scholarly journals Phonological Factors Affecting L1 Phonetic Realization of Proficient Polish Users of English

2015 ◽  
Vol 13 (2) ◽  
pp. 180-197 ◽  
Author(s):  
Geoffrey Schwartz ◽  
Anna Balas ◽  
Arkadiusz Rojczyk
Keyword(s):  
Individual Performance ◽  
Code Switching ◽  
Production Task ◽  
Factors Affecting ◽  
Phonetic Code ◽  
Switching Task ◽  
Phonetic Realization

Acoustic phonetic studies examine the L1 of Polish speakers with professional level proficiency in English. The studies include two tasks, a production task carried out entirely in Polish and a phonetic code-switching task in which speakers insert target Polish words or phrases into an English carrier. Additionally, two phonetic parameters are studied: the oft-investigated VOT, as well as glottalization vs. sandhi linking of wordinitial vowels. In monolingual Polish mode, L2 interference was observed for the VOT parameter, but not for sandhi linking. It is suggested that this discrepancy may be related to the differing phonological status of the two phonetic parameters. In the code-switching tasks, VOTs were on the whole more English-like than in monolingual mode, but this appeared to be a matter of individual performance. An increase in the rate of sandhi linking in the code-switches, except for the case of one speaker, appeared to be a function of accelerated production of L1 target items.

scholarly journals The Factors Affecting the Sociolinguistic and Strategic Competencies in English among Teachers in Higher Education Teachers in Lipa City

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Allan D. Tipan
Keyword(s):  
Higher Education ◽  
Demographic Characteristics ◽  
Code Switching ◽  
General Sense ◽  
Factors Affecting ◽  
School Year ◽  
Points Of View ◽  
Effective Use ◽  
Language Competencies ◽  
The Relationship

The study attempted to describe the factors affecting the sociolinguistic andstrategic competencies in English among teachers in Higher Education Institutionsin Lipa City and determine the relationship between the demographic characteristicsand their assessments. The study was done during the school year 2010-2011. ThreeHigher Education Institutions in Lipa City were selected as the research locale. Totalenumeration was used as sampling for the study. Both quantitative and qualitativeresearch methods were employed. The respondents agreed that the factors of contextof acquisition, accommodating speech norms and code switching, degree of contactwith second language users and level of confidence affect their sociolinguisticcompetence. Likewise, they also agreed that the factors of questioning skills and useof non-verbal communication affect their strategic competencies. Variations in termsof the relationships of different demographic characteristics and their sociolinguisticand strategic competencies were also established. A general sense, the teachers’diverse characteristics generated different points of view on how the factors affecttheir competencies. This led to the conclusion that they are the ones responsible why the factors influence their competencies. They should be the ones responsible for affecting culture and not culture to affect their language competencies. It is of greatimportance that teachers should take the initiative to study and systematically use thecompetencies which they can work on. HEI administrators should offer professionaldevelopment seminars as these are necessary for the effective use of the teachers’competencies.Keywords: competency, sociolinguistic competence, strategic competency,context of acquisition, code switching, confidence questioning skills, non-verbalcommunication

Referent Cognitions and Budgetary Fairness: A Research Note

2001 ◽  
Vol 13 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Theresa Libby
Keyword(s):  
Individual Performance ◽  
Research Note ◽  
Incentive Contract ◽  
Production Task ◽  
Process Mean ◽  
Contract Performance ◽  
Stretch Targets ◽  
Referent Cognitions ◽  
Budgeting Process

This study examines the effects of fairness in budgeting on individual performance in a nonparticipative budgeting setting. An experiment was conducted in which subjects performed a production task and were compensated under a budget-based incentive contract. Performance was lowest when an unfair budget target was assigned using an unfair budgeting process. When the budget target assigned was fair, the fairness or unfairness of the budgeting process had no effect on performance. When an unfair budget target was determined using a fair budgeting process, mean performance was not significantly different from mean performance of the subjects assigned fair budget targets. Implications of this result in assigning stretch targets are discussed.

scholarly journals Inter-language interference in VOT production by L2-dominant bilinguals: Asymmetries in phonetic code-switching

2011 ◽  
Vol 39 (4) ◽  
pp. 558-570 ◽  
Author(s):  
Mark Antoniou ◽  
Catherine T. Best ◽  
Michael D. Tyler ◽  
Christian Kroos
Keyword(s):  
Code Switching ◽  
Phonetic Code

scholarly journals Code Switching by Female Students of Islamic School in Daily Communication: Modern Islamic Boarding School

2019 ◽  
Author(s):  
Eka Susylowati ◽  
Sumarlam ◽  
Wakit Abdullah ◽  
Sri Marmanto
Keyword(s):  
Boarding School ◽  
Daily Basis ◽  
Female Students ◽  
Code Switching ◽  
Verbal Interaction ◽  
School Students ◽  
Islamic School ◽  
Factors Affecting ◽  
Dominant Pattern ◽  
Switching Patterns

The multi-ethnic and multi-lingual society of Islamic boarding school students (santri) involves the occurrence of code switching. This research aims to reveal the code switching patterns by female students in daily communication in Islamic school Al-Mukmin Ngruki Islamic Boarding School and Assalaam Islamic Modern Boarding School in Indonesia, and the factors affecting the occurrence of code switching in daily basis communication in Islamic boarding school. The data are derived from the verbal interaction among the female students in Islamic school. Meanwhile, the data are populated by using the techniques of observation, recording, and interview. Further, they are analysed by the use of Hymes, (1996) ethnography method of communication. The result of this study shows that the code switching patterns includes Intersentensial switching, Intrasentensial switching, and Tag switching. However, the dominant pattern of code switching used by female students is Intersentensial switching. It is occupied in order to clarify the sender messages. In the domain of friendship, there are switches on the language of Indonesian, English, Arabic, Javanese, Sundanese, and Malay. The cause of the code switching relates to closeness between the speakers and the partners, prestige, popular terms. Also, it intends to convey the purposes and intentions of the speakers such as confirming information and maintaining cultures.

scholarly journals Code Switching In EFL Students’ Proposal Seminar Presentation

2021 ◽  
Vol 1 (2) ◽  
pp. 68-76
Author(s):  
Al Inayah Alfathia Amamah ◽  
Suleman Bouti ◽  
Fahria Malabar
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
First Language ◽  
Code Switching ◽  
Research Proposal ◽  
Factors Affecting ◽  
The Real ◽  
Interview Technique ◽  
Efl Students ◽  
Speech Content

In academic situations, especially in proposal seminar presentations, code switching is generally used by the presenter and the audience also by all elements in the presentation for the different activities and different purposes. It gives a chance to them to communicate with each other by using their first language and foreign language. This qualitative study aims to explain the types of code-switching and the factors causing the students to use code-switching in their proposal seminar presentations. The subjects were four EFL students who were presenting their research proposal. An observation technique was used to retrieve the main data, which is the students’ proposal seminar presentation. Moreover, this study employed an interview technique to obtain the supporting data about factors affecting the students in utilizing code-switching. The theory about types and factors of code-switching was used in this research to analyze the data. The results find four types of code-switching. Those four types are Intra-sentential switching, inter-sentential switching, establishing continuity switches, and tag switching. The result also shows that several factors affect students using code-switching, such as the real lexical need, quoting somebody else, interjection or inserting sentence fillers or sentence connectors, being emphatetic about something clarifying the speech content for the interlocutor. Based on the finding, all types of code-switching are found in this research, and there are only six out of ten factors found in this research.

Structural Factors Affecting the Assignment of Word Stress in German

2012 ◽  
Vol 24 (1) ◽  
pp. 53-94 ◽  
Author(s):  
Timo B. Röttger ◽  
Ulrike Domahs ◽  
Marion Grande ◽  
Frank Domahs
Keyword(s):  
Strong Predictor ◽  
Structural Factors ◽  
Production Task ◽  
Factors Affecting ◽  
Stress Assignment ◽  
Word Stress ◽  
Main Stress ◽  
Orthographic Coding ◽  
Final Syllable ◽  
Shed Light

This paper aims to shed light on regularities underlying German stress assignment. The results of a pseudoword production task suggest that rhyme complexity of the final syllable is a strong predictor of main stress position in German. We also found that antepenult rhyme complexity and orthographic rhyme structure have significant effect on stress assignment. In general, the effects seem to be probabilistic rather than categorical. Our results suggest that phonological theories of German word stress need to allow for multiple probabilistic factors, including syllabic structure of all stressable syllables and orthographic coding.*

scholarly journals Embedded English verbs in Arabic-English code-switching in Egypt

2020 ◽  
pp. 136700692097690
Author(s):  
Małgorzata Kniaź ◽  
Magdalena Zawrotna
Keyword(s):  
Morphological Integration ◽  
Code Switching ◽  
Speech Community ◽  
American University ◽  
Factors Affecting ◽  
Linguistic Convention ◽  
The Matrix ◽  
Arabic And English ◽  
Recurrent Patterns ◽  
English Verb

Aims: This study provides new insights into Arabic-English code-switching with particular reference to verb insertion. It aims to identify (1) patterns of English verb insertion into Arabic; (2) factors affecting them. We offer an alternative to previous studies’ conclusions regarding a supposed lack of English verbs integrated morphologically into Arabic, which is claimed to result from incongruence between Arabic and English verb systems. Methodology: We employ the Matrix Language Frame (MLF) model and the 4-M model. Data and analysis: The data comprise 14,414 clauses obtained from interviews with students at the American University in Cairo. Data were analyzed quantitatively. Findings: Most (80.17%) of inserted verbs were inflected with Arabic tense, gender, and number prefixes showing morphological integration into Arabic. We distinguished four recurrent patterns in verb insertion: (1) complete morphological integration in the present tense; (2) incomplete assimilation of forms requiring the use of the plural suffix -u; (3) lack of morphological integration in the past tense; and (4) lack of suffixation of Arabic clitics to English verbs. Originality: This is the first study focusing on verb insertion in Arabic-English code-switching based on empirical data collected in Egypt. It offers different findings on verb patterns and their explanation compared with other quantitative studies based on the MLF model. We propose to look beyond incongruence between Arabic and English as a factor determining verb patterns to include linguistic convention. Thus, we hypothesize that verb insertion might be controlled by linguistic norms accepted and perpetuated in a given speech community. Significance: Contrary to previous claims, our results show that patterns of verb insertion in Arabic-English code-switching are consistent with the MLF model. Hence, the study contributes evidence for the MLF model and its explanatory value.

Performance Feedback Type and Employees' Subsequent Willingness to Help Other Employees

2018 ◽  
Vol 31 (3) ◽  
pp. 25-39 ◽  
Author(s):  
Paul W. Black ◽  
Andrew H. Newman ◽  
Bryan R. Stikeleather ◽  
Nathan J. Waddoups
Keyword(s):  
Performance Feedback ◽  
Helping Behavior ◽  
Individual Performance ◽  
Data Availability ◽  
Production Task ◽  
Feedback Systems ◽  
Feedback Type ◽  
Management Accountants ◽  
Individual Feedback ◽  
Willingness To Help

ABSTRACT We investigate whether the type of performance feedback (individual versus relative) firms provide employees on one task alters employees' willingness to help other employees on a subsequent, unrelated task. Consistent with prior research, results from our experiment show that employees perform better on a production task when they receive relative performance feedback as opposed to individual performance feedback about the task. However, we document that the valence of RPI feedback appears to moderate the effect of RPI on subsequent helping behavior. Specifically, those who receive RPI feedback indicating that they performed (better) worse than another participant exhibit (lower) higher levels of helping behavior relative to those who receive only individual feedback. Our results highlight the complex tradeoffs confronting managers and management accountants when designing performance feedback systems and the need for them to consider employees' tasks holistically rather than in isolation when deciding what type of performance feedback to provide. JEL Classifications: C71; M41; J31. Data Availability: Available upon request.

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