title: The role of statistical learning in the acquisition of motion event construal in a second language

authors: Treffers-Daller, Jeanine

subjects: Social Sciences

abstract: Learning to talk about motion in a second language is very difficult because it involves restructuring deeply entrenched patterns from the first language. In this paper we argue that statistical learning can explain why L2 learners are only partially successful in restructuring their second language grammars. We explore to what extent L2 learners make use of two mechanisms of statistical learning, entrenchment and pre-emption to acquire target-like expressions of motion and retreat from overgeneralisation in this domain. Paying attention to the frequency of existing patterns in the input can help learners to adjust the frequency with which they use path and manner verbs in French but is insufficient to acquire the boundary crossing constraint and learn what not to say. We also look at the role of language proficiency and exposure to French in explaining the findings.

text: The role of statistical learning in the acquisition of motion event construal in a second language Learning to talk about motion in a second language is very difficult because it involves restructuring deeply entrenched patterns from the first language. In this paper we argue that statistical learning can explain why L2 learners are only partially successful in restructuring their second language grammars. We explore to what extent L2 learners make use of two mechanisms of statistical learning, entrenchment and pre-emption to acquire target-like expressions of motion and retreat from overgeneralisation in this domain. Paying attention to the frequency of existing patterns in the input can help learners to adjust the frequency with which they use path and manner verbs in French but is insufficient to acquire the boundary crossing constraint and learn what not to say. We also look at the role of language proficiency and exposure to French in explaining the findings.

year: 2015

title: Discourse on the operationalisation of and accounting for development in a Fijian context

authors: Ali, Nur Bano

abstract: The differentiation of social practices between societies, be it accounting or any other social science discipline, constitutes the foundation and premise upon which this thesis is constructed. With this as the initial motivating factor, and through an analysis and assessment of the Fiji Development Bank (FDB) as a development institution (the only institution committed to development in Fiji by its official charter), the study aspires to give prominence to the need to locate contextually, the workings of institutions such as these. A reflection upon the operationalisation of development in Fiji through the FDB will illuminate the comprehension of this concept, both in Fiji and globally. From this perspective then the omni-present nature of both development and accounting practices will be examined for contextual differences. A contextual analysis which is incorporative of a society’s social, political, economic, and historical circumstances is necessary to understand in depth, its practices and institutions as opposed to some generalised universal application. Such a contextual sensitivity is integral to a critical analysis today and is central to this study. 

Integral to, and in conformity with the concern to differentiate, is the need to problematise the exclusionary nature of accounting practices which are universally applied for the measurement of concepts such as development.

text: Discourse on the operationalisation of and accounting for development in a Fijian context The differentiation of social practices between societies, be it accounting or any other social science discipline, constitutes the foundation and premise upon which this thesis is constructed. With this as the initial motivating factor, and through an analysis and assessment of the Fiji Development Bank (FDB) as a development institution (the only institution committed to development in Fiji by its official charter), the study aspires to give prominence to the need to locate contextually, the workings of institutions such as these. A reflection upon the operationalisation of development in Fiji through the FDB will illuminate the comprehension of this concept, both in Fiji and globally. From this perspective then the omni-present nature of both development and accounting practices will be examined for contextual differences. A contextual analysis which is incorporative of a society’s social, political, economic, and historical circumstances is necessary to understand in depth, its practices and institutions as opposed to some generalised universal application. Such a contextual sensitivity is integral to a critical analysis today and is central to this study. 

Integral to, and in conformity with the concern to differentiate, is the need to problematise the exclusionary nature of accounting practices which are universally applied for the measurement of concepts such as development.

year: 1998

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27