they found Arabic print more visually confusing and demanding than English.     

C语言指针与函数的关系探讨

在C语言中,指针是一种特殊的数据类型,指针功能强大、高效,是C语言的特色和精华所在。文章针对指针和函数的关系作为研究重点,分析两者关系,并将与之相关的应用作较为深入的剖析,从而归纳整理出指针与函数灵活使用的技巧。     

浅析语言和言语的关系

语言和言语是著名的现代语言学之父索绪尔在区分语言学研究对象提出的两个重要概念。本文将从语言和言语入手,论述语言和言语的内容、形式等,继而着重讨论语言和言语之间的社会和心理逻辑层面上的关系。     

How school staff understand the relationship between problem behaviours and language difficulties

This exploratory study adopted a mixed methods methodology, a critical realist ontological stance and a constructionist epistemological position to consider how special educational needs coordinators and pastoral managers in mainstream high schools understand the relationship between problem behaviours and language development. Semi-structured interviews were conducted with eight participants, and 20 participants completed a Q sort. The interview data were analysed using thematic analysis and in Q methodology an inverted factor analysis with a qualitative interpretation of the resultant factors was used. Triangulation was adopted as the method for the final integration of the data. Three meta-themes were identified indicating that, despite a range of recent initiatives, school staff continue to have a limited understanding of the relationship between problem behaviours and language difficulties. Previous experience and existing practice were drawn upon in considering causal relationships and interventions. Implications for educational psychology practice at casework, systems and commissioning levels are addressed.     

论言语交际与社会生活的关系

言语交际是加强精神文明建设的基础和保证 ,是建立人际关系的通途与桥梁 ,在社会生活中起着重要作用。要建立祥和、真诚的人际关系 ,要推动社会主义精神文明建设的深入发展 ,我们每个公民就应该都讲究言语艺术 ,讲究言语之美。     

英语教学中语言与文化关系的研究

语言根植于文化中,得体恰当的语言交流是建立在对文化理解的基础之上。在语言教学中让学生了解英美国家文化,启迪学生的跨文化交际意识,让学生的文化积累与语言技能同步发展。本文就语言与文化的关系、传承文化的可行性、文化的具体内容、文化传播的具体实践方式作了详尽的探索和研究。     

语言资源与经济生活的辩证关系

语言是人类经济生活中必不可少的交际工具,经济活动作为人类改造客观世界的重要手段需要语言资源的支持与帮助。随着社会经济的发展,语言资源在人们的生活中发挥着越来越重要的作用,与其他社会科学、自然科学的联系也越来越紧密,经济生活与语言资源的这种辩证关系引起了社会各界的广泛关注。     

文化背景与英语语言教学的关系

文化和语言的关系是不言而喻的,因此,系统与全面的文化背景教学对真正提高学生的英语能力是必不可少的。本文建议文化教育不仅要融入语言课堂,而且要针对非英语专业学生开设"英美概况"讲座。     

浅析对外汉语教学背景下语言与文化的关系

汉语的形成和发展受到了中华民族文化悠久深远地影响,有着其独特的民族性和地域性。文化和语言之间的关系不能只作为文化层面的抽象概念独立存在于对外汉语教学之上了,它在语言教学中的重要性已经凸显出来,应该得到大家的思考和重视。     

The relationship between language and reading in bilingual English-Arabic children

The connection between language and reading is well established across many languages studied to date. Little is known, however, about the role of language in reading in Arabic??a Semitic language characterized by diglossia??in which the oral and written varieties differ across language components. This study examined the relationship among multiple components of language, namely, phonology, morphology, and vocabulary and reading outcomes in 83 bilingual English-Arabic children. Results revealed associations between phonological awareness skills across English and Arabic. These associations did not hold for morphological awareness skills. Results also revealed that for Arabic and English, phonological awareness predicted word and pseudoword reading accuracy and vocabulary predicted reading comprehension. These findings are consistent with the tenets of the extended version of the Triangle Model of reading, which underscores the importance of multiple language components in predicting reading outcomes. Implications for future research, early intervention, and instruction with bilingual children are highlighted.     

The relationship between language and social competence: How language impairment affects social growth

Given the research that suggests the social use of language is the latest developing aspect of language, it was hypothesized that children with speech/language impairment (SLI) are particularly susceptible to social interaction difficulties, resulting in diminished social competence. This hypothesis was explored with SLI and non‐language‐impaired (NLI) 4‐ and 5‐year‐old children by gathering measures of social problem solving ability (as rated by teachers, parents, and peers), emotion knowledge, and language development. Results provided partial support for the hypothesis above. Speech/language‐impaired children were rated significantly lower on parent ratings of self‐control and higher in internalizing behaviors, and lower on teacher ratings of assertiveness, than the NLI controls. There were no differences noted on peer sociometric ratings or mutual friendships. However, SLI children scored lower on a stereotypical test of emotional knowledge, while scoring similarly to NLI controls on a nonstereotypical test. A test of language development (TELD‐2) differentiated the SLI and NLI groups, both expressively and receptively. In addition, the TELD‐2 indicated a significant difference in semantic processing errors, but not syntax errors, between the two groups. The differential effects of speech/language impairment on the development of social competence were explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 313–321, 2004.     

语言与文化的关系:以校园流行语为例

本文首先简要介绍校园流行语的基本内容及主要特征表现,然后以此为切入点探讨语言与文化之间的关系。分析表明,从校园流行语可以窥见语言与文化之间的相互依存、不可分割的关系。     

The relationship between dominance and spawning inHerotilapia multispinosa (Pisces: Cichlidae)

The outcomes of fights between all possible pairs of same-sexed individuals were used to infer the within-sex dominance rank of six male and six femaleHerotilapia multispinosa. The resulting dominance hierarchies were compared with the order in which all 12 fish spawned when placed together in a large aquarium. Two replications of dominance rank assessment and spawning order were carried out. The spawning order of females was highly correlated with their dominance rank in both replications. Males spawned in a similar order in both replications but did not form a stable dominance hierarchy as inferred from the outcomes of fights. It is suggested that this finding may be due to the importance of site attachment in the agonistic behavior of maleH. multispinosa.     

Comment on the relationship between arithmetic difficulties and language disabilities

Annals of Dyslexia -     

Cerebral dominance and subtypes of developmental dyslexia

Conclusions Evidence of different syndromes of developmental dyslexia raises the question of the interaction between dyslexic types and patterns of cerebral dominance. Some of the proposed classifications of dyslexia, and most notably the one proposed by Boder (1971), strongly suggest that dyslexic subtypes, that can be identified clinically by reading-spelling patterns, may possess different or opposite cerebral dominance patterns. Thus, research of cerebral dominance in dyslexia (i.e., Orton’s hypothesis) should involve careful selection and classification of subjects. When this is done it can be shown that electrophysiological measures can identify cerebral-dominance abnormalities in at least one subtype of developmental dyslexia. This paper was presented in part at the 29th Annual Conference of The Orton Society, November 1978, in Minneapolis, Minnesota.