scholarly journals Development of a method for assessment of dysarthria in a foreign language: a pilot study

2019 ◽  
Vol 45 (1) ◽  
pp. 39-48
Author(s):  
Ann-Kristin Näsström ◽  
Ellika Schalling
Keyword(s):  
Pilot Study ◽  
Foreign Language

scholarly journals WYMOGI WSPÓŁCZESNEGO RYNKU PRACY W ODNIESIENIU DO KOMPETENCJI ABSOLWENTÓW KIERUNKÓW HUMANISTYCZNYCH

Neofilolog ◽  
2019 ◽  
pp. 43-57
Author(s):  
Magdalena Dańko ◽  
Ewa Wieszczeczyńska
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
New Technologies ◽  
Foreign Languages ◽  
General Knowledge ◽  
Knowledge And Skills ◽  
Language Knowledge ◽  
Specialized Language ◽  
Personal Competencies ◽  
Lower Silesia

This paper presents the results of a pilot study conducted in 60 selected companies located in Wrocław and Lower Silesia. The main objective of the study was to get information about prospective employers’ expectations of graduates of humanities with foreign language knowledge and skills, should those companies decide to employ them. It was found that according to employers social and personal competencies are as important as skills in using specialized language and new technologies. Preferred are graduates who are fluent in two foreign languages (English and German) and who have extensive general knowledge.

scholarly journals Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

2015 ◽  
Vol 3 (1) ◽  
pp. 85-92
Author(s):  
Alastair Graham-Marr
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
English Education ◽  
Literature Circles ◽  
Student Understanding ◽  
Target Language ◽  
Classroom Activity ◽  
Language Classroom ◽  
Second Year ◽  
Schematic Knowledge

Abstract Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.

ENGLISH AS A FOREIGN LANGUAGE READING FLUENCY ANALYSIS: A PILOT STUDY

2016 ◽  
Vol 2 (4) ◽  
pp. 70 ◽  
Author(s):  
Harison M. Sidek ◽  
Hazleena Baharun ◽  
Noor Saazai Mat Saad ◽  
Mohd Muzhafar Idrus
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
Reading Fluency ◽  
Foreign Language Reading

scholarly journals Using Awareness Raising in Syntactic and Semantic Errors to Foster Translation Performance among Majmaah University EFL Students

2019 ◽  
Author(s):  
Eman Abdel-Reheem Amin
Keyword(s):  
College Students ◽  
Pilot Study ◽  
Foreign Language ◽  
Systematic Analysis ◽  
Efl Students ◽  
Awareness Raising ◽  
Spss Software ◽  
Semantic Errors ◽  
Efl College Students ◽  
The Given

The present study aimed at developing English as a foreign language (EFL) college students’ translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students’ level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students’ awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students’ translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.

scholarly journals perception of the glottal fricative /h/ in onset position by Brazilian learners of English as a foreign language

2018 ◽  
Vol 3 (2) ◽  
pp. 48-71
Author(s):  
Karine Pinto Manfé ◽  
Paola Gabriella Biehl ◽  
Sidnei Werner Woelfer ◽  
Rosane Silveira
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
Brazilian Portuguese ◽  
Production Task ◽  
Positive Correlation ◽  
Perception Task

In this study, we departed from the assumption that Brazilian Portuguese (BP) speakers of English have the tendency to mispronounce the English retroflex /?/ as the glottal fricative /h/. With the use of a Picture Elicitation L1 Production Task, a Background Questionnaire and an L2 Transcription Perception Task, the following was investigated: (1) Participants’ L1 rhotic production variations in onset position, and possible Cross Linguistic Influence of these productions in their perception of the English glottal fricative /h/; and (2) Participants’ experience with the TL and its correlation with their perception of the English glottal fricative /h/. 13 learners participated in the pilot study and 15 in the experiment. All of them were BP learners of English in different learning levels, with ages ranging from 26 to 42 years old. The data obtained revealed that all of them produced L1 rhotics as glottal fricatives, and more than 70% of them transcribed the words beginning with <h> using <r>. Moreover, results showed that there is a positive correlation between experience with the L2 and correct perception of TL glottal fricative as a rhotic in onset position.

scholarly journals A jeśli uczeń wie więcej – trudna interakcja na zajęciach z języka specjalistycznego

Neofilolog ◽  
2017 ◽  
pp. 207-216
Author(s):  
Joanna Kic-Drgas
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
Language For Specific Purposes ◽  
Specialist Knowledge

Interaction between the learner and teacher in the context of Foreign Language for Specific Purposes (FLSP) is characteristic in that often the learner has greater specialist knowledge than the teacher for reasons of experience, or because they work professionally in the field. The purpose of this article is to define the factors impacting on this relationship and analyze possible difficulties for the teacher. The empirical part describes a pilot study with the aim of analyzing responses from eight FLSP teachers.

scholarly journals Individual Multilingualism of Students and Their Commitment to Learning German: A Pilot Study of the Faculty of Philology at Vilnius University

Verbum ◽  
2021 ◽  
Vol 12 ◽  
pp. 3
Author(s):  
Diana Babušytė ◽  
Justina Daunorienė
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
Learning Strategies ◽  
Mother Tongue ◽  
Qualitative Content Analysis ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Metacognitive Skills ◽  
Positive Effects ◽  
Vilnius University

The importance of promoting individual multilingualism is repeatedly emphasised worldwide in didactic, sociolinguistic and psycholinguistic studies. The prior knowledge of the learners and the networking of languages is pointed out in the Common European Framework of Reference for Languages. For this reason, the principles and methods of multilingual didactics play an important role in foreign language teaching due to their positive effects. Therefore, the question is increasingly being addressed how individual differences and progress of the learners regarding their linguistic backgrounds can be taken into account in language teaching.This article examines the question of whether and how Lithuanian university students see their multilingual repertoire as a resource for learning German. For this purpose, a survey was carried out among the Philology students of Vilnius University who study German as an optional course. The aim of this pilot study was to find out whether the students' previous knowledge of other languages helps them to learn German, or whether they see the influences of their mother tongue and other foreign languages as an obstacle that affects them negatively. The data obtained from the questionnaire presents the students' attitudes towards multilingualism, their multilingual skills and language awareness, as well as their language-related experience in acquiring German as a foreign language. The respondents' answers were processed using the method of the qualitative content analysis with a deductive-inductive approach. The results of the survey show that the majority of the students encountered the methods of multilingual didactics and see the multilingual competence as an important advantage for learning other foreign languages. Despite the language interference, the benefits of language skills outweigh the learning process. The students give examples based on their experience of how they use other languages for learning German and show well-developed metalinguistic awareness (e.g. language comparisons) and metacognitive skills (e.g. learning strategies).It is planned to continue this study by interviewing students from other faculties of Vilnius University (Medicine, Law, etc.) comparing their multilingual skills and metalinguistic awareness with the Philology students.

Translanguaging pedagogy in multilingual early childhood classes

2017 ◽  
Vol 3 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Katja N. Andersen
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Early Childhood Education ◽  
Foreign Language ◽  
Literacy Practices ◽  
Body Language ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
Multiple Resources ◽  
Very Young Children

Abstract This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among children aged 2 to 6 in Luxembourgish early childhood programs clarifies forms of translanguaging when instruction is accompanied by pictures and reading in German. The findings suggest that gesture and body language are part of translanguaging, providing multiple resources that enable the young multilingual learner to make meaning.

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