scholarly journals Plateaux in pronunciation

2020 ◽  
Vol 20 ◽  
pp. 53-66
Author(s):  
Fiona Farr
Keyword(s):  
Experimental Study ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Control Group ◽  
Optimal Conditions ◽  
The Past ◽  
Language Norms ◽  
Conditions Of Learning ◽  
Experimental Group

Within the field of second language acquisition the question of cessation of learning short of the target language norms, particularly among adult populations, has been widely discussed since the term FOSSILIZATION was first coined by Selinker in 1972. This article briefly outlines the main theoretical concerns of this phenomenon, which has had various terminological badges over the past three decades. It then details an experimental study whose aim it was to uncover the destabilizing potential of instruction on the pronunciation of advanced French learners of English as a Foreign Language who displayed fossilization tendencies. The results indicate significant improvements made by the experimental group relative to the control group. In conclusion it is deemed appropriate to classify such learners as stabilized and not permanently fossilized, as changes in pronunciation systems can occur give optimal conditions of learning and exposure.

Electronic texts or learning through textbooks: An experimental study

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 539-557 ◽  
Author(s):  
NINETTE CARTES-ENRIQUEZ ◽  
M. I. SOLAR RODRIGUEZ ◽  
R. QUINTANA LETELIER
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Cognitive Strategies ◽  
Control Group ◽  
Computer Lab ◽  
Electronic Texts ◽  
Post Test ◽  
Search For Information ◽  
Experimental Group ◽  
Traditional Class

This is an experimental study in the area of Didactics applied to the learning of English as a foreign language and complemented by CALL. The main objective of this work is to know the degree of incidence existing between two groups of students: one, based on conference-style classes where students, guided by the teacher, have to search for information about a topic in the computer lab and present it in front of the class and, in the other, where students are taught by the teacher according to a printed text. The experimental design consisted of a pre-test/post-test plus the application of different techniques to develop the different linguistic and cognitive strategies, between these tests. The methodology used by the Experimental Group forced learners to generate their own knowledge, so they had to apply the information and work by themselves in Workshops; and the Control Group participated in the classroom according to the communicative approach, guided by the teacher in the traditional class. Statistics were applied to the scores obtained between both tests, and the scores obtained weekly in the different competences contributed to knowing whether there were significant differences between both groups.

scholarly journals A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

2020 ◽  
Vol 11 (4) ◽  
pp. 461-473
Author(s):  
Mohammad Awad Al-Dawoody Abdulaal
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Mother Tongue ◽  
Target Language ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading And Writing ◽  
Port Said ◽  
Experimental Group

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

scholarly journals A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

2021 ◽  
Author(s):  
Mohammad Awad Al-Dawoody Abdulaal
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Mother Tongue ◽  
Target Language ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading And Writing ◽  
Port Said ◽  
Experimental Group

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

scholarly journals Portfolio Keeping Ends to a Good Product: The Cases of Reading and Motivation

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Azadeh Nemati
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Reading Program ◽  
Control Group ◽  
The Past ◽  
Good Product ◽  
Integrative Motivation ◽  
Positive Effect ◽  
Experimental Group

Portfolio has been in use from the past in other disciplines. But there are growing bodies of research which document its importance in foreign language teaching. The current study was implemented on selecting 91 undergraduate students passing their general English course in Iran. Traditional reading program was administered for control group whereas; portfolio keeping was integrated into experimental group. The result of ANCOVA showed that portfolio keeping has a positive effect on reading ability of the students in experimental group. The better reading result is explained by this argument that a good product is justified by a good process. Furthermore, portfolio keeping increased their attitude/motivation towards learning English; especially it increased integrative motivation of the students more than instrumental and attitude.

scholarly journals From Preschool to Elementary 4th Grade: The Follow-up Study of the Effect of Life-focused Foreign Language Acquisition Program

2020 ◽  
Vol 6 (2) ◽  
pp. 273
Author(s):  
Banu Uslu
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Preschool Education ◽  
Language Education ◽  
Target Language ◽  
Control Group ◽  
Foreign Language Acquisition ◽  
Experimental Group

The present study examines the longitudinal effects of the Life-Focused Foreign Language Acquisition Program (LFFLAP) on children who were attending public preschool education. The sample of the study consists of two groups of students studying in a public school in the Selçuklu district of Konya.  During the follow-up period, the experimental group children did not receive any other English language education until the 2nd grade. The control group children, who never had any foreign language education, started to learn English in 2nd grade for the first time via the Ministry of National Education Program. The Life-Focused Foreign Language Acquisition Scale was used to assess the level of English language acquisition of students. Non-parametric statistical techniques were used to analyze the data. According to the results of the study, the meaningful differences between the control and experimental group students in the beginning disappeared gradually by the time they reached 4th grade. Based on the findings and results of this research elementary school foreign language classes can be increased from two hours a week to five hours a week (as in one hour a day) and the foreign language teachers can use the target language in their classes instead of the native one.

The Impact of Anxiety on Listening in a Foreign Language and the Ways to Overcome Its Negative Effects

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Rauf Avci
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Control Group ◽  
Negative Effects ◽  
Pygmalion Effect ◽  
Listening Anxiety ◽  
Listening Skill ◽  
Positive Learning Environment ◽  
The Impact ◽  
Experimental Group

Anxiety in listening and learning a foreign language is bound to be present when one has one has, on the onehand, insufficient knowledge of the target language, and, on the other hand, does not have a relevantenvironment to master it. Teachers have a great role to help students overcome language anxiety. Teachersprovide efficient learning and help the learning outcomes boost, they contribute to creating the target languageenvironment, friendly to the student. If a teacher believes (and reveals that belief to students) that students canlearn a foreign language successfully, this triggers students’ increased self-confidence and decreased debilitatinganxiety (the so-called Pygmalion effect). In this research, two hypotheses were suggested, based on literaturereview: 1. The suggested teacher’s beliefs (student-centered, participatory, communicative, etc.) and behavior(creating a positive learning environment, establishing authoritative relations, application of pair and group work,etc.) would decrease students’ listening anxiety levels. 2. The drop in the listening anxiety would help increasestudents’ academic achievement in listening. An experiment to test these two hypotheses was held with 50 Iraqiuniversity students (25 in the experimental group and 25 in the control group). The experimental group wastaught emphasizing Pygmalion effect, while the control group – without this purposeful intervention. A pre- andpost-experimental questionnaire was held to find out whether the experimental group would demonstrate loweranxiety and higher listening skill level than the control group. The results showed that the experimental groupperformed better than the control in listening comprehension and reported lower levels of anxiety compared tothe control group. Thus, the application of Pygmalion effect can be recommended to teachers.

scholarly journals ENHANCING LEARNERS VOCABULARY SKILLS BY MEANS OF ENGLISH SONGS – AN EXPERIMENTAL STUDY

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Ravnil Narayan
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Foreign Language ◽  
Primary School ◽  
Target Language ◽  
The Core ◽  
Vocabulary Skills ◽  
Class Level ◽  
Beijing China ◽  
Experimental Group

<p>In the core of teaching the four macro skills of a language, vocabulary is considered to be the panacea to achieve absolute mastery of the target language. It is considered to be the crucial rudiment towards learning a foreign language and if not mastered in the apt way may lead to a serious impediment on a learner. Therefore, in order to avoid this from happening songs could be considered as a solution to assist the learners’ from having low mastery of English vocabulary. In the day to day communication hearing the songs could be considered as a solution to increase the tendency of awareness in recognising English vocabulary. Hence, this proposed study has intended to examine the use of English songs on learners’ vocabulary mastery skills, which was conducted through an experimental design. In this research, there was one class each that were chosen as research samples. The first one was considered as an experimental group, while later was the control. Each class had thirty students as respondents. Also, there were two variables that consisted of English songs and learners’ vocabulary mastery skills. The sample was randomised and was determined based on independent measures, which was conducted in an intermediate class level at a primary school in Wudaokou district, Beijing, China.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0621/a.php" alt="Hit counter" /></p>

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

scholarly journals Effectiveness of “Hand Hygiene Fun Month” for Kindergarten Children: A Pilot Quasi-Experimental Study

2020 ◽  
Vol 17 (19) ◽  
pp. 7264
Author(s):  
Lorna Kwai Ping Suen ◽  
Janet Pui Lee Cheung
Keyword(s):  
Experimental Study ◽  
Hand Hygiene ◽  
School Health ◽  
Intervention Group ◽  
Kindergarten Children ◽  
School Level ◽  
Control Group ◽  
Hygiene Practices ◽  
Quasi Experimental ◽  
Experimental Group

Early childhood is a formative period during which healthy habits are developed, including proper hand hygiene practices. The aim of this quasi-experimental study was to determine the effectiveness of a 4-week series of educational sessions that consider the cognitive developmental stage of children on increasing their knowledge and promoting hand hygiene practices. The intervention group (n = 33) observed the hand hygiene program, whereas another group served as the waitlist control (n = 20). Creative activities were planned for the illustration of hand hygiene concepts in terms of “right moments”, “right steps”, and “right duration”. Hand sanitizer coverage was evaluated using a hand scanner. After the intervention, the experimental group had higher knowledge level toward hand hygiene than the control group (p < 0.001). Significant improvements in hand hygiene performance at the left palm and dorsum (p < 0.05), right palm (p < 0.05), and overall hand coverage (p < 0.05) were observed in the experimental group. The study demonstrated that the knowledge and proper hand hygiene (HH) practice of children can be positively influenced by the use of an age-appropriate education program. The results of this study have implications for school health educators and parents for promoting HH practices among children at home and at the school level.

scholarly journals Effects of Using Perineal Underwear on Discomfort and Shame in Angiography Patients

2021 ◽  
Vol 18 (5) ◽  
pp. 2480
Author(s):  
Eunhye Shin ◽  
Hanna Lee
Keyword(s):  
Experimental Study ◽  
Lower Degree ◽  
University Hospital ◽  
Primary Data ◽  
Control Group ◽  
Quasi Experimental ◽  
Experimental Group

The purpose of this study is to develop and apply a type of perineal underwear that protects the patient’s physical privacy and to examine its effects on perineal discomfort and shame. This study collected primary data from 44 patients who visited Kyung Hee University hospital in Seoul city and were admitted to the neurosurgery ward to undergo angiography between 7 August 2017, and 30 April 2018. In this quasi-experimental study with a nonequivalent control group posttest-only design, participants were divided into an experimental group (n = 22) and a control group (n = 22). The control group used conventional protection, which involved wearing padding around the perineum, while the experimental group wore the perineal underwear developed in this study. The underwear group showed a significantly lower degree of shame (Z = −5.39, p < 0.001) and perineal discomfort (Z = −5.88, p < 0.001) than the padding group. In the padding group, women felt significantly more shame than men did (Z = −2.48, p = 0.013). The use of the perineal underwear developed in this study significantly reduced the degree of shame and perineal discomfort in patients undergoing angiography. Such perineal underwear could also be useful for protecting patients’ privacy during perineal examinations.

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