scholarly journals Theatre for All

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Kyle Munns ◽  
Barbara Brough
Keyword(s):  
Education System ◽  
First Language ◽  
Linguistic Analysis ◽  
Control Group ◽  
Language Background ◽  
Esl Education ◽  
Analysis Techniques ◽  
Dramatic Text ◽  
Development Of Students

At the crossroads of ESL education and drama there lies a relatively unexplored issue facing schools. Little research exists proposing and examining the efficacy of pedagogy designed to serve students without an English-as-a-first-language background. Through the lens of Ontario’s education system wherein students of all language backgrounds are expected to learn together in subject classrooms, the impacts of existing ESL focused pedagogy were tested in this mixed environment. Using existing linguistic analysis techniques focused around rhythm and pause, the development of students’ performance of dramatic text who followed this pedagogy was measured against a control group in an attempt to ascertain whether this pedagogy has merit in the classroom, and what still needs to be done to create more inclusive and effective drama classrooms in the province of Ontario.

scholarly journals SPOKEN AND WRITTEN REPRESENTATION OF NUMBER IN L2 CATALAN INDEFINITE DETERMINER PHRASES

2007 ◽  
Vol 21 (1) ◽  
pp. 321-350
Author(s):  
Liliana Tolchinski ◽  
Naymé Salas ◽  
Joan Perera
Keyword(s):  
Second Language ◽  
Literacy Instruction ◽  
First Language ◽  
Control Group ◽  
Similar Time ◽  
Language Background ◽  
Indefinite Article ◽  
L2 Learners ◽  
L1 Influence ◽  
The Relationship

The study explores the relationship that second language (L2) learners of Catalan establish between the spoken and the written representation of number inflection within an indefinite-article Determiner Phrase (DP); and it also addresses first language (L1) influence in this processo Five- to eight-year-olds, speakers of varieties of Chinese and Moroccan Arabic, with differing degrees of literacy instruction in their home countries —but similar time of residence in Catalonia— participated in the study. The children carried out individual semi-structured tasks designed to evaluate comprehension and production of changes in number inflections (un cotxe ‘a car’; uns cotxes ‘a-pl cars ’). Results showed that, irrespective of children’s language background, comprehension preceded production of singular and plural indefinite-article DPs; spoken representation was easier than written representation of number changes; and production of plural indefinite-article DPs was more difficult than its singular counterpart. Despite typological differences between the languages compared, both groups of L2 learners, even the Catalan control group, underwent similar processes.

Effects of First Language Background and Learning Experience in Perceiving Mandarin Lexical Tones: Learners and Nonlearners From English- and Japanese-Speaking Backgrounds

2022 ◽  
pp. 1-14
Author(s):  
Kimiko Tsukada ◽  
Kaori Idemaru
Keyword(s):  
Discrimination Task ◽  
Learning Experience ◽  
First Language ◽  
English Speakers ◽  
Control Group ◽  
Classroom Experience ◽  
Language Background ◽  
Lexical Tones ◽  
Japanese Speakers ◽  
Mandarin Tones

Purpose: This research compared individuals from two first language (L1) backgrounds (English and Japanese) to determine how they may differ in their perception of Mandarin tones (Tones 1 vs. 2 [T1–T2], Tones 1 vs. 3 [T1–T3], Tones 1 vs. 4 [T1–T4], Tones 2 vs. 3 [T2–T3], Tones 2 vs. 4 [T2–T4], Tones 3 vs. 4 [T3–T4]) on account of their L1. Method: The participants included two groups of learners of Mandarin (23 English speakers, 18 Japanese speakers), two groups of nonlearners of Mandarin (24 English speakers, 21 Japanese speakers), and a control group of 10 Mandarin speakers. A four-alternative forced-choice discrimination task that included 360 trials was presented in three blocks of 120 trials. Results: The native Mandarin group was more accurate in their tonal discrimination of all six tone pairs than all the nonnative groups. While Japanese nonlearners generally outperformed English nonlearners in their overall perception of Mandarin lexical tones, L1-based differences were less extensive for the two groups of learners. Both learner groups were least accurate on T2–T3 and most accurate on T3–T4. Conclusion: The results suggest that with classroom experience, English speakers can overcome their initial disadvantage and learn lexical tones in a new language as successfully as speakers of Japanese with classroom experience.

Training for Learning Mandarin Tones

2011 ◽  
pp. 259-274 ◽  
Author(s):  
Xinchun Wang
Keyword(s):  
First Language ◽  
Control Group ◽  
Immediate Feedback ◽  
Perceptual Training ◽  
Language Background ◽  
Training Groups ◽  
Training Techniques ◽  
Post Test ◽  
Beginning Learners ◽  
Mandarin Tones

This study explores the effect of two training paradigms for learning Mandarin tones in pedagogical contexts. Eighteen beginning learners of Chinese with different first language background received three weeks of training as extra curriculum CALL activities. Based on learners’ choices, one group (the A Group, n=10) received perceptual training only with auditory input involving four-way forced choice identification tasks with immediate feedback. A second group (the AV Group, n=8) received perceptual and production training with auditory and visual input. At post test, both groups improved significantly in perceptual accuracy of Mandarin tones as compared with a control group (the C Group, n=10) and perceptual learning also generalized to new stimuli by a new speaker. Both training groups’ production accuracy of Mandarin tones also improved significantly at post test. The findings show that both training paradigms are effective and laboratory based training techniques can be implemented in CALL contexts.

scholarly journals Shrinking Your Deictic System: How Far Can You Go?

2020 ◽  
Vol 11 ◽  
Author(s):  
Mila Vulchanova ◽  
Pedro Guijarro-Fuentes ◽  
Jacqueline Collier ◽  
Valentin Vulchanov
Keyword(s):  
First Language ◽  
Group Living ◽  
Spanish Speakers ◽  
Control Group ◽  
Language Attrition ◽  
Native Spanish Speakers ◽  
Language Competence ◽  
Significant Difference ◽  
Language Exposure ◽  
Open Question

Languages around the world differ in terms of the number of adnominal and pronominal demonstratives they require, as well as the factors that impact on their felicitous use. Given this cross-linguistic variation in deictic demonstrative terms, and the features that determine their felicitous use, an open question is how this is accommodated within bilingual cognition and language. In particular, we were interested in the extent to which bilingual language exposure and practice might alter the way in which a bilingual is using deictic demonstratives in their first language. Recent research on language attrition suggests that L2 learning selectively affects aspects of the native language, with some domains of language competence being more vulnerable than others. If demonstratives are basic, and acquired relatively early, they should be less susceptible to change and attrition. This was the hypothesis we went on to test in the current study. We tested two groups of native Spanish speakers, a control group living in Spain and an experimental group living in Norway using the (Spatial) Memory game paradigm. Contra to our expectations, the results indicate a significant difference between the two groups in use of deictic terms, indicative of a change in the preferred number of terms used. This suggests that deictic referential systems may change over time under pressure from bilingual language exposure.

Phonological Production in Young Speakers of Cantonese as a Heritage Language

2020 ◽  
pp. 002383092091046
Author(s):  
Rachel T. Y. Kan
Keyword(s):  
Hong Kong ◽  
Heritage Language ◽  
First Language ◽  
Heritage Speakers ◽  
Language Background ◽  
Background Factors ◽  
Hong Kong Cantonese ◽  
The Usa ◽  
Predictive Effect

This study investigates the phonological production of 50 heritage speakers of Cantonese aged 5–11 in the USA. They were compared to 12 majority language speaker peers in Hong Kong via ratings from first language adult speakers. Overall, the heritage speakers were rated as less native-like and less comprehensible than the children in Hong Kong, although they received higher scores from raters speaking the same variety of Cantonese (i.e., Guangzhou Cantonese, vs. Hong Kong Cantonese). None of the tested language background factors, including age of testing, had a predictive effect on the heritage speakers’ scores. The results illustrate the divergence and heterogeneity of heritage phonology compared to homeland varieties.

Variability and consistency in late bilinguals’ morphology

2018 ◽  
Vol 13 (2) ◽  
pp. 186-214
Author(s):  
Anna Jessen ◽  
João Veríssimo ◽  
Harald Clahsen
Keyword(s):  
Second Language ◽  
First Language ◽  
English Speakers ◽  
Control Group ◽  
Brain Potentials ◽  
Grammatical Morphology ◽  
Frontal Negativity ◽  
Complex Words ◽  
L1 English ◽  
Late Bilinguals

Abstract Speaking a late-learned second language (L2) is supposed to yield more variable and less consistent output than speaking one’s first language (L1), particularly with respect to reliably adhering to grammatical morphology. The current study investigates both internal processes involved in encoding morphologically complex words – by recording event-related brain potentials (ERPs) during participants’ silent productions – and the corresponding overt output. We specifically examined compounds with plural or singular modifiers in English. Thirty-one advanced L2 speakers of English (L1: German) were compared to a control group of 20 L1 English speakers from an earlier study. We found an enhanced (right-frontal) negativity during (silent) morphological encoding for compounds produced from regular plural forms relative to compounds formed from irregular plurals, replicating the ERP effect obtained for the L1 group. The L2 speakers’ overt productions, however, were significantly less consistent than those of the L1 speakers on the same task. We suggest that L2 speakers employ the same mechanisms for morphological encoding as L1 speakers, but with less reliance on grammatical constraints than L1 speakers.

De Ontwikkeling Van Productieve Nt2-Vaardigheden Van Franstalige Leerlingen In Het Nederlandstalige Onderwijs In Brussel

2005 ◽  
Vol 74 ◽  
pp. 179-187 ◽  
Author(s):  
Sonja Janssens ◽  
Luk van Mensel ◽  
Alexis Housen ◽  
Michel Pierrard
Keyword(s):  
Education System ◽  
Repeated Measures ◽  
Language Education ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Language Background ◽  
Atypical Form ◽  
French Speaking ◽  
Dutch Language ◽  
Language Schools

In the officially bilingual Belgian capital Brussels, two independent education systems operate in parallel: a Dutch-language education system and a French-language education system. Pupils and parents can choose between both systems freely and independently of their home language background. Many Francophone parents prefer to enrol their children in Dutch-language schools in Brussels, because they believe this will stimulate their bilingual development. As a consequence of the massive inflow of French-speaking pupils in Dutch-language education in Brussels, an atypical form of education has emerged which we call "immersion-like education". In a previous cross-sectional study, the language skills of predominantly Dutch-speaking and predominantly French-speaking were tested. In this paper we will discuss the longitudinal development of Dutch L2 productive skills of native speakers of French across three consecutive school years. To assess their writing and speaking skills in their L2, predominantly French-speaking pupils were asked to write an informal letter to a friend, to write down arguments for and against a statement and to retell a wordless picture story. Based on these productions, three parameters were calculated: accuracy, complexity and fluency. In this paper, we describe the development of these parameters by means of repeated measures analyses of variance. We also discuss whether or not there is any relationship between these parameters. We ultimately address the question if this form of immersion-like education actually stimulates the development of bilingualism.

scholarly journals The ABRF Metabolomics Research Group 2016 Exploratory Study: Investigation of Data Analysis Methods for Untargeted Metabolomics

Metabolites ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 128
Author(s):  
Christoph W. Turck ◽  
Tytus D Mak ◽  
Maryam Goudarzi ◽  
Reza M Salek ◽  
Amrita K Cheema
Keyword(s):  
Data Analysis ◽  
High Resolution Mass Spectrometry ◽  
Group Differences ◽  
Control Group ◽  
Data Sets ◽  
Analysis Techniques ◽  
Metabolomic Profiling ◽  
Data Files ◽  
Study Participants ◽  
Interlaboratory Reproducibility

Lack of standardized applications of bioinformatics and statistical approaches for pre- and postprocessing of global metabolomic profiling data sets collected using high-resolution mass spectrometry platforms remains an inadequately addressed issue in the field. Several publications now recognize that data analysis outcome variability is caused by different data treatment approaches. Yet, there is a lack of interlaboratory reproducibility studies that have looked at the contribution of data analysis techniques toward variability/overlap of results. The goal of our study was to identify the contribution of data pre- and postprocessing methods on metabolomics analysis results. We performed urinary metabolomics from samples obtained from mice exposed to 5 Gray of external beam gamma rays and those exposed to sham irradiation (control group). The data files were made available to study participants for comparative analysis using commonly used bioinformatics and/or biostatistics approaches in their laboratories. The participants were asked to report back the top 50 metabolites/features contributing significantly to the group differences. Herein we describe the outcome of this study which suggests that data preprocessing is critical in defining the outcome of untargeted metabolomic studies.

scholarly journals The Impact of a Systemic Innovation Sustainability Model on Students’ Academic Performance in Oman

2018 ◽  
Vol 10 (1) ◽  
pp. 125
Author(s):  
Mohamed El Tahir Osman ◽  
Abdo Mohamed Al Mekhlafi
Keyword(s):  
Academic Performance ◽  
School Improvement ◽  
Education System ◽  
Driving Forces ◽  
Subject Area ◽  
Control Group ◽  
Single Subject ◽  
Sultanate Of Oman ◽  
Learning Potential ◽  
The Impact

In light of the need for improving the quality of education and extending the boundaries of students’ learning potential, the Sultanate of Oman has exerted efforts in reforming and restructuring its education system during the past four decades. However, most of the reform initiatives focused on either subsystems or certain driving forces in the education system, and thus, did not result in a sustained school improvement (Osman, 2011). This status quo has led to initiating a large cope project which aims to systemically activate the impact of all interrelated elements in the school system that promote the empowerment of student learning in the Sultanate of Oman. As part of this project, this study aims to examine the collective impact of the proposed model (The Innovation Sustainability Wheel- ISW) on students’ academic performance. The sample included a total of 5513 students from eight schools, divided into two groups: the experimental consists of 2906, and a control group of 2607 students (grades 5 -9). The students’ performance was tested over three years in five subject areas (Math, Science, English, Arabic and IT). The findings revealed that students of the experimental group outperformed their counterparts in the control group both collectively and in each single subject area.

scholarly journals The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners

2018 ◽  
Vol 8 (4) ◽  
pp. 25
Author(s):  
Dina Adel Salam El-Dakhs ◽  
Hind Elhajj ◽  
Jawaher Nasser Al-Haqbani
Keyword(s):  
Vocabulary Learning ◽  
First Language ◽  
Word Type ◽  
Special Treatment ◽  
Control Group ◽  
Research Directions ◽  
L1 Use ◽  
L2 Vocabulary ◽  
Arabic Speaking

There is strong agreement in the literature that the first language (L1) supports second language (L2) vocabulary learning particularly at early stages of learning. The present study examines the influence of word type on the use of L1 language to support L2 vocabulary learning. To this end, 130 Arabic-speaking tertiary elementary female learners of English were taught 24 unfamiliar English words in 4 sessions over 4 weeks. The participants were divided into three groups; (1) a group where target words were taught with the use of translation equivalents, (2) a group taught with L2-only-definitions and (3) a control group who received no special treatment. Comparing the participants’ performance in pre-, immediate post- and delayed post-tests showed that the two experimental groups outperformed the control group, reflecting the benefit of the treatment. The results also showed greater vocabulary gains in terms of long-term retrieval for L1 use, but did not show consistent patterns for the special benefit of L1 in terms of specific word types. The results are interpreted in light of the existing literature and relevant bilingual lexicon models. Pedagogical implications and suggested research directions are also proposed.

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