Frontonasal Dysplasia, Severe Neuropsychological Delay, and Midline Central Nervous System Anomalies: Report of 10 Brazilian Male Patients

Here we report on 10 male patients with frontonasal dysplasia, cleft lip/palate, mental retardation, lack of language acquisition, and severe central nervous system involvement. Imaging studies disclosed absence of the corpus callosum, midline cysts, and an abnormally modeled cerebellum. Neuronal heterotopias were present in five patients and parieto-occipital encephalocele in three patients. We suggest that this pattern found exclusively in males, most likely represents a newly recognized syndrome distilled from the group of disorders subsumed under frontonasal dysplasia. (C) 2009 Wiley-Liss, Inc.

How language can help discrimination in the Neural Modelling Fields framework

The relationship between thought and language and, in particular, the issue of whether and how language influences thought is still a matter of fierce debate. Here we consider a discrimination task scenario to study language acquisition in which an agent receives linguistic input from an external teacher, in addition to sensory stimuli from the objects that exemplify the overlapping categories that make up the environment. Sensory and linguistic input signals are fused using the Neural Modelling Fields (NMF) categorization algorithm. We find that the agent with language is capable of differentiating object features that it could not distinguish without language. In this sense, the linguistic stimuli prompt the agent to redefine and refine the discrimination capacity of its sensory channels. (C) 2007 Elsevier Ltd. All rights reserved.

Persuading the Public : A Linguistic Analysis of Barack Obama’s Speech on “Super Tuesday” 2008

This essay examines the persuasive side of language in a speech given by Senator Barack Obama on Super Tuesday in February 2008. It studies how Senator Obama utilizes language to convince and persuade his audience. This is done from an Aristotelian point of view, meaning that the study focuses foremost on how the senator’s word choices relate to Aristotle’s three means of persuasion, ethos, pathos and logos. Those basic guiding principles are relevant to use since Aristotle’s work on the subject of rhetoric is still today one of the most relevant works in that field. The analysis is basically performed through personal observations guided by previous studies, within the frame of Aristotelian rhetoric. The results show how Senator Obama enforces the three means of persuasion through language and how it can be considered persuasive. The study might add to rhetoric studies from a linguistic perspective since it reaches a better understanding of language used in the field of politics, where rhetoric is a prominent component.

Contemporary Approaches to Translation in the Classroom : A study of students' Attitudes and Strategies

The purpose of this study is to explore the strategies and attitudes of students towards translation in the context of language learning. The informants come from two different classes at an Upper Secondary vocational program. The study was born from the backdrop of discussions among some English teachers representing different theories on translation and language learning, meeting students endeavoring in language learning beyond the confinement of the classroom and personal experiences of translation in language learning. The curriculum and course plan for English at the vocational program emphasize two things of particular interest to our study; integration of the program outcomes and vocational language into the English course - so called meshed learning – and student awareness of their own learning processes. A background is presented of different contrasting methods in translation and language learning that is relevant to our discussion. However, focus is given to contemporary research on reforms within the Comparative Theory, as expressed in Translation in Language and Teaching (TILT), Contrastive Analysis and “The Third Space”. The results of the students’ reflections are presented as attempts to translate two different texts; one lyric and one technical vocational text. The results show a pragmatic attitude among the students toward tools like dictionaries or Google Translate, but also a critical awareness about their use and limits. They appear to prefer the use of first language to the target language when discussing the correct translation as they sought accuracy over meaning. Translation for them was a natural and problem-solving event worth a rightful place in language teaching.

Language Dominance in Early and Late Bilinguals

The proposed presentation is a progress report from a project which is aimed at establishing some phonetic correlates of language dominance in various kinds of bilingual situations. The current object of study is Swedish students starting in classes which prepare for the International Baccalaureate (IB) programme. The IB classes in Sweden are taught in English, except for classes in Swedish and foreign languages. This means that after they enter the programme the students are exposed to and speak a good deal more English than previously.The assumption made by many students that they will, on the one hand not “damage” their Swedish, and on the other will dramatically improve their English simply by attending an English-medium school will be tested. The linguistic background of the students studied and their reasons for choosing the IB programme will be established. Their English and Swedish proficiency will be tested according to various parameters (native-like syntax, perceived foreign accent, the timing of vowels and consonants in VC sequences, vocabulary mobilisation) on arrival at the school, and again after one and three years at the school. The initial recordings are now underway.In a preliminary study involving just three young people who were bilingual in Swedish and English, the timing of the pronunciation of (C)VC syllables in Swedish and English was studied. The results of this investigation indicate that it may be possible to establish language dominance in bilingual speakers using timing data. It was found that the three subjects differed systematically in their pronunciation of the target words. One subject (15 years old), who was apparently native-like in both languages, had the V-C timing of both Swedish and English words of a native speaker of English. His brother (17 years old), who had a noticeable Swedish accent in English, pronounced both Swedish and English words in this respect like a native speaker of Swedish. The boys’ sister (9 years old) apparently had native-like timing in both languages.

Biolinguistics or Physicolinguistics? Is The Third Factor Helpful Or Harmful In Explaining Language?

Noam Chomsky (2005) proposed that a ‘third factor’, consisting of general principles and natural laws, may explain core properties of language in a principled manner, minimizing the need for either genetic endowment or experience. But the focus on third-factor patterns in much recent bio-linguistic work is misguided for several reasons: First, ‘the’ third factor is a vague and disparate collection of unrelated components, useless as an analytical tool. Second, the vagueness of the third factor, together with the desire for principled explanations, too often leads to sweeping claims, such as syntax “coming for free, directly from physics”, that are unwarranted without a case-by-case causal analysis. Third, attention is diverted away from a proper causal analysis of language as a biological feature. The point with biolinguistics is to acknowledge the language faculty as a biological feature. The best way forward towards an understanding of language is to take the biology connection seriously, instead of dabbling with physics.

Constraining the time when language evolved

The precise timing of the emergence of language in human prehistory cannot be resolved. But the available evidence is sufficient to constrain it to some degree. This is a review and synthesis of the available evidence, leading to the conclusion that the time when speech in some form became important for our ancestors can be constrained to be not less than 400,000 years ago, thus excluding several popular theories involving a late transition to speech.

Seeking compositionality in holistic proto-language without substructure – do counterexamples overwhelm the fractionation process?

In holistic theories of protolanguage, a vital step is the fractionation process where holistic utterances are broken down into segments, and segments associated with semantic components. One problem for this process may be the occurrence of counterexamples to any segment-meaning connection. The actual abundance of such counterexamples is a contentious issue \cite{smith06,taller07}. Here I present calculations of the prevalence of counterexamples in model languages.  It is found that counterexamples are indeed abundant, much more numerous than positive examples for any plausible holistic language.

Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools

Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.

Teacher’s leadership in web-based language courses in Dalarna University, Sweden

The purpose of this presentation is to discuss how teacher’s leadership can be used as a teaching method in web based language education. The environments that offer online courses provide a wide field for discussion on the contact between teacher and student. My intention is to contribute to the debate on teacher leadership in online courses. In my earlier studies on leadership, I have explored how some religious leaders affected different social movements in Brazil during the military dictatorship (1964-1985). Pruth (2004) by examining the three kinds of legitimacy described by Max Weber I aimed at seeing and analyzing how religious leaders used different teaching methods to explain their messages to ordinary citizens. Thus my research showed how educational leadership is a way to get people to reach their goals. I became interested in the subject teacher’s leadership whenI participated in a survey of the teaching methods of language courses in Dalarna University which is funded by the NGL Center of Dalarna University. In  this project, we have made interviews with the teachers, undertaken the course plans (in the language department at Dalarna University) and categorized the learning outcomes. A questionnaire was constructed based on the learning outcomes and then either sent out remotely to teachers or completed face to face through interviews. The answers provided to the questionnaires enabled the  project to identify many differences in how language teachers interact with their students but  also, the way of giving feedback, motivating and helping students, types of class activities and materials used. This made me aware of how teachers use their leadership or not in their teaching. My focus is to look at the relationship between teachers and students as an important part of the development and quality of online courses. The teacher's performance on campus is different from online courses. I want to understand how the contact between teachers and students in online courses develop and look at how students can make use of this contact and what influence the teacher's leadership has on the ability for the students to achieve the goals of their course

Mobile Assisted Language Learning : A Literature Review

Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a systematic review of MALL research within the specific area of second language acquisition during the period 2007 - 2012 in terms of research approaches, methods, theories and models, as well as results in the form of linguistic knowledge and skills. The findings show that studies of mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. However, most of the reviewed studies are experimental, small-scale, and conducted within a short period of time. There is also a lack of cumulative research; most theories and concepts are used only in one or a few papers. This raises the issue of the reliability of findings over time, across changing technologies, and in terms of scalability. In terms of gained linguistic knowledge and skills, attention is primarily on learners’ vocabulary acquisition, listening and speaking skills, and language acquisition in more general terms.

Learning Grammar : A study of upper secondary level students’ attitudes and beliefs concerning the learning of grammar

The communicative approach to language learning is widely taught in Western education, and yet its predecessor, the grammar-translation method, is still commonly employed in other parts of the world. In Sweden, the increasing popularity of the communicative approach is often justified by the high level of students’ communicative skills (Öhman, 2013). At the same time, students’ written texts and speech contain many grammatical errors (Öhman, 2013). Consequently, being aware of their tendency to produce grammatical errors, some students express beliefs regarding both the explicit and implicit learning of grammar (Sawir, 2005; Boroujeni, 2012). The objective of this thesis is to gain more knowledge regarding students’ beliefs concerning the learning of English grammar at the upper secondary level, in Sweden. With this purpose a survey was conducted in two schools in Sweden, where 49 upper-secondary English students participated. Qualitative and quantitative methods were applied to process the collected data. Despite some difference in the participants’ ages, there were many similarities in their attitudes towards the teaching and learning of grammar. The results show that the participants in both schools believe that only by applying both, explicit and implicit methods, can they obtain a high level of language proficiency. The results of this study can help teachers in planning different activities that enhance the students’ knowledge of grammar.

A notion of subgame perfect Nash equilibrium under knightian uncertainty

We define a subgame perfect Nash equilibrium under Knightian uncertainty for two players, by means of a recursive backward induction procedure. We prove an extension of the Zermelo-von Neumann-Kuhn Theorem for games of perfect information, i. e., that the recursive procedure generates a Nash equilibrium under uncertainty (Dow and Werlang(1994)) of the whole game. We apply the notion for two well known games: the chain store and the centipede. On the one hand, we show that subgame perfection under Knightian uncertainty explains the chain store paradox in a one shot version. On the other hand, we show that subgame perfection under uncertainty does not account for the leaving behavior observed in the centipede game. This is in contrast to Dow, Orioli and Werlang(1996) where we explain by means of Nash equilibria under uncertainty (but not subgame perfect) the experiments of McKelvey and Palfrey(1992). Finally, we show that there may be nontrivial subgame perfect equilibria under uncertainty in more complex extensive form games, as in the case of the finitely repeated prisoner's dilemma, which accounts for cooperation in early stages of the game.

A notion of subgame perfect nash equilibrium under knightian uncertainty

We define a subgame perfect Nash equilibrium under Knightian uncertainty for two players, by means of a recursive backward induction procedure. We prove an extension of the Zermelo-von Neumann-Kuhn Theorem for games of perfect information, i. e., that the recursive procedure generates a Nash equilibrium under uncertainty (Dow and Werlang(1994)) of the whole game. We apply the notion for two well known games: the chain store and the centipede. On the one hand, we show that subgame perfection under Knightian uncertainty explains the chain store paradox in a one shot version. On the other hand, we show that subgame perfection under uncertainty does not account for the leaving behavior observed in the centipede game. This is in contrast to Dow, Orioli and Werlang(1996) where we explain by means of Nash equilibria under uncertainty (but not subgame perfect) the experiments of McKelvey and Palfrey(1992). Finally, we show that there may be nontrivial subgame perfect equilibria under uncertainty in more complex extensive form games, as in the case of the finitely repeated prisoner's dilemma, which accounts for cooperation in early stages of the game .