scholarly journals Concept of a Management System for the Formation of Adult Language Skills on the Example of English

2021 ◽  
Author(s):  
Aliaksei Dadykin
Keyword(s):  
Learning Curve ◽  
Language Proficiency ◽  
Management System ◽  
Language Skills ◽  
Threshold Level ◽  
Dynamic Learning ◽  
Time Saving ◽  
Detailed Statistical Analysis ◽  
Visual Approach ◽  
Psychology Pedagogy

The relevance of the research topic is determined by the need to create a new technology for applying the most effective methods of forming speech skills of foreign language proficiency in adults. The research is interdisciplinary and is located at the intersection of psychology, pedagogy, linguistics, information technology and systems analysis. The goal is to implement a visual approach in an electronic educational environment to accelerate the acquisition of a new language by adults. The peculiarity of the approach is the logical relationship of the entire language system, time-saving learning of the material and the dynamics of the use of language structures. The proposed training management system is a distributed system for managing the formation (acquisition) language skills of adults. In the course of the system’s operation, a detailed statistical analysis of the results is carried out, dynamic learning curves of each student are displayed, coefficient tables are justified and indicators of the formation of speech comprehension skills by ear are specified, and speaking levels are determined from the initial to the threshold level of spontaneous speaking. The conceptual solution of such a system has been obtained, and its use will lead to a synergistic effect in the learning process and, as a result, the accelerated creation of a new language zone in the student’s mind. The system provides a process of controlled formation of speech skills to a threshold level that allows you to move from learning a language to improving it in the process of using it. Continuous evaluation of the level of competence of the learner leads to the formation of logarithmic learning curve and compensates for the prerequisites of the degradation of a learning curve in the direction of loss of expected competence, which opens up a new area of search in building learning management systems.

scholarly journals Techniques of new application for acquisition foreign languages: development stages and modern trend

2019 ◽  
Vol 27 ◽  
pp. 06001
Author(s):  
Imad Tahini ◽  
Aliaksei Dadykin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Management System ◽  
Practical Knowledge ◽  
Threshold Level ◽  
Automated System ◽  
Modern Trend ◽  
Highly Qualified ◽  
Visual Approach ◽  
New Generation

In the conditions of scientific and technical progress and more developing international contacts in the field of science, technology, and culture, the practical knowledge of a foreign language becomes one of the most important characteristics of a highly qualified specialist of any profile. One of the important factors in the development of the system to accelerating learning is the demands of adults themselves. Therefore, we need to create an automated system fast and effective teaching another language that uses the mini-max criterion, which provides the maximum possible result to the minimum required amount of effort on the part of the student. The essence of the approach is to replace the description in our native language with visual objects using the latest technology for implementing this approach. This means that an intermediate language is introduced, not tied to any of the known languages. The Purpose of the research is to develop a methodology (technique) for applying the Visual Approach in the educational environment created on the basis of a distributed management system to accelerate the acquisition of foreign language skills by adults. The system provides the process of controlling the formation of speech skills to a threshold level, allowing the transition from language learning to its improvement and acceleration. On the basis of this new generation using continuous evaluation of the competency level of the trainee, visual models, and information technology, got them a new incarnation, opens a new direction in construction a new version of Learning Management System - E-AMS.

The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings

2000 ◽  
Vol 145 (4) ◽  
pp. 315-341 ◽  
Author(s):  
June B. Reeves ◽  
William Newell ◽  
Barbara Ray Holcomb ◽  
Michael Stinson
Keyword(s):  
Sign Language ◽  
Language Proficiency ◽  
Language Skills ◽  
Classroom Observation

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

scholarly journals Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results

2021 ◽  
Author(s):  
Ana Isabel Muñoz Alcón ◽  
Francisco Trullén Galve
Keyword(s):  
Language Proficiency ◽  
Management System ◽  
Learning Management System ◽  
Face To Face ◽  
State Of Mind ◽  
Negative Effect ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning Management ◽  
Undergraduate Programs

Learning a foreign language involves the practice and development of linguistic competencies through a series of communicative activities. Assessing each of these competencies face to face can provide an accurate profile of the student’s level of language proficiency. But assessing them online, particularly oral skill, poses a challenge for both students and professors. The change of scenario and use of digital tools may intimidate students and deprive the interview from naturality and warmth. In this paper, the suitability of Blackboard Collaborate as Learning Management System to assess English speaking skill is studied together with other factors influencing students’ online performance. 81 students from 5 different undergraduate programs in Engineering and Applied Sciences were assessed, following the threefold pattern of IELTS speaking test questions. Their results and responses to a final survey are contrasted so as to check the positive of negative effect of online testing on the students’ state of mind and eventual achievement. Blackboard platform proves to be as a suitable online framework for optimal performance, and the examiner’s attitude is equally a conditioning factor in students’success.

An External Corrosion Direct Assessment Module for a Pipeline Integrity Management System

2006 ◽  
Author(s):  
Menno T. van Os ◽  
Piet van Mastrigt ◽  
Andrew Francis
Keyword(s):  
Management System ◽  
Structural Reliability ◽  
Individual Performance ◽  
Corrosion Activity ◽  
Time Saving ◽  
Survey Techniques ◽  
Direct Assessment ◽  
Integrity Management ◽  
External Corrosion ◽  
The Individual

A significant part of the high pressure gas transport system of Gasunie cannot be examined by in-line inspection techniques. To ensure safe operation of these pipelines, an External Corrosion Direct Assessment (ECDA) module for PIMSLIDER (a pipeline integrity management system) is currently under development. The functional specifications of this module are based on NACE RP0502-2002, a recommended practice for ECDA. In addition to this, a new probabilistic methodology has been adopted, to take account for uncertainties associated with ECDA and to quantify the contributions from aboveground surveys and excavations to the integrity of a pipeline. This methodology, which is based on Structural Reliability Analysis (SRA) and Bayesian updating techniques, is presented in more detail in paper IPC2006-10092 of this conference. The DA module of PIMSLIDER enables computerized storage, retrieval and processing of all appropriate pipeline data and therefore guarantees highly accurate, reproducible and time saving integrity analyses of the Gasunie grid. Another important function of this system is the ability to use the complete database of all pipelines to pre-assess the integrity of a particular pipeline. This automated retrieval of data from pipelines with similar characteristics and/or environmental conditions results in a substantial increase of accessible data and enables Gasunie to improve the reliability of applied statistics throughout the process. As a consequence, the overall cost of inspections and excavations can be greatly reduced. In the Pre-Assessment phase, the DA module assists the integrity manager in gathering and analyzing data necessary to determine the current condition of a pipeline. After collection and visualization of the available data, the user can identify suitable ECDA regions. Furthermore, the gathered data are used to construct prior distributions of parameters relevant to the SRA model, such as the number and size of corrosion defects and pipeline-related parameters. In the Indirect Inspections step, the DA module allows the user to store and analyze the data from aboveground surveys, in order to identify and define the severity of coating faults and areas at which corrosion activity may occur. The probabilistic methodology accounts for the individual performance of each applied survey technique in terms of missed defects and false indications, in general a major source of uncertainty in ECDA. In the Direct Examinations phase, excavations are carried out to collect data to assess possible corrosion activity. Subsequently, the ECDA module uses this information to update, among other things, the parameters concerning the performance of survey techniques, the number of defects and the corrosion rate. As a result, updated failure frequencies are calculated for each ECDA-region (after each excavation if required), which are then used by the DA module to advise the integrity manager if additional mitigating activities are necessary, or by defining a reassessment interval.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

scholarly journals Performance in English Skills Courses and Overall Academic Achievement

1991 ◽  
Vol 9 (1) ◽  
pp. 42 ◽  
Author(s):  
Jean Black
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
Threshold Level ◽  
English Language Proficiency ◽  
Academic Needs ◽  
Universities And Colleges ◽  
Spoken English ◽  
Academic Courses

The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.

Educational Selectivity and Language Acquisition among Recently Arrived Immigrants

2018 ◽  
Vol 53 (4) ◽  
pp. 1148-1170 ◽  
Author(s):  
Christoph Spörlein ◽  
Cornelia Kristen
Keyword(s):  
Great Britain ◽  
Language Acquisition ◽  
Educational Attainment ◽  
Language Proficiency ◽  
Language Skills ◽  
Growing Body ◽  
Migrant Selectivity

This article investigates destination language proficiency upon arrival and subsequent proficiency growth among recently arrived immigrants in Germany, Great Britain, and Ireland. We introduce selectivity considerations to a model of language acquisition, arguing that positively selected individuals should display higher levels of language skills upon arrival and faster growth in destination language proficiency thereafter. The results show that upon arrival, positively selected immigrants are less proficient, holding absolute levels of educational attainment constant. In terms of language proficiency growth, however, our longitudinal findings suggest that positively selected immigrants, net of differences in pre-migration investments, post-migration exposure, and incentives, acquire the destination language faster. The findings add to a growing body of literature demonstrating the benefits of using novel measurement approaches to migrant selectivity.

Sign in / Sign up

Export Citation Format

Share Document