The Neuroanatomical Correlates of Foreign Language Aptitude
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Following a folk linguistic approach, this investigation of first‐, second‐ and fourth‐year learners' accounts of German found that (1) few had held pre‐conceived notions about German prior to language study; (2) most pre‐conceived notions concerned German pronunciation; (3) pre‐conceived notions about vocabulary were most likely to influence the decision to study German; and (4) among current perceptions of German, learners (a) believe German to be more “systematic” than English; (b) are virtually exclusively concerned with rules of “accuracy” (not appropriateness); (c) tend to judge the “merits” of German rules in comparison with English but also the Romance languages; (d) consider grammar more different between English and German than vocabulary and pronunciation; and (e) register no observable differences across different years of study or between German and non‐German majors.
Pronunciation
Romance languages
German studies
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This study was designed to test the prediction that adolescents with autism would have specific limitations in imitating the “style ” of another person's actions. In a series of original tasks that tested the delayed imitation of novel nonsymbolic actions, 16 participants with autism and 16 nonautistic participants group-matched for age and verbal ability were proficient in copying goal-directed actions, but in 3 out of 4 tasks, strikingly fewer participants with autism imitated with style with which the demonstrator executed the actions. An additional finding was that on 2 conditions that involved copying self-orientated actions, only 5 of the participants with autism but 15 of the 16 nonautistic participants spontaneously adopted the orientation-to-self on at least 1 occasion. The results are discussed with reference to theories concerning imitation deficits in autism, and with regard to the proposal that autism involves an impairment in intersubjective contact between affected individuals and others (Hobson, 1989, 1993; Rogers & Pennington, 1991).
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У статті розглядаються лінгвістичні контакти між носіями німецької літературної мови та швейцарського діалекту у німецькомовній частині Швейцарії. Звертається увага на поширення явищ медіальної диглосії та асиміляції на лексико-граматичному і фонетичному рівнях та на активне застосування феномену перемикання кодів в процесі спілкування між представниками обох форм існування німецької мови.
Ключові слова: німецька літературна мова, швейцарський діалект, медіальна диглосія, середня варіативність, асиміляція, перемикання кодів.
(This article discusses linguistic contacts between speakers of Standard German language and Swiss dialect in the
German-speaking part of Switzerland. Special attention is turned to the extension of appearances of medial diglossia
and assimilation on lexical-grammatical and phonetic levels as well as to active utilization of the phenomenon of
switching codes in the process of conversation between representatives of both forms of German language.)
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Assimilation (phonology)
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Abstract Academic achievement levels in 54 high functioning (IQ > 70) autistic subjects were compared with those of 41 normal controls, who did not differ significantly in age, IQ, gender, race, or SES from the autistic subjects. The measures of academic achievement used included portions of the Detroit Tests of Learning Aptitude-2, the Woodcock Reading Mastery Test, and the Kaufman Test of Educational Achievement. Based on prior neuropsychological findings, it was hypothesized that autistic subjects would not differ from controls on subtests assessing mechanical and procedural skills, but would differ on subtests measuring comprehension and interpretive skills. As predicted, the autistic subjects performed significantly less well than controls on comprehension tasks, but not on mechanical reading, spelling, and computational tasks. This pattern is at variance with the typical academic profile of individuals with disabilities in reading or spelling, but shares some features with the nonverbal learning disabilities.
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Aptitude
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Standard German is spoken by approximately 95 million people worldwide. This book provides an introduction to the linguistic structure of standard German that is rich in descriptive detail and grounded in modern linguistic theory. It describes the main linguistic features: the sounds, structure and formation of words, structure of sentences, and meaning of words and sentences. It surveys the history of the language, the major dialects, German in Austria and Switzerland, as well as sociolinguistic issues such as style, language and gender, youth language, and English influence on German. Prior knowledge of German is not required, as glosses and translations of the German examples are provided. Each chapter includes exercises designed to give the reader practical experience in analyzing the language. It is an essential learning tool for undergraduate and graduate students in German and linguistics.
Linguistic description
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Today, education institutions continue to invest to partly mythologized technologies. More recent shifts in technology supported course offerings undoubtedly pushes the need of teachers who are armed with pedagogical components necessary to provide a technology supported quality course. Such shifts are also telling prospective German as a foreign language teacher about the role of the future education in contemporary Turkey. Engagement and motivation has been a challenge when working with students learning a second or foreign language. There is no doubt about the benefits of using edutainment methods with foreign language learners. But how high is the qualification of the German as foreign language students in this regard? Observations, surveys and projects for exams of Students who visited the Computer-Assisted German Training I-II courses provided relevant data to determine the findings for this study. In providing a comprehensive overview of the educational use of technology by the students for vocabulary teaching, this paper contributes and highlights key tensions emerging from the current research that should be considered by practitioners and researchers alike.
Aptitude
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This study was designed to test the prediction that adolescents with autism would have specific limitations in imitating the "style" of another person's actions. In a series of original tasks that tested the delayed imitation of novel nonsymbolic actions, 16 participants with autism and 16 nonautistic participants group-matched for age and verbal ability were proficient in copying goal-directed actions, but in 3 out of 4 tasks, strikingly fewer participants with autism imitated with style with which the demonstrator executed the actions. An additional finding was that on 2 conditions that involved copying self-orientated actions, only 5 of the participants with autism but 15 of the 16 nonautistic participants spontaneously adopted the orientation-to-self on at least 1 occasion. The results are discussed with reference to theories concerning imitation deficits in autism, and with regard to the proposal that autism involves an impairment in intersubjective contact between affected individuals and others (Hobson, 1989, 1993; Rogers & Pennington, 1991).
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The world-famous Swedish author P. O. Enquist made his debut as a writer of children´s books in 2003 with the adventurous story De tre grottornas berg (English title Three Cave Mountain, or: Grandfather and the Wolves). This book makes considerable use of oral imitation markers for adult and child characters both in dialogues and narration. The children´s voices are characterized by several ways of imitating children´s forms of expression and logic. The study compares the translation of different types of speech imitation (direct, indirect, free indirect) in the French and German translations. It concludes that the French version suppresses the child voices and thereby the polyphonic structure in favour of the more neutral narrator´s voice, while the German version to a very large extent maintains all the voices.
Expression (computer science)
Polyphony
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Some determinants of affectionate behavior in young children were explored in two experiments. Experiment I demonstrated that children who imitated a male model who was nurturant toward a toy teddy bear were nurturant in kind in a subsequent free-play testing period. Experiment 2 replicated the above finding and demonstrated that mere participation without imitation of nurturance and imitation of neutral physical contact was not effective in inducing affectionate behavior.
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