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Journal articles on the topic 'Foreign language procesing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bley-Vroman, Robert. "THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS." Studies in Second Language Acquisition 31, no. 2 (2009): 175–98. http://dx.doi.org/10.1017/s0272263109090275.

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Foreign language learning contrasts with native language development in two key respects: It is unreliable and it is nonconvergent. At the same time, it is clear that foreign languages are languages. The fundamental difference hypothesis (FDH) was introduced as a way to account for the general characteristics of foreign language learning. The FDH was originally formulated in the context of the theory of rich Universal Grammar, and this theory has guided much foreign language acquisition research over the past two decades. However, advances in the understanding of language have undermined much

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Sparks, Richard, and Leonore Ganschow. "Aptitude for learning a foreign language." Annual Review of Applied Linguistics 21 (January 2001): 90–111. http://dx.doi.org/10.1017/s026719050100006x.

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What has happened with the construct of foreign language aptitude since 1990, at which time symposium participants from around the world agreed that the "Time has come to rethink the notion of what constitutes aptitude to learn foreign languages?" To answer this question, we begin with a review of studies on foreign language aptitude and its measurement prior to 1990. We then describe research and thinking in the 1990s in several areas, including affective variables; language learning strategies; learning styles as contributors to aptitude; and aptitude as a cognitive construct affected by lan

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Vives, Marc-Lluís, Víctor Costumero, César Ávila, and Albert Costa. "Foreign Language Processing Undermines Affect Labeling." Affective Science 2, no. 2 (2021): 199–206. http://dx.doi.org/10.1007/s42761-021-00039-9.

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Anisimova, A. T. "EXERIENCES WITH CONGINTIVE MECHANISMS IN TEACHING FOREING LANGUAGE." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 108–12. http://dx.doi.org/10.31775/2305-3100-2017-4-108-112.

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The article describes the experiences of applying cognitive linguistic approach to development of learners foreign language competence. It is suggested that the introduction of new language material should be based on conceptual representations (senses) of language forms rather than on comparability of native and foreign languages. Behind the cognitive approach to teaching foreign language there is a proposition that language is connected with reality or one of the possible realities through interpreting activity of an individual. The author discusses such issues of cognitive science as knowle

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Aksenova, Inga. "Linguodidactic potential of the complex task “Dictogloss”." Tambov University Review. Series: Humanities, no. 180 (2019): 70–78. http://dx.doi.org/10.20310/1810-0201-2019-24-180-70-78.

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Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreig

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ZHANG, CUI, and RICHARD F. WALTERS. "AN ABSTRACT, SHARED AND PERSISTENT DATA STRUCTURE FOR SUPPORTING DATABASE MANAGEMENT AND MULTILINGUAL NATURAL LANGUAGE PROCESSING." International Journal of Software Engineering and Knowledge Engineering 03, no. 03 (1993): 369–82. http://dx.doi.org/10.1142/s0218194093000173.

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Neither today’s general purpose programming environment nor high-level programming languages, including those designed for AI purposes, provide adequate support for database systems. Furthermore, non-English language databases are difficult to treat either in existing database systems or with current high-level languages, because they require culture-sensitive operations on multiple foreign character sets. In this paper, we present an abstract, shared and persistent data structure, called HL+, capable of supporting database management applications. We also describe the means for coping with th

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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.

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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tool

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Zaichenko, N. "NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY." Comparative studies of Slavic languages and literatures. In memory of Academician Leonid Bulakhovsky, no. 36 (2020): 37–48. http://dx.doi.org/10.17721/2075-437x.2020.36.04.

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The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of

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Costa, Albert, Marc–Lluís Vives, and Joanna D. Corey. "On Language Processing Shaping Decision Making." Current Directions in Psychological Science 26, no. 2 (2017): 146–51. http://dx.doi.org/10.1177/0963721416680263.

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Recent research has revealed that people’s preferences, choices, and judgments are affected by whether information is presented in a foreign or a native language. Here, we review this evidence, focusing on various decision-making domains and advancing a variety of potential explanations for this foreign-language effect on decision making. We interpret the findings in the context of dual-system theories of decision making, entertaining the possibility that foreign-language processing reduces the impact of intuition and/or increases the impact of deliberation on people’s choices. In closing, we

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Ivaz, Lela, Kim L. Griffin, and Jon Andoni Duñabeitia. "Self-bias and the emotionality of foreign languages." Quarterly Journal of Experimental Psychology 72, no. 1 (2018): 76–89. http://dx.doi.org/10.1177/1747021818781017.

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Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a langua

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Reiterer, Susanne, and Peter Rappelsberger. "EEG-Coherence analysis and foreign language processing." NeuroImage 13, no. 6 (2001): 592. http://dx.doi.org/10.1016/s1053-8119(01)91935-4.

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Wu, Yan Jing, and Guillaume Thierry. "Unconscious translation during incidental foreign language processing." NeuroImage 59, no. 4 (2012): 3468–73. http://dx.doi.org/10.1016/j.neuroimage.2011.11.049.

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Statman, Stella. "Information processing models and foreign language learning." Language Learning Journal 5, no. 1 (1992): 69–71. http://dx.doi.org/10.1080/09571739285200231.

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Schneiderman, Eta, and Marjorie B. Wesche. "Right Hemisphere Processing and Foreign Language Aptitude." ITL - International Journal of Applied Linguistics 71 (January 1, 1986): 43–64. http://dx.doi.org/10.1075/itl.71.03sch.

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In this paper we attempt to link three research areas in the field of second language acquisition : cerebral lateralization for language, language aptitude, and success in inductive versus deductive approaches to language teaching. Based on findings from these three areas, we argue that right as well as left hemisphere type processing may play a role in language acquisition at any age. Furthermore, individuals vary in their ability to use the characteristic processing modes of the two hemispheres and these individual differences may partially underly differences in performance on language apti

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Veselovska, Ganna. "Auditory Processing Disorder and Foreign Language Acquisition." Clearing House: A Journal of Educational Strategies, Issues and Ideas 88, no. 2 (2015): 50–53. http://dx.doi.org/10.1080/00098655.2014.997657.

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Korn, Christoph W., Hauke R. Heekeren, and Yulia Oganian. "The framing effect in a monetary gambling task is robust in minimally verbal language switching contexts." Quarterly Journal of Experimental Psychology 72, no. 1 (2018): 52–59. http://dx.doi.org/10.1177/1747021818769259.

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Decision-making biases, in particular the framing effect, can be altered in foreign language settings (foreign language effect) and following switching between languages (the language switching effect on framing). Recently, it has been suggested that the framing effect is only affected by foreign language use if the task is presented in a rich textual form. Here, we assess whether an elaborate verbal task is also a prerequisite for the language switching effect on framing. We employed a financial gambling task that induces a robust framing effect but is less verbal than the classical framing p

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Vujić, Jelena. "Constructionism in language pedagogy: Usage-based approach to foreign/second language learning." Inovacije u nastavi 31, no. 4 (2018): 117–28. http://dx.doi.org/10.5937/inovacije1804117v.

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Occhino, Corrine, Benjamin Anible, Erin Wilkinson, and Jill P. Morford. "Iconicity is in the eye of the beholder." Gesture 16, no. 1 (2017): 100–126. http://dx.doi.org/10.1075/gest.16.1.04occ.

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Abstract A renewed interest in understanding the role of iconicity in the structure and processing of signed languages is hampered by the conflation of iconicity and transparency in the definition and operationalization of iconicity as a variable. We hypothesize that iconicity is fundamentally different than transparency since it arises from individuals’ experience with the world and their language, and is subjectively mediated by the signers’ construal of form and meaning. We test this hypothesis by asking American Sign Language (ASL) signers and German Sign Language (DGS) signers to rate ico

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De Bot, Kees, John Jagt, Henk Janssen, Erik Kessels, and Erik Schils. "Foreign television and language maintenance." Interlanguage studies bulletin (Utrecht) 2, no. 1 (1986): 72–82. http://dx.doi.org/10.1177/026765838600200105.

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In this article a description is given of an experiment that aimed at bringing to light in what way subtitled foreign television programmes are processed by non-balanced bilingual viewers. It is shown that at least some processing of the spoken language takes place. This suggests that viewers 'use' the foreign language, even though they may not be aware of it. Thus, foreign television programmes may be helpful in the maintenance of foreign language skills.

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Liepa, Diāna, and Ausma Špona. "Pedagogical Principles of Foreign Language Studies." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 331. http://dx.doi.org/10.17770/sie2012vol1.54.

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<p>Adult learners’ study process is affected by former life’s experiences: memories, various events, relations and former study habits etc. Adult learning that is based on adults‘ own initiative and responsibility have been defined in several ways: self-directed learning, self-planned studying, self-studying, independent studies, autonomous studying, autodidactics as well as open learning. Aim of the study: to propose pedagogical principles of foreign language studies. Materials and methods: analysis of scientific and methodological literature, modelling, observation, Methods of data pro

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Tokmakova, Yuliya V. "Methodic model of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning." Tambov University Review. Series: Humanities, no. 186 (2020): 53–63. http://dx.doi.org/10.20310/1810-0201-2020-25-186-53-63.

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Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, cont

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Kolyada, Nataliya, Larisa Shapovalova, Yuliya Guz, and Ashkhen Melkonyan. "Distance Learning of a Foreign Language – Necessity or Future." International Journal of Emerging Technologies in Learning (iJET) 16, no. 04 (2021): 167. http://dx.doi.org/10.3991/ijet.v16i04.18299.

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In order to effectively organize the educational process when teaching foreign languages remotely in the context of a pandemic, special technical, psychological, and pedagogical training is required to switch to this form of education. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that have a positive impact on the process of learning a foreign language. The purpose of the article is to identify the theoretical and methodo

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Jouravlev, Olessia, Zachary Mineroff, Idan A. Blank, and Evelina Fedorenko. "The Small and Efficient Language Network of Polyglots and Hyper-polyglots." Cerebral Cortex 31, no. 1 (2020): 62–76. http://dx.doi.org/10.1093/cercor/bhaa205.

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Abstract Acquiring a foreign language is challenging for many adults. Yet certain individuals choose to acquire sometimes dozens of languages and often just for fun. Is there something special about the minds and brains of such polyglots? Using robust individual-level markers of language activity, measured with fMRI, we compared native language processing in polyglots versus matched controls. Polyglots (n = 17, including nine “hyper-polyglots” with proficiency in 10–55 languages) used fewer neural resources to process language: Their activations were smaller in both magnitude and extent. This

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Larsen, Mark D. "News on Processing Texts in Foreign Languages." Hispania 68, no. 2 (1985): 435. http://dx.doi.org/10.2307/342230.

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Fazio, F., D. Perani, D. Dehaene, et al. "Brain processing of native and foreign languages." NeuroImage 3, no. 3 (1996): S583. http://dx.doi.org/10.1016/s1053-8119(96)80585-4.

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Perani, Daniela, Stanislas Dehaene, Franco Grassi, et al. "Brain processing of native and foreign languages." NeuroReport 7, no. 15 (1996): 2439–44. http://dx.doi.org/10.1097/00001756-199611040-00007.

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Gozdawa-Gołębiowsk, Romuald. "Grammar and Formulaicity in Foreign Language Teaching." Glottodidactica. An International Journal of Applied Linguistics 34 (November 5, 2018): 75–86. http://dx.doi.org/10.14746/gl.2008.34.8.

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There are three general problem areas in the production of native-like language by the foreign learner: lexically based co-occurrence restrictions, inflectional paradigms and function words with little semantic impact. Remedial action can either be rule-based or dictionary-based. This corresponds to two traditionally recognized modes of sentence processing: analytic (with conscious reference to the grammatical system) or holistic (formulaic, where whole chunks are attended to). I argue for the existence of a third, middle-of-the-road strategy, which I tentatively label the "contentive" mode of

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Tareva, Elena G. "Foreign Language Teaching Practices: Online Projection." European Journal of Social & Behavioural Sciences 30, no. 2 (2021): 3409–20. http://dx.doi.org/10.15405/ejsbs.297.

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Nowadays, educational technologies, in particular, digital means and methods of teaching have become the subject of research studied from different angles. Of interest are educational practices that most successfully disseminate a positive learning experience. The purpose of this paper is to consider the phenomenon of ‘best/effective educational practices’ and present a set of those that have successfully proven to be effective in teaching foreign languages in a digital environment, in the context of distance learning. The research methods comprised an analysis of existing approaches to produc

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Mackey, Alison. "New directions for the Annual Review of Applied Linguistics." Annual Review of Applied Linguistics 36 (March 2016): 1–4. http://dx.doi.org/10.1017/s0267190515000136.

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To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language;

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Gualdron, Evelyn, and Edna Castillo. "Theater for Language Teaching and Learning: The E Theater, a Holistic Methodology." Profile: Issues in Teachers´ Professional Development 20, no. 2 (2018): 211–27. http://dx.doi.org/10.15446/profile.v20n2.63969.

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This article reports the findings of a qualitative study based on a long-term application of a theater content-based methodology for L2 learning, supported by professionals in theater and in foreign languages, in The E Theater: an English as a foreign language theater interdisciplinary group at Universidad Nacional de Colombia that has been active since 2008. The data were collected through a longitudinal semi-structured survey, interviews of the participants of the event, and a focus group. As a result, participants stated lowering their affective filter and benefits in their production and c

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Sitkiewicz, Gabriela, and Joanna Darda-Gramatyka. "Dzieci i ryby głosu nie mają? O kształtowaniu kompetencji społecznych i językowych w procesie nauczania języka rosyjskiego." Acta Polono-Ruthenica 3, no. XXIII (2018): 71–88. http://dx.doi.org/10.31648/apr.2824.

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In the modern world, foreign languages are a tool being used in work by many young persons, and as a consequence – students are interested in the practical knowledge of a foreign language. There are not many useful tools to learn Russian on the market, and those available do not satisfy the needs, so we use different methods in the process of teaching – exercises with the elements of competition, games and its mechanics (e.g. our original project of a language game, city language game). It allows us to watch to which extent students are aware of group processes they participate in, and how tho

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Peña, Marcela, and Lucia Melloni. "Brain Oscillations during Spoken Sentence Processing." Journal of Cognitive Neuroscience 24, no. 5 (2012): 1149–64. http://dx.doi.org/10.1162/jocn_a_00144.

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Spoken sentence comprehension relies on rapid and effortless temporal integration of speech units displayed at different rates. Temporal integration refers to how chunks of information perceived at different time scales are linked together by the listener in mapping speech sounds onto meaning. The neural implementation of this integration remains unclear. This study explores the role of short and long windows of integration in accessing meaning from long samples of speech. In a cross-linguistic study, we explore the time course of oscillatory brain activity between 1 and 100 Hz, recorded using

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Ganapolskaya, Elena V. "Russian Phraseological Minimum: Reality and Prospects." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 3 (2020): 496–516. http://dx.doi.org/10.22363/2313-2299-2020-11-3-496-516.

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The article is devoted to the current problem of creating a Russian language phraseological minimum. The topic of lexical (including phraseological) minimums is one of the oldest and most discussed problems both in linguistics and in the methodology of foreign languages teaching. The study of the subject goes in two main directions: searching for the core of the lexical (phraseological) system and creating minimums for learning foreign languages. The main method used in this work is the method of analytical and synthetic processing of information and the statistical method. Both scientific sou

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TAO, LILY, and MARCUS TAFT. "Effects of early home language environment on perception and production of speech." Bilingualism: Language and Cognition 20, no. 5 (2016): 1030–44. http://dx.doi.org/10.1017/s1366728916000730.

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The effects of exposure to non-English heritage languages versus exposure to foreign-accented English during early childhood on language performances later in life were investigated. Three groups of young adult participants who differed in their early home language environment were examined on a series of linguistic tasks. Results showed that people who were mostly exposed to accented English in the early home environment are more native-like in various aspects of English language performance than those who were mostly exposed to their non-English heritage language, including vocabulary, pronu

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Bono, Mariana. "L’influence des langues non maternelles dans l’acquisition du SN en espagnol L3." Language, Interaction and Acquisition 1, no. 2 (2010): 251–75. http://dx.doi.org/10.1075/lia.1.2.06bon.

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This article investigates the role of second or non-native languages (L2) in the acquisition of an additional language (L3). We study the impact of cross-linguistic influence on the placement of the adjective in the Noun Phrase. The analysis of oral data from learners of Spanish L3 shows that the position of adjectives departs from the canonical word order of both Spanish L3 and French L1, reflecting the word order that characterizes the other languages known by the speakers, English and German. We will attempt to identify the psycholinguistic factors underlying this phenomenon. Particular att

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Gimaletdinova, G. K., and E. Kh Dovtaeva. "Sentiment Analysis of Reader Comments: Automated vs Manual Text Processing." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 163, no. 1 (2021): 65–80. http://dx.doi.org/10.26907/2541-7738.2021.1.65-80.

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The verbal and structural features of the reader comment, a genre of Internet communication, were studied. The method of sentiment analysis (ParallelDots API) was used to reveal and measure the emotive component of the reader comments (N = 3000) in the English and Russian languages. The results obtained were verified by the manual linguistic text analysis. The experts were specialists in the field of philology of the English and Russian languages (N = 6), students of philology, as well as native speakers of the Russian language for whom English is a foreign language, i.e., their level of profi

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Tokmakova, Yuliya. "Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme." Tambov University Review. Series: Humanities, no. 183 (2019): 35–44. http://dx.doi.org/10.20310/1810-0201-2019-24-183-35-44.

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Content and language integrated learning (CLIL) of foreign language and profile disciplines is currently one of the innovative approaches to teaching foreign language for professional communication to students of non-linguistic universities. However, this approach is not widely used in universities of the Russian Federation. One of the main problems of this lies in the objec-tive difficulties of a foreign language teacher to develop the content of teaching foreign language for professional communication so that it reflects the features of the future professional activity of graduates of the ma

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Myronova, T. Yu, and O. V. Kovalevska. "Methods of development orientational skills in a foreign text." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 195–202. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-195-202.

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The article is devoted to the implementation of the methodical approach as teaching reading in foreign language to students of non-philological specialties on the basis of specific language material. It is based on the essential characteristics of reading as a type of speech activity based on the analysis of grammatical features contained in the text. The approach of teaching reading covered in the article involves managing the process of development an indicative basis for educational activities. This method has great advantages, because it helps to develop skills of creative analysis of the

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Konyakhina, Liudmila, and Andrey Ivanov. "Musical Competence and Second Language Learning." Nizhny Novgorod Linguistics University Bulletin, no. 54 (June 30, 2021): 149–64. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-149-164.

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In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech process

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Marie, Céline, Franco Delogu, Giulia Lampis, Marta Olivetti Belardinelli, and Mireille Besson. "Influence of Musical Expertise on Segmental and Tonal Processing in Mandarin Chinese." Journal of Cognitive Neuroscience 23, no. 10 (2011): 2701–15. http://dx.doi.org/10.1162/jocn.2010.21585.

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A same–different task was used to test the hypothesis that musical expertise improves the discrimination of tonal and segmental (consonant, vowel) variations in a tone language, Mandarin Chinese. Two four-word sequences (prime and target) were presented to French musicians and nonmusicians unfamiliar with Mandarin, and event-related brain potentials were recorded. Musicians detected both tonal and segmental variations more accurately than nonmusicians. Moreover, tonal variations were associated with higher error rate than segmental variations and elicited an increased N2/N3 component that deve

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Sun, Jilan. "Vocabulary extraction in foreign-language journals: how natural language processing can help readers." Learned Publishing 26, no. 3 (2013): 224–27. http://dx.doi.org/10.1087/20130311.

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Y. Niyazova, Aigul, Ninel A. Yekibayeva, Gulizat Zh. Nurbekova, Aigul Kh. Nurpeissova, Zhumagul I. Arystanbekova, and Ulzhan S. Nurgalieva. "THE ENGLISH LANGUAGE IN A PROFESSIONAL COMMUNICATION ENVIRONMENT OF KAZAKHSTANI UNIVERSITY GRADUATES." Humanities & Social Sciences Reviews 7, no. 4 (2019): 1301–6. http://dx.doi.org/10.18510/hssr.2019.74180.

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Purpose: The article analyzes the english language in a professional communication environment of Kazakhstani university graduates. Methodology: The author of the article used such research methods as theoretical analysis and synthesis of foreign scientific literature on pedagogy, methods of teaching foreign languages, empirical methods of pedagogical observation, questionnaire survey, statistical processing of received data. Result: Each specialist with higher education should be able to speak a foreign language and to communicate in any professionally significant situations and a

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Prihasto, Bima, and Nur Fajri Azhar. "Evaluation of Recurrent Neural Network Based on Indonesian Speech Synthesis for Small Datasets." Advances in Science and Technology 104 (February 2021): 17–25. http://dx.doi.org/10.4028/www.scientific.net/ast.104.17.

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The recurrent neural network (RNN) application when it comes to audio and speech processing in the case of Indonesian-language voice data is rarely done now. This is important because Indonesian languages have different characteristics from foreign languages. So in this case we try to evaluate a number of methods in RNN to make speech synthesis in Indonesian. In this research we use objective measurements, the results we get that LSTM generally produces better sound quality than GRU. While the derivative of GRU, MGU2 gets the best results in the model training time.

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Bogaards, Paul, Elisabeth Van Der Linden, and Lydius Nienhuis. "Translating ambiguous and nonambiguous Words in a foreign Language." ITL - International Journal of Applied Linguistics 139-140 (January 1, 2003): 129–52. http://dx.doi.org/10.2143/itl.139.0.2003201.

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The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked

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Demenko, Grażyna, Agnieszka Wagner, and Natalia Cylwik. "The Use of Speech Technology in Foreign Language Pronunciation Training." Archives of Acoustics 35, no. 3 (2010): 309–29. http://dx.doi.org/10.2478/v10168-010-0027-z.

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AbstractIn recent years the application of computer software to the learning process has been found to be an indisputably effective tool supporting the traditional teaching methods. Particular focus has been put on the application of techniques based on speech and language processing to the second language learning. Most of the commercial self-study programs, however, do not allow for introduction of an individualized learning course by the teacher and to concentrate on segmental features only. The paper discusses the use of speech technology in the training of foreign languages' pronunciation

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Kovač, Mirjana Matea. "Usporedba brzine govora u materinskome hrvatskome (L1) i stranome engleskome (L2) jeziku." Fluminensia 30, no. 1 (2018): 77–96. http://dx.doi.org/10.31820/f.30.1.8.

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This paper aims at investigating the differences regarding speech rate between the Croatian (L1) and the English language (L2). The selected tasks include descriptions of dynamic entities which require careful planning and a chronological sequence of speech acts in real time, as well as the description of static spatial arrangements and their relations. The speech tasks were first performed in the native language, followed by the performance of the same tasks in the foreign language. A significantly faster speech rate was hypothesized in the foreign language condition for each investigated spe

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Takano, Yohtaro, and Akiko Noda. "A Temporary Decline of Thinking Ability During Foreign Language Processing." Journal of Cross-Cultural Psychology 24, no. 4 (1993): 445–62. http://dx.doi.org/10.1177/0022022193244005.

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Manolopoulou-Sergi, Eleni. "Motivation within the information processing model of foreign language learning." System 32, no. 3 (2004): 427–41. http://dx.doi.org/10.1016/j.system.2004.04.002.

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Young, Dolly Jesusita. "Processing Strategies of Foreign Language Readers: Authentic and Edited Input." Foreign Language Annals 26, no. 4 (1993): 451–68. http://dx.doi.org/10.1111/j.1944-9720.1993.tb01180.x.

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Tokmakova, Yuliya V. "Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university." Tambov University Review. Series: Humanities, no. 185 (2020): 107–18. http://dx.doi.org/10.20310/1810-0201-2020-25-185-107-118.

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In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expan

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