This essay is a practical step to Learning Theory.By comparing cognitive learning with non-cognitive learning,the author tries to lay emphasis on creative foreign language learning.
According to Kripke, traditional approaches to presupposition and anaphora do not work in some compound sentences because traditionally, they have been thought to assign presuppositions to each clause in isolation. I ...According to Kripke, traditional approaches to presupposition and anaphora do not work in some compound sentences because traditionally, they have been thought to assign presuppositions to each clause in isolation. I agree with this criticism, but also think that context is required in order to determine the presupposition included in a complex sentence. To show the context role in fixing the utterance truth-conditions in those cases, this paper introduces the Kripkean anaphoric account on presuppositions （section 2）, and then criticizes this approach because it is very restrictive （section 3）. The paper concludes that to solve those difficulties, one should appeal to a two-dimensional framework, including a new parameter that focuses on the sentence according to the concrete features of the context： the speaker＇s point of view （section 4）.展开更多
This pilot study explored the linguistic gains of intermediate level Spanish learners who completed community-based learning at a Spanish-speaking seniors center. Leamers had the opportunity, rare in foreign-language ...This pilot study explored the linguistic gains of intermediate level Spanish learners who completed community-based learning at a Spanish-speaking seniors center. Leamers had the opportunity, rare in foreign-language instruction, to discuss topics from their textbook in authentic native/non-native dyads. The interactions also allowed the seniors to fulfill an identified community needed by socializing in Spanish. Analyses of a post-service survey revealed that learners assessed the experience positively, because they spoke Spanish creatively. Seniors were described as cooperative and fun interlocutors, suggesting that age difference minimally affected the interactions. Direct observation revealed that learners managed to produce L2 Spanish output in connected speech for an extended period of time. Likewise, the seniors enjoyed a moment of socialization and first language use while sharing their views on the topics of discussion with the young visitors. Seniors＇ active participation likely encouraged learners to cope with sudden switches of topics that required negotiating for meaning and pushing the still limited interlanguages. A new service leaming study proposes to investigate the use of native/non-native dyads in Spanish in fulfilling a dual function： socialization and first language maintenance for the seniors at the center and language learning for the students.展开更多
文摘This essay is a practical step to Learning Theory.By comparing cognitive learning with non-cognitive learning,the author tries to lay emphasis on creative foreign language learning.
文摘According to Kripke, traditional approaches to presupposition and anaphora do not work in some compound sentences because traditionally, they have been thought to assign presuppositions to each clause in isolation. I agree with this criticism, but also think that context is required in order to determine the presupposition included in a complex sentence. To show the context role in fixing the utterance truth-conditions in those cases, this paper introduces the Kripkean anaphoric account on presuppositions （section 2）, and then criticizes this approach because it is very restrictive （section 3）. The paper concludes that to solve those difficulties, one should appeal to a two-dimensional framework, including a new parameter that focuses on the sentence according to the concrete features of the context： the speaker＇s point of view （section 4）.
文摘This pilot study explored the linguistic gains of intermediate level Spanish learners who completed community-based learning at a Spanish-speaking seniors center. Leamers had the opportunity, rare in foreign-language instruction, to discuss topics from their textbook in authentic native/non-native dyads. The interactions also allowed the seniors to fulfill an identified community needed by socializing in Spanish. Analyses of a post-service survey revealed that learners assessed the experience positively, because they spoke Spanish creatively. Seniors were described as cooperative and fun interlocutors, suggesting that age difference minimally affected the interactions. Direct observation revealed that learners managed to produce L2 Spanish output in connected speech for an extended period of time. Likewise, the seniors enjoyed a moment of socialization and first language use while sharing their views on the topics of discussion with the young visitors. Seniors＇ active participation likely encouraged learners to cope with sudden switches of topics that required negotiating for meaning and pushing the still limited interlanguages. A new service leaming study proposes to investigate the use of native/non-native dyads in Spanish in fulfilling a dual function： socialization and first language maintenance for the seniors at the center and language learning for the students.
