Browsing by Subject "kieli"
Now showing items 21-27 of 27
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(2019)Maahanmuutto on viime vuosina ollut voimakasta Suomeen. Tilastokeskuksen mukaan ulkomaan kansalaisten määrä oli vuonna 2000 noin 91 000, kun se vuonna 2016 oli jo noin 244 000. Koululaitoksemme on ollut uusien haasteiden edessä maahanmuuttajaoppilaiden kasvun johdosta. Koulu, jossa toimin resurssiopettajana on monikulttuurinen ja oppilaita, joilla äidinkieli on jokin muu kuin suomen kieli, on noin 35%. Erityisluokilla maahanmuuttajaoppilaiden prosentuaalinen määrä on vieläkin suurempi ja tämä sai minut tutkimaan kielen osuutta suomi toisena kielenä puhuvien matemaattisessa osaamisessa erityisluokilla. Tämän tutkimuksen tarkoituksena oli selvittää, millaisia vaikeuksia S2-oppilailla on matemaattisten termien ymmärtämisessä ja miten he osaavat kielellistää näitä termejä. Suomessa matematiikan opetus tapahtuu suomen kielellä, vaikka oppilaan äidinkieli on jokin muu kuin suomi. S2-oppilaalla matemaattiset termit voivat olla esteenä oppimiselle heikon suomen kielen taidon vuoksi. Tutkimus tehtiin viidelle suomi toisena kielenä (S2) opiskelevalle erityisluokanoppilaalle. Tutkimus toteutettiin laadullisina yksilöhaastatteluina, joissa tutkittavat suorittivat soveltavia tehtäviä samalla kielellistäen tehtävien tekoa, sekä miten tutkittavat ymmärtävät suomeksi esitettyjä matemaattisia perustermejä. Tutkittaville esitettiin matematiikan soveltavat kysymykset suomen kielellä ja kysymys myös tutkittavan omalla äidinkielellä. Kaikki tutkittavat olivat samasta espoolaisesta alakoulusta erityisluokilta 3-4 ja 6. Tutkimus osoitti, että tutkittavilla oli selkeitä haasteita matemaattisten termien kielellistämisessä ja ymmärtämisessä. Ymmärtämisen ongelmat vaikuttivat selkeästi heidän matematiikan oppimiseen. Tutkittavien suomen kielen taidot olivat puutteelliset ja myös heidän oman äidinkielensä taidoissa oli puutteita. Molempien kielien vaikeudet heijastuivat matematiikan oppimiseen negatiivisesti. Tutkimus osoitti, että kielellä on vaikutusta matematiikan oppimisessa ja mahdollisuuksiin oppia. S2-oppilas tarvitsee tukea oman äidinkielen ja suomen kielen puutteiden vuoksi matematiikan termistön ymmärtämisessä. Heikko äidinkielen osaaminen on usein syynä myös heikkoon suomen kielen ymmärtämiseen ja sen myötä matematiikan oppimiseen.
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Valikoivan tarkkaavuuden vaikutus virkkeen semanttiseen prosessointiin : N400-jännitevastetutkimus (2021)Objective. The effects of attention on language processing have been studied extensively, but there is still no clear understanding of to which extent language processing requires attention and to which extent it is automatic. The aim of this study was to examine how selective attention affects semantic processing of sentences in a situation where linguistic information is presented both visually and auditorily simultaneously. Methods. 17 native speakers of Finnish took part in the study. In the experiment, a written and a spoken sentence were presented simultaneously and attention was directed either to the visual modality or to the auditory modality depending on the experimental condition. The last word of the sentence either fit or did not fit the context of the sentence, and the task was to judge whether the sentence was rational or bizarre. Electroencephalography (EEG) was used to measure brain activity. The N400 component, which previous research has found to be linked with semantic processing, was analysed. Results. The logic of attended sentences had a significant effect on the amplitude of the N400 component: illogical sentences elicited a larger N400 than logical sentences. The logic of unattended sentences, on the other hand, had no significant effect on the amplitude of the N400 component. Conclusions. The results suggest that the meaning of unattended sentences was not automatically processed in the same way as the meaning of attended sentences. This suggests that semantic processing of sentences is not a completely automatic process that is independent of attention.
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(2022)Aims. Parents are most important communication partners for young child, and language, learning and memory skills develop via everyday parent-child interaction. Shared book reading is an interactive moment that fosters parents to use richer and more diverse language than they would otherwise be using in everyday life. Previous research on shared reading has focused particular on the association between reading and children’s language development and vocabulary. However, there are indications that shared reading could also support the development of a child’s later learning skills and memory. The aim of this study was to examine how shared reading (2;7–4;2 years) is connected to the language skills, learning skills and memory functions assessed by the parent of a five-year-old child. In addition, it is explored how shared reading (2;7–4;2 years) manages to explain the child's skills at the age of five, when the background factors are controlled. Methods. The study sample consisted of 70 typically developed Finnish-speaking children. The study sample is part of the LEINIKKI-study. Data on the amount of parents’ reading to a child was collected on a parent-report form. Children’s receptive and expressive language skills at the age 2,7-4,2 years were assessed with the Reynell Developmental Language Scales III. The children's skills at the age of five were assessed using the following sections from the The Five to Fifteen -parent-report questionnaire: Language, Learning, and Memory. The connection between the shared reading and the Language, Learning, and Memory skills at the age of five was analyzed with Spearman correlation, Mann-Whitney U-test, and linear regression analysis. Results and conclusions. Children, whose both parents red books often, had significantly better scores in all three skill areas (Language, Learning and Memory). Regression analysis showed that the more parents red to their 2.7 to 4.2 aged children the higher scores in Learning-section children had at the age of five. However, parents’ active reading to their child may enhance the development of the child’s later learning skills and potentially support children’s language skills and memory. The results of the study can be used to encourage parents to read to their children. Future studies should use larger sample size to confirm the longitudinal association of shared reading and later language, learning, and memory skills.
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(2022)Aims. Parents are most important communication partners for young child, and language, learning and memory skills develop via everyday parent-child interaction. Shared book reading is an interactive moment that fosters parents to use richer and more diverse language than they would otherwise be using in everyday life. Previous research on shared reading has focused particular on the association between reading and children’s language development and vocabulary. However, there are indications that shared reading could also support the development of a child’s later learning skills and memory. The aim of this study was to examine how shared reading (2;7–4;2 years) is connected to the language skills, learning skills and memory functions assessed by the parent of a five-year-old child. In addition, it is explored how shared reading (2;7–4;2 years) manages to explain the child's skills at the age of five, when the background factors are controlled. Methods. The study sample consisted of 70 typically developed Finnish-speaking children. The study sample is part of the LEINIKKI-study. Data on the amount of parents’ reading to a child was collected on a parent-report form. Children’s receptive and expressive language skills at the age 2,7-4,2 years were assessed with the Reynell Developmental Language Scales III. The children's skills at the age of five were assessed using the following sections from the The Five to Fifteen -parent-report questionnaire: Language, Learning, and Memory. The connection between the shared reading and the Language, Learning, and Memory skills at the age of five was analyzed with Spearman correlation, Mann-Whitney U-test, and linear regression analysis. Results and conclusions. Children, whose both parents red books often, had significantly better scores in all three skill areas (Language, Learning and Memory). Regression analysis showed that the more parents red to their 2.7 to 4.2 aged children the higher scores in Learning-section children had at the age of five. However, parents’ active reading to their child may enhance the development of the child’s later learning skills and potentially support children’s language skills and memory. The results of the study can be used to encourage parents to read to their children. Future studies should use larger sample size to confirm the longitudinal association of shared reading and later language, learning, and memory skills.
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(2020)Tavoitteet: Tämän tutkimuksen tavoitteena oli tutkia, minkälaisia kokemuksia varhaiskasvatuksen opettajilla on maahanmuuttajataustaisten vanhempien kanssa tehdystä yhteistyöstä. Tutkimuksessa selvitettiin mitä yhteistyötä rikastavia asioita yhteistyössä koettiin, minkälaisia haasteita varhaiskasvatuksen opettajat kokivat yhteistyössä sekä minkälaisia apukeinoja heillä on käytössään ja miten yhteistyötä voitaisiin parantaa. Vanhempien kanssa tehtävän yhteistyöhön velvoitetaan varhaiskasvatuslaissa, se on myös keskeisessä asemassa varhaiskasvatussuunnitelman perusteissa. Tutkimuksissa ja kirjallisuudessa on havaittu, että maahanmuuttajien kanssa tehtävään yhteistyöhön voi liittyä erityispiirteitä, jotka ovat tärkeätä ottaa huomioon yhteistyötä suunniteltaessa ja toteutettaessa. Keskeisiä haasteita aiheuttavia asioita ovat kielimuuri sekä kulttuurierot. Menetelmät: Tutkimus toteutettiin laadullisella tutkimusotteella. Aineisto kerättiin e-lomakkeella, jossa oli neljä avointa kysymystä liittyen maahanmuuttajataustaisten vanhempien kanssa tehtävään yhteistyöhön. Aineisto analysoitiin teorialähtöisen sisällönanalyysin avulla. Saaduista vastauksista muodostettiin teoriaan pohjautuvia yläkategorioita. Näiden alle muodostui erilaisia alakategorioita. Tutkimuksen tarkoitus ei ollut testata teoriaa, vaan etsiä aineistosta tehdyille löydöksille sekä niiden tulkinnalle selityksiä teoriasta tai tehdä huomioita mahdollisista eroavaisuuksista empirian ja teorian välillä. Tulokset ja johtopäätökset: Tämän tutkimuksen valossa varhaiskasvattajien ja maahanmuuttajien välisen yhteistyön keskiössä olivat kieli ja kulttuuri. Molemmat teemat nousivat esille vastaajien vastauksissa kaikkien kysymysten kohdalla. Etenkin yhteisen kielen puuttuminen näytti tuottavan haasteita. Varhaiskasvatuksen opettajien käyttämät apukeinot liittyivät vahvasti sekä sanalliseen että ei-sanalliseen kommunikaatioon. Yhteistyötä parantavina keinoina keskeiseksi teemaksi nousi sanallista kommunikaatiota parantavat keinot. Kommunikaation haasteista huolimatta yhteistyö maahanmuuttajien kanssa nähtiin tärkeänä ja vastausten perusteella varhaiskasvatuksen opettajat näkivät vaivaa saadakseen sen toimimaan.
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(2019)Objectives. Sign languages are perceived and produced by different modalities compared to spoken languages. This has lead to different viewpoints regarding the status of sign languages: are they human languages at all or are they fully comparable to spoken languages? Modality differences have been an interesting topic in the research of the brain mechanisms of sign languages. For spoken languages, the brain mechanisms are mainly based on the left hemisphere and especially on its perisylvian areas. Particularly the role of the left posterior superior temporal sulcus and the left inferior frontal gyrus have been researched. In this review the similarities and differences between the brain mechanisms of sign language and spoken language are discussed based on the current research. Methods. The method of this review was literature review. The studies and books were found from Google Scholar and Helka Finna using, for example, search term sign language brain. Some references for the introduction were searched also from Google. In addition, the suggestion and citation functions were used in Google Scholar, and articles were discovered also by conducting a manual search from the reference lists of the found studies. Results and conclusions. In the studies on the brain mechanisms of sign language it was consistently found that similarly to spoken language, the processing of sign language is mainly based on the left hemisphere and especially on its perisylvian areas. The left inferior frontal gyrus was engaged in production of both spoken and signed languages. In comprehension, the left superior temporal sulcus, the left superior temporal gyrus and the left inferior frontal gyrus were engaged. Results suggested that auditory cortex in the temporal lobe is a constituent part of brain mechanisms despite that sign languages are not perceived auditorily. On the other hand, the relevance of the visuospatial component for the brain mechanisms of sign language was noted in the studies and it was observed that sign language was perceived more bilaterally than spoken language. The more spatial processing was required, the more the activation in the right hemisphere and in the parietal lobes increased. More research is needed about the distinction and overlap of sign language and gesture. Also, the role of the basal ganglia should be studied more in languages of different modalities. The similarities between the brain mechanisms of sign language and spoken language suggest that language is not just a bunch of sensomotor mechanisms but has a deeper neural function in the brain.
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(2012)This study attempts to offer a consistent reading of Martin Heidegger’s notion of meaning within his philosophy of language. The reading widely utilizes Heidegger’s lifetime work, reaching from his earlier writings published prior to his first major work Being and Time (Sein und Zeit, 1927) to his later publications of the late 1950s. Through a discussion on the key concepts of Heidegger’s approach to language as introduced in Being and Time, an understanding of meaning as a dynamic process of execution, rooted in Heidegger’s earlier concept of Vollzugssinn, is suggested. The pre-predicative element of meaning, often viewed in secondary-literature as remaining beyond language and hence as being characteristically non-linguistic, is regarded in the presented reading as remaining within language. This is related to Heidegger’s effort to circumvent what he called the 'metaphysical distinction' (metaphysischer Unterschied), i.e., the traditional distinction between contingent sounds and the definitional meaning they refer to. The study elaborates the notion of meaning in Heidegger’s later publications as a process of continuous execution and connects it with the concept of movement. Movement as a distinctive character of language is distinguished from the idea of an unattainable chaotic stream. Here I briefly compare Heidegger’s standpoint to that of Wilhelm Dilthey (1833–1911) and his take on language. I show that Heidegger’s new notion of linguistic meaning leads to a transformed notion of experience. Finally, the acquired terminological tools are utilized to conceptually unfold language and to carefully examine the boundary between language and silence, music, gesture and dance. In this context, Heidegger’s terms 'earth' (Erde) and 'world' (Welt) are approached. My reading thus attempts to illustrate how Heidegger attains a renewed, broader notion of meaning beyond the metaphysical distinction and thus introduces an innovative and novel conception of language.
Now showing items 21-27 of 27