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ACM SIGCSE Bulletin, 1996
In this note, we outline some issues raised in considering the use of the programming language Java TM to support a first course in software development. The course - essentially CS 1 - is centered on the design and implementation of simple objects, and employs an iterative specify/design/implement/test strategy to ...
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In this note, we outline some issues raised in considering the use of the programming language Java TM to support a first course in software development. The course - essentially CS 1 - is centered on the design and implementation of simple objects, and employs an iterative specify/design/implement/test strategy to ...
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Listening in First and Second Language
The TESOL Encyclopedia of English Language Teaching, 2018Listeners' recognition of spoken language involves complex decoding processes: The continuous speech stream must be segmented into its component words, and words must be recognized despite great variability in their pronunciation (due to talker differences, or to influence of phonetic context, or to speech register) and despite competition from many ...
Cutler, Anne (R12329), Farrell, Janise
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Science, 2004
Genetic and linguistic data indicate--but can9t quite prove--that our ancient ancestors spoke with strange clicking and sucking noises now heard only in a few corners of Africa.
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Genetic and linguistic data indicate--but can9t quite prove--that our ancient ancestors spoke with strange clicking and sucking noises now heard only in a few corners of Africa.
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First Language Attrition and Developmental Language Disorder
2019Developmental Language Disorder (DLD) is an impairment specific to language that affects about 5% to 7% of all children, monolingual as well as bilingual. In this chapter, we aim to demonstrate that knowing more about attrition is important for accurately diagnosing bilingual children whose language abilities raise concerns and who may have DLD.
Blom, E., Boerma, T., de Jong, J.
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2016
Humans acquire language naturally, namely without specific instruction, by being exposed to it and by interacting with other human beings. According to the generativist enterprise, humans are endowed with a system of knowledge on the form of possible human languages (Universal Grammar).
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Humans acquire language naturally, namely without specific instruction, by being exposed to it and by interacting with other human beings. According to the generativist enterprise, humans are endowed with a system of knowledge on the form of possible human languages (Universal Grammar).
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Choosing a first programming language
Proceedings of the 2010 ACM conference on Information technology education, 2010Today, among other challenges, teaching students how to write computer programs for the first time can be an important criterion for whether students in computing will remain in their program of study, i.e. Computer Science or Information Technology. Not learning to program a computer as a computer scientist or information technologist can be compared ...
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First Steps in Language Acquisition
Journal of the American Academy of Child Psychiatry, 1977Abstract The roots of language acquisition in preverbal cognitive and communicative systems and the early development of comprehension and production of language between 8 and 30 months are described. Individual differences in language learning patterns emerge from the interaction of the child's theory of communicative function, the child's ...
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Requirements for an ideal first language
1995Five years ago, we have introduced functional languages in the introductory computer science course at our University. This experience taught us there is still room for improvement in support languages for beginners. This is summarized in the form of six requirements for languages in such a context: conceptual neatness, consistency with common usage ...
Jean-Pierre Jacquot, Jacques Guyard
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First language and target language in the foreign language classroom
Language Teaching, 2009For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it.
William Littlewood, Baohua Yu
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