scholarly journals Children’s Third-Party Understanding of Communicative Interactions in a Foreign Language

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Narges Afshordi ◽  
Kathleen R. Sullivan ◽  
Lori Markson
Keyword(s):  
Foreign Language ◽  
Language Choice ◽  
Third Party ◽  
Significant Development ◽  
Successful Communication ◽  
Shared Language ◽  
English Speaking ◽  
Spanish Speaker ◽  
Communicative Context

Two studies explored young children’s understanding of the role of shared language in communication by investigating how monolingual English-speaking children interact with an English speaker, a Spanish speaker, and a bilingual experimenter who spoke both English and Spanish. When the bilingual experimenter spoke in Spanish or English to request objects, four-year-old children, but not three-year-olds, used her language choice to determine whom she addressed (e.g. requests in Spanish were directed to the Spanish speaker). Importantly, children used this cue – language choice – only in a communicative context. The findings suggest that by four years, monolingual children recognize that speaking the same language enables successful communication, even when that language is unfamiliar to them. Three-year-old children’s failure to make this distinction suggests that this capacity likely undergoes significant development in early childhood, although other capacities might also be at play.

scholarly journals INTENT-BASED MORALITY IN THIRD-PARTY INTERACTIONS: EVIDENCE FROM COLOMBIAN AND SPANISH CHILDREN

2021 ◽  
Author(s):  
Rhea Luana Arini ◽  
Juliana Bocarejo Aljure ◽  
Nereida Bueno ◽  
Clara Bayón González ◽  
Estrella Fernández Alba ◽  
...  
Keyword(s):  
Third Party ◽  
Developmental Studies ◽  
Moral Domain ◽  
English Speaking ◽  
Moral Domains ◽  
Collectivistic Cultures ◽  
Age Range

Most developmental studies of the role of outcomes and intentions in third-party moral evaluations sampled children from English-speaking countries and focused on harm and property transgressions. We tested instead 5- to 11-year-old children from Colombia and Spain (N = 123) employing moral scenarios involving disloyalty and unfairness. We found that the outcome-to-intent shift in judgements of transgression severity was moral domain-dependent in Colombian but not Spanish children. More specifically, by age 5 Spanish children judged failed intentional transgressions more severely than accidental transgressions regarding both disloyalty and unfairness. In comparison, Colombian children judged failed intentional transgressions more severely than accidental transgressions in the case of disloyalty but not unfairness. This suggests that it may be adaptive for children to develop sensitivity to intentionality earlier within the moral domain their own culture is more concerned about (e.g., loyalty in collectivistic cultures). Regarding punishment severity, we observed an outcome-to-intent shift in Spanish but not Colombian children. In other words, while Colombian children punished failed intentional transgressions and accidental transgressions equally for the whole age range, Spanish children began to punish failed intentional transgressions of both moral domains more severely than accidental transgressions around 8 years of age. Finally, neither Colombian nor Spanish children enjoyed engaging in punishment. Colombian children even anticipated administering punishment to feel worse than it actually felt during and after punishment allocation. These enjoyment findings suggest that retribution is unlikely to be the primary motive for children’s third-party punishment in this context.

scholarly journals THE ROLE OF TECHNOLOGY IN EFL CLASSROOM

2014 ◽  
Vol 1 (2) ◽  
pp. 107-118
Author(s):  
Fahri Haswani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Ministry Of Education ◽  
Conceptual Foundation ◽  
Computer Based ◽  
English Speaking ◽  
Based Instruction

In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.

scholarly journals A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION

2017 ◽  
Vol 5 ◽  
pp. 778-783
Author(s):  
Vesna Prodanovska-Poposka
Keyword(s):  
Foreign Language ◽  
Common Core ◽  
English Language ◽  
Successful Communication ◽  
Language Knowledge ◽  
Efl Teachers ◽  
Overall Evaluation ◽  
Self Assessments ◽  
The Common

Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.

scholarly journals The The Role of Tongue Twister to Improve the Students’ Speaking Skill

2021 ◽  
Vol 8 (2) ◽  
pp. 335-345
Author(s):  
Yuni Yuniar ◽  
Muhammad Reza Pahlevi ◽  
Nia Hoerniasih
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Learning Processes ◽  
Teaching English ◽  
Speaking Skill ◽  
English Speaking ◽  
Tongue Twister ◽  
Main Language

Recently the ability to English speaking is very necessary since English has become a foreign language in Indonesia. A correct speech is become crucial to avoid misunderstanding conveying the information to the listener. Therefore, teaching English speaking is very necessary to the teacher in improving the students’ speaking skills. The main reason why learning to speak English is very difficult for the students is because students often use the Indonesian language (mother tongue) as the main language and are not accustomed to speaking in English in their daily life. One of the alternatives technique that can be used by the teacher is using tongue twister. The aims of this study is to explore about what are the problems that faced by the students while learning English speaking in Tongue Twister assisted. The classroom action research is a method that conducted in this research. There are two Cycles in this research and both of cycles showed of 77.14% of students has obtained a score of 75 and 77.13%. This result shows that the students have met the success criteria of the research and the students actively participate in the teaching and learning processes during English-speaking class.

scholarly journals Toddlers learn words in a foreign language: the role of native vocabulary knowledge

2011 ◽  
Vol 39 (2) ◽  
pp. 322-337 ◽  
Author(s):  
MELISSA KOENIG ◽  
AMANDA L. WOODWARD
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Language ◽  
Target Object ◽  
Vocabulary Knowledge ◽  
English Speaker ◽  
Conventional System ◽  
English Speaking

ABSTRACTThe current study examined monolingual English-speaking toddlers' (N=50) ability to learn word–referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target object for terms trained in fluent Dutch. Furthermore, children with higher vocabularies did not indicate their comprehension of Dutch terms when subsequently tested by an English speaker whereas children with low vocabulary scores responded at chance levels to both the original Dutch speaker and the second English speaker. These findings demonstrate that monolingual toddlers with proficiency in their native language are capable of learning words outside of their conventional system and may be sensitive to the boundaries that exist between language systems.

Role of Massed Versus Distributed Practice in Learning Novel Foreign Language Utterances

Motor Control ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 17-38
Author(s):  
Ramesh Kaipa ◽  
Bethany Howard ◽  
Roha Kaipa ◽  
Eric Turcat ◽  
Laurielle Prema
Keyword(s):  
Foreign Language ◽  
Retention Test ◽  
Speech Disorders ◽  
Future Research ◽  
Distributed Practice ◽  
Massed Practice ◽  
English Speaking ◽  
Native English Speaking

The current study compared the role of massed versus distributed practice in learning novel foreign language utterances. Fifty healthy native English-speaking participants were randomly assigned to either massed or distributed practice groups. All participants practiced eight novel French utterances 25 times each for a total of 200 times, with the spacing of practice sessions differing between the two groups. Both the groups completed an immediate retention as well as a delayed retention test. Participants’ learning was evaluated based on phonetic accuracy and naturalness of the French utterances. The findings revealed that participants involved in distributed practice demonstrated better learning over participants involved in massed practice. Future research should aim to extrapolate these findings in treating speech disorders.

scholarly journals Metaphoric Gestures Facilitate Perception of Intonation More than Length in Auditory Judgments of Non-Native Phonemic Contrasts

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Spencer Kelly ◽  
April Bailey ◽  
Yukari Hirata
Keyword(s):  
Foreign Language ◽  
Speech Processing ◽  
Speech Sound ◽  
Two Dimensions ◽  
Consistent Pattern ◽  
Speech Sounds ◽  
Hand Gestures ◽  
English Speaking ◽  
Phonemic Contrasts

It is well established that hand gestures affect comprehension and learning of semantic aspects of a foreign language (FL). However, much less is known about the role of hand gestures in lower-level language processes, such as perception of phonemes. To address this gap, we explored the role that metaphoric gestures play in perceiving FL speech sounds that varied on two dimensions: length and intonation. English speaking adults listened to Japanese length contrasts and sentence-final intonational distinctions in the context of congruent, incongruent and no gestures. For intonational contrasts, identification was more accurate for congruent gestures and less accurate for incongruent gestures relative to the baseline no gesture condition. However, for the length contrasts, there was no such clear and consistent pattern, and in fact, congruent gestures made speech processing more effortful. We conclude that metaphoric gestures help with some—but not all—novel speech sounds in a FL, suggesting that gesture and speech are phonemically integrated to differing extents depending on the nature of the gesture and/or speech sound.

The role of language system in context-dependent language use in Turkish-speaking versus English-speaking older adults

2013 ◽  
Vol 35 (6) ◽  
pp. 1087-1108
Author(s):  
EVRIM G. MARCH ◽  
PHILIPPA PATTISON
Keyword(s):  
Older Adults ◽  
Language Use ◽  
Healthy Older Adults ◽  
Language System ◽  
Discourse Production ◽  
Spatial Deixis ◽  
English Speaking ◽  
Communicative Context ◽  
The Impact

ABSTRACTDeixis is a linguistic bridge between spoken language and communicative context, and its use is intrinsically dependent on the context as well as the language system itself. This cross-linguistic study examined the impact of two distinct language systems, English and Turkish, on the uses of nouns, spatial deixis, and person deixis in 26 Turkish versus 26 Anglo Australian healthy older adults. The study revealed a predilection for spatial deictic use in Turkish versus person deictic use in English speakers at task-specific levels, and the pattern of relationships between language use forms were partially distinct between the two languages. The study provided empirical evidence to deictic theories regarding the role of language structure in discourse production, with implications on brain–language relationships.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

Determinants of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar, Indonesia

2019 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Andi Samsu Rijal ◽  
Andi Mega Januarti Putri
Keyword(s):  
Language Choice ◽  
Migrant Children ◽  
Immigrant Communities ◽  
The Public ◽  
International Language ◽  
Language User ◽  
Public Area ◽  
Better Than ◽  
Language Mastery

The essence of language is human activity. Communication with language is carried out through two basic human activities; speaking and listening during the interaction in a group of people. Immigrants in Makassar city communicate with immigrant communities and Makassar people. They used English and Indonesia to communicate with others. The aims of this article were to find out determinant factors of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar and why they used English as their language choice to communicate with other people out of them. The data were taken from UMC in the shelter under the auspices of Makassar’s Social Office and in the public area of Makassar. This research was a qualitative approach; it was from a sociolinguistic perspective and focuses its analysis with the language choice among UMC. This research showed that most immigrants chose English as their language choice since they were in Makassar because they have acquired better than other international language and it has been mastered naturally by doing social interaction among themselves and people outside their community. UMC had more difficulties to socialize with Indonesian than the adult of Immigrants. Other than their lack of language mastery, they also have the anxiety to adapt to other immigrants and Makassar people. English was used by UMC to show their status as a foreigner who lived in a multicultural situation. Language becomes a power for a human being and it becomes a social identity for language user in one community. During the interaction of UMC in Makassar city, the role of English as an International language is shown.

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