First Language Attrition on Prosody in a Foreign Language Environment

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Chiara Gargiulo ◽  
Mechtild Tronnier
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Pause Duration ◽  
Attrition Rate ◽  
Anaphora Resolution ◽  
Prosodic Cues ◽  
L1 Attrition ◽  
The Status ◽  
Response Preferences ◽  
Language Environment

In this study, we explore whether first language (L1) attrition affects the use of prosodic cues in anaphora resolution. 18 late Italian–Swedish bilinguals completed a speech production task in L1 Italian, wherein we measured the inter-clausal pause duration and the pronoun’s degree of prosodic prominence. They also completed a control interpretation task, wherein we analysed response preferences, to test the status of L1 attrition on anaphora resolution when sentences are not vocalized. Prominence patterns and pause features exhibited by the late bilinguals were compared to those shown by Italian and Swedish monolinguals investigated in a previous study in 2019. The results suggest L1 attrition to affect the use of prosodic cues in anaphora resolution. The attrition rate was influenced by length of residence (LoR): the longer the residence in the foreign language (FL) environment, the higher the probability of adaptation to the FL prominence patterns, for most of the prosodic cues.

English as the nativized foreign language and its impact on Serbian

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Tvrtko Prćić
Keyword(s):  
Foreign Language ◽  
American Studies ◽  
First Language ◽  
Foreign Languages ◽  
Official Language ◽  
International Conference ◽  
The Past ◽  
World Communication ◽  
Expanding Circle ◽  
The Status

The concept of English as the nativized foreign language – or ENFL, for short – was first proposed in 2003, at the 13th International Conference on British and American Studies, in Timişoara, Romania, in a presentation entitled ‘Rethinking the status of English today: is it still a purely foreign language?’, and subsequently published as Prćić, 2003 and 2004. Identified and described in these papers are new, additional properties of English, which have developed over the past few decades, concurrently with the establishment of English as the first language of world communication and as today's global lingua franca (for accounts of this phenomenon, see Jenkins, 2007; Mauranen & Ranta, 2010; Seidlhofer, 2011). Viewed from the perspective of the Expanding Circle (Kachru, 1985), English can no longer be considered a purely, or prototypically, foreign language, usually characterized by three defining properties: not the first language of a country, not the official language of a country and taught as a subject in schools (cf. Richards & Schmidt, 2002). Three newly emerged defining properties of English, over and above the three customary ones, set it uniquely apart from all other purely foreign languages and they will be briefly summarized below (for more extensive discussions, see Prćić, 2003, 2004, 2011a: Chapter 2, 2011b, 2014).

scholarly journals A home-based intervention towards preschoolers’ EFL sentence development

2021 ◽  
Vol 6 (1) ◽  
pp. 35-41
Author(s):  
Dwijani Ratnadewi ◽  
Armeria Wijaya
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Research Subjects ◽  
Home Based ◽  
Media Intervention ◽  
Rapid Pace ◽  
Home Based Intervention ◽  
Language Environment

Research has shown that the initial few years of children’s lives are the best times for language to develop at a rapid pace, the first language (L1) or a foreign language (FL) may be acquired these times. Researches on preschoolers FL acquisition with home-based intervention (HBI) have not been studied extensively under the L1 environment. This study aims to examine the results of HBI on the development of the acquisition of Indonesian preschoolers’ English as a Foreign Language (EFL) sentences. This research is a case study with naturalistic observation design, where data were obtained from logbooks and interview. The research subjects were 2 preschoolers about 36 months. The study’s duration was 24 months from the 13th until the 36th month with HBI, namely parents-based and authentic/semi authentic-media intervention. The data were the children’s English sentences taken at 24th to 36th months at their own homes. The Owens’ acquisition of sentence forms measured the English sentences’ development of in the respondents’ conversation and self-narration. This research found that at about 36th month, these Indonesian preschoolers were able to communicate in English in various sentences such as declarative, negative, interrogative, imperative, embedded and conjoining. HIGHLIGHTS: Simultaneous foreign language learning and first language acquisition for children is tangible advantage. Authentic input and active interaction act as the language environment substitute in foreign language learning. Intensive learning makes preschoolers speak a foreign language earlier.

scholarly journals Acquisition of L2 English morphology

2010 ◽  
Vol 33 (3) ◽  
pp. 29.1-29.17 ◽  
Author(s):  
Yanyin Zhang ◽  
Ima Widyastuti
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Developmental Profile ◽  
Formal Instruction ◽  
Developmental Sequences ◽  
The Status ◽  
Processability Theory ◽  
Language Environment ◽  
Developmental Hierarchy

This study investigates the status of morphology in the L2 English of three members of a family from Indonesia (parents and their 5-year-old daughter) who have lived, studied or worked in Australia for a year. The investigation is contextualized against various learning settings in which the informants have learned English: formal instruction in the foreign language environment, naturalistic learning in the target language setting, and a mixture of formal and naturalistic learning in the target language environment. Following the developmental hierarchy for English morphology (Pienemann, 2005; Bettoni and Di Biase, forthcoming) and analytical procedures in Processability Theory (Pienemann, 1998, 2005), we found the informants were at different stages of L2 English morphology, with the father being the most advanced and the daughter the least. We also found a systematic developmental profile of each informant in line with the developmental hierarchy for English morphology. Both findings are discussed with reference to the developmental sequences and the role of learning settings in SLA.

scholarly journals Major phonemic problems of Bangladeshi learners of English: Reasons behind and solutions

2021 ◽  
Vol 10 (1) ◽  
pp. 30-39
Author(s):  
A K M Mazharul Islam
Keyword(s):  
Foreign Language ◽  
Sound Production ◽  
First Language ◽  
Target Language ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Status ◽  
History Of ◽  
Basic Ideas ◽  
Teaching Learning

The issue of Bangladeshi EFL learners’ phonemic challenges, though not very battered, has been addressed by some researchers at different times. Even after having a prolonged history of learning and teaching and some research in the field, awkward pronunciations and misunderstandings are still prevailing everywhere, from the primary level to tertiary level and beyond. This study is undertaken to heighten the importance of delving deeper into the root causes of phonemic difficulties of the learners and to pinpoint the major problems. To add flesh to the theoretical skeleton of the topic a group of university students was interviewed along with a questionnaire to check their understanding of English phonology along with some other basic questions related to pronunciation. It can firmly be stated that teaching/learning pronunciation and hence starting from the segmental level has never been followed. Like any other country where English is in the status of a second language or foreign language, it is very natural to face difficulties to master the intricate phonemic features of the target language for the learners. Supposedly, it mostly results from the lack of knowledge of phonology and phonetics of the target language and due to the phonemic differences between the first language and the target language. In this study, the focus is kept mainly on the salient phonemic challenges faced by Bangladeshi learners of English. Bringing in the basic ideas of consonant and vowel sounds, the sound production mechanism is shown, and then the differences between the vowels and consonants of two languages are held out. Tracing out the key difficulties, some suggestions are provided. This writing is expected to be of considerable and comprehensive help for the instructors as well as for the interested learners and crucial addition to the literature of the topic.

scholarly journals Teaching Russian in a closely-related Slovak environment

2021 ◽  
Vol 19 (2) ◽  
pp. 191-206
Author(s):  
Elena M. Markova ◽  
Roman Kvapil
Keyword(s):  
Foreign Language ◽  
Slovak Republic ◽  
Word Formation ◽  
Russian Language ◽  
State Institute ◽  
Motivation For Learning ◽  
The Status ◽  
Education Statistics ◽  
Language Environment ◽  
The Russian Language

The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.

scholarly journals Acquisition of L2 english morphology

2010 ◽  
Vol 33 (3) ◽  
pp. 29.1-29.17
Author(s):  
Yanyin Zhang ◽  
Ima Widyastuti
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Developmental Profile ◽  
Formal Instruction ◽  
Developmental Sequences ◽  
The Status ◽  
Processability Theory ◽  
Language Environment ◽  
Developmental Hierarchy

This study investigates the status of morphology in the L2 English of three members of a family from Indonesia (parents and their 5-year-old daughter) who have lived, studied or worked in Australia for a year. The investigation is contextualized against various learning settings in which the informants have learned English: formal instruction in the foreign language environment, naturalistic learning in the target language setting, and a mixture of formal and naturalistic learning in the target language environment. Following the developmental hierarchy for English morphology (Pienemann, 2005; Bettoni and Di Biase, forthcoming) and analytical procedures in Processability Theory (Pienemann, 1998, 2005), we found the informants were at different stages of L2 English morphology, with the father being the most advanced and the daughter the least. We also found a systematic developmental profile of each informant in line with the developmental hierarchy for English morphology. Both findings are discussed with reference to the developmental sequences and the role of learning settings in SLA.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Application of Advanced Technologies in Natural Product Research: A Review with Special Emphasis on ADMET Profiling

2020 ◽  
Vol 21 (10) ◽  
pp. 751-767
Author(s):  
Pobitra Borah ◽  
Sangeeta Hazarika ◽  
Satyendra Deka ◽  
Katharigatta N. Venugopala ◽  
Anroop B. Nair ◽  
...  
Keyword(s):  
Drug Discovery ◽  
Natural Product ◽  
Dynamic Range ◽  
Early Stage ◽  
Attrition Rate ◽  
Drug Candidates ◽  
Advanced Technologies ◽  
Natural Product Research ◽  
The Status ◽  
Safety Parameters

The successful conversion of natural products (NPs) into lead compounds and novel pharmacophores has emboldened the researchers to harness the drug discovery process with a lot more enthusiasm. However, forfeit of bioactive NPs resulting from an overabundance of metabolites and their wide dynamic range have created the bottleneck in NP researches. Similarly, the existence of multidimensional challenges, including the evaluation of pharmacokinetics, pharmacodynamics, and safety parameters, has been a concerning issue. Advancement of technology has brought the evolution of traditional natural product researches into the computer-based assessment exhibiting pretentious remarks about their efficiency in drug discovery. The early attention to the quality of the NPs may reduce the attrition rate of drug candidates by parallel assessment of ADMET profiling. This article reviews the status, challenges, opportunities, and integration of advanced technologies in natural product research. Indeed, emphasis will be laid on the current and futuristic direction towards the application of newer technologies in early-stage ADMET profiling of bioactive moieties from the natural sources. It can be expected that combinatorial approaches in ADMET profiling will fortify the natural product-based drug discovery in the near future.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

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