Looking for a faster way to learn a language

 Language-learning websites, podcasts, and apps have skyrocketed in popularity in recent years, promising to make us more proficient in less time.

Yet, a recent study by UBC English professor Dr. James Stratton suggests that, at least when learning a historically linked language, learning a little bit of language history may be one of the greatest strategies to accelerate your language learning.  For more detail reach us at Bibliography maker in Canada.

In his study, pupils who learned about the origins of words and how sounds have changed through time did noticeably better than those who spent a comparable amount of time studying a language using conventional methods. The pupils who had received historical instruction were also able to accurately guess the meaning of cognates, which are foreign terms with a common root.

In my opinion, the results are fairly revolutionary because no one has ever empirically tested this before, at least not to the amount that I have and on the languages I looked at, Dr. Stratton stated. They hadn't encountered previously, and it demonstrates how historical linguistics knowledge can have a useful use in society.

What did you learn from this study, and how did you undertake it?

German from the third semester was used in two portions. Regarding historical changes that affected English-German cognates, one segment got instruction. The other portion spent time studying vocabulary using the conventional teaching strategies currently employed in second language classrooms, where the focus is more on communication than on a clear comprehension of fundamental principles. The same instructor led both sections of instruction. The type of education provided to the two groups was the only meaningful distinction.

There were two key conclusions. Secondly, I discovered that learners were better able to recall the meaning of cognates when they were familiar with linguistic history. Second, and perhaps most significantly, I discovered that students who were taught about the different historical changes were better able to anticipate the meaning of cognates they had never come across before.

 

Why are these results significant?

For language students and teachers, these findings are crucial. They imply that you may essentially offer learners access to the meaning of hundreds of words without even expecting them to memorise their meaning by knowing just a few basic sound modifications. By focusing only on the connections between the languages you currently know, like English, it's a really effective approach to expand your vocabulary.

Could you give an example of how historical linguistics might make it easier for you to determine the meaning of new words?

In contrast to German, there were sound modifications that happened in English. For instance, the 'k' sound in English changed to a 'ch' sound before the vowels 'e' and I This difference in sound explains why words like Kirche and Käse sound different in German and English, respectively. If you are aware of this rule, you can anticipate the meaning of unfamiliar terms. Now, if I ask you to guess what the German word Kinn means in English, maybe you can figure it out. The letter "k" became the letter "ch," making Kinn equal to chin. It is the word "chin" in English. For more details visit us at Essay Writing service in Canada.

Why do you think that knowing how words have changed over time is beneficial for language learning?

According to research, it is simpler to recall a word or thing the more knowledge you have about it. Consider splitting the class into two groups, like I did in my study. I instruct one group of pupils to study the German phrase sterben, which means "to die," as well as another 60 or so words. In the other group, I explain to the students that sterben is connected to the English word "starve," which in Old English originally meant "to die," but over time its meaning was linguistically reduced to refer to a certain kind of death, namely death by hunger (thus, today's "starve").

The word's original meaning was "to die," and it still has that meaning in German, but its meaning has been condensed in English. Which group do you believe will be better able to recall the word? As one might anticipate, students who were given the historical context retained the word's meaning more clearly and for longer periods of time as well. And the reason why is that people can relate to a story, a historical narrative.

What is academic integrity and Plagiarism?

 

Academic integrity concerns and plagiarism are often discussed together. These are frequently used interchangeably.

Plagiarism is a form of academic dishonesty and misconduct, however it doesn't constitute the full concept of academic integrity.

The dedication to uphold these principles constitutes academic honesty. The dishonest practise of using another person's thoughts, words, theories, images or graphics, views, or facts without providing due credit is known as plagiarism. For more content like this  visit Source Essay at online assignment service Leicester

Let's investigate and define academic honesty more thoroughly.

The International Centre for Academic Integrity defines academic integrity as a dedication to six core values: honesty, trust, fairness, respect, responsibility, and courage, especially in the face of difficulty. These values serve as the foundation for the behavioural norms that allow academic communities to put their ideas into practise.

Truthfulness: One of the cornerstones of academic integrity is being accurate, which in writing translates to attributing the work to its rightful owner. Being objective is also important; for educators, this involves evaluating student work impartially.

Faith: Academic integrity depends on having faith in students' abilities to produce reliable work. This is displayed in the classroom by establishing clear expectations and upholding them during assessments.

Equality: another element of academic honesty is refraining from bias. This entails following regulations consistently and accepting accountability for your own conduct when it comes to using rubrics and carrying out other acts of educational fairness.

Respect: maintaining a high regard for everyone is also a component of academic honesty. Students that take their homework, education, and comments seriously are showing respect. Teachers must also provide pupils feedback and demonstrate sensitivity.

Sense of Responsibility: Being responsible and courageous is essential to maintaining academic integrity. As teachers develop and enforce institutional and classroom policies, students should speak out against injustice.

According to study findings by Guerrero-Dib, Portales, and Heredia-Escorza, "Academic integrity is much more than avoiding dishonest practises like copying during exams, plagiarising, or contract cheating; it implies an engagement with learning and work which is well done, complete, and focused on a good purpose—learning. It also entails employing the right tools, making a sincere attempt, and having solid talents. Essentially, it means making the most of every opportunity for learning.

Academic integrity, or the breach of the aforementioned norms of academic integrity, presents itself in various ways and takes the form of various types of misbehaviour.

Academic integrity is violated through plagiarism, which is the act of stealing someone else's words or ideas and passing them off as one's own. Namely, plagiarism is a type of academic dishonesty and a breach of academic integrity.

 

Conclusion

While it's simple to see how academic integrity and plagiarism can be used interchangeably, it's crucial to know the distinctions between the two as you guide students through their educational journeys.