Hasil untuk "Language acquisition"

Helen R Stagg, Ting Shi, Simran Kapoor et al.

Introduction Epstein–Barr virus (EBV) is linked to multiple malignancies and autoimmune conditions, with different disease burdens globally. Pharmaceutical companies and researchers are placing substantial investment in the development of EBV vaccines. To ensure optimal vaccine roll-out, particularly in resource-limited settings, it is essential to have data on the age at acquisition of EBV. This study aimed to systematically review and meta-analyse seroprevalence by age and country, WHO region and country income level, identify knowledge gaps, and determine an approach to bridge these gaps.Methods MEDLINE, Embase and Web of Science were searched on 22 March 2022 for studies that measured EBV seroprevalence by age. An updated search was conducted on 22 October 2022. There were no language restrictions. Papers were assessed for quality using an adapted version of the Downs and Black checklist. Seroprevalence by age was estimated using a fixed-effect (country) or random-effects (WHO region and income) meta-analysis. This review has been registered on PROSPERO (CRD42022349900).Results Only one country (USA) had enough data for a country meta-analysis. WHO regional analyses revealed the Western Pacific region to have a higher seroprevalence in younger age groups than other WHO regions. Country income level better explained seroprevalence trends per age. Middle-income countries displayed a quicker rise to balance seroprevalence than high-income countries, with a 30% absolute increase in 0- to 4-year-olds in middle-income than in high-income countries (59% [95% CI 28 to 91%, I2=99%] vs 29% [95% CI 16 to 41%, I2=99%]).Conclusion This first meta-analysis producing estimates of EBV seroprevalence by age provides crucial information to guide governments when using a vaccine for EBV. However, data variability and limited consistency of methodologies and EBV seroprevalence measurements hindered comprehensive meta-analyses across all WHO regions and countries. This study provides an interim framework for the extrapolation of seroprevalence using country-specific income levels to aid vaccine roll-out decisions.PROSPERO registration number CRD42022349900

Nurmala Hikmah, Baiq Rismarini Nursaly, Roni Amrulloh

This study discusses the process of language production and recognition in early childhood using a psycholinguistic approach based on John Lyons’ theory. The research is motivated by a phenomenon in Sikur Barat Village, where significant differences exist in language abilities among six-year-old children. The study aims to explore how social factors, parental education, and interaction intensity influence children’s language acquisition. A qualitative descriptive method was used, involving observation, interviews, surveys, and documentation of children and parents in Dusun Jorong. The results show that children who actively interact with peers, like Najwa, tend to have better language skills than those who receive less verbal stimulation, like Haikal. Parental education also influences the child’s first language, which is then enriched through social interactions. Language production typically begins between 8–12 months, while language recognition starts at around 12 months and above. Factors affecting language acquisition include the environment, internal conditions, parenting styles, health, and pregnancy. These findings support Lyons’ theory that language acquisition involves linguistic, cognitive, and social aspects. This study highlights the important role of a supportive social environment and active parental involvement in stimulating early language development for optimal child communication skills.

Ka Long Roy Chan

The integration of technology has profoundly influenced language teaching and learning practices. Emerging technologies such as generative artificial intelligence (GenAI) are poised to shift educational paradigms even further. This research examines the use of AI-aided learning tools from the perspective of language teachers. The study engaged teachers from different tiers of schools, both secondary and tertiary institutions, in Hong Kong as participants. These participants evaluated and provided feedback on their overall views on their use of GenAI-aided language teaching and learning. Through a qualitative grounded theory approach to the data set of semi-structured interviews, this study aims to understand language teachers' views of the application of AI tools in classrooms, as well as the overall teaching and learning experience, with consideration to the tiers of schools in which the teachers were employed. Preliminary findings suggested varied opinions on the practicality and impact of AI tools in language education, highlighting both potential benefits and challenges. These insights are crucial for developing innovative teaching strategies that align with contemporary educational needs as well as the continual call for advancement in teacher education. This study contributes to the ongoing discourse on GenAI development in language education, offering valuable implications for curriculum design and instructional practices in secondary education.

Samuel Nko'o Amvene

Health Research in Africa (HRA) is a peer reviewed scientific that is partnered to Health Sciences and Disease. HRA covers all aspects of medicine, pharmacy, biomedical and health sciences, including public health and societal issues. It is an “online first” publication, which means that all the publications articles appear on the website before being included in the print journal. The papers are published in full on the website, with open access. Our mission is to inform and educate all the health professionals and to promote constructive debate on health issues that matter in the management not only of diseases but of health as a whole. Acceptance of manuscripts is based on the originality, the quality of the work and validity of the evidence, the clarity of presentation, and the relevance to our readership. Publications are expected to be concise, well organized and clearly written. Authors submit a manuscript with the understanding that the manuscript (or its essential substance) has not been published other than as an abstract in any language or format and is not currently submitted elsewhere for print or electronic publication. Manuscripts must be submitted by one of the authors of the manuscript. The submitting author takes responsibility for the article during submission and peer review. The HRA editorial team is based in Yaounde (Cameroon). EDITORIAL POLICIES Ethics HRA’s Publications Policy Committee follows the recommendations of the International Committee of Medical Journal Editors (ICMJE), the World Association of Medical Editors (WAME), and the Committee on Publication Ethics (COPE) for guidance on policies and procedures related to publication ethics. The policies for HRA have been adapted from those three advisory bodies and, where necessary, modified and tailored to meet the specific content, audiences, and aims of  HRA. Peer review process Research manuscripts are initially checked by the editor in chief or section editor for identification of gross deficiencies. At this stage, the proposal may be rejected. After this initial screening, articles are sent to one or two-reviewers whose names are hidden from the author and whose review is guided by a checklist (single anonymized review). The review summary is signed by the reviewer and is not posted with article. The review process may take days to weeks to reach a final decision that is the responsibility of the editor in chief. The duration from submission to publication may take one to six months (average: 6 weeks). So, the authors should avoid contacting the editorial office less than 6 weeks after the initial submission. Plagiarism, Scientific Misconduct Manuscripts are randomly checked for plagiarism with available free tools. Those proven of plagiarism are returned to the authors without peer review. The editors reserve the right to request that the authors provide additional data collected during their investigations. The editors also reserve the right to send a copy of the manuscript and data in question to the author’s dean, university, or supervisor or, in the case of an investigation being funded by an agency, to that funding agency for appreciation. Conflict of Interest At the time of submission, authors are asked to disclose whether they have any financial interests or connections, direct or indirect, or other situations that may influence directly or indirectly the work submitted for consideration. Human and Animal Studies Manuscripts reporting results of prospective or retrospective studies involving human subjects must document that appropriate institutional review board (IRB) approval and informed consent were obtained (or waived by the IRB) after the nature of the procedure(s) had been fully explained. In any case, medical research involving human subjects should comply with the Declaration of Helsinki (2013). Authorship To be listed as an author, an individual must have made substantial contributions to all three categories established by the ICMJE (http://www.icmje.org): (a) “conception and design, or acquisition of data, or analysis and interpretation of data,” (b) “drafting the article or revising it critically for important intellectual content,” and (c) “final approval of the version to be published.” Individuals who have not made substantial contributions in all three categories but who have made substantial contributions either to some of them or in other areas should be listed in acknowledgments. Please limit the number of authors to ten when this is feasible. Content licensing - Open access compliance  Articles published in HRA are Open Access and distributed under the terms of the Creative Commons Non-Commercial No-Derivatives License (CC BY-NC-ND 4.0). Copyright The authors publishing under this license with HRA retain all rights which means that the authors can read, print, and download, redistribute or republish (e.g display in a repository), translate the article (for private use only, not for distribution), download for text and data mining, reuse portions or extracts in other works, but they are not allowed to sell or re-use for commercial purposes or re-use for non-commercial purposes; without asking prior permission from the publisher, provided the original work is properly cited. Language HRA is bilingual and accepts publications in French and English. All the publications should have an abstract in both languages. Whenever possible, picture captions and table titles should be in both languages. All accepted manuscripts are copy-edited. Particularly if English is not your first language, before submitting your manuscript, HRA advises the work to have it edited for language. This is to ensure that the academic content is well understood by editors, reviewers and readers. There are many providers that offer this service; however, the authors are liable for all costs associated with such services. Artificial Intelligence (AI)–Assisted Technology At submission, the authors should disclose whether they used artificial intelligence (AI)–assisted technologies in the production of the publication and how AI was used. However, authors should not list AI and AI-assisted technologies as an author or co-author, nor cite AI as an author. ARTICLE PROCESSING CHARGES (APC) Article submission is free of charges, but if the paper is accepted for publication, the author will be asked to pay article processing charges to cover publications costs (220-250 $), depending on the type, complexity and length of the work, and on the number of authors. To guarantee HRA's independence, APC cover publication charges such as electronic archiving, plagiarism checking, editing, peer review process, site maintenance and web-hosting, proofreading, quality check, PDF designing and article maintenance.

Samuel Nko'o Amvene

AIMS AND SCOPE OF HEALTH RESEARCH IN AFRICA Health Research in Africa (HRA) is a peer reviewed scientific that is partnered to Health Sciences and Disease. HRA covers all aspects of medicine, pharmacy, biomedical and health sciences, including public health and societal issues. It is an “online first” publication, which means that all the publications articles appear on the website before being included in the print journal. The papers are published in full on the website, with open access. Our mission is to inform and educate all the health professionals and to promote constructive debate on health issues that matter in the management not only of diseases but of health as a whole. Acceptance of manuscripts is based on the originality, the quality of the work and validity of the evidence, the clarity of presentation, and the relevance to our readership. Publications are expected to be concise, well organized and clearly written. Authors submit a manuscript with the understanding that the manuscript (or its essential substance) has not been published other than as an abstract in any language or format and is not currently submitted elsewhere for print or electronic publication. Manuscripts must be submitted by one of the authors of the manuscript. The submitting author takes responsibility for the article during submission and peer review. The HRA editorial team is based in Yaounde (Cameroon). EDITORIAL POLICIES Ethics HRA’s Publications Policy Committee follows the recommendations of the International Committee of Medical Journal Editors (ICMJE), the World Association of Medical Editors (WAME), and the Committee on Publication Ethics (COPE) for guidance on policies and procedures related to publication ethics. The policies for HRA have been adapted from those three advisory bodies and, where necessary, modified and tailored to meet the specific content, audiences, and aims of  HRA. Peer review process Research manuscripts are initially checked by the editor in chief or section editor for identification of gross deficiencies. At this stage, the proposal may be rejected. After this initial screening, articles are sent to one or two-reviewers whose names are hidden from the author and whose review is guided by a checklist (single anonymized review). The review summary is signed by the reviewer and is not posted with article. The review process may take days to weeks to reach a final decision that is the responsibility of the editor in chief. The duration from submission to publication may take one to six months (average: 6 weeks). So, the authors should avoid contacting the editorial office less than 6 weeks after the initial submission. Plagiarism, Scientific Misconduct Manuscripts are randomly checked for plagiarism with available free tools. Those proven of plagiarism are returned to the authors without peer review. The editors reserve the right to request that the authors provide additional data collected during their investigations. The editors also reserve the right to send a copy of the manuscript and data in question to the author’s dean, university, or supervisor or, in the case of an investigation being funded by an agency, to that funding agency for appreciation. Conflict of Interest At the time of submission, authors are asked to disclose whether they have any financial interests or connections, direct or indirect, or other situations that may influence directly or indirectly the work submitted for consideration. Human and Animal Studies Manuscripts reporting results of prospective or retrospective studies involving human subjects must document that appropriate institutional review board (IRB) approval and informed consent were obtained (or waived by the IRB) after the nature of the procedure(s) had been fully explained. In any case, medical research involving human subjects should comply with the Declaration of Helsinki (2013). Authorship To be listed as an author, an individual must have made substantial contributions to all three categories established by the ICMJE (http://www.icmje.org): (a) “conception and design, or acquisition of data, or analysis and interpretation of data,” (b) “drafting the article or revising it critically for important intellectual content,” and (c) “final approval of the version to be published.” Individuals who have not made substantial contributions in all three categories but who have made substantial contributions either to some of them or in other areas should be listed in acknowledgments. Please limit the number of authors to ten when this is feasible. Content licensing - Open access compliance  Articles published in HRA are Open Access and distributed under the terms of the Creative Commons Non-Commercial No-Derivatives License (CC BY-NC-ND 4.0). Copyright The authors publishing under this license with HRA retain all rights which means that the authors can read, print, and download, redistribute or republish (e.g display in a repository), translate the article (for private use only, not for distribution), download for text and data mining, reuse portions or extracts in other works, but they are not allowed to sell or re-use for commercial purposes or re-use for non-commercial purposes; without asking prior permission from the publisher, provided the original work is properly cited. Language HRA is bilingual and accepts publications in French and English. All the publications should have an abstract in both languages. Whenever possible, picture captions and table titles should be in both languages. All accepted manuscripts are copy-edited. Particularly if English is not your first language, before submitting your manuscript, HRA advises the work to have it edited for language. This is to ensure that the academic content is well understood by editors, reviewers and readers. There are many providers that offer this service; however, the authors are liable for all costs associated with such services. Artificial Intelligence (AI)–Assisted Technology At submission, the authors should disclose whether they used artificial intelligence (AI)–assisted technologies in the production of the publication and how AI was used. However, authors should not list AI and AI-assisted technologies as an author or co-author, nor cite AI as an author. ARTICLE PROCESSING CHARGES (APC) Article submission is free of charges, but if the paper is accepted for publication, the author will be asked to pay article processing charges to cover publications costs (220-250 $), depending on the type, complexity and length of the work, and on the number of authors. To guarantee HRA's independence, APC cover publication charges such as electronic archiving, plagiarism checking, editing, peer review process, site maintenance and web-hosting, proofreading, quality check, PDF designing and article maintenance.

Maryam Soleimani, Zahra Aghazadeh

<p>Perceptions have absorbed scholarly scrutiny within the domain of Second Language Acquisition (SLA) due to their potential to significantly impact learning behaviors. Hence, this study investigated female English as a Foreign Language (EFL) teachers&rsquo; and learners&rsquo; attitudes toward patterns of Corrective Feedback (CF) and Collaborative Writing (CW). This study involved 150 EFL female learners aged between 14 and 20 along with 40 EFL female instructors at Iran Language Institute (ILI) in Urmia, Iran. The learners filled out the adapted version of Loewen et al.&rsquo;s (2009) CF scale that encompassed 24 items. Additionally, a CF questionnaire, developed by the researcher, was administered to the teachers that comprised of 14 items. Furthermore, a CW questionnaire adapted from Aghazadeh et al. (2022) involving 8 items were administered among the learners and the teachers. To supplement the quantitative data at the end of the study, semi-structured interviews were conducted with the participants. The outcomes demonstrated that both teachers and learners had a positive attitude toward CF and CW. The theoretical and practical implications of the study were accordingly discussed.</p>

Zhao Qixing

This research seeks to find out the current situation of the integration of Information and Communication Technology (ICT) in English proficiency education in urban Chinese schools. Conducting quantitative research, questionnaires were administered to teachers and students and the data was statistically processed with the help of the SPSS system. Consequently, the performance identified on the impact of ICT on English learning is moderately positive though bears difficulties including the issues of inadequate infrastructure and socio-economic differences. Although ICT tools are being used in English language education, the study found that their application is uneven and frequently hampered by a lack of sufficient funding and differing degrees of facility support throughout schools. Despite these difficulties, when ICT was skillfully incorporated into the curriculum, both instructors and students reported increases in engagement and language competency. This implies that the beneficial effects of ICT on English language acquisition might be greatly increased with improved infrastructure and more equal resource distribution. The results highlight the necessity of focused funding and legislative changes to overcome these socioeconomic and infrastructure-related obstacles and maximize the advantages of ICT in learning environments.

Xiaolei Qin

Abstract The evolving nature of intercultural education necessitates a shift from static to reflective pedagogies among teachers. This case study investigates the efficacy of a collaborative lesson study (LS) approach in enhancing Chinese university instructors' proficiency in participatory, non-essentialist intercultural teaching. Six English as a Foreign Language instructors at a Chinese university engaged in three iterative LS cycles over one month, integrating new intercultural communication materials into their classes. Data were collected through lesson documents, observations, discussions, and interviews. The immersive LS process significantly expanded instructors' understanding of key intercultural communication concepts, encouraged the adoption of more student-centered methodologies, and prompted critical reflection on prior cultural assumptions. The collaborative engagement facilitated a deeper theoretical grasp and practical application of non-essentialist principles. Challenges included time constraints due to teaching workloads, discomfort in peer feedback exchange, and a broader lack of coordinated intercultural teacher training. Despite these challenges, this study underscores the potential of LS as a robust model for advancing intercultural teaching capacity through collaborative inquiry. It hints at the promise of LS in bridging the theory–practice divide in intercultural education, paving the way for more nuanced, non-essentialist instruction.

Marta Sánchez-Saus Laserna

Teaching vocabulary presents a significant challenge in foreign language instruction. This article discusses the advantages that the results obtained in studies on lexical availability offer for foreign language teaching. The methodology of lexical availability, which involves extracting vocabulary that is closely associated with specific lexical categories, was first developed in France in the 1950s, and since then, it has been predominantly used for teaching Spanish as a first language. More recently, in the past 15 years, it has also been employed for teaching Spanish as a foreign language. This article examines the origins and methodology of lexical availability, with a particular focus on two significant applications related to teaching Spanish as a foreign language. From a cognitive standpoint, the article discusses studies analysing the configuration of the mental lexicon using available vocabulary data. From a didactic perspective, the article explores how lexical availability can be used to improve the selection of vocabulary in teaching materials for Spanish as a foreign language.

Siqin Yang, Xiaochen Zhang, Minghu Jiang

Bilinguals were documented to access their native or first language (L1) during comprehension of their second languages (L2). However, it is uncertain whether they can access L2 when reading their first language. This study used the event-related potential (ERP) technique to demonstrate the implicit and unconscious access to English words when Chinese–English bilinguals read words in Chinese, their native language. The participants were asked to judge whether the Chinese words presented in pairs were semantically related or not, meanwhile unconscious of the occasional alliteration (repetition of the first phoneme) if the Chinese words were translated into English. While the concealed prime in English translations failed to affect the reaction time, the alliteration significantly modulated N400 among advanced English learners, especially for semantically unrelated word pairs. Critically, this modulation effect was discrepant between bilinguals with high-level and normal-level English proficiency. These results indicate that L2 activation is an unconscious correlate of native-language processing depending on L2 proficiency.

Batoréo Hanna Jakubowicz

It has been defended since Gibbs (1994) that in proper contexts people mostly use the metaphorical asset of a message rather than its literal meaning, which means that we tend to express ourselves metaphorically and that conceptual metaphors and metonymies are features of communicative interaction. In the present paper we discuss the notion of metaphorical competence (Aleshtar & Dowlatabadi, 2014: 1895) in the process of language acquisition and learning of a (multilingual) speaker in a multilingual context. Based on previous studies by Sinha and Jansen (2004), Kövecses (2005), Palmer & Sharifian (2007), Gibbs & Colston (2012) and Sharifian (2015), among others, we postulate that research in the area should be centred not exclusively on Language but on interaction in a triangle Cognition - Language - Culture, We defend the way one conceptualises the world is based on bodily experience, and is mediated by culture (cf. Yu, 2003, 2009; Batoréo, 2017a). In this study we present research from different language backgrounds both occidental (European Portuguese, English and Polish) and oriental ones (Mandarin Chinese). It focuses on conceptualization of emotions (e.g., emotional expression of feeling hungry) and moral values (e.g. courage). The analysis shows that it implies culture anchorage and/or physiological and cultural embodiment. We defend that conceptual appropriateness and metaphor awareness play a fundamental role in the acquisition of figurative language (cf. Doiz & Elizari, 2013), which is at least partially motivated, and thus can be object of insightful learning (cf. Boers et al., 2004).

Nadège Bourvis, Magi Singer, Catherine Saint Georges et al.

Language has long been identified as a powerful communicative tool among humans. Yet, pre-linguistic communication, which is common in many species, is also used by human infants prior to the acquisition of language. The potential communicational value of pre-linguistic vocal interactions between human infants and mothers has been studied in the past decades. With 120 dyads (mothers and three- or six-month-old infants), we used the classical Still Face Paradigm (SFP) in which mothers interact freely with their infants, then refrain from communication (Still Face, SF), and finally resume play. We employed innovative automated techniques to measure infant and maternal vocalization and pause, and dyadic parameters (infant response to mother, joint silence and overlap) and the emotional component of Infant Directed Speech (e-IDS) throughout the interaction. We showed that: (i) during the initial free play mothers use longer vocalizations and more e-IDS when they interact with older infants and (ii) infant boys exhibit longer vocalizations and shorter pauses than girls. (iii) During the SF and reunion phases, infants show marked and sustained changes in vocalizations but their mothers do not and (iv) mother–infant dyadic parameters increase in the reunion phase. Our quantitative results show that infants, from the age of three months, actively participate to restore the interactive loop after communicative ruptures long before vocalizations show clear linguistic meaning. Thus, auditory signals provide from early in life a channel by which infants co-create interactions, enhancing the mother–infant bond.

Sooho Song

Johannes Schnitzer, Dagmar Gromann

En relativamente poco tiempo el mundo lexicográfico ha experimentado cambios radicales respecto a la producción, a la disponibilidad y al uso de los distintos recursos lexicográficos. Han surgido nuevos medios que, aunque no tienen la búsqueda lexicográfica como primera función, bien pueden servir para este objetivo: buscadores de internet, corpus de textos paralelos, foros electrónicos, medios sociales, traductores automáticos, etc. En este contexto se plantean preguntas como qué papel desempeñan los distintos recursos lexicográficos en una búsqueda lexicográfica concreta, cuál es la combinación de ellos y cuál su cronología de uso. Este artículo profundiza en estas preguntas a base de un análisis del comportamiento lexicográfico en cinco lenguas extranjeras diferentes de 62 estudiantes de Administración de Empresas y, de esta manera, determina distintas estrategias de búsqueda.

Phil Bennett

Learners in academic English environments face considerable demands on their lexical knowledge. The problem is more than just the acquisition of a large vocabulary, they must also develop an awareness of the range of meanings that words can convey. Academic discourse is known to make frequent use of metaphorical vocabulary to express abstract notions. This article reports on a two-semester investigation into learner production of conventional metaphorical vocabulary in an anthropology course. Analysis of written output revealed that control group metaphor use correlated strongly with overall proficiency, but that experimental group learners responded to the treatment in a more complex fashion.

I A Novikova, A L Novikov, M A Rybakov

The paper presents the results of a full-scale interview with Russian language teachers that teach Russian as a foreign language at the preparatory departments at multinational universities. The research findings identified the basic psychological and linguistic features that are typical for the Russian language acquisition by the students from different regions of the world (Africa, Latin America, Southeast Asia, Arab countries).

Timothy Hall

Across the four selected papers, Cenoz and Gorter present a research program entitled Focus on Multilingualism (FOM), which is underpinned by two questions: (1) how to understand multilingualism, perhaps from a humanistic perspective, and (2) how to implement it in education. In exploring these questions, the authors cite an intellectual and methodological lineage drawn from the fields of bilingualism and second language acquisition (SLA). I do not see inherent contradictions in invoking both bilingualism and SLA for the purpose. However, the thesis of this commentary is that the argumentation for these goals might benefit from a more explicit reflection of current understandings of SLA, from a macro view to a micro view, such that its own descriptive adequacy can be bolstered. Furthermore, I have concerns about how the implementation of such understanding will follow in education. First, I describe the scope and motivation of the FOM framework. Then, I suggest that more constructs from the field of SLA be invoked in FOM, namely from a Usage-based framework. I also suggest borrowing some of SLA’s methodological rigor. Last, I express broad concerns about the implementation of FOM for the purposes of education.

Irena SRDANOVIĆ, Kumiko SAKODA

In this paper, we explore learner production of adjectives using the Japanese language learner's corpus C-JAS (Corpus of Japanese As a Second language). Firstly, we describe the overall usage of adjectives in the corpus and discuss the distribution of the adjectives among learners including their correct and incorrect usages. Then, we take the frequently used adjective takai "high/tall/expensive" as an example and show how the learners' production of adjectives develops in terms of form, correct/incorrect usages, and lexico-semantic coverage.

Catherine Felce

Recently adopted in the second language learning methodologies in France, the action-based approach and its associated tasks lead to a new definition of the object supposed to be taught: if the foreign language was once conceived as a normative system, communicative competence cannot be reduced to the production of correct utterances. Which are the consequences for the learner at a lower level to be now considered as a L2 speaker in authentic social communicative situations? The aim of this contribution is to replace the formal aspects of learners’ interactions in L2 in the context in which these samples have been collected. On the one hand, the formal options observed can reflect the current state of the learners’ interlanguage, but on the other hand, they can also depend on the interpretation of situational elements – the external context, the speakers’ status, and the learners’ orientation towards their own language production.

Rossana Finau

O objetivo deste trabalho é investigar a formação de interlíngua no processo de aquisição de escrita da Língua Portuguesa por alunos surdos. Para esse propósito, a categoria aspectual é o principal objeto de análise, a partir das propostas teóricas dos trabalhos de Jake (1998), White (2003), Ilari (1997), Castilho (1994), entre outros. Os resultados da investigação indicam a formação da interlíngua no processo de aquisição de segunda língua, bem como a influência do período em que os alunos entraram em contato com a Libras para organização gramatical da língua alvo. Esses resultados permitem apontar a hipótese de que é importante que os alunos surdos tenham acesso à escrita da língua de sinais como apoio para a aprendizagem da modalidade escrita da oral.