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Author: Edmund Martin Geldart. Language: Englisch. Cover Format: xx20 mm. Modern Greek teach yourself Books by S. Sofroniou - With a phonetic introduction by J. Autor: D. KG der Ansprechpartner. See more like this.

Innerhalb Deutschlands versende ich auf Rechnung; Sie brauchen keine Vorkasse leisten. Risikoloser kann man nicht kaufen! Clarendon Press Pring, Julian T. University of London Press, Brownish paper. Shows wear, inner book in good condition. Author: Angeliki Alvanoudi. This book presents an in-depth fieldwork-based study of the Greek language spoken by immigrants in Cairns, Far North Queensland, Australia. Lexical and pragmatic borrowing, code mixing, discourse-related and participant-related code switching, and factors promoting language maintenance are among the topics covered in the book.

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Pages: The Generative Interpretation of Dialect. A Study of Modern Greek Phonology. Routledge Modern Greek Reader. Title: Routledge Modern Greek Reader. In rare cases the cover can be different. We aim to be helpful and flexible. A Manual of Modern Greek Vol. I : For University Students Condition is Like New.

Publisher Yale University Press. Format Paperback. The emphasis lies on difficulties with lexical retrieval that manifests as an inability to name things like concrete entities named by nouns and actions named by verbs. We report on a study where the performance of multilingual children with SLI residing in Cyprus was compared with the performance of a language-matched group of multilingual children without SLI and with bilectal children, with and without SLI, on the same task. Multilingual children are in this context defined as children who simultaneously acquire two first native languages e.

For a subgroup of the multilingual children with SLI, performance on noun and verb naming was investigated in two spoken languages namely, Greek—English , using the English version of the OAT Kambanaros, , A total of 59 children participated in the noun—verb naming study, divided into four groups:. No typically language-developing child was or had ever been receiving speech—language therapy services.

All language-impaired children were in mainstream education and in the school grade corresponding to their chronological age.

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Subject selection criteria included: no history of neurological, emotional, or behavioral problems, no gross motor difficulties, hearing and vision adequate for test purposes, normal articulation, normal performance on screening measures of non-verbal intelligence a score no less than 80 on the Raven's Colored Progressive Matrices or as reported by the school psychologist. All children came from families with medium to high socio-economic status. For the multilingual children both, multiTLD-LM and multiSLI , a thus-defined bilectal background was required plus early exposure to a third non-Greek language in the home such as English ; in addition, all language acquisition involved bona fide multilingualism e.

According to parental reports, all five multiSLI children were Greek-dominant. In all cases, the father was of Greek Cypriot background and the mother a native speaker of the non-Greek language just specified. For all participating multilingual children, the Developmental and Language Background questionnaire developed in COST Action IS — , which both authors participated in, was given to the mothers to complete see Tuller, Further information can be obtained from the authors.

This allowed us to control for the languages the children were exposed to and propose a homogeneous group, as far as possible, in relation to language exposure and use. Prior to the study, the children with SLI were assessed on a large test battery by certified speech and language therapists, including the second author. To qualify, children had to score lower than the normal range on the standardized tests in Greek in two or more linguistic domains. The typically language developing children serving as language-matched controls were matched with the multilingual SLI group based on scores from the standardized Greek version Vogindroukas et al.

Percentage of naming accuracies for nouns and verbs all participants. Modified from Kambanaros et al.

Pairwise comparisons of the multiSLI group with the other three groups were conducted with Mann-Whitney U -tests, adopting a Bonferroni adjusted level of significance 0. For the multilingual groups in particular, a Wilcoxon signed ranks tests was used to compare naming accuracy for nouns vs. Paired t -tests results concurred with the non-parametric ones. The three English-speaking multilingual children were further tested in English and all showed a better performance in their L2 SMG compared to their L1b English , arguably bootstrapped by their close native L1a CG ; noun accuracy was higher than verb accuracy in both languages.

Of the types of errors that were coded, multilingual children with and without SLI made more errors overall than typically developing bilectal children for both nouns and verbs. Omission errors for nouns also appear more frequently in both multilingual groups, where the multiSLI made more verb semantic errors and the multiTLD-LM more verb omission errors. Further pairwise comparisons revealed that the two multilingual groups made significantly more omission and verb semantic errors than the typically developing bilectal children.

In essence, error type did not distinguish SLI groups bilectal vs. In sum, multilingual children with SLI, like their monolingual and bilectal language-impaired peers, perform analogously to language-matched children on naming accuracy for verbs and noun on a picture-based naming task. Once more, verbs are significantly more difficult to retrieve than nouns—a finding comparable to the monolingual and bilectal studies conducted so far in the literature Kambanaros et al.

Taken together, these data points substantiate the claim that children with SLI, irrespective of whether they are monolingual, bilectal, or multilingual, demonstrate: i lexical word-level skills similar to younger counterparts with typical language development; ii no evidence of deviant or disrupted acquisition in at least the lexical domain; iii a significantly greater difficulty in retrieving verbs as opposed to nouns; iv consistency of omissions as the major error type for nouns across languages; and v divergence in the major error type for verbs across languages.

Our findings thus constitute the first indication from multilingual children with SLI in support of the delayed acquisition hypothesis for SLI Rice, The relevance of this becomes obvious once the next step is considered in a language-impaired child's development: appropriate intervention or speech—language therapy.

One major issue for speech—language therapists is how to go about treating multilingual children with SLI.

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In a related recent study Kambanaros et al. In follow-up work Kambanaros et al. There is a need for thorough sociolinguistic work, putting the languages under investigation into their social and communicative context, for example. There is a need for thorough theoretical linguistic work, identifying the relevant structures and patterns to be investigated. There is a need for thorough psycholinguistic work, designing and carrying out the best possible experimental methodology. There is a need for cognitive psychological work, probing executive control abilities.

And there is a need for clinical linguistic work, assessing and treating language impairment. This list can be added to and enriched in many ways.

  • The Acquisition of the DP in Modern Greek.
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The bottom line is that the notion of comparative bilingualism can be quite useful and instructive for future research activities, especially when carried out across different countries and languages. The narrow goal of this article was thus to draw attention to this state of affairs and elaborate the research path of comparative bilingualism Grohmann, b , with a focus on Cyprus Grohmann and Leivada, , ; Kambanaros et al.

One such intriguing path would be the role of comparative bilingualism for children with developmental language impairment, something we pointed to as well Kambanaros et al. However, there is also a broader, larger message behind the above. We could only touch on the role of atypical and impaired language development, and only hint at further comparisons with acquired language disorders and language breakdown in age.

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This is a larger research enterprise, continuing the list started above. While individual variability is clinically crucial, population-based research can advance cognitive—linguistic theory through behavioral testing that acknowledges the brain bases involved. In reality, however, this kind of research could, and should, be picked up anywhere in the world.

Specific Language Impairment SLI : SLI is considered a language disorder in children exhibiting difficulties acquiring grammar, phonological skills, semantic knowledge, and vocabulary, despite having a non-verbal IQ within the normal range.