Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


New from Cambridge University Press!

ad

Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


New from Brill!

ad

Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: Why, How and for Whom We Need Talking Word Processors
Paper URL: http://drpeet.com/why_how_when_and_for_whom.html
Author: William Peet
Email: click here to access email
Homepage: http://www.drpeet.com
Institution: Interest-Driven Learning, Inc.
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: Research has shown novice writers of all abilities teach themselves basic writing skills as they learn to communicate in print using talking word processors. /L//L//L/The difference between talking and non-talking word processors/L/While a non-talking word processor gives a child the ability to increase writing skills through its great ease of editing, versus typewriters or pen/pencil tools, editing is a higher level skill than basic word construction. To get the greatest benefit from using a non-talking word processor, the learner must already know something about the written language: how words are spelled and how sentences are put together. Therefore non-talking word processors are most often used by students in the upper elementary grades, as a way to make their writing products neater in appearance and clearer in message./L//L/The talking word processor, on the other hand, allows learners to construct words from scratch, so to speak. The learner types a letter and the computer not only places the letter on the computer screen, but says the letter out loud. When several letters are typed together and the spacebar is pushed, the computer tries to turn that sequence of letters into a word. A learner can experiment with the written language with such a tool. It is possible for individuals to create their own unique intrinsic understanding of the system of the written language through such experimentation. /L//L/Auditorily 'constructing words from scratch' with a talking word processor is an excellent example of a learning process referred to by some researchers as "informal learning," (educators Charles Wedemeyer, et. al.), by others as "self-discovered learning" (psychologist Carl Rogers's term), and in my work since 1983 as "interest-driven learning." Through the continued experimentation with word formation using an appropriate talking word processor, very young children can continue the natural acquisition of their native language without interruption, moving under their own intitiative first through comprehension, then production of the spoken language, and then, without even stopping to think about what they are doing or being directly taught in any set curriculum, right into writing and reading the words and sentences of their spoken language.
Type: Individual Paper
Status: Completed
Venue: Center on Disabilities, California State University, Northridge
Publication Info: Presented at the Tenth Annual International Conference:
URL: http://drpeet.com/why_how_when_and_for_whom.html


Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page