scholarly journals Exposure to a second language in infancy alters speech production

2020 ◽  
Vol 23 (5) ◽  
pp. 978-991
Author(s):  
Megha Sundara ◽  
Nancy Ward ◽  
Barbara Conboy ◽  
Patricia K. Kuhl
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Speech Production ◽  
English Learning ◽  
Early Exposure ◽  
Short Term ◽  
Short Term Exposure ◽  
English Speaking ◽  
The Impact ◽  
English Monolingual

AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.

scholarly journals The effect of short-term study abroad on second language Spanish phonetic development

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Silvina Bongiovanni ◽  
Avizia Y. Long ◽  
Megan Solon ◽  
Erik W. Willis
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Dominican Republic ◽  
Individual Variation ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
English Speaking ◽  
A Minor ◽  
The Impact

AbstractThis study explores the impact of study abroad (SA) on second language Spanish phonetic development. Twenty-seven English-speaking learners of Spanish, 15 who were participating in a 4-week SA program in the Dominican Republic and 12 who were studying at their home (AH) institution, were recorded 5 weeks apart (at the approximate beginning and end of their respective programs). Recordings were analyzed acoustically, and four groups of segments were examined: word-initial /p t k/, intervocalic /b d ɡ/, intervocalic /ɾ/ and /r/, and word-final /l/. Productions at Time 1 and Time 2 as well as between the SA and AH groups were compared. Results suggested a minor benefit of the SA environment for phonetic development of some of the segments but with notable individual variation in both groups.

scholarly journals Second Language Learning and the Clash of Civilizations

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salwa Al harthi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Clash Of Civilizations ◽  
Focus Group Interviews ◽  
Arab Muslim ◽  
English Speaking ◽  
Group Interviews ◽  
The Impact ◽  
The Relationship

This researchinvestigates the relationship amongsecond language learning, identity, culture, and motivation in Saudi Arabia (SA). SA’s education system concentrates on teaching, while identity and social aspects have only been given little attention. The researcher seeks to redress this balance by exploring the impact of pupils’ negative views toward the linguistic communities and of themselves as Muslim pupils. It aims to investigate how negative views toward the English language speaking communities could affect or demotivate Arab Muslim female learners to learn the language. The researcher supports the arguments using a qualitative approach and data drawn from pupils’ focus group interviews and one-to-one teachers’ interviews. The current study involves 132 second-year pupils from a secondary public school in Taif city, in SA and three Saudi English language teachers.The findings indicate the impact of various social factors relevant to the Saudi identity and culture on pupils’ English as a second language (ESL) learning in the Saudi context. Participants’ beliefs and practices of ESL appear to be influenced by certain negative views towardthe English- speaking communities.Finally, the study recommends extending the setting of the sample for future study to include more than one city in order to compare cultural and social attributes that impact ESL, ascultures and identities vary from one area to another in SA.

scholarly journals The Impact of Short-Term Exposure to Air Pollution on the Exhaled Breath of Healthy Adults

Sensors ◽  
2021 ◽  
Vol 21 (7) ◽  
pp. 2518
Author(s):  
Ariana Lammers ◽  
Anne H. Neerincx ◽  
Susanne J. H. Vijverberg ◽  
Cristina Longo ◽  
Nicole A. H. Janssen ◽  
...  
Keyword(s):  
Air Pollution ◽  
Ambient Air ◽  
Healthy Adults ◽  
Partial Least Square ◽  
Exhaled Breath ◽  
Short Term ◽  
Post Exposure ◽  
Short Term Exposure ◽  
Validation Set ◽  
The Impact

Environmental factors, such as air pollution, can affect the composition of exhaled breath, and should be well understood before biomarkers in exhaled breath can be used in clinical practice. Our objective was to investigate whether short-term exposures to air pollution can be detected in the exhaled breath profile of healthy adults. In this study, 20 healthy young adults were exposed 2–4 times to the ambient air near a major airport and two highways. Before and after each 5 h exposure, exhaled breath was analyzed using an electronic nose (eNose) consisting of seven different cross-reactive metal-oxide sensors. The discrimination between pre and post-exposure was investigated with multilevel partial least square discriminant analysis (PLSDA), followed by linear discriminant and receiver operating characteristic (ROC) analysis, for all data (71 visits), and for a training (51 visits) and validation set (20 visits). Using all eNose measurements and the training set, discrimination between pre and post-exposure resulted in an area under the ROC curve of 0.83 (95% CI = 0.76–0.89) and 0.84 (95% CI = 0.75–0.92), whereas it decreased to 0.66 (95% CI = 0.48–0.84) in the validation set. Short-term exposure to high levels of air pollution potentially influences the exhaled breath profiles of healthy adults, however, the effects may be minimal for regular daily exposures.

Regional determinants of arterial endothelial phenotype dominate the impact of gender or short-term exposure to a high-fat diet

2005 ◽  
Vol 332 (1) ◽  
pp. 142-148 ◽  
Author(s):  
Anthony G. Passerini ◽  
Congzhu Shi ◽  
Nadeene M. Francesco ◽  
Peiying Chuan ◽  
Elisabetta Manduchi ◽  
...  
Keyword(s):  
High Fat Diet ◽  
High Fat ◽  
Short Term ◽  
Short Term Exposure ◽  
Endothelial Phenotype ◽  
The Impact

scholarly journals Effect of Short-Term Exposure to Fine Particulate Matter and Temperature on Acute Myocardial Infarction in Korea

2021 ◽  
Vol 18 (9) ◽  
pp. 4822
Author(s):  
Jiyoung Shin ◽  
Jongmin Oh ◽  
In Sook Kang ◽  
Eunhee Ha ◽  
Wook Bum Pyun
Keyword(s):  
Myocardial Infarction ◽  
Acute Myocardial Infarction ◽  
Particulate Matter ◽  
Fine Particulate Matter ◽  
Ambient Air ◽  
Cold Season ◽  
Short Term ◽  
Fine Particulate ◽  
Short Term Exposure ◽  
The Impact

Background/Aim: Previous studies have suggested that the short-term ambient air pollution and temperature are associated with myocardial infarction. In this study, we aimed to conduct a time-series analysis to assess the impact of fine particulate matter (PM2.5) and temperature on acute myocardial infarction (AMI) among adults over 20 years of age in Korea by using the data from the Korean National Health Information Database (KNHID). Methods: The daily data of 192,567 AMI cases in Seoul were collected from the nationwide, population-based KNHID from 2005 to 2014. The monitoring data of ambient PM2.5 from the Seoul Research Institute of Public Health and Environment were also collected. A generalized additive model (GAM) that allowed for a quasi-Poisson distribution was used to analyze the effects of PM2.5 and temperature on the incidence of AMI. Results: The models with PM2.5 lag structures of lag 0 and 2-day averages of lag 0 and 1 (lag 01) showed significant associations with AMI (Relative risk [RR]: 1.011, CI: 1.003–1.020 for lag 0, RR: 1.010, CI: 1.000–1.020 for lag 01) after adjusting the covariates. Stratification analysis conducted in the cold season (October–April) and the warm season (May–September) showed a significant lag 0 effect for AMI cases in the cold season only. Conclusions: In conclusion, acute exposure to PM2.5 was significantly associated with AMI morbidity at lag 0 in Seoul, Korea. This increased risk was also observed at low temperatures.

Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Secondary School ◽  
Language Learning ◽  
Second Language Learning ◽  
Search Strategy ◽  
Research Articles ◽  
English Learning ◽  
Game Based Learning ◽  
English As Second Language

Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals The Impact of Wait Time Instruction and Teaching Experience on Teachers’ Feedback in Moroccan Speaking Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sana SAKALE
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Wait Time ◽  
Teaching Experience ◽  
Historical Background ◽  
Ex Post ◽  
Ex Post Facto ◽  
The Impact

Instruction plays a major role in the development of speaking skills for second language learners. Different approaches and methods have emerged throughout the history of language learning/teaching based on the influence of different theories of language, psychology, and related domains such as psycholinguistics, sociolinguistics, pragmatics and cultural studies. Two major trends in language teaching emerged under the influence of these mentioned language theories, namely, accuracy based versus fluency based approaches. This article gives a historical sketch up to these trends in an attempt to provide a historical background and to empirically bring evidence that wait time instruction and teaching experience can impact classroom feedback in Moroccan classes. Relevant questions related to the role of teachers’ experience in leading different types of feedback, the effect of the number of teaching years as well as the correlation between wait time instruction and the corresponding teaching experience are closely investigated. This article adheres to a mixed design or what has been identified in research methodology as ex-post facto (Cohen, Manion, Morrison, 2007). Therefore, it is both a qualitative and a descriptive one. For the type of instructions used, the results obtained show the insignificance of the impact of experience on this variable. On the other hand, results retained that wait- time instruction in comparison to other items recorded a higher significance of the impact of experience. Therefore, current article brings empirical evidence on how wait- time instruction plays a crucial role in spoken activity for second language learners.

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