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1 Language Learning
Education: LL -
2 Language Minority (language learning)
Abbreviation: LMУниверсальный русско-английский словарь > Language Minority (language learning)
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3 Computer Aided Language Learning
Computers: CALLУниверсальный русско-английский словарь > Computer Aided Language Learning
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4 English Language Learning And Instruction System
Education: ELLISУниверсальный русско-английский словарь > English Language Learning And Instruction System
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5 Japanese Language Learning
Education: JLLУниверсальный русско-английский словарь > Japanese Language Learning
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6 National Network for Early Language Learning
Education: NNELLУниверсальный русско-английский словарь > National Network for Early Language Learning
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7 Self Access Language Learning
Education: SALLУниверсальный русско-английский словарь > Self Access Language Learning
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8 Technology Assisted Language Learning
Education: TALLУниверсальный русско-английский словарь > Technology Assisted Language Learning
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9 computer-assisted language learning
Abbreviation: CALLУниверсальный русско-английский словарь > computer-assisted language learning
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10 Language Minority
1) Abbreviation: (language learning) LM2) Education: LM -
11 Language
Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)[A list of language games, not meant to be exhaustive:]Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling itSolving a problem in practical arithmeticTranslating from one language into anotherLANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)We dissect nature along the lines laid down by our native languages.The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own LanguageThe forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)[It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)23) Language Is Inevitably Influenced by Specific Contexts of Human InteractionLanguage cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)Historical dictionary of quotations in cognitive science > Language
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12 learning
عِلْم \ knowledge: what one knows: His knowledge of radio is very wide. His general knowledge is slight. learning: knowledge that is gained by long serious study: He is a man of great learning. scholarship: the qualities of a very learned person: This writer on Shakespeare is famous for his scholarship. science: the careful study of any serious subject: political science; the science of language. -
13 language
[ˈlæŋgwɪdʒ] noun1) human speech:اللغهthe development of language in children.
2) the speech of a particular nation:لِسانRussian is a difficult language.
3) the words and way of speaking, writing etc usually connected with a particular group of people etc:لُغَة خاصَّهmedical language.
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14 Learning Language in Logic
Education: LLLУниверсальный русско-английский словарь > Learning Language in Logic
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15 Learning Material Markup Language
Information technology: LMMLУниверсальный русско-английский словарь > Learning Material Markup Language
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16 English Language And Learning Instruction System
Trademark term: ELLISУниверсальный русско-английский словарь > English Language And Learning Instruction System
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17 изучение языков
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18 dil öğrenimi
language learning -
19 обучение языку
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20 aprendizaje
m.1 learning.el aprendizaje de idiomas language learning2 apprenticeship.* * *1 (situación) apprenticeship2 (tiempo) training period3 (en pedagogía) learning* * *noun m.* * *SM1) [industrial etc] apprenticeship; (Com etc) training period, internship (EEUU)pagar su aprendizaje — * to learn the hard way
2) (=el aprender) learning* * *a) ( proceso) learningb) ( período como aprendiz) apprenticeship, training periodhacer el aprendizaje — to serve one's apprenticeship o one's training period
* * *= learning.Ex. It is the responsibility of educators to stretch their student's intellects, hone their skills of intuitive judgment and synthesis, and build a love of learning that will sustain them beyond the level of formal education.----* aprendizaje a distancia = distance learning, open learning.* aprendizaje a lo largo de la vida = lifelong learning.* aprendizaje asistido por ordenador (CAL) = computer-assisted learning (CAL).* aprendizaje a través de Internet = virtual learning.* aprendizaje a través de la experiencia = experiential learning.* aprendizaje a través de la red = electronic learning [e-learning].* aprendizaje a través de medios electrónicos = online learning.* aprendizaje a través de solución de problemas = problem based learning.* aprendizaje basado en la memorización = rote learning.* aprendizaje de la máquina = machine learning (ML).* aprendizaje de un oficio = apprenticeship.* aprendizaje durante toda la vida = lifelong education.* aprendizaje en línea = online learning.* aprendizaje permanente = lifelong learning.* aprendizaje pobre en conocimiento = knowledge-sparse learning.* aprendizaje por medio del ordenador = computer-based learning (CBL).* aprendizaje práctico = experiential learning.* aprendizaje rico en conocimiento = knowledge-rich learning.* aprendizaje virtual = electronic learning [e-learning], virtual learning.* autoaprendizaje = self-education.* buen ritmo de aprendizaje = learning curve.* centro de recursos para el aprendizaje (CRA) = learning hub, learning resource centre (LRC).* con problemas de aprendizaje = learning disabled.* curva de aprendizaje = learning curve.* deficiencias en el aprendizaje = learning disability.* dificultades de aprendizaje = learning difficulties.* discapacidad de aprendizaje = learning disability.* estilo de aprendizaje = learning style.* manual de aprendizaje = instruction book.* método de aprendizaje = learning style, learning method.* modo de aprendizaje = learning style.* momento apropiado para el aprendizaje, el = teachable moment, the.* objetivo de aprendizaje = learning objective, learning outcome.* objeto de aprendizaje = learning object.* oportunidad de aprendizaje = learning experience.* persona con problemas de aprendizaje = learning disabled person.* proceso de aprendizaje = learning process.* programa para el aprendizaje de idiomas = language-learning sofware.* resultado de aprendizaje = learning outcome.* sesión de aprendizaje = instructional session.* software para el aprendizaje de idiomas = language-learning sofware.* tarea de aprendizaje = learning activity, learning task.* * *a) ( proceso) learningb) ( período como aprendiz) apprenticeship, training periodhacer el aprendizaje — to serve one's apprenticeship o one's training period
* * *= learning.Ex: It is the responsibility of educators to stretch their student's intellects, hone their skills of intuitive judgment and synthesis, and build a love of learning that will sustain them beyond the level of formal education.
* aprendizaje a distancia = distance learning, open learning.* aprendizaje a lo largo de la vida = lifelong learning.* aprendizaje asistido por ordenador (CAL) = computer-assisted learning (CAL).* aprendizaje a través de Internet = virtual learning.* aprendizaje a través de la experiencia = experiential learning.* aprendizaje a través de la red = electronic learning [e-learning].* aprendizaje a través de medios electrónicos = online learning.* aprendizaje a través de solución de problemas = problem based learning.* aprendizaje basado en la memorización = rote learning.* aprendizaje de la máquina = machine learning (ML).* aprendizaje de un oficio = apprenticeship.* aprendizaje durante toda la vida = lifelong education.* aprendizaje en línea = online learning.* aprendizaje permanente = lifelong learning.* aprendizaje pobre en conocimiento = knowledge-sparse learning.* aprendizaje por medio del ordenador = computer-based learning (CBL).* aprendizaje práctico = experiential learning.* aprendizaje rico en conocimiento = knowledge-rich learning.* aprendizaje virtual = electronic learning [e-learning], virtual learning.* autoaprendizaje = self-education.* buen ritmo de aprendizaje = learning curve.* centro de recursos para el aprendizaje (CRA) = learning hub, learning resource centre (LRC).* con problemas de aprendizaje = learning disabled.* curva de aprendizaje = learning curve.* deficiencias en el aprendizaje = learning disability.* dificultades de aprendizaje = learning difficulties.* discapacidad de aprendizaje = learning disability.* estilo de aprendizaje = learning style.* manual de aprendizaje = instruction book.* método de aprendizaje = learning style, learning method.* modo de aprendizaje = learning style.* momento apropiado para el aprendizaje, el = teachable moment, the.* objetivo de aprendizaje = learning objective, learning outcome.* objeto de aprendizaje = learning object.* oportunidad de aprendizaje = learning experience.* persona con problemas de aprendizaje = learning disabled person.* proceso de aprendizaje = learning process.* programa para el aprendizaje de idiomas = language-learning sofware.* resultado de aprendizaje = learning outcome.* sesión de aprendizaje = instructional session.* software para el aprendizaje de idiomas = language-learning sofware.* tarea de aprendizaje = learning activity, learning task.* * *1 (proceso) learningel aprendizaje de una lengua extranjera learning a foreign language2 (período como aprendiz) apprenticeship, training periodhacer el aprendizaje to serve one's apprenticeship o one's training periodCompuestos:( AmL) computer-assisted or computer-aided learning, CAL( Esp) computer-assisted or computer-aided learning, CAL* * *
aprendizaje sustantivo masculino
aprendizaje sustantivo masculino
1 learning
2 (como aprendiz) apprenticeship, traineeship
' aprendizaje' also found in these entries:
Spanish:
fase
- milicia
- práctica
English:
ABC
- apprenticeship
- internship
- learning
- monitor
- serve
- L
- learner
* * *aprendizaje nm1. [adquisición de conocimientos] learning;el aprendizaje de un oficio learning a tradeaprendizaje de idiomas language learning2. [para trabajo] apprenticeship* * *m1 apprenticeship;puesto oplaza de aprendizaje apprenticeship2:capacidad de aprendizaje ability to learn* * *aprendizaje nm: apprenticeship* * *aprendizaje n (proceso) learning
См. также в других словарях:
Language learning aptitude — According to John B. Carroll and Stanley Sapon, the authors of the Modern Language Aptitude Test, the term language learning aptitude refers to the “prediction of how well, relative to other individuals, an individual can learn a foreign language … Wikipedia
language learning — noun learning to use a language • Hypernyms: ↑learning, ↑acquisition • Hyponyms: ↑audio lingual acquisition … Useful english dictionary
Computer-assisted language learning — (CALL) is succinctly defined in a seminal work by Levy (1997: p. 1) as the search for and study of applications of the computer in language teaching and learning .[1] CALL embraces a wide range of ICT applications and approaches to teaching… … Wikipedia
Mobile Assisted Language Learning — Contents 1 Definition 2 History 3 Current Trends 4 The Future of MALL 5 MALL Professional Organi … Wikipedia
Second language learning — (SLL) is the process by which people consciously learn a second language. According to the linguist Stephen Krashen, there is a difference in language learning and language acquisition.Explaining Second Language LearningThe linguist Stephen… … Wikipedia
Self access language learning centers — are educational facilities designed for student learning that is at least partially, if not fully self directed. Students have access to resources ranging from photocopied exercises with answer keys to computer software for language learning.… … Wikipedia
Motivation in second-language learning — Motivation is often defined as the psychological quality that leads people to achieve a goal. For language learners, mastery of a language may be a goal. For others, communicative competence or even basic communication skills could be a goal. In… … Wikipedia
Interhemispheric foreign language learning — *Interhemispheric foreign language learning is a method activating both sides of the brain. It is entirely based on recent brain research, specially on the discovery of the mirror neurons.*1.What is interhemispheric learning ? *2.What is… … Wikipedia
Pimsleur language learning system — The Pimsleur language learning system is a language acquisition method developed by Paul Pimsleur. The system is centered around four main ideas: anticipation, graduated interval recall, core vocabulary, and organic learning. [http://www.pimsleur … Wikipedia
Accelerated language learning — was developed based on the research and theories of Georgi Lozanov s suggestopedia. The term is now associated with diverse methods in education that target accelerate learning. The term accelerated learning is a very broad term encompassing… … Wikipedia
Proprioceptive Language Learning Method — The Proprioceptive Language Learning Method (Proprioceptive Method) is a method of language learning which emphasizes simultaneous development of cognitive, motor, neurological, and hearing as all being part of a comprehensive language learning… … Wikipedia
