scholarly journals Architecture design of a reinforcement environment for learning sign languages

2021 ◽  
Vol 7 ◽  
pp. e740
Author(s):  
Luis Naranjo-Zeledón ◽  
Mario Chacón-Rivas ◽  
Jesús Peral ◽  
Antonio Ferrández
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Native Language ◽  
Language Learner ◽  
Sign Languages ◽  
Teaching Tools ◽  
Second Language Learner ◽  
Graphical Tool ◽  
The Future ◽  
Computer Teaching

Different fields such as linguistics, teaching, and computing have demonstrated special interest in the study of sign languages (SL). However, the processes of teaching and learning these languages turn complex since it is unusual to find people teaching these languages that are fluent in both SL and the native language of the students. The teachings from deaf individuals become unique. Nonetheless, it is important for the student to lean on supportive mechanisms while being in the process of learning an SL. Bidirectional communication between deaf and hearing people through SL is a hot topic to achieve a higher level of inclusion. However, all the processes that convey teaching and learning SL turn difficult and complex since it is unusual to find SL teachers that are fluent also in the native language of the students, making it harder to provide computer teaching tools for different SL. Moreover, the main aspects that a second language learner of an SL finds difficult are phonology, non-manual components, and the use of space (the latter two are specific to SL, not to spoken languages). This proposal appears to be the first of the kind to favor the Costa Rican Sign Language (LESCO, for its Spanish acronym), as well as any other SL. Our research focus stands on reinforcing the learning process of final-user hearing people through a modular architectural design of a learning environment, relying on the concept of phonological proximity within a graphical tool with a high degree of usability. The aim of incorporating phonological proximity is to assist individuals in learning signs with similar handshapes. This architecture separates the logic and processing aspects from those associated with the access and generation of data, which makes it portable to other SL in the future. The methodology used consisted of defining 26 phonological parameters (13 for each hand), thus characterizing each sign appropriately. Then, a similarity formula was applied to compare each pair of signs. With these pre-calculations, the tool displays each sign and its top ten most similar signs. A SUS usability test and an open qualitative question were applied, as well as a numerical evaluation to a group of learners, to validate the proposal. In order to reach our research aims, we have analyzed previous work on proposals for teaching tools meant for the student to practice SL, as well as previous work on the importance of phonological proximity in this teaching process. This previous work justifies the necessity of our proposal, whose benefits have been proved through the experimentation conducted by different users on the usability and usefulness of the tool. To meet these needs, homonymous words (signs with the same starting handshape) and paronyms (signs with highly similar handshape), have been included to explore their impact on learning. It allows the possibility to apply the same perspective of our existing line of research to other SL in the future.

scholarly journals Incorporating Body Language into EFL Teaching

2018 ◽  
Vol 1 (1) ◽  
pp. 36-45
Author(s):  
Rebin A. Azeez ◽  
Paiman Z. Azeez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Essential Element ◽  
Body Language ◽  
Language Learner ◽  
Language Teachers ◽  
Classroom Activities ◽  
Second Language Learner ◽  
Teachers And Students ◽  
English Language Teachers

In this query-based study, body language as an important non-verbal communicative technique in teaching English as a foreign language is inquired. In literature, little attention has been given to practical teaching approaches and techniques that will help English language teachers incorporate this essential element into their classrooms. This research aims at investigating the needful role of body language in the overall teaching and learning process. It considers the interplay of body language, particularly gestures, facial expressions and eye-contact behavior, between teachers and students and gives special consideration to the second language learner preferences in decoding and encoding bodily language behaviors. Likewise, specific questionnaires are used to collect data about teachers' and students’ opinions and experiences in their teaching and mannerism along with observing teachers and interviewing them. The results will help stimulating teachers' innovativeness in producing their own classroom activities and movements while teaching and better non-verbally communicate with their students in class in one hand. On the other, it facilitates students learning. It is recommended that the use and integration of body language should not be ignored by instructors.

scholarly journals The influence of cultural constraints on comprehension among second language (L2) learners: Implications for language teaching and learning

2020 ◽  
Vol 9 (1) ◽  
pp. 135-141
Author(s):  
Ugochi Happiness Ikonne
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Language Learner ◽  
Target Language ◽  
Affective Factors ◽  
Second Language Learner ◽  
Language L ◽  
Cultural Constraints

Very many factors have been found to influence second language learning. For instance, affective factors such as attitude, motivation and personality have usually been acknowledged to play important role in second language learning. Other factors include environmental factors which could be geographical and/or cultural. This discourse reviewed the various ways in which cultural constraints and cultural differences impede comprehension among second language (L2) learners. Emphasis was on listening, reading, pragmatics and viewing comprehension. It was recommended that language teacher apply strategies and techniques like infantilization, dramatization, excursion, audio and visual resources to concretize their lessons. Also, to bridge the cultural gap between the second language learner and the culture of the target language, acculturation or immersion programme is recommended. This is to ensure deeper contact between the learner and the culture, native speakers and the target language.Key Words: culture, comprehension and second language learning

The Old English Genesis B poet: Bilingual or interlingual?

1993 ◽  
Vol 5 (2) ◽  
pp. 163-184
Author(s):  
Irmengard Rauch
Keyword(s):  
Second Language ◽  
Old English ◽  
Empirical Data ◽  
Native Language ◽  
Cognitive Strategies ◽  
Language Learner ◽  
Anglo Saxon ◽  
Old Saxon ◽  
Second Language Learner

ABSTRACTAlthough the celebrated 1875 conjecture of Sievers hypothesizing an Old Saxon Genesis source for the translation of the Old English Genesis B (or Later Genesis) was confirmed by the 1894 find of Zangemeister, the question of the native language of the translator of the Old Saxon Genesis remains. The Genesis B evidence is reconsidered here from the viewpoint of contemporary empirical data to ascertain whether the translator was bilingual or interlingual, the former putatively associated with a native (Old Englishman in this case), the second with a second language learner (of Old English). The Old English data contrasted with the character of Old Saxon and configurated with extrapolations from differing cognitive strategies argue for an Anglo-Saxon provenance of the Genesis B poet.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

scholarly journals Scoping Review of Thermal Comfort Research in Colombia

Buildings ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 232
Author(s):  
Juan Manuel Medina ◽  
Carolina M. Rodriguez ◽  
Maria Camila Coronado ◽  
Lina Maria Garcia
Keyword(s):  
Thermal Comfort ◽  
Scoping Review ◽  
Architectural Design ◽  
Urban Climate ◽  
Academic Community ◽  
Additional Information ◽  
The Future ◽  
Art Research ◽  
Occupant Satisfaction

The analysis of thermal comfort in buildings, energy consumption, and occupant satisfaction is crucial to influencing the architectural design methodologies of the future. However, research in these fields in developing countries is sectorised. Most times, the standards to study and assess thermal comfort such as ASHRAE Standard 55, EN 15251, and ISO 7730 are insufficient and not appropriate for the geographical areas of application. This article presents a scoping review of published work in Colombia, as a representative case study, to highlight the state-of-the-art, research trends, gaps, and potential areas for further development. It examines the amount, origin, extent, and content of research and peer-reviewed documentation over the last decades. The findings allow new insights regarding the preferred models and the evaluation tools that have been used to date and that are recommended to use in the future. It also includes additional information regarding the most and least studied regions, cities, and climates in the country. This work could be of interest for the academic community and policymakers in the areas related to indoor and urban climate management and energy efficiency.

Mobile Phones for Teaching and Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 436-451 ◽  
Author(s):  
Farooq AlTameemy
Keyword(s):  
Faculty Member ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
The Internet ◽  
Teaching Tools ◽  
Significant Difference ◽  
Smart Technologies

Mobile phones have become so ubiquitous that they turned into an important part of our life. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon (as cited in Tan & El-Bendary) found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. With the abundance of knowledge the Internet provides, mobile phones become an invaluable pathway for that knowledge. The fact that these gadgets are well-liked by students make them one of the best tools to be adopted by educational institutions. This study will investigate the actual academic use of mobile phones among students and teachers, their attitudes toward using them as learning or teaching tools, and if there is a significant difference in attitudes of the participants toward using mobile as learning or teaching tools based on the job criteria (Student vs. Faculty Member).

scholarly journals Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 269-275
Author(s):  
Martina Zimmermann ◽  
Sebastian Muth
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Learner ◽  
Critical Perspective ◽  
Future Success ◽  
Neoliberal Ideology ◽  
The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

SEKOLAH DASAR ABAD-21 DENGAN METODE BAHASA POLA DAN METAFORA DALAM PENCIPTAAN RUANG BELAJAR KREATIF DI KELAPA GADING

2021 ◽  
Vol 3 (1) ◽  
pp. 757
Author(s):  
Natasha Kurnia Tishani ◽  
Rudy Trisno
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Building Materials ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Design Method ◽  
Pattern Language ◽  
School Buildings ◽  
The Future ◽  
The 19Th Century

The advancement of technology in the world is marked by the industrial revolution event. Indonesia has entered the era of the industrial revolution 4.0. This incident affects the way society dwell, slowly our lives have been dominated by technology and it is possible that in the future humans will be replaced by robots. We must developing soft skills that cannot be replaced by robots through our education. Indonesia’s education itself does not prepare the next generation to deal with this event. Starting from outdated curriculum,  teachers who are afraid to explore in teaching to school buildings that still adhere to the school system in the 19th century. The study of the discussion is how human dwell in the future in this case is to study, namely primary school buildings, which can accommodate teaching and learning activities with a curriculum that suits future needs. The design method used is in form of design stages, starting from Area Analysis; Investigation of selected sites; Proposed Program;  Design Analysis: Composition of mass and the concept of mass of buildings using the Metaphor Method; Project Zoning; Application of Pattern Language Methods and Structure and Building Materials. The result of this research is an elementary school architectural building that accmodate 21st century learning. Keywords:  creativity; education; metaphorical architecture; pattern langugae;primary school  Abstrak Kemajuan teknologi didunia ditandai dengan adanya peristiwa revolusi industri. Indonesia telah memasuki era revolusi industri 4.0. Peristiwa ini memengaruhi cara masyarakat berhuni, secara perlahan kehidupan kita telah didominasi dengan teknologi dan tidak menutup kemungkinan dimasa depan manusia akan digantikan dengan robot. Lalu, bagaimana kita sebagai manusia menghadapi ini ? yaitu mengembangkan softskill yang tidak bisa digantikan oleh robot melalui pendidikan kita. Pendidikan Indonesia tidak menyiapkan generasi selanjutnya untuk menghadapi perisitiwa ini. Berawal dari kurikulum yang sudah usang, lalu para guru yang takut untuk bereksplorasi dalam mengajar hingga bangunan sekolah yang masih menganut sistem sekolah di abad-19. Lingkup pembahasan laporan ini adalah bagaimana wadah berhuni manusia dimasa depan yaitu kegiatan menuntut ilmu, yaitu bangunan sekolah dasar, yang dapat mewadahi kegiatan pembelajaran dengan kurikulum masa depan. Metode perancangan yang digunakan adalah; a) Analisis Kawasan; b) Investigasi tapak terpilih; c) Usulan program; d) Analisis Perancangan : Gubahan massa dan Konsep Massa bangunan dengan Metode Arsitektur Metafora; d) Penzoningan Pada Proyek; e) Penerapan Metode Bahasa Pola dan f) Struktur dan Material Bangunan. Hasil akhir dari penelitian ini berupa bangunan arsitektur sekolah dasar yang mewadahi kegiatan pembelajaran abad-21.

INNOVATIVE TECHNOLOGIES – THE FUTURE OF YOUTHS

2021 ◽  
pp. 19-20
Author(s):  
N. Lazaryan
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Traditional Methods ◽  
Innovative Technologies ◽  
Technology Learning ◽  
Design Learning ◽  
The Future ◽  
Methods Of Learning

The article discusses innovations in educational technology that have replaced traditional Methods of learning. Innovation involves all facets of the didactic process. Types Organization, content and learning technologies, teaching and learning. BasicInteractive learning technologies, design learning technologies, computer technologies Forms and methods of interactive technology learning are identified and described. In particular: the problem of lecture activities, seminar - discussions, educational discussions, "brainstorming "assault, didactic games, etc.

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