Biology, learning, and evolution of vocality: Biosemiotics of birdsong

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Alessandra Anastasi
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Bird Species ◽  
Vocal Learning ◽  
Comparative Perspective ◽  
Vocal Production ◽  
Verbal Language ◽  
Animal Vocalizations ◽  
Biology Learning ◽  
Natural Precursor

AbstractBirdsongs are acoustic signs that evince parallels to the symbols of verbal language. Learning is the semiotic feature that makes a birdsong more similar to typical symbolic signs than a birdcall. In contrast to calls, most birdsongs have to be learned. The aim of this paper is to emphasize that the similarities between birdsong and verbal language can be addressed by following a biological standpoint, given the shared mechanisms underlying vocal learning in birds and humans, to take a comparative perspective on the biology and evolution of these species. The reason for language’s appearance in the evolutionary scene could be explained as the chance to remain grounded in communication skills that existed in other animals. Even if the referential power of animal vocalizations is far from that of our words, both objectively and mentally, the comparative data mentioned here allows us to support the idea that the vocal production of some bird species and others animals can be considered a natural precursor of language.

scholarly journals Phylogenetic signal in the vocalizations of vocal learning and vocal non-learning birds

2021 ◽  
Vol 376 (1836) ◽  
pp. 20200241
Author(s):  
Jozsef Arato ◽  
W. Tecumseh Fitch
Keyword(s):  
Phylogenetic Trees ◽  
Phylogenetic Signal ◽  
Bird Species ◽  
Vocal Learning ◽  
Genetic Distances ◽  
Distance Measures ◽  
Bird Songs ◽  
Stratified Sample ◽  
Animal Vocalizations ◽  
Taxonomic Range

Some animal vocalizations develop reliably in the absence of relevant experience, but an intriguing subset of animal vocalizations is learned: they require acoustic models during ontogeny in order to develop, and the learner's vocal output reflects those models. To what extent do such learned vocalizations reflect phylogeny? We compared the degree to which phylogenetic signal is present in vocal signals from a wide taxonomic range of birds, including both vocal learners (songbirds) and vocal non-learners. We used publically available molecular phylogenies and developed methods to analyse spectral and temporal features in a carefully curated collection of high-quality recordings of bird songs and bird calls, to yield acoustic distance measures. Our methods were initially developed using pairs of closely related North American and European bird species, and then applied to a non-overlapping random stratified sample of European birds. We found strong similarity in acoustic and genetic distances, which manifested itself as a significant phylogenetic signal, in both samples. In songbirds, both learned song and (mostly) unlearned calls allowed reconstruction of phylogenetic trees nearly isomorphic to the phylogenetic trees derived from genetic analysis. We conclude that phylogeny and inheritance constrain vocal structure to a surprising degree, even in learned birdsong. This article is part of the theme issue ‘Vocal learning in animals and humans’.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

PETAH as Malay Language Learning Tools to Improve Communication Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Noor Azam Abdul Rahman ◽  
Noraziah Mohd Amin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Quantitative Research ◽  
Language Skills ◽  
Learning Tools ◽  
Learning Tool ◽  
Mean Values ◽  
Learning Aids ◽  
Foreign Speakers ◽  
Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages ​​other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ​​ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

scholarly journals First additional language teaching in the foundation phase of schools in disadvantaged areas

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Ellen Lenyai
Keyword(s):  
Language Learning ◽  
South African ◽  
Communication Skills ◽  
Second Language Learning ◽  
Training Programme ◽  
Target Language ◽  
Policy Makers ◽  
Literacy Training ◽  
English Literacy ◽  
Language For Learning

Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.

A Constructivist Approach to Game-Based Language Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 19-40 ◽  
Author(s):  
James York ◽  
Jonathan William deHaan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Qualitative Data ◽  
Experimental Methodology ◽  
Constructivist Approach ◽  
Action Research Project ◽  
Communicative Skills ◽  
Japanese University ◽  
Board Games ◽  
Second Year

This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first and second year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.

scholarly journals Importance and Problems of Oral Teaching in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
LI SHUTING
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communication Skills ◽  
Language Teaching ◽  
Expression Patterns ◽  
Oral Communication ◽  
Primary Stage ◽  
English Classes ◽  
Teaching Chinese ◽  
Oral Teaching

This study reviews the importance of oral teaching in teaching Chinese as a foreign language. The oral teaching of the primary stage of Chinese as a foreign language has different characteristics and properties from other languages and other stages of learning in terms of the nature of the subject and the stage of learning. The main goal of oral teaching is to improve students’ oral communication skills. The training of second language teaching skills is generally divided into listening, speaking, reading, writing and translation. The purpose of language teaching is to cultivate students’ ability to communicate in the language they have learned. This study introduces the problems that should be paid attention to in the primary stage of oral teaching, which is helpful in teaching oral Chinese as a foreign language. Teaching Chinese as a foreign language should take the cultivation of learners’ language communication skills as the main goal, which has become a consensus among people. Among the many courses of Chinese as a foreign language, oral course can be regarded as the most flexible and directly related to the actual communicative ability of the training language. Speaking class provides students with speaking opportunities, such that students can master spoken words, spoken grammar and spoken expression patterns; fully mobilise the language information accumulated in the brain memory bank for communication; and move up from language learning as soon as possible The ‘plateau area’ in China is a problem that teachers of oral English classes need to explore. This study aims to improve the effect of oral Chinese teaching in the primary stage of teaching as a foreign language and achieve the expected teaching goals. This study also discusses this issue from the principles of specific teaching implementation.

scholarly journals استراتيجيات تعليم مهارة الاتصال الشفوي باللغة العربية لغير الناطقين بها: تجارب شخصية / The teaching strategies of oral communication skills in Arabic for non-native Arabic speakers: Personal experience

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ismail Hasanein Ahmed Mohammad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Arabic Speakers ◽  
The Individual

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة. على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة. الكلمات المفتاحية: إحجام الطلبة - التخصص – اللغة الثانية- الاتصال الشفوي - الاستراتيجيات. Abstract: The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used  had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements.    Key Words: Motivating student – Major – Second language – Oral communication – strategies.   Abstrak: Pertuturan lisan ialah satu cara berkesan dalam mengembang idea seseorang itu untuk menjelaskan maksud kepada pihak kedua tanpa kesamaran. Memandangkan pertuturan lisan adalah satu aspek fokus bahasa yang dipelajari, pembeljaran dan pengajarannya memerlukan beberapa strategi untuk mencapai tujuan pembelajaran bahasa. Tumpuan kertas ini ialah terhadap permasalahan komunikasi yang dialami oleh pelajar bukan Arab walaupun mereka adalah pelajar pengkhususan Bahasa Arab sebagai bahasa kedua. Perbincangan tertumpuuntuk mencari sebab kelemahan pertuturan komunikasi lisan para pelajar dalam bahasa Arab dan beberapa strategi yang digunakan oleh penulis dalam mengajar kemahiran pertuturan lisan bahasa Arab untuk pelajar Sarjana Muda Bahasa Arab Pendidikan daripada lebih lima tahun pengalaman beliau di Universiti Islam Antarabangsa Malaysia. Startegi tersebut dilihat dapat memberi kesan dalam memecah kebuntuan sikap malu para pelajar bertutur dalam bahasa Arab dan meningkatkan penguasaan mereka dalam pelbagai bidang. Di antara strategi ini ialah: penggunaan multi-media, soal jawab, rasa kagum apabila diperlihatkan gambar yang pelik dan menarik menjadikanpelajar ingin menyatakan pendapat mereka secara lisan. Strategi lain juga termasuk: pergerakan, penampilan, simulasi dan pelbagai strategi yang menggalakkan pelajar bertutur serta sikap saling membantu dan interaksi di antara pensyarah dan pelajar. Kertas ini menggunakan metod deskriptif.   Kata kunci: Menggalakkan pelajar – pengkhususan – bahasa kedua – petuturan lisan – strategi.

Rules of amino acid convergence: Not how many, but who in avian vocal learning clades

2020 ◽  
Author(s):  
Chul Lee ◽  
Seoae Cho ◽  
Kyu-Won Kim ◽  
DongAhn Yoo ◽  
Jae Yong Han ◽  
...  
Keyword(s):  
Amino Acid ◽  
Bird Species ◽  
Vocal Learning ◽  
Complex Trait ◽  
Single Amino Acid ◽  
Recent Common Ancestor ◽  
Most Recent Common Ancestor ◽  
Camp Signaling Pathway ◽  
Branch Lengths ◽  
Adjacent Brain

Abstract Single amino acid variants (SAVs) may provide clues to understanding evolution of traits. A complex trait that has evolved convergently among species is vocal learning, the rare ability to imitate sounds heard and an important component of spoken-language. Here we assessed whether convergent vocal learning bird species have convergent SAVs (CSAVs) that could be associated with their specialized trait. We analyzed avian genomes and identified CSAVs in vocal learners, but also in most species combinations tested. The number of CSAVs among species was proportional to the product of the most recent common ancestor (MRCA; origin) branch lengths of the species in question, and vocal learning birds did not exceed the overall proportion in most test. However, genes with identical CSAVs (iCSAVs) in vocal learning species were uniquely enriched in ‘learning’ functions, and a subset of iCSAV genes were under positive selection and had enriched specialized regulation in vocal learning and their adjacent brain subdivisions. Several top candidate genes converge on the cAMP signaling pathway, including DRD1B and PRKAR2B. Our findings suggest a complex mechanism of amino acid convergences and specialized gene regulation upon which selection acts for specialized convergent traits.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Birdsong and Sound Transmission: The Benefits of Reverberations

The Condor ◽  
2002 ◽  
Vol 104 (3) ◽  
pp. 564-573 ◽  
Author(s):  
Hans Slabbekoorn ◽  
Jacintha Ellers ◽  
Thomas B. Smith
Keyword(s):  
Bird Species ◽  
Sound Transmission ◽  
Acoustic Properties ◽  
Signal Design ◽  
Signal Attenuation ◽  
Long Distance ◽  
Animal Vocalizations ◽  
Distance Communication ◽  
The Relationship ◽  
Insight Into

Abstract Animal vocalizations used for long-distance communication are shaped by acoustic properties of the environment. Studies of the relationship between signal design and sound transmission typically focus on habitat-induced limitations due to signal attenuation and degradation. However, signal design may not entirely be explained by habitat limitations, but rather by beneficial consequences of reverberations. Narrow-frequency bandwidth notes (NFB notes) are pure notes that change little in frequency, and are typical for many bird species living in dense tropical forests. In contrast to frequency-modulated notes, we show that reverberations lead to a longer and louder signal after transmission for NFB notes. Furthermore, playback experiments to territorial males of an African passerine indicated that longer notes led to a stronger behavioral response. These results suggest that reverberations may benefit signal efficiency depending on the signal design, and add new insight into the selection pressures imposed on acoustic signals by the environment. Canto de Aves y Transmisión de Sonido: Beneficios de las Reverberaciones Resumen. Las vocalizaciones utilizadas por animales para la comunicación a larga distancia están condicionadas por las propiedades acústicas del entorno. Los estudios sobre la relación entre el diseño de las señales y la transmisión del sonido suelen centrarse en los límites impuestos por el hábitat debido a la atenuación y degradación de la señal. Sin embargo, es posible que el diseño de la señal no esté regido exclusivamente por las limitaciones del habitat, sino por las consecuencias beneficiosas de las reverberaciones. Las notas de frecuencia de banda estrecha (notas NFB) son notas puras que cambian poco de frecuencia y son típicas de varias especies que habitan bosques tropicales densos. Al contrario que en las notas de frecuencia modulada, mostramos que las reverberaciones alargan y aumentan la señal de las notas NFB. Asimismo, experimentos de playback con machos territoriales de un paseriforme africano indican que las notas más largas provocan una mayor respuesta. Estos resultados sugieren que las reverberaciones pueden mejorar la eficiencia de la señal, dependiendo del diseño de la misma, y añaden un nuevo componente a nuestro conocimiento sobre las presiones selectivas impuestas por el entorno sobre las señales acústicas.

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