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Journal articles on the topic 'Language and perception'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Radach, Ralph, Arthur M. Jacobs, and Hermann J. Müller. "Explorations in the language of perception and the perception of language." Psychological Research 72, no. 6 (October 21, 2008): 587–92. http://dx.doi.org/10.1007/s00426-008-0164-4.

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2

Blankenship, Barbara. "Second language vowel perception." Journal of the Acoustical Society of America 90, no. 4 (October 1991): 2252. http://dx.doi.org/10.1121/1.401514.

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3

Van De Meerendonk, Nan, Herman H. J. Kolk, Dorothee J. Chwilla, and Constance Th W. M. Vissers. "Monitoring in Language Perception." Language and Linguistics Compass 3, no. 5 (August 20, 2009): 1211–24. http://dx.doi.org/10.1111/j.1749-818x.2009.00163.x.

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4

Siskind, Jeffrey Mark. "Grounding language in perception." Artificial Intelligence Review 8, no. 5-6 (1995): 371–91. http://dx.doi.org/10.1007/bf00849726.

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5

Muliyana, Muliyana, Muhammad Zuhri Dj., and Andi Muhammad Yauri. "Language interference in elt writing class." International Journal of Research on English Teaching and Applied Linguistics 1, no. 2 (February 3, 2021): 92–107. http://dx.doi.org/10.30863/ijretal.v1i2.1232.

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This research about The Effect of Using Language Interference in ELT Writing Class at The Tenth Grade of Athirah Bone. It is intended to find out two problems of writing. The first problem is the types of errors made by the students in students’ writing skills of the tenth grade of Athirah Bone. This research used a qualitative method by implementing interview. The sample consisted of 9 students from Athirah Bone. The result shows that the students’ perception of the types of students’ errors in writing consist of five perceptions. The first is students’ perceptions relate to the feeling. The second is students’ perceptions relate with the first language’ influence students in mastering the second language. The third is the students’ perception relates to the students’ experiences and kinds of interferences that students have made on writing. The fourth is the students’ perception relates to the factors that cause students to do interfere in writing. The last is about the students’ perception of the difficulties in writing. The second problem is the factors that cause students to do interfere in writing through the observation, it is found that there are four factors that make the students of the tenth grade of Athirah Bone do interfere in writing. The first is do not master spelling. The second is still confused about using the article. The third is Missing using singular and plural nouns. The last is missing space.

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6

Chen, Wenda, Mark Hasegawa-Johnson, and Nancy F. Chen. "Mismatched Crowdsourcing based Language Perception for Under-resourced Languages." Procedia Computer Science 81 (2016): 23–29. http://dx.doi.org/10.1016/j.procs.2016.04.025.

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7

Корина, Наталья. "Space Perception and Language Categorization." Journal of Linguistics/Jazykovedný casopis 67, no. 3 (December 1, 2016): 233–45. http://dx.doi.org/10.1515/jazcas-2017-0010.

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Abstract The study brings a brief view at the problem of cognitive association between the space perception and the categorization reflected in natural language from the linguistic point of view that is very close connected to the linguistic worldview and possesses the ethno-cultural specifics. The analysis is focused on the differences of the vertical and horizontal space models’ cognitive dominants in two relative Slavic languages – Russian and Slovak, and on the possible reasons of its existence. The study is devoted to the prominent Slovak philologist Viktor Krupa.

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8

Viberg, Åke. "Sensation, perception and cognition." Functions of Language 22, no. 1 (May 1, 2015): 96–131. http://dx.doi.org/10.1075/fol.22.1.05vib.

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This paper presents an analysis of the field of perception verbs in Swedish within a typological and contrastive framework. Earlier work has to a great extent focused on the concepts see and hear. This article focuses on the more ‘raw’ form of perception represented by sensations and on the combination of meanings referring to perception and cognition in Swedish känna ‘feel, know’. The polysemy of känna turns out to be very language-specific even in relation to the most closely related Germanic languages. The polysemy of känna is interesting also because this verb can refer to internal (bodily) perception and has an extension that covers blended spaces combining cognitive elements with emotional and bodily feelings (cf. feel remorse, feel convinced). Special attention is paid also to sensory verbs describing sensations of light and sound (cf. English glitter, glimmer, rattle, creak, etc.) and of bodily sensations and pain (cf. ache, itch, etc.) Sensations are interesting because — similar to sensory adjectives — evaluation and intensity are central components of their meaning in addition to the fine-grained description of sensory qualia. There are great differences across languages in the degree of elaboration of sensory verbs referring to sensations. Recent typological work has demonstrated great elaborations of taste verbs in some languages, whereas other languages have elaborated odor verbs. Swedish (similar to many other European languages) has a rich repertoire of sound verbs.

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9

Velanitta, Vivi. "LANGUAGE PERCEPTION AND LANGUAGE PRODUCTION IN EARLY CHILDHOOD: LANGUAGE ACQUISITION." JETLe (Journal of English Language Teaching and Learning) 1, no. 2 (July 6, 2020): 19–27. http://dx.doi.org/10.18860/jetle.v1i2.8003.

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Language acquisition is a term to define the process of getting language ability naturally and subconsciously. In language acquisition, there is an optimal time for the children to acquire language optimally. The time is known as critical period that is believed when the critical time is passed by the children without get contact with the language, it will be (almost) impossible to acquire first language and be the native of second language, latter. In other hand, while children acquire language, they will do mistakes (often) and error (rarely). It is related how the children percept language and the way they produce it. In reference to develop language in human, this paper will explore theoretical frameworks related with the steps of children language acquisition which happened in the early childhood related with the transformational process of language perception into language production.

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10

Heeren, Willemijn, Andrei A. Avram, Anna Cardinaletti, Martine Coene, and Francesca Volpato. "Can speech pitch perception be measured language-independently?" Linguistics in the Netherlands 29 (November 2, 2012): 55–67. http://dx.doi.org/10.1075/avt.29.05hee.

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Recently, a test battery was developed with the goal of assessing perception of F0 in linguistic, but language-independent, contexts by listeners from different language backgrounds. Test validation using Dutch, Italian and Romanian listeners generally showed comparable performance. In this study we present cross-language results on how F0 contributes to prominence perception in Dutch (a Germanic language) and Italian and Romanian (Romance languages), as well as on how F0 trades off with duration, a second important cue to prominence. We discuss implications of these results for the language-independent set-up of the test battery.

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11

Lopez Prego, Beatriz, and Allard Jongman. "Language mode effects on second language categorical perception." Journal of the Acoustical Society of America 136, no. 4 (October 2014): 2107. http://dx.doi.org/10.1121/1.4899582.

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12

Marian, Viorica, Sayuri Hayakawa, Tuan Lam, and Scott Schroeder. "Language Experience Changes Audiovisual Perception." Brain Sciences 8, no. 5 (May 11, 2018): 85. http://dx.doi.org/10.3390/brainsci8050085.

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13

Burnham, Denis K., Genevieve O’Connor, and Lynda J. Earnshaw. "Speech perception and language acquisition." Infant Behavior and Development 9 (April 1986): 55. http://dx.doi.org/10.1016/s0163-6383(86)80056-x.

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14

Fortuna, Sara. "Gestural expression, perception and language." Gesture 3, no. 1 (October 16, 2003): 95–124. http://dx.doi.org/10.1075/gest.3.1.05for.

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This paper discusses J.J. Engel’s theory of mimicry, which is part of a broad discussion within German philosophy in late 1700 about physiognomics i.e. human bodily expression and perception. The core of Engel’s investigation consists in a theory of human gesture which avoid both the conventional and the physiological elements and focuses on the semantic and reflective components. The author shows how this reflection about the symbolic devices involved in gestural comprehension and communication develop a parallel reflection about the origin and functioning of verbal processes of communication.

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15

Seife, C. "NEUROPSYCHOLOGY: Language Affects Sound Perception." Science 290, no. 5499 (December 15, 2000): 2051b—2052. http://dx.doi.org/10.1126/science.290.5499.2051b.

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16

Özgen, Emre. "Language, Learning, and Color Perception." Current Directions in Psychological Science 13, no. 3 (June 2004): 95–98. http://dx.doi.org/10.1111/j.0963-7214.2004.00282.x.

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17

Ardila, Alfredo, Patricia Montanes, and Juanita Gempeler. "Echoic memory and language perception." Brain and Language 29, no. 1 (September 1986): 134–40. http://dx.doi.org/10.1016/0093-934x(86)90038-6.

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18

Gomez-Dominguez, Maria, M. Carmen Fonseca-Mora, and Francisco H. Machancoses. "First and foreign language early reading abilities: The influence of musical perception." Psychology of Music 47, no. 2 (January 15, 2018): 213–24. http://dx.doi.org/10.1177/0305735617746734.

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There is a growing body of literature that recognises how music perception affects first-language learning, but much less is known about its influence on foreign-language reading skills. The purpose of this paper is to examine the effect of music perception abilities on the acquisition of some foreign early reading skills based on their transference from first language. Data for this study were collected from 63 Spanish-speaking English-language learners studying second grade of primary school. We used a music perception test and the Early Grade Reading Assessment battery, which measures early reading skills in both languages. A mediation analysis using structural equation modelling was performed, integrating music perception and letter-sound knowledge, initial sound identification, and familiar word and pseudoword reading in Spanish and English. This research provides new insights into how music perception affects early reading skills in both languages. These findings indicate a transfer of music perception abilities to first-language alphabetic principle, phonemic awareness and word recognition skills that affect foreign language early reading abilities.

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19

Kusno, Ali. "PERSEPSI SN DAN MR TENTANG PRESIDEN JOKO WIDODO: ANALISIS WACANA TRANSKRIP REKAMAN PERCAKAPAN ‘PAPA MINTA SAHAM’." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 2, no. 2 (February 24, 2017): 1. http://dx.doi.org/10.30872/calls.v2i2.693.

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The recording of “Papa Minta Saham“conversation captured the Indonesian society’s attention in the end of 2015. It recorded the conversation between SN and MR profiteering the name of President Jokowi. In addition, another topic of conversation such as both SN and MR’s perception about President Jokowi was also revealed in this recording. This research aims to analyze the perception of SN and MR about President Jokowi’s character. Applying descriptive qualitative method, the language contained in the “Papa Minta Saham” recording was used as the research object. The data and data source were the transcript document and the recording conversation of “Papa Minta Saham”. This research used discourse analysis. The findings showed diverse negative perceptions regarding President Jokowi’s character: stubborn (koppig), difficult to build a mutual understanding, a high level of ego, strong determination, tough and dangerous. Apart from these negative characters, Jokowi is also considered as a kind and brave type of person. Based on the findings, there is an indication that public perception towards President Jokowi’s characters could be different from that of SN and MR. Politicians also speak language containing various strategies that prove the distinction between their public speech and their actual speech. Politicians could change their negative perceptions into positive perceptions as well as their languages to accommodate their interests.Key words: perception discourse analysis, Papa Minta Saham transcript, perception of President Jokowi

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20

Cray, Ellen. "Teacher's Perception of a Language Policy: "Teaching LINC"." TESL Canada Journal 15, no. 1 (October 26, 1997): 22. http://dx.doi.org/10.18806/tesl.v15i1.690.

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The boundaries of English language teaching are being expanded with recognition that the language classroom has cultural and political aspects. Policies that legislate the learning and teaching of additional languages are one relevant aspect of this context. However, little empirical work has been done on how language policies are realized in the classroom. In this article data from interviews with teachers in LINC classrooms are analyzed. Results suggest that teachers perceive the policy in ways that are determined by the local situations in which they teach. Results also suggest that there are important differences between what policies dictate and what teachers do in their classrooms.

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21

Hartsuiker, Robert J., and Martin J. Pickering. "A common framework for language comprehension and language production?" Behavioral and Brain Sciences 24, no. 5 (October 2001): 887–88. http://dx.doi.org/10.1017/s0140525x01290104.

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Natural language processing involves a tight coupling between action (the production of language) and perception (the comprehension of language). We argue that similar theoretical principles apply to language processing as to action/perception in general. Language production is not driven solely by the speaker's intentions; language comprehension is not only input-driven; production and perception use common representations. We will relate recent findings from our language production lab to the Theory of Event Coding (TEC)'s principle of feature binding.

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22

Sunarya, Novianty, and Finasti Pitaloka. "STUDENTS’ PERCEPTION OF ENGLISH LANGUAGE ANXIETY IN SPEAKING SKILL." PROJECT (Professional Journal of English Education) 1, no. 3 (June 11, 2018): 281. http://dx.doi.org/10.22460/project.v1i3.p281-288.

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Abstract Students should learn speaking skill to communicate as one of four major skills in learning English language. However, language anxiety will be experienced by students in learning speaking. The research is aimed to know students’ perception of language anxiety in speaking skill. The learners’ perception of language anxiety deserve a special mention as it is one of the parties directly involved in learning process. This study explores learners’ perceptions of language anxiety in speaking classes at one of the university in Cimahi. This study involved thirty five students from Indonesian Language Department as sample. To collect the data the researchers used numerical likert scale in the questionnaire by Dornyeiand Taguchi (2010: 150) with thirteen questions. From the results, most of students felt the various anxieties when they speak; for example being laugh at by other students when they make mistakes, and most of students feel ashamed if they got bad grades in English. Keywords: Students Perception, Language Anxiety, Speaking.

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23

O’Toole, Ciara, and Tina M. Hickey. "Diagnosing language impairment in bilinguals: Professional experience and perception." Child Language Teaching and Therapy 29, no. 1 (December 30, 2012): 91–109. http://dx.doi.org/10.1177/0265659012459859.

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Diagnosing specific language impairment (SLI) in monolingual children is a complex task, with some controversy regarding criteria. Diagnosis of SLI in bilinguals is made more complex by the lack of standardized assessments and poor understanding of clinical markers in languages other than English. There is an added complexity when one of the languages being acquired is an endangered one, where the domains of use and input are restricted, and where input is affected by convergence with the majority language. This article explores the challenge facing speech and language therapists and psychologists in diagnosing SLI in bilingual children acquiring Irish and English. Six speech and language therapists and four psychologists took part in semi-structured interviews exploring the impact of the bilingual environment, the nature of bilingual language impairment, current practices and the needs of these children. Thematic analysis was carried out and here three of the main themes emerging in the areas of assessment, the bilingual environment and characteristics of language impairment in this population are discussed. For assessment, an overriding theme was the requirement of standardized testing to secure additional educational and therapy resources for these children. However, because there are no standardized tests available in Irish, both professions end up translating existing English-based language and psychological assessments, using the norms provided to achieve standard scores. Both professions expressed strong dissatisfaction with this practice but saw little choice, given the Department of Education’s approach to allocation of supports. Language impairment in Irish was characterized by lexical difficulties, particularly with verbs and prepositions, tense errors, and significant borrowing and code-switching with English. Other themes that emerged were the growing influence of English as the children became older, which affected both attitudes to the minority Irish language as well as the content and structure of the language itself. The implications for service provision for bilingual populations in general are outlined.

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24

Kilpatrick, Cynthia. "Second language influence on perception of first language phonotactics." Journal of the Acoustical Society of America 125, no. 4 (April 2009): 2768. http://dx.doi.org/10.1121/1.4784714.

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25

Poizner, Howard, Angela Fok, and Ursula Bellugi. "The interplay between perception of language and perception of motion." Language Sciences 11, no. 3 (January 1989): 267–87. http://dx.doi.org/10.1016/0388-0001(89)90019-3.

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26

Küçükler, Halil, and Irfan Tosuncuoglu. "Perception of Learners Towards Monolingualism, Bilingualism and Multi-Language Learning." English Language Teaching 11, no. 12 (November 29, 2018): 221. http://dx.doi.org/10.5539/elt.v11n12p221.

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Monolingualism is defined as state of having control over the use of one language. Bilingualism means having control over the use of two languages and multi-lingualism is defined having control over the use of more than two languages. The purpose of this study is to make a comparison of the learners’ perceptions towards monolingualism, bilingualism and multilingualism. The study was done in year of 2018. The study was done by applying questionnaires to the preparation faculty at International Hoca Ahmet Yesewi University and Balıkesir University respondents. Totally, there are 196 respondents from Yesewi University and 172 respondents from Balıkesir University. Both BAU and AYU respondents disagree that people who speak a language best are those who know one language rather than two or more. They also both agree that learner should try not to use their first language while learning a new language. Both BAU and AYU respondents agree that learning another language is important because it allows them to be more at ease with people who speaks that language. However, AYU respondents have a stronger positive attitude than BAU respondents.

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27

Bower, B. "Language Disorder Tied to Sound Perception." Science News 151, no. 19 (May 10, 1997): 286. http://dx.doi.org/10.2307/4018358.

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28

안미연. "Language-dependent perception of lateral /l/." Studies in Phonetics, Phonology, and Morphology 25, no. 2 (September 2019): 177–93. http://dx.doi.org/10.17959/sppm.2019.25.2.177.

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29

Ingram, John C. L., See-Gyoon Park, and Tom Mylne. "Studies in cross-language speech perception." Asia Pacific Journal of Speech, Language and Hearing 2, no. 1 (January 1997): 1–23. http://dx.doi.org/10.1179/136132897805577477.

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30

BRYANT, DAVID J. "Representing Space in Language and Perception." Mind & Language 12, no. 3-4 (May 4, 2007): 239–64. http://dx.doi.org/10.1111/j.1468-0017.1997.tb00073.x.

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31

Wible, David S., and C. Harry Hui. "Perceived Language Proficiency and Person Perception." Journal of Cross-Cultural Psychology 16, no. 2 (June 1985): 206–22. http://dx.doi.org/10.1177/0022002185016002005.

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32

Bryant, David J. "Representing Space in Language and Perception." Mind and Language 12, no. 3&4 (September 1997): 239–64. http://dx.doi.org/10.1111/1468-0017.00047.

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33

Lupyan, Gary, Rasha Abdel Rahman, Lera Boroditsky, and Andy Clark. "Effects of Language on Visual Perception." Trends in Cognitive Sciences 24, no. 11 (November 2020): 930–44. http://dx.doi.org/10.1016/j.tics.2020.08.005.

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34

Khruslov, Georgy. "Language perception as a sociocultural category." Language Learning Journal 5, no. 1 (March 1992): 81–84. http://dx.doi.org/10.1080/09571739285200261.

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35

Arbib, Michael A. "From Action-Oriented Perception to Language." Cognitive Semiotics 8, no. 1 (January 1, 2015): 1–17. http://dx.doi.org/10.1515/cogsem-2015-0005.

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AbstractThis article is primarily an extended summary of a talk presented to the Seventh Conference of the Nordic Association for Semiotic Studies (NASS), Lund University, Sweden in May 2011, presenting the Mirror System Hypothesis, which emphasizes the role of imitation and manual gesture in the evolution of the language-ready brain. An Afterword offers pointers to a number of subsequent publications that build upon the theory presented there.

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36

Schwartz, Richard G. "Speech perception by language‐impaired children." Journal of the Acoustical Society of America 95, no. 5 (May 1994): 2997. http://dx.doi.org/10.1121/1.408877.

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37

Strange, Winifred. "Speech perception by second language learners." Journal of the Acoustical Society of America 95, no. 5 (May 1994): 2998. http://dx.doi.org/10.1121/1.408879.

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38

Abramson, Arthur S., and Kalaya Tingsabadh. "Thai Final Stops: Cross-Language Perception." Phonetica 56, no. 3-4 (1999): 111–22. http://dx.doi.org/10.1159/000028446.

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39

Nash, Katherine Saunders. "Narrative, Perception, Language, and Faith (review)." Partial Answers: Journal of Literature and the History of Ideas 6, no. 1 (2007): 220–24. http://dx.doi.org/10.1353/pan.2008.0005.

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40

Kaschak, Michael P., Carol J. Madden, David J. Therriault, Richard H. Yaxley, Mark Aveyard, Adrienne A. Blanchard, and Rolf A. Zwaan. "Perception of motion affects language processing." Cognition 94, no. 3 (January 2005): B79—B89. http://dx.doi.org/10.1016/j.cognition.2004.06.005.

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41

Drummond, Avril. "Book Review: Perception, Interaction and Language." British Journal of Occupational Therapy 54, no. 12 (December 1991): 452. http://dx.doi.org/10.1177/030802269105401205.

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42

Lindquist, Kristen A., Lisa Feldman Barrett, Eliza Bliss-Moreau, and James A. Russell. "Language and the perception of emotion." Emotion 6, no. 1 (2006): 125–38. http://dx.doi.org/10.1037/1528-3542.6.1.125.

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43

Emmorey, Karen, Stephen McCullough, and Diane Brentari. "Categorical perception in American Sign Language." Language and Cognitive Processes 18, no. 1 (February 2003): 21–45. http://dx.doi.org/10.1080/01690960143000416.

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44

Ros, Maria, J. Ignacio Cano, and Carmen Huici. "Language and Intergroup Perception in Spain." Journal of Language and Social Psychology 6, no. 3-4 (September 1987): 243–59. http://dx.doi.org/10.1177/0261927x8763007.

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45

Griffiths, C. "Language-learning strategies: theory and perception." ELT Journal 55, no. 3 (July 1, 2001): 247–54. http://dx.doi.org/10.1093/elt/55.3.247.

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46

Garcia Bayonas, Mariche. "Vowel perception in second language acquisition." Journal of the Acoustical Society of America 120, no. 5 (November 2006): 3172. http://dx.doi.org/10.1121/1.4787932.

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47

Cutler, Anne. "The perception of rhythm in language." Cognition 50, no. 1-3 (April 1994): 79–81. http://dx.doi.org/10.1016/0010-0277(94)90021-3.

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48

CHU, Jing, Chunsheng YANG, and Guofa LIU. "Analysis of Second Language Acquisition (SLA) Speech Perception Model & the Perception of Second Language Prosody." Revista de Cercetare si Interventie Sociala 64 (March 6, 2019): 334–51. http://dx.doi.org/10.33788/rcis.64.25.

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This paper provides a critical review on the major models of speech perception in second language (L2) acquisition. It is argued that some new models, such as L2LP and ASP, have more explanatory power for L2 speech perception. However, due to the different theoretical frameworks, objectives and hypotheses in these models, it is difficult to integrate these models into one which is universally applicable. Although most of these models were proposed for accounting for the perception of L2 segments, they can also be applied in the perception of L2 prosody. When these models are used in examining L2 speech prosody, the prosodic systems of both L1 and L2 should be thoroughly investigated first.

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49

Sallat, Stephan, and Sebastian Jentschke. "Music Perception Influences Language Acquisition: Melodic and Rhythmic-Melodic Perception in Children with Specific Language Impairment." Behavioural Neurology 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/606470.

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Language and music share many properties, with a particularly strong overlap for prosody. Prosodic cues are generally regarded as crucial for language acquisition. Previous research has indicated that children with SLI fail to make use of these cues. As processing of prosodic information involves similar skills to those required in music perception, we compared music perception skills (melodic and rhythmic-melodic perception and melody recognition) in a group of children with SLI (N=29, five-year-olds) to two groups of controls, either of comparable age (N=39, five-year-olds) or of age closer to the children with SLI in their language skills and about one year younger (N=13, four-year-olds). Children with SLI performed in most tasks below their age level, closer matching the performance level of younger controls with similar language skills. These data strengthen the view of a strong relation between language acquisition and music processing. This might open a perspective for the possible use of musical material in early diagnosis of SLI and of music in SLI therapy.

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50

Isnaini, Muhammad Yusuf. "HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL." Diksi 27, no. 1 (August 15, 2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.

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(Title: Perceptions About Indonesian Teachers, Learning Interests, and Learning Motivation with Student Learning Achievements in MTsN Semanu Gunungkidul). Teachers have a big role in fostering positive perceptions about Indonesian language learning. This positive perception will foster interest in students to learn Indonesian seriously. The purpose of this study was to analyze the relationship between students 'perceptions of Indonesian teachers, students' interests and motivations in learning Indonesian subject matter with the learning achievements of Gunungkidul's 3 MTsN students. The correlation between students 'perceptions of Indonesian language teachers, students' interests and motivation in learning Indonesian language material with the students 'achievement in Gunungkidul's MTsN 3 is evidenced by the students' perceptions of Indonesian Language teachers (X1), which are included in quite a category (63.10%). Student perceptions of Indonesian language teachers have a positive relationship with student learning achievement as indicated by the value of b1 of 0.413. The relationship between students' perceptions of Indonesian teachers and student learning achievement is significant as indicated by the value of tcount (8,352) greater than ttable (1,960).Keywords: perception, interest, motivation, learning achievement

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