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In 1997, she wrote a seminal article in which she suggested the application of complex/dynamic systems theory to study second language acquisition. [6] A book of papers in her honor, Complexity Theory and Language Development, was published in 2017.
11th dimension may refer to: 11-dimensional supergravity, a field theory that combines the principles of supersymmetry and general relativity. 11-dimensional spacetime, which appears in M-theory, a proposed "master theory" that unifies the five superstring theories Introduction to M-theory "11th Dimension" (song), by Julian Casablancas, 2009
In string theory, spacetime is ten-dimensional (nine spatial dimensions, and one time dimension), while in M-theory it is eleven-dimensional (ten spatial dimensions, and one time dimension). In order to describe real physical phenomena using these theories, one must therefore imagine scenarios in which these extra dimensions would not be ...
Developmental linguistics is the study of the development of linguistic ability in an individual, particularly the acquisition of language in childhood.It involves research into the different stages in language acquisition, language retention, and language loss in both first and second languages, in addition to the area of bilingualism.
Language acquisition strategies for deaf children acquiring a sign language are different than those appropriate for hearing children, or for deaf children who use spoken language with hearing aids and/or cochlear implants. Because sign languages are visual languages, eye gaze and eye contact are critical for language acquisition and communication.
Merrill Swain is a Canadian applied linguist whose research has focused on second language acquisition (SLA). [1] Some of her most notable contributions to SLA research include the Output Hypothesis and her research related to immersion education. [2]
Syntactic bootstrapping is a theory in developmental psycholinguistics and language acquisition which proposes that children learn word meanings by recognizing syntactic categories (such as nouns, adjectives, etc.) and the structure of their language.
In The Intentionality Model and Language Acquisition, [17] she refers to the "authority of the child"—of central importance is the child's contents of mind, which he or she expresses through language and behavior. According to Bloom's theory, interaction with the world, and the feedback that results, drives development.