Classification of lexical stress using spectral and prosodic features for computer-assisted language learning systems

2015 ◽  
Vol 69 ◽  
pp. 31-45 ◽  
Author(s):  
Luciana Ferrer ◽  
Harry Bratt ◽  
Colleen Richey ◽  
Horacio Franco ◽  
Victor Abrash ◽  
...  
2011 ◽  
Vol 1 (1) ◽  
pp. 85-98
Author(s):  
Irena SRDANOVIĆ

In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.


2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 


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