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E7 English Literature Students level seven Forum |
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ÃÏæÇÊ ÇáãæÖæÚ |
2017- 12- 13 | #61 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
æíä ÇáäÇÓ Úä ÇáÊÌãÚ ãÎÊÝíä ÔßßÊæäí Çäæ ÈßÑå Ýíå ÇÎÊÈÇÑ
ßá Ôæí ÇÊÇßÏ ãä ÇáÊÇÑíÎ Úáì ÇáÚãæã ÇáãÇÏå Íáæå íÇÌãÇÚå æÇÝåãæåÇ ÈÇáÚÑÈí æÈßá Óåæáå ÑÇÍ ÊãÔæä ÝíåÇ áÇä ßáåÇ ãÚáæãÇÊ ÈÓíØå ããÊÚå æáÇÊäÓæä ÊËÈæä ÇáãÚáæãÇÊ ÈÇáßæíÒÇÊ |
2017- 12- 13 | #62 |
ÃßÜÇÏíÜãÜí äÜÜÔÜØ
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
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2017- 12- 13 | #63 |
ãõÊãíÒÉ ÈÇáãÓÊæì E7
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
ÇáÓáÇã Úáíßã æÑÍãÉ Çááå æÈÑßÇÊå
ÇáãÇÏå ÇáÍãÏááå Íáæå æÎÝíÝå Çä ÔÇÁ Çááå íßæä ÇÎÊÈÇÑåÇ ÇÍáì ãäåÇ ÈÚÏ ÝÇáäÇ ÇáÊæÝíÞ íÇÇÇÑÈ |
2017- 12- 13 | #64 |
ÃßÜÇÏíÜãÜí
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
åá ÇáÏßÊæÑ íßÑÑ ÇáÇÓÆáå ¿¿¿¿¿¿¿
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2017- 12- 13 | #65 |
ÃßÜÇÏíÜãÜí ÝÜÖÜí
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
ļļ฿ấşḿấħ:
ÇáÝÑÞ Èíä ÇáãÚÑÝå ÇáÇÌÑÇÁíå æÇáÊÞÑíÑíå//^ the knowledge of How something is done . often it is unconscious and implicit ãÚÑÝÉ ßíÝ íÊã Úãá Ôí ãÇ æåí ãÚÑÝÉ ÛíÑ æÇÚíÉ æÖãäíå ÊÓãì___________Procedural knowledge ãËÇá: ÔÎÕ íÊßáã ÈÇááÛÉ ÇáÚÑÈíÉ æíäØÞ ÕÍ áßä áæ ÊÞæáå ÇÚÑÈåÇ ãÇíÚÑÝ áÃäåÇ ãÑÊÈå äÍæíÇ Ýí ÏãÇÛå æåÐí ãÚÑÝÉ Öãäíå äÌí ááäæÚ ÇáËÇäí ãä ÇáãÚÑÝå ÇáãÚÑÝÉ ÇáÊÞÑíÑíå/ Declarative knowledge Knowledge that something is X (rules, information )it is knowing WHAT, it is often explicit and conscious ÇáãÚÑÝå ÇáÊÞÑíÑíå ãËá ãÚÑÝÉ ÚÇÕãÉ ÇáããáßÉ ãËá ÇáÞæÇÚÏ æÇáãÚáæãÇÊ æåí ãÚÑÝÉ ãÇÐÇ áÇÍÙæ✋✋✋ ÇáÅÌÑÇÁíå ãÚÑÝÉ ßíÝ æÇáÊÞÑíÑíå Ôí ÙÇåÑ æãÚÑæÝ ÈÇáæÚí 💡💡💡💡💡💡 while learning any skill like language áãÇ äÊÚáã ãåÇÑÉ ãËá äÊÚáã áÛÉ äÓÊÎÏã ÃæáÇ ÇáãÚÑÝÉ ÇáÊÞÑíÑíå Declarative knowledge æÈÚÏíä ÇáãÚÑÝÉ ÇáÅÌÑÇÁíÉProcedural knowledge 💡💡💡💡💡💡 As we get older, we relay more on Declarative knowledge ãÚ ÊÞÏãäÇ ÈÇáÚãÑ äÚÊãÏ Úáì ÇáãÚÑÝÉ ÇáÊÞÑíÑíå 💡💡💡💡💡💡💡💡 ÂÎÑ äÞØå áãÇ äÊÚáã ãåÇÑÉ ÇáãÚÑÝÉ ÇáÊÞÑíÑíå --''''''- ÃÞá ÝÇÚáíÉ ãä ÇáãÚÑÝÉ ÇáÇÌÑÇÁíÉ Declarative knowledge less efficient than Procedural knowledge 💡💡💡💡💡💡💡 |
2017- 12- 13 | #66 |
ÃßÜÇÏíÜãÜí
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
ÇáÏßÊæÑ ãäÒá ÇÓÆáå ÈÇáãÈÇÔÑå ÇáËÇäíå æÇáËÇáËå íÇáíÊ ÇÍÏ íÝíÏäÇ
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2017- 12- 13 | #67 |
ãõÊãíÒÉ ÈÇáãÓÊæì E7
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
The type of language knowledge that is in a person's mind is called
ãÚÑÝÉ ÇááÛÉ ÇáÊí Ýí ÚÞá ÇáÔÎÕ äÓãíåÇ linguistic competence ßÝÇÁÉ áÛæíÉ What is the negative evidence in the child's input ÇáÇÑÔÇÏ ÇáÓáÈí ãËá ÇáÇÎØÇÁ äÍæíÉ ungrammatical language ØÈÚÇ ÇáÇØÝÇá íÊÞÈáæä ÇáãÑÔÏ ÇáÇíÌÇÈí What do we call the input the child receivers? äÓãíå positive evidence In speech production, the idea of a person's minds to communicate is called : Ýí ÇäÊÇÌ ÇáßáÇã äÓãí ÇáÝßÑÉ ÇáÊí Ýí ÚÞá ÇáÔÎÕ ááÊæÇÕá ÑÓÇáÉ ãÇ ÞÈá ÇáßáÇã preverbal message Language is the primary communication system ÇááÛÉ åí äÙÇã ÇáÇÊÕÇáÇáÊ ÇáÑÆíÓí ááÈÔÑ ÈäÞá ÇÝßÇÑå ÚÈÑ ÇáßáÇã convey thoughts through speech Speech is a mode for transmitting linguistic information ÇáÊÍÏË åí ØÑíÞÉ äÞá ÇáãÚáæãÇÊ ÇááÛæíÉ . Can animals be taught (learn) human language åá íãßä ÊÚáøã ÇáÍíæÇä áÛÉ ÇáÇäÓÇä ¿ . no, they can't learn human language ÇááÛÉ åí äÙÇã ÊæÇÕá ÑÆíÓí ÚäÏ ÇáÈÔÑ áßäåÇ áíÓÊ áØÑíÞÉ ÇáæÍíÏÉ åäÇß ÊæÇÕá áÝÙí Verbal æÛíÑ áÝÙí ãËá ÇáãæÓíÞì æ ÇáÑÓã non-verbal communication (music or visual arts). Prescriptive grammar = standard way of speaking. ÇáÞæÇÚÏ ÇáÊæÌíåíÉ =ÇáØÑíÞÉ ÇﳌËÇáíÉ ﰲ Çáßﻼã Descriptive grammar= language system that underlies ordinary use ÇáÞæÇÚÏ ÇáæÕÝíÉ =åí ÞæÇÚÏ ÇááÛÉ Çáﱵ Êßãä ﰲ ÇﻻÓÊÎÏÇã ÇáÚÇÏí ááäÇÓ Language is universal in humans. That means ÚÇáãíÉ áÛÉ ÇáÇäÓÇä ÊÚäí . All humans are born with brains that are prepared to organize linguistic information ßá ÇáäÇÓ íæáÏæä ÈÚÞá íäÙã æ íÚÇáÌ ÇáãÚáæãÇÊ ÇááÛæíÉ use of linguistic knowledge in actual processing of sentences). ÇÓÊÎÏÇã ÇáãÚÑÝÉ ÇááÛæíÉ áÇäÊÇÌ æÝåã ÇáÌãá åÐÇ ÇáÇÏÇÁ ÇááÛæí Linguistic performance we shouldn't teach children language because they will acquire it áÇ íäÈÛí Çä äÚáã ÇáÇØÝÇá ÇááÛÉ áÇäåã ÓæÝ íßÊÓÈæäåÇ Children everywhere acquire language on a similar developmental schedule. ÇáÇØÝÇá Ýí ßá ãßÇä íßÊÓæä ÇááÛÉ Ýí äÝÓ ÇáãÑÍáÉ ÇáÚãÑíÉ -Babies coo in the first half of their first year ÇáÇØÝÇá íäÇÛæä Ýí Ýí ÇáäÕÝ ÇáÇæá ãä ÓäÊåã ÇáÇæáì æÝí ÇáäÕÝ ÇáËÇäí íÈÇÈæä and babble in the second half The sound / bada bada / are possible examples of : ÇáÕæÊ ÈÇÏÇ ÈÇÏÇ ãËÇá Úáì babbling The utterance ( word) /ma ma/ is a possible example of ßáãÉ Çæ ãÇãÇ ãËÇá Úáì babbling ØÈÚÇ ÇáÌãá ÇáãÚÞÏÉ Çæ ÇáãÑßÈÉ Êßæä Ýí Óä ÇáÎÇãÓÉ Complex sentences - At age 5, basic structures are in place. |
2017- 12- 13 | #68 |
ãõÊãíÒÉ ÈÇáãÓÊæì E7
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
-The optimal period for language acquisition is before the early teen years.
ÃäÓÈ ãÑÍáÉ áÊÚáã ÇááÛÉ åí ÇáÝﱰÉ ãÇÞÈá ÇﳌÑÇåÞÉ ÇﳌÈßÑÉ. Aphasia ÊÚÑíÝ is a language impairment linked to a brain lesion. åí ÖÑÑ áÛæí ãÑÊÈØ ÈÊáÝ ÏãÇÛí -The patient was called ‘tan-tan’ because he was not fluent. ÈÓÈÈ ÕÚæÈÉ ÇáßáÇã áÏì ÇáãÑíÖ Óãí È Êä Êä ÇBroca's aphasia is ÊÚäí . non-fluent aphasia, áÇ íÓÊØíÚ Çä íÊßáã ÈØáÇÞå |
2017- 12- 13 | #69 |
ÃßÜÇÏíÜãÜí
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
ÈÇáÊæÝíÞ ááÌãíÚ æÚáí ÞæáÊßã ÇäÇ ãÚßã
ÈÓ åá íßÑÑ ÇáÇÓÆáå ÇáÏßÊæÑ |
2017- 12- 13 | #70 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
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ÑÏ: ãÌáÓ ãÐÇßÑÉ Úáã ÇááÛÉ ÇáäÝÓí | ÚÈÏÇáÚÒíÒ ÇáÊÑßí
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