scholarly journals The Ecology of Communicative Contact in English-Speaking Discourse

2022 ◽  
Vol 12 (1) ◽  
pp. 170-176
Author(s):  
Victoria Samokhina ◽  
Olena Shpak ◽  
Valentyna Pasynok
Keyword(s):  
Verbal Behavior ◽  
Informational Content ◽  
Optimal Ratio ◽  
Communicative Process ◽  
English Society ◽  
English Speaking ◽  
Three Stages

The article explores the ecological essence of English-speaking discourse as optimal ratio of phatic and informational content in contacts of addressants and addresees in different spheres of communication. Unison and dissonant contacts are distinguished as ecological and non-ecological communicative contacts. The set of standards and rules of verbal and non-verbal behavior in English society organizes and regulates communicative process. The type of situation and the addressee are leading factors on three stages of contact: establishing, maintaining and breaking. The findings are supported with the examples taken from the English discourse.

Acquiring Pronouns in a Second Language: Evidence for Hypothesis Testing

1984 ◽  
Vol 6 (2) ◽  
pp. 215-225 ◽  
Author(s):  
Jeanette K. Gundel ◽  
Nancy Stenson ◽  
Elaine Tarone
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Hypothesis Testing ◽  
Direct Object ◽  
French Immersion ◽  
Direct Transfer ◽  
Language Pattern ◽  
English Speaking ◽  
Three Stages ◽  
L1 And L2

Gundel and Tarone (1981) studied the acquisition of pronouns by Chinese and Spanish speaking adults learning English. On the basis of this study it was proposed that when L1 and L2 differ in the relative order of object pronoun and verb, the acquisition of direct object pronouns proceeds in three stages: (1) direct transfer of the native language pattern; (2) zero anaphora, i.e. no overt form at all, in direct object position; (3) the correct L2 pattern. The present paper presents further evidence for this proposal, and hence for a hypothesis-testing view of second language acquisition, on the basis of longitudinal data from English speaking children learning French in the Toronto French Immersion Program.

scholarly journals Technology-mediated PBLT: Encouraging Japanese EFL Learners to Communicate in L2

2021 ◽  
Vol 102 ◽  
pp. 01012
Author(s):  
Younghyon Heo
Keyword(s):  
Intercultural Communication ◽  
Confidence Level ◽  
English Learners ◽  
Efl Learners ◽  
Self Evaluation ◽  
L2 Speaking ◽  
Before And After ◽  
English Speaking ◽  
Three Stages ◽  
Speaking Confidence

This study reports on the result of implementing online intercultural communication as a pre-PBLT activity to encourage the English learners of Japanese to use L2 during the project in an EFL context. Self-evaluation of their English speaking confidence level was conducted at three different stages of the project to track the change of Japanese EFL learners’ confidence level before and after the completion of intercultural communication and finally after the completion of the entire project. Measuring the L2 speaking confidence level at three stages of our PBLT course allowed us to examine 1) whether the pre-PBLT intercultural communication successfully primed the Japanese EFL learners to speak in L2 in the subsequent PBLT activities, and 2) whether the Japanese EFL learners could maintain the “English-speaking mode” even during their communication with other Japanese speakers. The results indicate that most of the participants could successfully build L2 speaking confidence after the pre-PBLT intercultural communication and maintain the raised L2 speaking confidence by practicing L2 communication for the completion of the PBLT project with their Japanese partners.

scholarly journals DEVELOPING ESP MATERIALS FOR TOURISM INDUSTRY IN MALANG

2021 ◽  
Vol 4 (3) ◽  
pp. 446
Author(s):  
Masyhud Masyhud ◽  
Khoiriyah Khoiriyah
Keyword(s):  
Community Service ◽  
Tourism Industry ◽  
English For Specific Purposes ◽  
Service Program ◽  
Planning Stage ◽  
Learning Content ◽  
English Speaking ◽  
Three Stages ◽  
Implementation Stage ◽  
Speaking Skills

This article explores the need for English as a mean of communication for the tourism industry in Malang. Since the need for English speaking skills is immensely demanded, this community service program was proposed to provide a ready-use module to facilitate the locals practising their English speaking skills. Hence, this study reported on-going project designing English for Specific Purposes (ESP) materials for the tourism industry in Malang. It is implemented in three stages: planning stage, implementation stage and evaluation. Specifically, the target learners are Karang Taruna members who are working in tourism near Kelurahan Jodipan. Since there are many thematic villages there, the learning content is designed contextually with the local wisdom and local culture. Hence, it is projected to help the locals provide better services for their visitors, especially foreign visitors. 

scholarly journals A case study of an ESL Student learning English in an English Speaking Country

2016 ◽  
Vol 5 (2) ◽  
pp. 287
Author(s):  
Wahyu Taufiq
Keyword(s):  
Second Language ◽  
International Student ◽  
Learning Experience ◽  
Learning Problems ◽  
Academic Learning ◽  
English Learning ◽  
English Speaking ◽  
Three Stages ◽  
First Time

Different students who learn English as the second language has various problems and strategies to overcome. A case study on an international student who learns English as a second language in an English speaking country raised some problems he had and offered some strategies he used during the process of learning. The progress of learning from the first time coming and studying at a college in Australia was mainly the core data collected on this study. The data copes from his formal academic learning experience and also from informal situation that he met at his everyday life. This study applied qualitative research method and use interview and recording as the instruments. The data were analized through three stages: data reduction, data display, and conclusion drawing. The results of the study show that the learner experiences a range of English learning problems which happened after his coming to Australia and some strategies he used to overcome.

Design of objective lens for 200-kV high-resolution electron microscopes

1983 ◽  
Vol 41 ◽  
pp. 314-315
Author(s):  
K. Tsuno ◽  
T. Honda ◽  
Y. Harada ◽  
M. Naruse
Keyword(s):  
Optical Properties ◽  
Computer Technology ◽  
Axial Magnetic Field ◽  
Chromatic Aberration ◽  
Objective Lens ◽  
Resolution Electron ◽  
Correction Of Astigmatism ◽  
Three Stages ◽  
Electron Microscopes ◽  
Stage 1

Developement of computer technology provides much improvements on electron microscopy, such as simulation of images, reconstruction of images and automatic controll of microscopes (auto-focussing and auto-correction of astigmatism) and design of electron microscope lenses by using a finite element method (FEM). In this investigation, procedures for simulating the optical properties of objective lenses of HREM and the characteristics of the new lens for HREM at 200 kV are described.The process for designing the objective lens is divided into three stages. Stage 1 is the process for estimating the optical properties of the lens. Firstly, calculation by FEM is made for simulating the axial magnetic field distributions Bzc of the lens. Secondly, electron ray trajectory is numerically calculated by using Bzc. And lastly, using Bzc and ray trajectory, spherical and chromatic aberration coefficients Cs and Cc are numerically calculated. Above calculations are repeated by changing the shape of lens until! to find an optimum aberration coefficients.

Formation of Dislocation Channels in Neutron Irradiated Molybdenum

1972 ◽  
Vol 30 ◽  
pp. 672-673
Author(s):  
S. Mahajan
Keyword(s):  
Electron Microscopy ◽  
Transmission Electron Microscopy ◽  
Ambient Temperature ◽  
Room Temperature ◽  
Channel Formation ◽  
Early Stages ◽  
Transmission Electron ◽  
Three Stages ◽  
Two Stages ◽  
Polycrystalline Molybdenum

The evolution of dislocation channels in irradiated metals during deformation can be envisaged to occur in three stages: (i) formation of embryonic cluster free regions, (ii) growth of these regions into microscopically observable channels and (iii) termination of their growth due to the accumulation of dislocation damage. The first two stages are particularly intriguing, and we have attempted to follow the early stages of channel formation in polycrystalline molybdenum, irradiated to 5×1019 n. cm−2 (E > 1 Mev) at the reactor ambient temperature (∼ 60°C), using transmission electron microscopy. The irradiated samples were strained, at room temperature, up to the macroscopic yield point.Figure 1 illustrates the early stages of channel formation. The observations suggest that the cluster free regions, such as A, B and C, form in isolated packets, which could subsequently link-up to evolve a channel.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Determining Emotional Tone and Verbal Behavior in Patients With Tinnitus and Hyperacusis: An Exploratory Mixed-Methods Study

2019 ◽  
Vol 28 (3) ◽  
pp. 660-672
Author(s):  
Suzanne H. Kimball ◽  
Toby Hamilton ◽  
Erin Benear ◽  
Jonathan Baldwin
Keyword(s):  
Mixed Methods ◽  
Verbal Behavior ◽  
Coping Strategies ◽  
Mixed Methods Study ◽  
Self Report ◽  
Anxiety And Depression ◽  
Negative Consequences ◽  
Emotional Tone ◽  
Explanatory Mixed Methods ◽  
Quantitative Results

Purpose The purpose of this study was to evaluate the emotional tone and verbal behavior of social media users who self-identified as having tinnitus and/or hyperacusis that caused self-described negative consequences on daily life or health. Research Design and Method An explanatory mixed-methods design was utilized. Two hundred “initial” and 200 “reply” Facebook posts were collected from members of a tinnitus group and a hyperacusis group. Data were analyzed via the LIWC 2015 software program and compared to typical bloggers. As this was an explanatory mixed-methods study, we used qualitative thematic analyses to explain, interpret, and illustrate the quantitative results. Results Overall, quantitative results indicated lower overall emotional tone for all categories (tinnitus and hyperacusis, initial and reply), which was mostly influenced by higher negative emotion. Higher levels of authenticity or truth were found in the hyperacusis sample but not in the tinnitus sample. Lower levels of clout (social standing) were indicated in all groups, and a lower level of analytical thinking style (concepts and complex categories rather than narratives) was found in the hyperacusis sample. Additional analysis of the language indicated higher levels of sadness and anxiety in all groups and lower levels of anger, particularly for initial replies. These data support prior findings indicating higher levels of anxiety and depression in this patient population based on the actual words in blog posts and not from self-report questionnaires. Qualitative results identified 3 major themes from both the tinnitus and hyperacusis texts: suffering, negative emotional tone, and coping strategies. Conclusions Results from this study suggest support for the predominant clinical view that patients with tinnitus and hyperacusis have higher levels of anxiety and depression than the general population. The extent of the suffering described and patterns of coping strategies suggest clinical practice patterns and the need for research in implementing improved practice plans.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

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