New Technologies in Second Language Signed Assessment

2021 ◽  
pp. 417-430
Author(s):  
Sarah Ebling ◽  
Necati Cihan Camgöz ◽  
Richard Bowden
Keyword(s):  
Second Language ◽  
Language Processing ◽  
New Technologies ◽  
Language Recognition ◽  
Spoken Language Processing ◽  
Swiss German ◽  
Signed Language ◽  
State Of Research ◽  
German Sign Language ◽  
Language Technologies

In this chapter, two signed language technologies are introduced: signed language recognition and signed language synthesis/animation. The modality-specific challenges of these technologies are discussed, originating in the multichannel nature of signs and the lack of a standardized writing system. The state of research of each technology is outlined, demonstrating that the existing body of research is considerably smaller than that of the field of automatic spoken language processing. The chapter describes the combination of the two signed language technologies in real-world applications. Most importantly, it explores the potential application of each technology to second language (L2) signed language assessment. Finally, an example of an existing use case is given: the application of signed language recognition to a vocabulary test for adult L2 learners of Swiss German Sign Language.

Discussion on New Technologies in Spoken and Signed Language Assessment

2021 ◽  
pp. 431-436
Author(s):  
Sarah Ebling ◽  
Phuong Nguyen ◽  
Volker Hegelheimer ◽  
Necati Cihan Camgöz ◽  
Richard Bowden
Keyword(s):  
Second Language ◽  
New Technologies ◽  
Language Assessment ◽  
Spoken Language ◽  
Management Systems ◽  
Language Recognition ◽  
Interactional Competence ◽  
Signed Language ◽  
Technological Developments

This chapter discusses the implications of second language (L2) spoken assessment technologies and signed language assessment technologies. Specifically, the authors discuss how signed language recognition technology can be applied for the assessment of interactional competence in L2 spoken language assessment. The chapter outlines assessment management systems and the improvement of signed language recognition and animation technologies as important steps to support L2 signed language assessment. The authors also propose directions for future technological developments in both spoken language and signed language assessment. This chapter is a joint discussion of key items related to the use of new technologies in signed and spoken language assessment that were discussed in Chapters 12.1 and 12.2.

scholarly journals Spoken language processing techniques for sign language recognition and translation

2008 ◽  
Vol 20 (2) ◽  
pp. 121-133 ◽  
Author(s):  
Philippe Dreuw ◽  
Daniel Stein ◽  
Thomas Deselaers ◽  
David Rybach ◽  
Morteza Zahedi ◽  
...  
Keyword(s):  
Sign Language ◽  
Language Processing ◽  
Spoken Language ◽  
Language Recognition ◽  
Sign Language Recognition ◽  
Spoken Language Processing ◽  
Processing Techniques

Multimodal input in second-language speech processing

2020 ◽  
pp. 1-15
Author(s):  
Debra M. Hardison
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Speech Processing ◽  
Spoken Language ◽  
Spoken Language Processing

This timeline provides an update on research since 2009 involving auditory-visual (AV) input in spoken language processing (see Hardison, 2010 for an earlier timeline on this topic). A brief background is presented here as a foundation for the more recent studies of speech as a multimodal phenomenon (e.g., Rosenblum, 2005).

Differential lateralization in first-versus second-language processing: An fMRI study

2001 ◽  
Author(s):  
Thad Polk ◽  
Charles Behensky ◽  
Heather Pond ◽  
Stefan Frisch ◽  
Marilyn Shatz ◽  
...  
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Second Language Processing ◽  
Fmri Study

scholarly journals Predictive processes during simultaneous interpreting from German into English

Interpreting ◽  
2017 ◽  
Vol 19 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Ena Hodzik ◽  
John N. Williams
Keyword(s):  
Language Processing ◽  
English Language ◽  
Native Speakers ◽  
Transitional Probability ◽  
Semantic Cues ◽  
Simultaneous Interpreting ◽  
Spoken Language Processing ◽  
Advanced Students ◽  
Native Speakers Of English ◽  
Predictive Processes

We report a study on prediction in shadowing and simultaneous interpreting (SI), both considered as forms of real-time, ‘online’ spoken language processing. The study comprised two experiments, focusing on: (i) shadowing of German head-final sentences by 20 advanced students of German, all native speakers of English; (ii) SI of the same sentences into English head-initial sentences by 22 advanced students of German, again native English speakers, and also by 11 trainee and practising interpreters. Latency times for input and production of the target verbs were measured. Drawing on studies of prediction in English-language reading production, we examined two cues to prediction in both experiments: contextual constraints (semantic cues in the context) and transitional probability (the statistical likelihood of words occurring together in the language concerned). While context affected prediction during both shadowing and SI, transitional probability appeared to favour prediction during shadowing but not during SI. This suggests that the two cues operate on different levels of language processing in SI.

Second language processing of English past tense morphology: The role of working memory

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Filiz Rızaoğlu ◽  
Ayşe Gürel
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Processing ◽  
Native Speakers ◽  
Negative Relationship ◽  
Masked Priming ◽  
Morphological Processing ◽  
Target Language ◽  
Past Tense ◽  
L2 Learners

AbstractThis study examines, via a masked priming task, the processing of English regular and irregular past tense morphology in proficient second language (L2) learners and native speakers in relation to working memory capacity (WMC), as measured by the Automated Reading Span (ARSPAN) and Operation Span (AOSPAN) tasks. The findings revealed quantitative group differences in the form of slower reaction times (RTs) in the L2-English group. While no correlation was found between the morphological processing patterns and WMC in either group, there was a negative relationship between English and Turkish ARSPAN scores and the speed of word recognition in the L2 group. Overall, comparable decompositional processing patterns found in both groups suggest that, like native speakers, high-proficiency L2 learners are sensitive to the morphological structure of the target language.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

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