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PE2379 ch02.qxd 24/1/02 16:04 Page 82<br />

coefficient <strong>of</strong> determination<br />

coefficient <strong>of</strong> determination n<br />

also r 2<br />

a measure <strong>of</strong> the amount <strong>of</strong> variability shared or predicted by two VARI-<br />

ABLEs 2 . It is equal to the square <strong>of</strong> r (r = coefficient <strong>of</strong> CORRELATION). For<br />

example, a correlation coefficient <strong>of</strong> + .70 indicates that 49% <strong>of</strong> the variability<br />

is shared by the two variables, i.e. 51% <strong>of</strong> the variability is not<br />

shared or predicted by the variables.<br />

cognate n, adj<br />

a word in one language which is similar in form and meaning to a word<br />

in another language because both languages are related. For example<br />

English brother and German Bruder.<br />

Sometimes words in two languages are similar in form and meaning but<br />

are BORROWINGS and not cognate forms.<br />

For example, kampuni in the African language Swahili is a borrowing<br />

from English company.<br />

see also FALSE COGNATE<br />

cognition n cognitive adj<br />

the various mental processes used in thinking, remembering, perceiving,<br />

recognizing, classifying, etc.<br />

see also COGNITIVE PSYCHOLOGY<br />

cognitive academic language pr<strong>of</strong>iciency n<br />

also CALP<br />

a hypothesis proposed by Cummins which describes the special kind <strong>of</strong><br />

second language pr<strong>of</strong>iciency which students need in order to perform<br />

school learning tasks. Cummins suggests that many classroom tasks are<br />

cognitively demanding and <strong>of</strong>ten have to be solved independently by the<br />

learner without support from the context. The ability to carry out such<br />

tasks in a second language is known as CALP. Cummins contrasts this kind<br />

<strong>of</strong> language pr<strong>of</strong>iciency with Basic Interpersonal Communication Skills<br />

(BICS). This refers to the language pr<strong>of</strong>iciency needed to perform other<br />

kinds <strong>of</strong> tasks which are not directly related to learning academic content,<br />

such as interpersonal communication. Interpersonal and social communication<br />

is relatively undemanding cognitively and relies on context to clarify<br />

meaning. According to Cummins, different kinds <strong>of</strong> tests are needed to<br />

measure CALP and BICS, and a learner’s skill in BICS does not predict performance<br />

on CALP.<br />

cognitive code approach n<br />

an approach to second and foreign language teaching which was proposed<br />

82

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