INTERACTIVE MULTIMEDIA-BASED MOBILE APPLICATION FOR LEARNING IBAN LANGUAGE

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Ketty Chachil ◽  
Riaza Mohd Rias ◽  
Adeline Engkamat ◽  
Adib Sarkawi
Keyword(s):  
Language Learning ◽  
Mobile Application ◽  
Native Speakers ◽  
Human Life ◽  
Future Research ◽  
World Languages ◽  
Mobile Education ◽  
Other World ◽  
Promising Development ◽  
Learning Language

The emergence of mobile technological devices has brought along new possibilities to all walks of life in various communities. As mobile devices with highest capabilities extend into all areas of human life, they also affected language learning and mobile education. There are many mobile applications created for most of the major languages in the world and lesser amount is available for the far less used languages. Iban language is an example of those languages given far less attention as it is not as practical as other world languages. Iban language has been chosen to be implemented as a multimedia-based mobile application to promote language learning due to its richness in unique culture and language. The application, I-MMAPPS for learning Iban language was designed and developed by adopting conversational method and constructivism learning theory to provide learners a different approach in learning language based on various environments and situations. Since Iban pronunciations are different from any Malaysians local dialects, thus the correct pronunciations are vital to assist the learners. 30 non native speakers were chosen to test the application. The outcomes of this research shown that, most of the respondents were satisfied when they learn Iban language using the application. This application also has a promising development in future research.

Approaches to and Strategies for Language Revitalization

2018 ◽  
pp. 442-465
Author(s):  
Leanne Hinton
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Language Revitalization ◽  
Language Education ◽  
Writing Systems ◽  
Home Schools ◽  
Critical Part ◽  
Endangered Language ◽  
New Speakers ◽  
Learning Language

There are many paths language revitalization can take, but they are not mutually exclusive. A central aspect of language revitalization is the creation of new speakers. One path is for families to learn and transmit the endangered language at home. Schools are major venues for language learning. Language nests and immersion schools have been especially effective. Adult language education has also become a critical part of language revitalization. Universities and “bootstrap” methods such as the Master-Apprentice Program have been able to bring adults to high proficiency. Linguistic archives have been useful for access to language, especially when there are no speakers left. Modernization of the language is also unavoidable, including new vocabulary and the development of writing systems if necessary. Most importantly, language revitalization should involve increased use of the language, by native speakers and learners alike.

scholarly journals Belgian vs. Netherlandic Dutch – Language variety Awareness among Polish Students of Dutch

2017 ◽  
Vol 26 ◽  
pp. 159-179
Author(s):  
Robertus De Louw
Keyword(s):  
The Netherlands ◽  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Human Life ◽  
Point Of View ◽  
Conscious Awareness ◽  
Language Awareness ◽  
Language Variety ◽  
Dutch Language

Language Awareness has been defined as “a person’s sensitivity to and conscious awareness of the nature of language and its role in human life” Donmal 1985: 7, The nature of this definition is too broad Thornbury 1997, allowing for a large number of possible interpretations. Various attempts have been made to narrow down the scope. L. Andrews, for instance, introduced a Language Exploration and Awareness approach to language teaching and learning, stressing, among others, that “students become aware when they have opportunities to explore the distinctions among regional and social varieties” 1998: 6. By extension, this may refer to linguistic varieties as well. Two such varieties of the same language, Dutch, are the ones used in Belgium and the Netherlands Vandekerckhove 2005. This article examines whether Polish students of Dutch are able to distinguish, i.e. are aware of the differences, between the aforementioned varieties of Dutch when used by native speakers. The results are discussed, among others, within the scope of one of the domains of Language Awareness and from the point of view of explicit vs. implicit language learning. Also, some pedagogical implications are provided.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

Weight-Loss Program Assistance System for Obesity Patients Based on Internet of Things (IoT) Technology

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
I Gusti Bagus Astawa ◽  
I Ketut Agung Enriko
Keyword(s):  
Weight Loss ◽  
Internet Of Things ◽  
Mobile Application ◽  
Human Life ◽  
Weight Loss Program ◽  
Internet Technology ◽  
Healthcare Sector ◽  
Home Automation ◽  
Index Terms ◽  
Use Of Internet

These days, the use of Internet technology can be found in almost every sector of human life. One of the advanced Internet technologies is Internet of Things (IoT), that is a technology where devices can communicate via Internet connectivity. It is used in many vital industries like automotive, electricity, home automation, and healthcare. This study aims to implement IoT technology for healthcare sector, i.e. in helping obesity people to pursue their weight-loss program (WLP). The result is a system which consists of a smart weight scale, a mobile application, and food menu recommendation database in order to help obesity people in their WLP program. A trial to some obesity patients is performed to collect data. Index Terms—Internet of things; overweight; weight loss program; food recommendation

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

Language learning through an intersectional lens: Gender, migrant status, and gain in symbolic capital for Syrian refugee women in Turkey

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Susan Beth Rottmann ◽  
Maissam Nimer
Keyword(s):  
Language Learning ◽  
Symbolic Capital ◽  
Social Contexts ◽  
Power Dynamics ◽  
Negotiation Strategies ◽  
Linguistic Resources ◽  
Syrian Refugee ◽  
Perspective Drawing ◽  
Language Classes ◽  
Learning Language

AbstractThis paper sheds light on Syrian refugee women’s negotiation strategies in language learning classrooms and in their broader social contexts from an intersectional perspective. Drawing on in-depth interviews and focus groups complemented by participatory observation in language classes, we use a post-structuralist approach to examine gendered language socialization. Our research combines an intersectional framework and a Bourdieusian perspective on symbolic capital to show how women perform gender and negotiate their roles in classrooms, within families and vis-à-vis the host society. The findings demonstrate that being a woman and a migrant presents particular challenges in learning language. At the same time, learning language allows for the re-negotiation of gender relations and power dynamics. We find that gender structures women’s access to linguistic resources and interactional opportunities as they perform language under social pressure to conform to prescribed roles as mothers, wives and virtuous, and shy women. Yet, these roles are not static: gender roles are also reconstituted in the process of language learning and gaining symbolic capital.

scholarly journals Sonority projection effect in French: A signal detection theory approach

2021 ◽  
pp. 1-12
Author(s):  
Anahita Basirat ◽  
Cédric Patin ◽  
Jérémie Jozefowiez
Keyword(s):  
Signal Detection ◽  
Signal Detection Theory ◽  
Computational Models ◽  
Native Speakers ◽  
Detection Theory ◽  
Future Research ◽  
Theory Approach ◽  
Point Scale ◽  
Projection Effect ◽  
Measure Sensitivity

Abstract Focusing on the Sonority Sequencing Principle (SSP), we investigated the extent to which adult native speakers of French are sensitive to sonority-related constraints compared to lexical attestedness. In a non-word acceptability task, participants were asked to rate the acceptability of three types of non-words using a 6-point scale: non-words with attested sonority rising onset, non-words with unattested sonority rising onset, and non-words with unattested sonority falling onset. Data analysis was done using the signal detection theory approach to measure sensitivity of participants to lexical attestedness and to phonological well-formedness (i.e., respecting or violating the SSP). The results showed that speakers distinguished well-formed and ill-formed forms even when lexical attestedness was controlled for. This is consistent with previous findings on sonority projection effects. Participants were more sensitive to lexical attestedness than phonological well-formedness. Future research using computational models should investigate mechanisms that could account for these findings, namely whether a similar result would be obtained without including any assumption about the SSP in these models.

scholarly journals Infrastructural nature

2021 ◽  
pp. 030913252199391
Author(s):  
Sara H Nelson ◽  
Patrick Bigger
Keyword(s):  
Political Economy ◽  
Ecosystem Services ◽  
Strategic Management ◽  
Ecosystem Management ◽  
Human Life ◽  
Ecosystem Functions ◽  
Future Research ◽  
The Political ◽  
Conservation Science ◽  
Conservation Investment

The assertion that ‘ecosystems are infrastructure’ is now common in conservation science and ecosystem management. This article interrogates this infrastructural ontology, which we argue underpins diverse practices of conservation investment and ecosystem management focused on the strategic management of ecosystem functions to sustain and secure human life. We trace the genealogies and geographies of infrastructural nature as an ontology and paradigm of investment that coexists (sometimes in tension) with extractivist commodity regimes. We draw links between literatures on the political economy of ecosystem services and infrastructure and highlight three themes that hold promise for future research: labor, territory, and finance.

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