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The Sapir-Whorf hypothesis branches out into two theories: linguistic determinism and linguistic relativity. Linguistic determinism is viewed as the stronger form – because language is viewed as a complete barrier, a person is stuck with the perspective that the language enforces – while linguistic relativity is perceived as a weaker form of the theory because language is discussed as a ...
This theory states that the language a person speaks will affect the way that this person thinks. [1] The theory varies between two main proposals: that language structure determines how individuals perceive the world and that language structure influences the world view of speakers of a given language but does not determine it. [2]
The threshold hypothesis is a hypothesis concerning second language acquisition set forth in a study by Cummins (1976), [1] which stated that a minimum threshold in language proficiency must be passed before a second-language speaker can reap any benefits from language.
Option One: Extending practice and English language teaching specialism. This focuses on needs analysis, syllabus design, course planning and assessment in the context of a selected specialism (e.g. English for academic purposes, teaching exam classes, young learners, one-to-one teaching). Option Two: English language teaching management.
Typically, the CaMLA EPT is used by language schools to test incoming language learners whose English language level is not known. Test scores are used to place learners in level-appropriate classes. Institutions may administer the CaMLA EPT again after a period of instruction to assess learners' readiness to advance to the next level course.
Broadly speaking, a usage-based model of language accounts for language acquisition and processing, synchronic and diachronic patterns, and both low-level and high-level structure in language, by looking at actual language use. The term usage-based was coined by Ronald Langacker in 1987. [2] Usage-based models of language have become a ...
Multiliteracy (plural: multiliteracies) is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. [1] The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation.
Theoretical linguistics is a term in linguistics that, [1] like the related term general linguistics, [2] can be understood in different ways. Both can be taken as a reference to the theory of language, or the branch of linguistics that inquires into the nature of language and seeks to answer fundamental questions as to what language is, or what the common ground of all languages is. [2]