scholarly journals Gemination Strategies in L1 and English Pronunciation of Polish Learners

2014 ◽  
Vol 12 (3) ◽  
pp. 291-300 ◽  
Author(s):  
Andrzej Porzuczek ◽  
Arkadiusz Rojczyk
Keyword(s):  
Negative Transfer ◽  
Learning Experience ◽  
Morphological Structure ◽  
English Word ◽  
Length Variation ◽  
Family Names ◽  
English Pronunciation ◽  
The Status ◽  
Consonant Letter ◽  
Language Context

Polish is a language where true geminates appear and the occurrence of a double consonant letter in spelling corresponds with double or at least prolonged consonant articulation regardless of the morphological structure of the word. The above principle also concerns most borrowings, such as the English word ‘hobby’, for instance. In English, true geminates do not occur and a morpheme-internal double consonant letter is only a fairly reliable indication of the way the preceding vowel should be pronounced. This discrepancy may lead to negative transfer in Polish learners of English. Our recent research of native Polish speech (Rojczyk and Porzuczek, in press) generally confirmed the results reported by Ladefoged and Maddieson (1996), among others, who found geminates to be 1.5-3 times longer than singletons. In our study we investigate the influence of double consonant letters on L1 and English pronunciation of Polish learners. They read trochaic family names containing intervocalic <nn>. Each name is preceded by a first name suggesting the nationality (Polish, English, German or Italian) of the person mentioned. By placing each tested item in a Polish and an English semantically and rhythmically equivalent sentences (This is .../To jest...), we measure the level of consonant length variation with respect to the language in which the potential geminates appear, the language context and the learning experience of the students. In this way we collect evidence and formulate observations concerning the learners’ awareness of the status of geminates in various languages and the probability of transfer in EFL learning.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals The Necessity of Endowing EFL Learners with the Fifth Language Skill: A Key to a Successful Learning Experience

2021 ◽  
Vol 12 (4) ◽  
pp. 340-348
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Cultural Awareness ◽  
Learning Experience ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Human Beings ◽  
Intercultural Encounters ◽  
The Status ◽  
Cultural Component ◽  
The University

In this increasingly interconnected epoch, the teaching of English as a Foreign Language (EFL) along with culture that is considered as a fifth skill has become inevitable. Therefore, EFL teachers are impelled to introduce cultural instruction in their classes. They are then advised to combine the teaching of language skills with the foreign culture because it prepares their learners to behave successfully in intercultural encounters, gain solid cultural knowledge, overcome cultural obstacles, and promote their cultural awareness. The main questions addressed in this research focus on the inclusion of the cultural component in language subjects’ syllabuses, and the type of teaching strategies that can ameliorate the status of cultural instruction. This study points out the key importance of implementing intercultural information in EFL contexts founded on a case study undertaken at the University of Oran 2 in Algeria. This paper targeted a group of Master II students by using an array of data collection means including a questionnaire given to the learners, an interview done with the teachers, and classroom observation sessions carried out by the researchers. The major aims of this work were to verify the learners’ perceptions of cultural learning, and outfit students with core foundations of culture. The results demonstrated that the incorporated teaching techniques have enriched the students’ cultural understanding and intensified their linguistic adeptnesses. It is suggested that these teaching initiatives can aid learners be compassionate, understandable, and tolerant human beings.

Morphological Means in Russian: Clarification of the Concept

2021 ◽  
Vol 20 (9) ◽  
pp. 23-33
Author(s):  
Galina I. Panova ◽  
Tatiana V. Viktorina ◽  
Antonina E. Kuzmina
Keyword(s):  
Word Order ◽  
Morphological Structure ◽  
Russian Language ◽  
Word Form ◽  
Similar Function ◽  
Word Forms ◽  
The Status ◽  
Definition Of ◽  
Linguistic Units ◽  
The Russian Language

The concept of “morphological / grammatical means” is widely used in studies on the Russian language, although there is no generally accepted interpretation. This work analyzes the reflection of this concept in Russian studies and clarifies the status of those linguistic units that are traditionally referred to as morphological means: form-building affixes, alternating sounds (internal inflection), stress, supplementary word stems, auxiliary words, intonation, as well as word order. Our research has shown that these linguistic units have different functional status in the morphological structure of the Russian language. First, these are categorical, or actually morphological, means, represented by formative affixes and auxiliary words. They are carriers of morphological meanings in the structure of abstracted morphological forms – the basic units of inflectional Russian morphology. Secondly, a non-categorical means, syncretic and accidental for morphology, are supplementary stems that contain not only lexical, but also morphological meaning and thus duplicate the expression of morphological information in a word form with a form-building affix. Thirdly, these are linguistic units that are not elements of the morphological structure, but have morphological significance, which is manifested in their ability to differentiate homonymous morphological forms in the structure of word forms (alternating sounds and stress) or utterances (intonation). Word order can also perform a similar function. The study allows us to clarify the definition of the concept under consideration: morphological means are linguistic units that are carriers of morphological meanings and constituents of morphological forms.

scholarly journals Will the World Ever Be the Same After COVID-19? Two Lessons from the First Global Crisis of a Digital Age

2020 ◽  
Author(s):  
Mark Fenwick ◽  
Joseph A. McCahery ◽  
Erik P. M. Vermeulen
Keyword(s):  
Social Media ◽  
Learning Experience ◽  
Digital Age ◽  
Direct Result ◽  
Remote Work ◽  
Long Term Effects ◽  
Global Crisis ◽  
Pollution Levels ◽  
The Status ◽  
Multiple Domains

Abstract Coronavirus is the first global crisis of a digital age and the divergence in policy responses reflects the challenge of navigating an unprecedented global situation under conditions of enormous uncertainty. We ask what lessons can be learned from this experience and identify two, both of which push against mainstream interpretations of recent events. First, and contrary to the view that the crisis exposed social media and Big Tech as a source of dangerous misinformation that needs to be regulated more strictly, the paper argues that the less mediated spaces of the Internet—social media and Twitter, in particular—played an essential role in triggering a more effective policy response based around social distancing, lockdown, and containment. Second, and contrary to the view that things will go back to normal once the worst of the crisis has passed, the paper argues that, as a direct result of lockdown, the status quo has been shifted across multiple sectors of the economy. Three examples of this shift are introduced, notably the forced experimentation with digital technologies in education and health, the increased use of remote work in many companies, and a reduction in environmentally harmful behavior and decrease in pollution levels. The long-term effects of this ‘reset’ are impossible to predict, but a quick return to the ‘old normal’ seems unlikely. The paper concludes with the suggestion that this reset has created a unique historical opportunity for the reappraisal of regulatory approaches across multiple domains and exposed the need for regulatory models better aligned to a less mediated, more decentralized world. COVID-19 is a global tragedy, but—given that it has happened—it should be used as a learning experience to re-imagine a better, more socially, and environmentally responsible future.

A Real-time Interactive Visualizer for Large Classroom

2021 ◽  
Vol 11 (1) ◽  
pp. 1-26
Author(s):  
Samit Bhattacharya ◽  
Viral bharat Shah ◽  
Krishna Kumar ◽  
Ujjwal Biswas
Keyword(s):  
Real Time ◽  
Classroom Environment ◽  
Critical State ◽  
Teaching And Learning ◽  
Matrix Representation ◽  
Learning Experience ◽  
Large Classes ◽  
Display Area ◽  
The Status ◽  
Large Classrooms

In improving the teaching and learning experience in a classroom environment, it is crucial for a teacher to have a fair idea about the students who need help during a lecture. However, teachers of large classes usually face difficulties in identifying the students who are in a critical state. The current methods for classroom visualization are limited in showing both the status and location of a large number of students in a limited display area. Additionally, comprehension of the states adds cognitive load on the teacher working in a time-constrained classroom environment. In this article, we propose a two-level visualizer for large classrooms to address the challenges. In the first level, the visualizer generates a colored matrix representation of the classroom. The colored matrix is a quantitative illustration of the status of the class in terms of student clusters. We use three colors: red, yellow, and green, indicating the most critical, less critical, and the normal cluster on the screen, respectively. With tap/click on the first level, detailed information for a cluster is visualized as the second level. We conducted extensive studies for our visualizer in a simulated classroom with 12 tasks and 27 teacher participants. The results show that the visualizer is efficient and usable.

The same or different: An investigation of cognitive and metalinguistic correlates of Chinese word reading for native and non-native Chinese speaking children

2015 ◽  
Vol 21 (4) ◽  
pp. 765-781 ◽  
Author(s):  
YANLING ZHOU ◽  
CATHERINE MCBRIDE
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
English Word ◽  
Vocabulary Knowledge ◽  
Hierarchical Regression ◽  
Chinese Word ◽  
Lexical Tone ◽  
Chinese Speakers ◽  
Chinese Learning

We investigated cognitive and metalinguistic correlates of Chinese word reading in children with L2 Chinese learning experience and compared these to those in L1 Chinese speaking children. In total, 102 third and fourth grade children were recruited for the study. We examined a range of Chinese and English word reading related cognitive and metalinguistic skills. Compared to the native Chinese speaking group (NCSS), the non-native Chinese speaking group (NNCS) only performed better in English vocabulary knowledge and English working memory. On Chinese word reading related skills the NNCS group performed significantly worse than the NCS group. Hierarchical regression analyses revealed that the unique correlates of Chinese word reading for both groups were Chinese vocabulary, working memory, lexical tone awareness, and orthographic skills. For the NNCS group only, visual skills were also unique correlates of word reading skills. The results suggest cognitive similarities and differences in reading among native and non-native Chinese speakers.

scholarly journals LANGUAGE CONTEXT NAMING SYSTEM BATAK TOBA CULTURE

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 311-318
Author(s):  
Dairi Sapta Rindu Simanjuntak ◽  
Yunisa Oktavia
Keyword(s):  
Data Collection ◽  
Ethnic Group ◽  
Place Of Birth ◽  
The Real ◽  
The Status ◽  
System Data ◽  
The Individual ◽  
Language Context

A name as part of a language used as a marker of a person's identity. The name will also show the culture of the owner of the name. For example, if you hear the names Johannes, Markus, Samsul, Pardomuan, Rumondang, Sujono and Paijo, it will at least give us an idea of the religion or ethnicity of the owners of these names. In this case, the author will try to uncover the naming system on the Batak Toba ethnic group. In Batak Toba culture itself the naming system is given to a person more than once according to the status of the individual. From birth to death, a person will get several names. The purpose of this study is to describe or describe the Batak Toba ethnic naming system. Data collection is done by capable methods, notes, and records.  The capable method of fishing technique is used to dig up data from informants. The data that has been obtained is recorded and simultaneously recorded. For this method of ability the author selected two informants who were 62 years old. The naming system in batak toba culture is (1) naming in the period before acquiring offspring; (2) Giving a name before being given the real name (prename), (3) Goar Sihadakdanahon (real name / since birth). In goar sihadakdanahon there are several examples of naming taken from the names of the week found in huria Christian Batak Protestant, especially for those who adhere to Christianity. The names are Trinitatis, Letare, Judika, Rogate, Advent, Exaudi, Sebtu Egatima, Seksagesima, Estomihi, Invokatif, Renimiscere, Okuli, Palmarum, Quatimodogenic, Nisericordiasdomini, Jubilate, Kantate, Ephipanias, and Pentekosta, (4) Panggoaran (name of the eldest child/grandson), (5) Goar-goar (nickname), (6) Marga (family name/relative) (7) Naming by Origin or place of birth.

scholarly journals The Linguistic History and the Ideological Inhibitions in Foreign Language Context in the Post-Independence Algeria

2020 ◽  
Author(s):  
Soufyane KHELLOUL ◽  
Fatima Zohra Benneghrouzi
Keyword(s):  
Foreign Language ◽  
Decision Makers ◽  
Foreign Languages ◽  
Speech Community ◽  
Higher Education Reforms ◽  
Linguistic History ◽  
The Status ◽  
The Government ◽  
Teaching Learning ◽  
Language Context

The issues addressed in this work concern primarily the linguistic history and the different language policies that have been adopted from independence till today. Through this paper, the author aims to tackle the status of foreign languages in the Algerian educational system and the extent to which English has been promoted on the expanse of French. Henceforth, the higher education reforms and their influence on the process of teaching/learning English as a foreign language. Mainly, this study intends to uncover the ideological inhibitions exercised by the government to model up a citizen meets the requirements that it needs but not the requirements of the 21st century. More specifically, it exposes the trends of the Algerian decision-makers to maintain a position of a particular foreign language –French- over another foreign language, which is English among the Algerian speech community. This study will contribute to the reconsideration of the language policy of the government, the status of English as a foreign language, and the foreign language curricula. Yet, it bears a particular significance to the sociolinguistic situation in Algeria and its relationship to English as a foreign language context. It suggests the importance of promoting English to meet up the escalating waves of globalization.

scholarly journals Influence of Negative Transfer of Dialects on English Pronunciation and Teaching Strategies

2021 ◽  
Vol 14 ◽  
pp. 1-6
Author(s):  
Lihong Wang ◽  
Weijie Gou
Keyword(s):  
Coping Strategies ◽  
Teaching Strategies ◽  
Negative Transfer ◽  
Transfer Effects ◽  
Teaching Process ◽  
English Pronunciation ◽  
The Impact ◽  
Listening And Speaking ◽  
Learning English ◽  
Speaking Skills

In the process of students’ learning English pronunciation, some pronunciation errors caused by the negative transfer of Chinese are caused. If these negative transfer effects of Chinese cannot be overcome, it will hinder the improvement of students’ listening and speaking skills. This article analyzes the impact of negative dialect transfer on English phonetics learning from three aspects: phoneme, coherent pronunciation and intonation, and proposes some coping strategies, hoping to instruct teachers to help students overcome the impact of negative dialect transfer and improve their English pronunciation level during the listening and speaking teaching process.

Gender differentiated anthroponyms in english language and their structural features

2019 ◽  
Vol 12 (21) ◽  
pp. 135-140
Author(s):  
Alina Kutsa ◽  
◽  
Larisa Kolodina ◽  
Keyword(s):  
Gender Differences ◽  
English Language ◽  
Morphological Structure ◽  
Structural Features ◽  
Point Of View ◽  
Present Stage ◽  
Grammatical Category ◽  
Personal Names ◽  
Stage Of Development ◽  
The Status

At the present stage of the development of linguistics, there is no single definition of the status of the genus category in English. The revision of the status of the category of the genus in English took place after the introduction of the concept of «gender» into linguistics, which contributed to the emergence of linguistic science – genderology. Thus, the grammatical category of the genus has been transformed into the linguistic and sociocultural category of gender. In order to gain a deeper understanding of the tendency of the development of anthroponymic systems, it is necessary to analyze the gender differences of personal names, considering separately and comparing the male and female anthroponymicon of language. Determining the status of the genus category is still problematic at the present stage of the development of linguistics in English language, as the grammatical category of the genus in English remains not accepted by many scholars. The article identifies and examines the gender indicators that were characteristic at different stages of the development of the anthroponymicon in English language. The research findings show that gender differentiation of personal names in English language was formed from the very beginning of the development of this system; therefore, it reflects the different ways of marking the gender affiliation of names that were characteristic at different stages of development of the anthroponymicon. In addition to the common anthroponymic suffixes, gender-particular indicators specific to English language only were identified. The results of the analysis revealed that the female anthroponymicon is more diverse than the male. Besides, in the article with the help analysis of gender differences in personal names was revealed the factors that have an impact on neutralization in the anthroponymic sphere in today's society. The analysis showed that in the anthroponymic system of English, the number of gender-indifferent personal names is 12 % of the total number of names analyzed. This result is quite natural and understandable from the point of view of the morphological structure of the language units and the absence of the category of the genus in English. The above material indicates that the genus of a personal name can be determined by correlating that name with its carrier and his or her biological article, although there are also a number of features by which its genus can be established. At the present stage of development of language and culture, there is a tendency to neutralize the gender differences of personal names. This is a testament to the exacerbation of gender equality importance and the erasure of gender frameworks and differences.

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