Cherological Awareness in the Language Acquisition Process | Chapter 11 | Modern Perspectives in Language, Literature and Education Vol. 1

To enable the learning process of deaf children, sign language, as a structured and natural language, should be used. However, since research in this area is scarce, there is a need to expand its knowledge , especially about the many acquisition times. Cherological awareness, which is similar to phonological awareness (sound analysis) in an oral language, should be given special attention; cherology is derived from kyros, in Greek , meaning hand. Cherology is the study of cheremes, and the development of knowledge of cheremes is a significant stage in the process of language acquisition, and its development plays an important role in the process of language acquisition. The purpose of this chapter is to present a new method for the assessment of Cherological Awareness: the Instrumento de Avaliação da Cherological Awareness (IACQ-LGP) and its psychometric preliminary properties. The IACQ-LGP was used for 23 (9.09±1.92) children between the ages of 5 and 12 years. Indexes of Validity of Content (CVI>.71) Both items' significance. The proportion of the agreement (.82-1) showed good agreement among seven experts, as did the Cohen kappa scores (z > .84). In internal accuracy, reliability was evaluated with Cronbach alpha scores ranging from .78 to .82 and moderate and high correlations (.37 > r<.73), confirming the temporal stability of the instrument (by test-retest technique). Discrimination between pairs was the only exception (r=.13). Construct validity was evaluated by Spearman coefficients, which showed poor to moderate subtest correlations (.12 ⁇ r ⁇ .84) and an exploratory factorial analysis, which showed that a multidimensional construct is cherological knowledge. The IACQ-LGP appears to be a legitimate and effective method for the assessment of cherological sensitivity. It will present findings and recommendations.

Author(s) Details

Marta Pratas
Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal.

Isabel Correia
Escola Superior de Educação, Instituto Politécnico de Coimbra, Portugal.

Sofia Santos
UIDEF – Instituto da Educação, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal.
 

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Integrating Content-based Instruction in Language Teaching to Secondary Level Students | Chapter 8 | Arts and Social Studies Research Vol. 1

The most important modern linguistic method of teaching English is Content-Based Instruction (CBI). In Content-Based Instruction, the material for study is utilized for language instructional purposes. The paper presents an overview of language teaching through a pedagogic model of Content-Based Instruction (CBI) to secondary level students. Content-Based Teaching functions as the crux of the study and it holds on to the two significant areas of interest-the Second Language Acquisition (SLA) and pedagogy. This paper highlights how CBI along with the Audio-Lingual method, Direct Method and Counselling Language Learning can promote secondary level students' language acquisition. The study addresses the current barriers that are found in language learning among the learning community that is quite prevalent in our educational system.  The study infers that the students would perform better when been introduced to the CBI compared to that of the conventional mode of learning. Content-Based Instruction highlights the mechanism of speech and proper structural format of L2 in the usage of spoken English among the English language users at the Secondary level in school. This presentation reviews how CBI can improve the speech skill sets in Second language learners. Teachers and language practitioners involved in education will find this piece of writing useful. He article verifies the different methodologies of Teaching in English. It presents an amalgamation of certain teaching methods - CBI, Audio -lingual method and Direct method, which increases the efficacy in the use of Second Language Learning (SLL) among the Secondary School students. This will increase the potential future English teachers. They will learn that a well-planned program will effectively provide skill-effective instructors, which can work for a better learning condition for the on-coming generations. Structured content and instruction will contribute a great learning experience. The study ensures the Second Language (L2) users develop both in their communicative competence and in their language skills through CBI.

Author(s) Details

V. J. Vinita
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India

Dr. M. Ilankumaran
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India

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