Durational correlates for differentiating consonant sequences in Russian

2008 ◽  
Vol 38 (2) ◽  
pp. 137-165 ◽  
Author(s):  
Lisa Davidson ◽  
Kevin Roon
Keyword(s):  
Language Learning ◽  
Stop Consonant ◽  
Burst Duration ◽  
Word Boundary ◽  
English Speakers ◽  
Acoustic Cues ◽  
Russian Speakers ◽  
Significant Difference ◽  
Nasal Consonant ◽  
Sequence Types

In Russian, the same consonant sequences are permitted in various phonotactic environments. The presence of a word boundary or reduced vowel can be phonologically contrastive, and both learners and experienced listeners may rely on fine acoustic cues to discriminate between phonotactic possibilities. In this study, durational characteristics of consonant sequences are examined to establish whether speakers use duration to distinguish (a) word-initial clusters (#C1C2), (b) consonant–schwa–consonant sequences (#C1əC2), and (c) sequences divided by a word boundary (C1#C2). Both monolingual native Russian speakers and bilingual Russian–English speakers produced several types of target sequences: stop+consonant, fricative+consonant, and nasal+consonant. Results show that C2 is significantly longer in C1#C2 than in other sequences. For #C1C2, when C1 is a stop, there is no significant difference in duration when compared with other sequence types, though C1s of other manners are significantly shorter. Differences in C1 burst duration for stops are consonant-specific, but a longer interconsonantal duration is a reliable cue to schwa presence in #C1əC2. These results are discussed with respect to their implications for gestural coordination, segmentation, and language learning.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

scholarly journals Effects of Language Learning Strategies and Learners’ Motivation on Students’ Learning Achievement

2015 ◽  
Vol 3 (2) ◽  
pp. 132 ◽  
Author(s):  
Hao-Yuan Cheng ◽  
Nai-Ying Chang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Course Performance ◽  
Test Analysis ◽  
New Information ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Relationship

<p>This study investigated whether learning strategies had made any impact on learners’ achievement and explored whether learning motivation was correlated with learning strategies. The participants of this study were the students from the EFL (English as a Foreign Language) intermediate level course at a college in Taiwan. The students were given a pretest and a posttest. The mean scores of these tests were compared with a SILL survey (Strategies Inventory for Language Learning) at the end of the investigation. The participants’ course performance was compared with their use of learning strategies. The assumption of the relationship between learning strategies and motivation is that motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information. The results of this investigation revealed that only the memory strategies had a significant difference in the posttest of Group A on the independent sample t-test analysis.</p>

scholarly journals Can Google Translate Rewire Your L2 English Processing?

Digital ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 66-85
Author(s):  
Natália Resende ◽  
Andy Way
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Syntactic Priming ◽  
Web Based ◽  
English Syntax

In this article, we address the question of whether exposure to the translated output of MT systems could result in changes in the cognitive processing of English as a second language (L2 English). To answer this question, we first conducted a survey with 90 Brazilian Portuguese L2 English speakers with the aim of understanding how and for what purposes they use web-based MT systems. To investigate whether MT systems are capable of influencing L2 English cognitive processing, we carried out a syntactic priming experiment with 32 Brazilian Portuguese speakers. We wanted to test whether speakers re-use in their subsequent speech in English the same syntactic alternative previously seen in the MT output, when using the popular Google Translate system to translate sentences from Portuguese into English. The results of the survey show that Brazilian Portuguese L2 English speakers use Google Translate as a tool supporting their speech in English as well as a source of English vocabulary learning. The results of the syntactic priming experiment show that exposure to an English syntactic alternative through GT can lead to the re-use of the same syntactic alternative in subsequent speech even if it is not the speaker’s preferred syntactic alternative in English. These findings suggest that GT is being used as a tool for language learning purposes and so is indeed capable of rewiring the processing of L2 English syntax.

Second language learning via syntactic priming: The effects of modality, attention and motivation

2021 ◽  
Author(s):  
Marion Coumel ◽  
Ema Ushioda ◽  
Katherine Messenger
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Speakers ◽  
Syntactic Priming ◽  
Input Modality ◽  
Online Study ◽  
L2 Learning ◽  
Short And Long Term ◽  
High Motivation

We examined whether language input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared French L2 English and L1 English speakers’ primed production of passives in reading-to-writing vs. listening-to-writing priming conditions. We measured immediate priming (producing a passive immediately after exposure to the target structure) and short- and long-term learning (producing more target structures in immediate and delayed post-tests without primes relative to pre-tests). Both groups showed immediate priming and short- and long-term learning. Prime modality did not influence these effects but learning was greater in L2 speakers. While attention only increased learning in L1 speakers, high motivation increased L2 speakers' learning in the reading-to-writing condition. These results suggest that syntactic priming fosters long-term L2 learning, regardless of input modality. This study is the first to show that motivation may modulate L2 learning via syntactic priming.

Online teaching benefits and challenges during pandemic COVID-19: a comparative study of Pakistan and Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sahib Khatoon Thaheem ◽  
Mohamad Jafre Zainol Abidin ◽  
Quratulain Mirza ◽  
Habib Ullah Pathan
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Developed Countries ◽  
Research Society ◽  
Computer Assisted ◽  
Online Classes ◽  
Structured Interviews ◽  
Public And Private ◽  
Content Type ◽  
Significant Difference

PurposeThe shift from physical class to online classes in the pandemic COVID-19 situation has posited opportunities as well as challenges for teachers and students. The primary purpose of this research is to investigate challenges faced and benefits availed by the teachers at the tertiary level in universities of Pakistan and Indonesia.Design/methodology/approachTo achieve the purpose a mixed-method approach is employed to answer the three research questions of the present study. The quantitative data is obtained from the responses of 66 teachers, teaching online in Mehran UET Pakistan and 102 teachers from Indonesian university. The personal, technological, and pedagogical challenges were analyzed by descriptive statistics on SPSS. Thus, the independent-samples t-test was run to test for statistically significant differences faced by teachers in both countries.FindingsThe findings revealed that there were no statistically significant differences found in personal, and pedagogical challenges faced by both countries' teachers, whereas there is a significant difference in facing technological challenges between Pakistani and Indonesian teachers. The benefits of online teaching were investigated qualitatively by conducting semi-structured interviews with 10 teachers 5 from each country. There are very positive aspects of online teaching revealed in the interviews.Research limitations/implicationsThe paper includes implications for the development of Computer Assisted Language Learning, the development of technology integrated courses, and for managing the balance between physical and online classes.Practical implicationsThe findings of the study have implications on finding out the solutions of the derived challenges, further it suggests to concentrate on students of public and private universities in Pakistan and Indonesia so that a comparison of challenges faced by teachers and faced by students can be researched and evaluated and it can generate significantly different results.Social implicationsThe implications on the research society and the teachers and designers' communities are very clear in this research because it paves the way forward towards the blending of technology in any way either synchronously/ asynchronously into education, further researches can be done on designing the new concepts, courses, instructional platforms for students and investigate the new dimensions and effects of them.Originality/valueFindings have value, because two countries' context (developing countries) with respect to the comparison of the challenges and benefits is better understood, it would have different results if had done in the developed countries.

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals Helping Second Language Student Writers Improve Their Revision

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Wenzhe Kang ◽  
Ruiyi Zhang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Comprehensive Evaluation ◽  
Native English Speakers ◽  
English Speakers ◽  
Student Writers ◽  
Writing Ability ◽  
Language Students

Writing ability is a comprehensive evaluation of language learning level. Nowadays, most universities offer writing-related courses to help students lay a good foundation for writing and contribute to their subsequent studies. Compared with native English speakers, second language learners need to do more revision, which is a great challenge for second language learners. Therefore, in this paper, the aim is to make the second language students understand and apply the revision correctly.    

scholarly journals L’EFFICACITÉ DE LA MÉTHODE D’APPRENTISSAGE BRAINSTORMING POUR COMPRENDRE LE TEXTE DESCRIPTIF EN FRANÇAIS POUR LES ÉLÈVES DE LA CLASSE X AU LYCÉE 2 MAGELANG

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Riri Restiarti ◽  
Sudarwoto Sudarwoto ◽  
Neli Purwani
Keyword(s):  
French Text ◽  
Language Learning ◽  
Reading Skills ◽  
T Test ◽  
French Language ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Text Reading ◽  
French Language Learning

Dans le processus d’apprentissage du français, la plupart des élèves lisent le texte français sans comprendre le sens. Pour surmonter ce problème, la méthode brainstorming peut être appliqué pour que les élèves soient plus actifs et comprennent le contenu du texte. La méthode brainstorming oblige les élèves à donner leurs opinions afin que l’apprentissage ne soit pas dominé par des élèves intelligents. L’objectif de cette recherche est de décrire l’efficacité de l’apprentissage du français en utilisant la méthode brainstorming pour la compréhension écrite du texte descriptif pour la classe X au lycée 2 Magelang. C’est une recherche expérimentale, utilisant pre-test et post-test. Les échantillons dans cette recherche sont les élèves dans la classe X IPA 3 et X IPA 4. La technique d’échantillonnage est random sampling, pour collecter les données j’ai utilisé la documentation et le test. Cette recherche a utilisé la validité du contenu. J’ai utilisé la formule de KR 21 pour assurer la fiabilité de résultat. Je les ai analysés en utilisant de t-test. Cette recherche montre que l’utilisation de la méthode brainstorming est efficace pour la compétence de compréhension écrite du texte descriptif français pour les élèves à la classe X au lycée 2 Magelang. Le résultat de t-test montre une différence significative que tcalcul = 8.86 plus grand de ttab = 2.05. C'est-à-dire que l’apprentissage avec la méthode brainstorming est efficace pour améliorer la capacité de la compréhension écrite du texte descriptif français. In the process of French language learning, most of the students are only able to spell French text, without understanding its meaning. To overcome this problem, can be applied the brainstorming method to encourage students to be more active in understanding the content of the text. The brainstorming method requires students to argue, therefore learning is not only dominated by students who are good at it. The purpose of this research is to describe whether learning French using brainstorming method as learning method in reading descriptive text of the X grade students at SMA N 2 Magelang is effective or not. This research is an experimental research with pre-test and post-test. The population in this research is the students in Class X IPA SMA N 2 Magelang. The respondents in this study are students in X IPA 3 and X IPA 4. To collect the data is documentation and test. This research uses the content validity. Level of trust instrument is measured by the formula KR 21. The data was analyzed using the formula t-test. In addition, to know the material that understood by the students the data was analyzed using the formula effect size. This research shows that the brainstorming learning method is effective for descriptive text Reading Skills of 10th grade students of SMA N 2 Magelang. The results of the t-test shows a significant difference that tvalue more than ttable, the result is 8.6 more than 1.07. Therefore, learning by using brainstorming method is effective to improve reading skills of descriptive text in French.

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