Category Archives: Language Education

Quote: Baillargeon on the power of language

Posted on April 20, 2021 by kwc

Posted in Language Education, Philosophy, Politics, Psychology, Quotes, Society | Tagged history, power of language, take advantage | Comments Off

How do native Polish speakers identify and classify the British English monophthongs?

Posted on September 14, 2020 by kwc

Introduction There exists a significant amount of research pertaining to second-language (L2) learner’s vowel perception and the influences of their native (L1) language (Flege, 2002; Flege, Munro, & MacKay, 1995; Munro, Flege, & MacKay, 1996 cited in Bundgaard-Nielsen et al. … Continue reading →

Posted in Language Education | Tagged acquisition, assimilation, inventory, l2, learning, li, monophthongs, Polish, unlearning, vowels | Comments Off

How to Become an Excellent Teacher

Posted on August 28, 2020 by kwc

There is something incredibly satisfying about working with a true professional in any line of work. When you have a professional on the job in any area of specialization watching that person in action is like watching a work of … Continue reading →

Posted in Language Education | Tagged education, excellent teacher, expert teacher, good rapport, NLP, professional teacher, Professionalism, teaching, top teacher, Top Teacher Qualities, unconscious competence, VAK | 4 Comments

Phonology: Allomorphs and the underlying representation

Posted on August 27, 2020 by kwc

Phonology: Allomorphs and the underlying representation Question An apostrophe s (’s) is typically used to express possessive inflection (also known as genitive case) in writing. The data below shows that, in spoken language, this morpheme can be realised with many … Continue reading →

Posted in Language Education | Tagged allomorphs, phonology | Comments Off

Designing language proficiency tests

Posted on June 2, 2012 by kwc

I. Introduction Continuous focus on quality and productivity forces many institutions to assess competency of potential candidates. Effective communication strengthens proficiency, while ineffective communication weakens it. Language testing can prove to be a powerful tool in measuring proficiency, through detailed … Continue reading →

Posted in Language Education | Tagged candidate, coherence, competency, continuous focus, difficulty, effective communication, essay, expository, feedback, flow, focus on quality, gist, ineffective communication, information, interlocutor, language proficiency tests, language testing, listening skills, monologue, multiple choice, narrative, native speakers, objective, participant type, penalty, proficiency testing, public announcements, radio programs, reading, relevant issues, reliability, sentence completion, technique, television radio, test, test design, time, topic, type, type discussions | Comments Off

RSA Animate – Language as a Window into Human Nature

Posted on May 28, 2012 by kwc

Steven Pinker RSA In this new RSAnimate Steven Pinker shows us how the mind turns the finite building blocks of language into infinite meanings. Taken from the RSA’s free public events programme www.thersa.org/events.

Posted in Education, Language Education, Philosophy, Society, Videos | Tagged animate, Building, building blocks, free public events, human, human nature, infinite, language, mind, nature, org, programme, RSA, RSAnimate, steven pinker, thersa, Window, www | Comments Off

Omega-3 DHA Improves Literacy In ADHD Children

Posted on May 25, 2012 by kwc

Prevent Disease According to new research from Australia, increased levels of the omega-3 DHA (docosahexaenoic acid) is associated with improved literacy in children with ADHD and learning disabilities. DHA has previously been found to alter the function of the brain … Continue reading →

Posted in Headlines, Health Related, Language Education, Mental Health, Parenting, Psychology | Tagged acid, ADHD, adhd attention deficit hyperactivity disorder, adhd children, Attention, attention deficit hyperactivity disorder, blood, brain, children, Cincinnati, deficit hyperactivity disorder, dha, disease, disorder, function, function of the brain, functional activity, hyperactivity, Improves, learning disabilities, Literacy, memory, Nutrition, omega, omega 3, parents, reading, red blood cells, Research, scientists, spelling, supplementation, University, university of cincinnati, Word, working memory | Comments Off

Positive words: The glue to social interaction

Posted on May 25, 2012 by kwc

Joan Robinson EurekAlert Words charged with a positive emotional content are used more frequently, thus enhancing human communication. Scientists at ETH Zurich have studied the use of language, finding that words with a positive emotional content are more frequently used … Continue reading →

Posted in Headlines, Health Related, Language Education, Psychology, Society | Tagged bias, colleagues, communication, contrast, Data, data science, david garcia, Effort, emotional content, emotional expression, emotions, english german, epj, ETH, eth zurich, EurekAlert, european languages, expression, Frequency, glue, human communication, information, issue, joan robinson, Journal, length, Online, Open, open access, principle, principle of least effort, result, social interaction, Study, theory, use, word frequency, word lengths | Comments Off

Wittgenstein on Language

Posted on May 5, 2012 by kwc

Partially Examined Life On Ludwig Wittgenstein’s Philosophical Investigations, Part I, sections 1-33 and 191-360 (written around 1946). What is linguistic meaning? Wittgenstein argues that it’s not some mysterious entity in the mind, but that it is a public matter: you … Continue reading →

Posted in Headlines, Language Education, Philosophy, Podcasts | Tagged activity, context, entity, Examined, exclamations, Game, heap, Investigations, language, language game, life, ludwig wittgenstein, Matter, meaning, mind, mysterious entity, name, Part, Partially, philosophers, Philosophical, philosophical investigations, philosophical problems, podcast, public matter, range, these games, variables, Word | Comments Off

Bilingual children switch tasks faster than speakers of a single language

Posted on April 4, 2012 by kwc

Robert Bock EurekAlert Bilinguals slower to build vocabulary but better at multitasking. Children who grow up learning to speak two languages are better at switching between tasks than are children who learn to speak only one language, according to a … Continue reading →