Emergence of Linguistic Complexity in Later Language Development: Evidence from Expository Text Construction

Ravid, Dorit

doi:10.1007/1-4020-7911-7_25

Cited by 68 publications

(75 citation statements)

References 33 publications

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“…Following this presentation, a class discussion was held on the linguistic generalizations for and distinctive characteristics of each genre. In the informative text, nouns were found to have a higher type-token ratio (TTR) as compared to the average TTR in the other texts, in line with findings from prior linguistic investigations pointing to the nominal character of expository texts (Ravid, 2004). As to short stories, these were found to demonstrate a higher type-token ratio of verbs when compared to other texts, in line with previous findings on the event-based nature of narrative texts (Berman & Slobin, 1994).…”

Section: Learning Basic Concepts In Linguistics Using Computerized Toolssupporting

confidence: 85%

“…Linguisticallymotivated comparisons of such features across different text-types reveal parts of speech to be highly diagnostic of developing literacy. A series of independent examinations of expository versus narrative texts produced in Hebrew indicate, for example, that expository texts are lexically denser -that is, they contain a higher proportion of content words (nouns, verbs, adjectives) as compared to narratives; they are more nominal in character, as they typically contain more nouns (Ravid, 2004) -and thus represent a more topic-oriented discourse stance (Berman & Katzenberger, 2004); and they also reflect a higher level of linguistic register (NirSagiv, Shternau, Berman & Ravid, in press). As demonstrated below, such usagebased patterns are ideal candidates for examination through using open, offline computerized tools.…”

Section: Learning Basic Concepts In Linguistics Using Computerized Toolsmentioning

confidence: 99%

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Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Shalom¹,

Nir-Sagiv²

2007

L1 Educational Studies in Language and Literature

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This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer.The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums.The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.Keywords: L1, technology, computer, development, learning environments, teacher training Dutch. Samenvatting. [Translation Tanja Janssen] In deze bijdrage wordt een benadering beschreven van het onderwijs in het Hebreeuws als moedertaal (L1), die gebaseerd is op technologische ontwikkelingen en op de relatie tussen technologie en onderwijskunde. We steunen op welbekende modellen voor het integrereren van computertools en afstandsleren in het onderwijssysteem, waarbij we de nadruk leggen op de mogelijke bijdrage van deze leeromgevingen aan het moedertaalonderwijs. Centraal in deze bijdrage staat de combinatie van linguïstische en didactische benaderingen van het L1-onderwijs waarin zowel theoretische als functionele aspecten van taal leren en onderwijzen via de computer worden samengebracht. SHALOM & NIR-SAGIVDe aandacht is hier gericht op technologisch-gebaseerde L1 leeromgevingen waarin verschillende typen computer tools worden gecombineerd met een veelomvattend taal-leer/onderwijs systeem, ontworpen om taalvaardigheden te ondersteunen en te verbeteren. Dit systeem is cognitief georiënteerd, en gemodelleerd op een combinatie van elementen, zoals principes van constructivistisch, sociaal en actief leren. Het conceptuele kader van deze omgeving berust op principes van zowel lokale als globale connectiviteit en hierarchie. Op het lokale niveau, bijvoorbeeld, worden leermaterialen met elkaar verbonden door middel van een hypertekststructuur; op het globale niveau is ...

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Section: Learning Basic Concepts In Linguistics Using Computerized Toolssupporting

confidence: 85%

Section: Learning Basic Concepts In Linguistics Using Computerized Toolsmentioning

confidence: 99%

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Shalom¹,

Nir-Sagiv²

2007

L1 Educational Studies in Language and Literature

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show abstract

“…Les Le type de texte narratif que nous avons élicité, correspond à un récit personnel, exige que les locuteurs/scripteurs s'investissent personnellement dans leur narration (Adam, 1985) : nous parlons de discours orienté vers l'agent (Berman et Ravid, 2009 ;Berman et Nir Sagiv, 2007 ;Tolchinsky et al, 1999). En revanche, lors de la production expositive, le locuteur doit avoir la capacité de se distancer (Berman et Nir-Sagiv, 2007 ;Johansson, 1999 ;Mosenthal, 1985 ;Ravid, 2005). Nous parlons de discours orienté vers le topic (Berman et Nir-Sagiv, 2007 ;Mosenthal, 1985).…”

Section: Variables : âGe Type De Texte Modalité De Productionunclassified

“…Des multiples travaux ont pu mettre en évidence que l'adolescence est une période clef du développement de l'expression orale et écrite (Berman, 1997, Ravid, 2005. Le répertoire lexical s'enrichit considérablement (Aisenmann et Berman, 2000 ;Argerich et Tolchinsky, 2000, Gayraud, 2000Strömquivst, Johansson, Kriz, Ragnarsdöttir, Aisenman, et Ravid, 2002).…”

Section: Introductionunclassified

L’influence de la langue écrite au cours du développement langagier tardif

Jisa

Ailhaud

Chenu

et al. 2016

SHS Web of Conferences

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“…Ce type de texte, qui dérive de l'écrit académique (Mosenthal, 1985), requiert un déploiement de relations logiques, et non pas chronologiques, entre les arguments. (Britton, 1994 ;Mosenthal, 1985 ;Ravid, 2005) Deuxièmement, le type de texte narratif (personnel en monologue) sur lequel nous travaillons, sollicite un agencement de souvenirs personnels. Les locuteurs/scripteurs introduisent des référents spécifiques (un ou deux protagonistes) et les maintiennent tout le long de leur production.…”

Section: Le Type De Texteunclassified

Le flux de l’information. Une analyse développementale de la Preferred Argument Structure (Du Bois, 1987, 2003)

Mazur-Palandre

Jisa

2010

2ème Congrès Mondial De Linguistique Française

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Emergence of Linguistic Complexity in Later Language Development: Evidence from Expository Text Construction

Cited by 68 publications

References 33 publications

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

L’influence de la langue écrite au cours du développement langagier tardif

Le flux de l’information. Une analyse développementale de la Preferred Argument Structure (Du Bois, 1987, 2003)

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