Pub Date : 2019-09-09DOI: 10.1007/978-3-030-28796-2_13
F. Dolce, D. Perrin
{"title":"Return Words and Bifix Codes in Eventually Dendric Sets","authors":"F. Dolce, D. Perrin","doi":"10.1007/978-3-030-28796-2_13","DOIUrl":"https://doi.org/10.1007/978-3-030-28796-2_13","url":null,"abstract":"","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"81 2 1","pages":"167-179"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91034393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1007/978-3-030-28796-2_4
Aleksi Saarela
{"title":"Independent Systems of Word Equations: From Ehrenfeucht to Eighteen","authors":"Aleksi Saarela","doi":"10.1007/978-3-030-28796-2_4","DOIUrl":"https://doi.org/10.1007/978-3-030-28796-2_4","url":null,"abstract":"","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"80 1","pages":"60-67"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88060891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-17DOI: 10.1007/978-3-030-28796-2_1
F. Manea, Markus L. Schmid
{"title":"Matching Patterns with Variables","authors":"F. Manea, Markus L. Schmid","doi":"10.1007/978-3-030-28796-2_1","DOIUrl":"https://doi.org/10.1007/978-3-030-28796-2_1","url":null,"abstract":"","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"54 1","pages":"1-27"},"PeriodicalIF":0.0,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79562910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-04DOI: 10.1007/978-3-030-28796-2_12
A. D'Aniello, A. Luca
{"title":"Characteristic Parameters and Special Trapezoidal Words","authors":"A. D'Aniello, A. Luca","doi":"10.1007/978-3-030-28796-2_12","DOIUrl":"https://doi.org/10.1007/978-3-030-28796-2_12","url":null,"abstract":"","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"17 1","pages":"159-166"},"PeriodicalIF":0.0,"publicationDate":"2019-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74482379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article demonstrates a step by step into digital stories creation in a language classroom that teachers may adapt or adopt for their classroom purposes. At the outset, it will explore the nature of digital storytelling and empirical evidence of digital storytelling implementation across levels. Additionally, the article proposes ideas on how collaborative learning can be integrated in the making of digital storytelling. The design and implementation of pedagogical task emphasize on giving more opportunities for students to engage in the genre based collaborative digital stories project and foster their critical thinking and creativity. At the end of this article, alternative assessment is promoted to assess the learning process as well as the students’ project of digital storytelling. Providing students with scaffolded activities, I contend that every language teacher now can empower their learners to become digital storytellers.
{"title":"Pedagogical tasks for collaborative digital storytelling creation: Practical design and implementation","authors":"Sandi Ferdiansyah","doi":"10.33508/BW.V7I1.1822","DOIUrl":"https://doi.org/10.33508/BW.V7I1.1822","url":null,"abstract":"This article demonstrates a step by step into digital stories creation in a language classroom that teachers may adapt or adopt for their classroom purposes. At the outset, it will explore the nature of digital storytelling and empirical evidence of digital storytelling implementation across levels. Additionally, the article proposes ideas on how collaborative learning can be integrated in the making of digital storytelling. The design and implementation of pedagogical task emphasize on giving more opportunities for students to engage in the genre based collaborative digital stories project and foster their critical thinking and creativity. At the end of this article, alternative assessment is promoted to assess the learning process as well as the students’ project of digital storytelling. Providing students with scaffolded activities, I contend that every language teacher now can empower their learners to become digital storytellers.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90652074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English passive voice and aspects are generated in the same process and have the same D-structure. In a passive sentence, progressive sentence, and perfect sentence, T (tense) takes a VP headed by be or have, and be or have takes a Participle Phrase (PartP), and –en or –ingtakes a VP as its complement. Be or have in the upper VP merges with T, and the verb in the lower VP merges with Part. The specifier or complement of the lower VP moves cyclicly through the specifier of Part and the specifier of the upper verb to occupy the subject position. The single theory on the production of passive, progressive, and perfect sentences observes the principle of economy of derivation and, therefore, contributes to the explanation of the relative easiness of a child in acquiring his or her mother tongue.
{"title":"A Unified Analysis of English Passive Voice and Aspects","authors":"B. B. Dwijatmoko","doi":"10.33508/BW.V7I1.2039","DOIUrl":"https://doi.org/10.33508/BW.V7I1.2039","url":null,"abstract":"English passive voice and aspects are generated in the same process and have the same D-structure. In a passive sentence, progressive sentence, and perfect sentence, T (tense) takes a VP headed by be or have, and be or have takes a Participle Phrase (PartP), and –en or –ingtakes a VP as its complement. Be or have in the upper VP merges with T, and the verb in the lower VP merges with Part. The specifier or complement of the lower VP moves cyclicly through the specifier of Part and the specifier of the upper verb to occupy the subject position. The single theory on the production of passive, progressive, and perfect sentences observes the principle of economy of derivation and, therefore, contributes to the explanation of the relative easiness of a child in acquiring his or her mother tongue.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79652121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The native language use in the target language classroom has recently gained the attention of second language acquisition research. This study analyzes such issue in the context of Dominican university students, ranging from 18 to 35 years old, studying in an English immersion program, who have been speaking their native language, namely, Spanish too often in their classrooms. This research focuses on identifying the causes for students to use their native language in the class, and their attitude towards both, Spanish and English, by implementing a survey to 37 of these students. To better understand the problem and create potential strategies to address it, firstly, literature has been visited by presenting relevant research related to second language learning and acquisition. Secondly, the methodology is explained so that the research context can be more readily understood. Subsequently, results from surveys are analyzed in the light of current second language acquisition research. As a conclusion, this study revealed that students use their native language primarily when prompted by their partners, when in need of clarification, when unable to understand a concept, and overwhelmingly as a means to making oneself clear. The teaching implications of these findings are also discussed in the end.
{"title":"Spanish use in the English classroom: a study of Dominican students in an English-only environment","authors":"A. Diaz","doi":"10.33508/BW.V7I1.2014","DOIUrl":"https://doi.org/10.33508/BW.V7I1.2014","url":null,"abstract":"The native language use in the target language classroom has recently gained the attention of second language acquisition research. This study analyzes such issue in the context of Dominican university students, ranging from 18 to 35 years old, studying in an English immersion program, who have been speaking their native language, namely, Spanish too often in their classrooms. This research focuses on identifying the causes for students to use their native language in the class, and their attitude towards both, Spanish and English, by implementing a survey to 37 of these students. To better understand the problem and create potential strategies to address it, firstly, literature has been visited by presenting relevant research related to second language learning and acquisition. Secondly, the methodology is explained so that the research context can be more readily understood. Subsequently, results from surveys are analyzed in the light of current second language acquisition research. As a conclusion, this study revealed that students use their native language primarily when prompted by their partners, when in need of clarification, when unable to understand a concept, and overwhelmingly as a means to making oneself clear. The teaching implications of these findings are also discussed in the end.","PeriodicalId":31852,"journal":{"name":"Beyond Words","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82429145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：