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Are you literate in languages you study? | ||
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 Language Learning Forum : General discussion |  | |
| Solfrid Cristin Heptaglot Winner TAC 2011 & 2012 Senior Member Norway Joined 5128 days ago 4143 posts - 8864 votes  Speaks: Norwegian*, Spanish, Swedish, French, English, German, Italian Studies: Russian | Message 17 of 18 31 March 2014 at 10:13pm | IP Logged | ||
My first reaction was "Are you kidding me?", but then I remembered that when I was a kid, the notion of seeing the person you were talking to on the phone was pure science fiction, and the first time I saw a fax, an answering machine or an e-mail (all three in American movies, obviously) I was absolutely fascinated, so who knows. Perhaps we will communicate by telepathy in the future... 2 persons have voted this message useful | |||
| Medulin Tetraglot Senior Member Croatia Joined 4462 days ago 1199 posts - 2192 votes Speaks: Croatian*, English, Spanish, Portuguese Studies: Norwegian, Hindi, Nepali | Message 18 of 18 07 April 2014 at 10:55pm | IP Logged | ||
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in Chinese Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is manifested universally across languages and that behavioral remediation using strategies addressing phonological awareness alleviates reading difficulties in dyslexics. The prevailing view of the central role of phonological awareness in reading development is largely based on studies using Western (alphabetic) languages, which are based on phonology. The Chinese language provides a unique medium for testing this notion, because logographic characters in Chinese are based on meaning rather than phonology. Here we show that the ability to read Chinese is strongly related to a child's writing skills and that the relationship between phonological awareness and Chinese reading is much weaker than that in reports regarding alphabetic languages. We propose that the role of logograph writing in reading development is mediated by two possibly interacting mechanisms. The first is orthographic awareness, which facilitates the development of coherent, effective links among visual symbols, phonology, and semantics; the second involves the establishment of motor programs that lead to the formation of long-term motor memories of Chinese characters. These findings yield a unique insight into how cognitive systems responsible for reading development and reading disability interact, and they challenge the prominent phonological awareness view. source: http://www.pnas.org.sci-hub.org/content/102/24/8781.short Edited by Medulin on 07 April 2014 at 11:02pm 1 person has voted this message useful |
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