Dòng Nội dung
1
English language for beginners / Michelle Lowe; Ben Graham.
New York : Writers and Readers Pub., 1998
204 p. : ill. ; 23 cm.
2
Factors reflecting children’s use of temporal terms as a function of social groupFactors reflecting children’s use of temporal terms as a function of social group. / Celia Renata Rosemberg, Florencia Alam and Alejandra Stein. // LIA language, interaction and acquisition. 2014, Vol. 5, No. 1.
John Benjamins Publishing Company, 2014.
38-61 pages ; 24 cm.

The study analyzes the relationship between the temporal terms used by four-year-old children from different socio-economic backgrounds — marginalized urban neighborhoods and middle-income families — and the use of these terms in the spontaneous situations in which they participate in family and community contexts. The analysis assumes that the child develops knowledge about temporal expressions as they are used by others and as the child uses them herself (Nelson 2007; Tomasello 2003). Findings show that children from marginalized urban neighborhoods use fewer temporal terms than children from middle-income backgrounds. These differences correlate with differences in the input of both groups. The analysis shows differences in the interactional and discursive patterns of use of the terms in the homes of both groups of children.
3
How far does financial reporting allow us to judge whether M&A activity is successful? / Christina Dargenidou, Alan Gregory & Shan Hua // Acounting and business research 2016, Vol46, N.5

p467-p499

Evidence from share price returns suggests that acquisitions destroy value. On the other hand, evidence from accounting measures of performance suggests that acquisitions give rise to synergies and therefore potentially create value. In this paper, we first revisit the UK evidence using an updated sample, and confirm that these findings still hold, and importantly hold in the period following the introduction of FRS10. We then reconcile the (apparently conflicting) findings from these market-based and accounting-based approaches. Using accounting measures of performance, we confirm the presence of synergies developed during acquisitions. Finally we show that post-acquisition abnormal returns are associated with news of synergistic benefits conveyed in the financial statements
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Le rôle de la pause dans l’acquisition de la première syntaxe en français / Christelle Dodane,Karine Martel,Angelina Nunes de Vasconcelos. // LANGAGES N° 211 (3/2018)
2018.
p. 61-80

In order to better understand the role of the pause in the emergence of syntax in the acquisition of French, we analyzed the first two-word combinations in a longitudinal study gathering the productions of two French monolingual children, recorded between 15 and 25 months in interaction with their parents. Findings point out that the criterion of pause is very important in the construction of the first syntax, but that it must be studied relatively to other prosodic cues, such as the lengthening of the last syllable of each word and the nature of the pitch. In the lack of grammatical words, which are characteristic of the first word associations, these different parameters contribute to bring closer and reinforce the semantic cohesion within the utterance. Moreover, the data confirm the existence of a transition period of producing SSWUs (Successive Single-Word Utterances) before realization of a majority of typical two-word utterances.
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Peut-on expliquer l’acquisition de l’alternance de l’adjectif en français à partir de l’input ?. / Gwendoline Fox. // LIA language, interaction and acquisition. 2014, Vol. 5, No. 1.
John Benjamins Publishing Company, 2014.
100-116p ; 24 cm.

This article proposes to study the acquisition of the placement of attributive adjectives by French-speaking children between the ages of 3;9 and 4;6. It examines the possibility to account for children’s uses and evolution on the basis of the model provided by the input, considering that there is a mismatch between speakers’ abstract knowledge of alternation and their behaviour in usage. The study consists of a comparison between the productions of three children at two points in their development, and the uses of their interlocutors, in situations of games. Results show that alternation appears late and develops slowly in children’s productions, suggesting a very long process of acquisition. They also indicate that children heavily rely on the input in their choices of placement, which influences how they come to master alternation. This supports a usage-based approach to the acquisition of word order and of the Adjective category.