1,720,976 research outputs found
Acquisition of Clause Chaining
No full textThis eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Adult second language learners' acquisition in OSV word order with case markers in Korean
No full textIncludes bibliographical references (p. 49-50).This study examined the comprehension of native speakers and English-speaking second language learners of OSV word order with case markers using a "matching sentences to movies" method. Based on the Shallow Structure Hypothesis and previous research in other free word order language, this study hypothesized that 1) Korean OSV word order might be difficult to process for beginning English L2 learners of Korean due to L1 word order (SOV) or First Noun Principle. 2) Intermediate English -- speaking L2 learners of Korean will use case markers as cues to identify grammatical relations in sentence comprehension as well as native speakers regardless of the L1 similarity (L1 word order and presence/absence of case markers). Ten native speakers, ten English beginning-level learners, and ten English intermediate-level learners participated in the study. The test sentence types were 1) SOV word order with subject and object markers, 2) SOV word order with subject markers, 3) OSV word order with subject and object markers, and 4) OSV word order with subject markers. The result demonstrated that intermediate L2 learners were able to comprehend OSV word order with case markers similar to those used by native speakers when they identify agent/patient roles in Korean. These findings indicate that 1) English L2 learners are able to understand OSV word order with case markers using native-like processing strategy (use of case markers as cues) regardless of their L1, and 2) Native-like comprehension of OSV with case markers is attainable with intermediate proficiency
The development of language and literacy skills in preschool narratives
No full textTitle from first page of PDF file (viewed September 13, 2010)Includes bibliographical references (p. 45-48)Even before exposure to literacy instruction, many facets of language develop during the preschool period that bridge spoken and written language skills. Research suggests a productive way to measure linguistic development in early childhood is through oral narrative elicitation. Narrative production is a complex task that integrates cognitive, linguistic, and social components. Investigating oral narratives provides information regarding the type of language structures the child has acquired and can recruit in discourse. Narratives are also one of the first instances of decontextualized language in which children talk about non-present events. As children are exposed to narrative structure in children???s storybooks and participate in conversations with literate adults, they begin to internalize the linguistic structure of literate, or written language, helping to prepare them for reading and writing. Studies have shown that decontextualized language is related to literacy acquisition during the early school years. The present study identified a developmental trajectory of narrative production skills during the preschool period. Oral narratives were collected from\ud
54 preschool children (ages 3 years 0 months to 5 years 11 months) from monolingual English speaking families. All narratives were transcribed in CHILDES format, and analyzed for use of literate language features, linguistic structure, and thematic coherence.\ud
The broad question of this study was: how do literate language and narrative structure develop in early childhood? Results indicated a shift in narrative capacities during the preschool period. The three-year-old group performed consistently below the older groups, suggesting developmental gains in linguistic and cognitive capacities during this time. By the end of the preschool period, children are able to utilize more complex linguistic structures in their narratives, as well as produce more thematically-oriented stories. The current findings suggest a pattern of preliterate narrative development that may provide a basis for identifying certain language deficiencies linked to later literacy achievement
Codeswitching as a communicative strategy in a Korean heritage language classroom
No full textTitle from first page of PDF file (viewed November 19, 2010)Includes bibliographical references (p. 77-80)This study investigates how young Korean-English bilingual children produce codeswitching to contribute to the interaction in a Korean heritage language classroom. Codeswitching is an alternate use of two or more languages in the same utterance or conversation in a bilingual or multilingual conversation. Previous research has established that codeswitching can be interpreted as a resource for bilingual or multilingual children to accomplish specific communicative goals. However, codeswtiching in educational settings has not been welcomed. Previous research has reported that codeswitching in an educational context is considered as a deficit of interactional skills. In order to nullify existing negative views of codeswitching in the classroom, a growing literature on codeswitching in the classroom in bilingual situations has shed light on the function of codeswitching as a communicative resource. This study also explores how Korean-English bilingual children employ codeswitching to fulfill their communicative goals. Therefore, the aim of the current study is to answer the following research questions: 1. What are the motivations and functions in a classroom setting? 2. How codeswitching can benefit learning process? In order to facilitate the exposition and analysis of codeswitching in a Korean heritage language classroom, the current study uses Peter Auer's 1984 framework, consisting of participant-related codeswitching and discourse-related codeswitching. Participant-related codeswitching is used to negotiate the proper language in terms of the preference or competence of the individual and co-participants who perform the switchings in the conversation. Discourse-related codeswitching, however, is used to organize conversation by contributing to the interactional meaning of a particular utterance. The findings suggest that the Korean-English bilingual children in this study employed codeswitching to accommodate participants' language preference or competence. Also, the Korean-English bilingual children in this classroom employed codeswitching as a communicative strategy to organize and structure their discourse, such as turn-taking, repairs, and side-sequences. In addition, these bilingual children promoted learner-leaner interaction by employing codeswitching to organize recasts, reiteration, or scaffolding for their classmates
- …
