CONTINUE: 11-03-2013 Key concepts in learning: * Subject * Learner * Teacher * Context FORMAL STRUCTURE | V/S | COMMUNICATIVE STRUCTURE | Morphemes‚ sentences‚ rules | | Language is not possible without interaction.Language is meaningful. | Saussure: Parole‚ Langue | | Hymes: Linguistic competence context (what‚ whom‚ when) | Form | | Looks for the function of the language instead of the form | Alternative view: Problem PosingCritical systemIt gives real problems to
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Sony Computer Entertainment Europe Research & Development Division Pitfalls of Object Oriented Programming Tony Albrecht – Technical Consultant Developer Services What I will be covering • A quick look at Object Oriented (OO) programming • A common example • Optimisation of that example • Summary Slide 2 Object Oriented (OO) Programming • What is OO programming? – a programming paradigm that uses "objects" – data structures consisting of datafields and methods together with their
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concept mediation model (Figure 2.4). The word association model assumes that L2 words (nondominant language) are linked to L1 words (dominant language) words‚ and L1 words are linked to the corresponding concept‚ but there is no direct link between the L2 word and its corresponding concept‚ that is‚ L2 words can only access the concepts through the L1 words. The concept mediation model‚ in contrast‚ proposes that L1 and L2 words are both linked directly to the corresponding concept and indirectly
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ASSIGNMENT: DISCUSS THE EVOLUTION OF INTEL PROCESSORS Intel 4004- First Single-Chip Microprocessor (4-bit CPU) • Introduced November 15‚ 1971 • Maximum clock speed was 740 kHz • 12-bit addresses • 8-bit instructions • 4-bit data words • Program Memory 4 KB • Instruction set contained 46 instructions (of which 41 were 8 bits wide and 5 were 16 bits wide) • Register set contained 16 registers of 4 bits each • Internal subroutine stack 3 levels deep
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brief overview of SLA research findings concerning both route and rate of L2 development‚ theoretical models attempting to explain these findings are presented‚ ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally‚ recent developments investigating specifically the relationship between instruction and L2 development are outlined. 1. Introduction The two main‚ well documented
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Second Language Teaching and Learning Negative Transfer of Pronunciation and the Polish Second Language Learner MA Applied Linguistics and TESOL Karolina Ciecwierz Table of Contents Negative Transfer of Pronunciation and the Polish Second Language learner 1. Introduction 3 2. Definition of Terms 3 ❑ Language acquisition ❑ Interlanguage ❑ Interference ❑ Fossilization 3
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multilingualism to refer to a person’s first language or native language as “L1” and a person’s second language as “L2” Common Myths about Bilingualism/SLA * Speaking two languages to a young child will confuse them. * Speaking two languages to a young child will slow down their development. * Supporting L1 takes away from acquiring L2. * Younger children are better at getting L2 or becoming bilingual. All of these are false – and true‚ or at least a nugget of truth is in them. In
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expect L2 learners have it would be unrealistic. Vocabulary is the most important level of L2 knowledge for learners to develop. We must remember that vocabulary is the key to communication. Yhe moment when it is more difficult to communicate is when you do not know the proper vocabulary. There are many words that are used frequently‚ and each learner needs to know‚ but despite that‚ the L2 learner’s vocabulary depends primarily on whether it will focus on academic or interpersonal funcions. L2 lerning
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rubber pad ‚water Theory : If l1 and l2 be the length of the first and second resonance respectively with the tuning fork of frequency ‘(’ ‚ we can write l1 + e = λ / 4 l2 + e = 3λ / 4 ( where e is the end correction ) Subtracting we get ‚ l2 - l1 = λ / 2 λ = 2(l2 - l1) Speed ‚ V
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and rhetorical patterns as reflected in L1 and L2 writings of learners‚ b) discovering writing behaviors‚ c) meta-discourse in applied linguistics‚ d) the impact of EFL learners rhetorical organizations in English text comprehension and that they have found that there is a correlation between L1 writing behaviors and L2 writing behaviors and also in most cases L1 writing is longer and more complex . Furthermore‚ cultural specific factors influence L2 writings. Those who write in meaningful context
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