Academic literature on the topic 'Language Contact Profile'
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Journal articles on the topic "Language Contact Profile"
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Bancu, Ariana. "Language profile and syntactic change in two multilingual communities." Proceedings of the Linguistic Society of America 3, no. 1 (March 30, 2018): 65. http://dx.doi.org/10.3765/plsa.v3i1.4364.
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This paper explores variables that can explain contact-induced linguistic variation and change in a situation where diachronic data is lacking and number of speakers is small. For example, in contexts involving language endangerment traditional sociolinguistic variables such as age, gender, and social class will not apply due to small number of participants. Furthermore, additional sociolinguistic variables such as degree of language use, language attitudes, etc. are needed to explaining contact-induced variation. The target language is Transylvanian Saxon (hereafter TrSax), an endangered language that coexists with German and Romanian in Romania and in émigré communities in Germany. I collected sociolinguistic and questionnaire data from two groups of trilingual speakers of TrSax, German, and Romanian. Six participants are from Viscri, Romania and six participants are part of a community of Transylvanian Saxons from Viscri, who moved to Nuremberg, Germany approximately 30 years ago. I illustrate the methodology I used for identifying the variables that distinguish the two groups and I discuss how these variables can be applied to analyze contact-induced variation in TrSax on hand of preliminary production data.
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Wu, Ru Yang. "Analysis on Contact Stress after Gear Meshing and Finite Element of Stiffness." Applied Mechanics and Materials 716-717 (December 2014): 670–75. http://dx.doi.org/10.4028/www.scientific.net/amm.716-717.670.
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According to APDL language of ANSYS, this paper establishes the ideal identity model of tooth profile and gear based on ideal tooth profile equation, and it gets the ideal gear profile in meshing period and change curve of maximum contact stress with position of gear meshing. The result indicates that the contract stress distribution of ideal gear profile presents certain regularity with meshing state of double gear. Gear module can not change the stiffness value of gear meshing; increasing the number of driving wheel can reduce meshing stiffness. Finally, this paper gets the curve of meshing stiffness changes with load. The result indicates that the effect of load on deviation and tooth profile and gear meshing is larger than that on idea tooth profile and stiffness of gear meshing.
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Simonet, Miquel. "Intonational convergence in language contact: Utterance-final F0 contours in Catalan–Spanish early bilinguals." Journal of the International Phonetic Association 41, no. 2 (July 12, 2011): 157–84. http://dx.doi.org/10.1017/s0025100311000120.
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This study investigates utterance-final pitch accents in declaratives in two contact languages (Catalan and Spanish) as produced by two groups of Catalan–Spanish bilinguals (Catalan-dominant and Spanish-dominant). It contributes to a growing body of research showing that bilinguals transfer the intonational patterns of their native language to their non-native language, and it provides a sociolinguistic profile of an intonational variable in a language contact situation. We also examine the interaction of native and non-native patterns within the performance of the bilinguals. Evidence is presented for the existence of a process of phonetic category assimilation of non-native pitch contrasts to native pitch contours, as well as for phonetic new-category formation in second language learning.
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Forker, Diana. "Sanzhi–Russian code switching and the Matrix Language Frame model." International Journal of Bilingualism 23, no. 6 (September 24, 2018): 1448–68. http://dx.doi.org/10.1177/1367006918798971.
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Purpose: The study represents the first attempt to analyze intrasentantial code switching in an indigenous language from the Caucasus (the Nakh- Daghestanian language Sanzhi Dargwa) in contact with Russian. It also tests borrowing/code switching hierarchies that target parts of speech. Methodology: The study applies the Matrix Language Frame model developed by Myers-Scotton to data from Sanzhi. Data and analysis: The analyzed data consist of around 6,000 tokens of natural texts (monologues) produced by six male speakers and recorded in the main settlement of the Sanzhi speech community in Daghestan (Russian Federation). The original data are compared to published data from other languages in contact with Russian. The Sanzhi data are analyzed by means of the Matrix Language Frame model, focusing on intraclausal code switching. Findings: The Sanzhi data can largely be analyzed within the Matrix Language Frame model, confirming thus the ‘Uniform Structure Principle’ posed by Myers-Scotton. However, there are also a few instances of code switching in which embedded language and matrix language cannot be identified, which prevents application of the model. Furthermore, the study replicated findings on borrowing/code switching hierarchies for parts of speech, that is, the preference for insertions of nouns and other parts of speech from the open classes in comparison with the relative scarcity of inserted pronouns or adpositions (closed classes). Originality: This is the first attempt to apply the Matrix Language Frame model to code switching between a Caucasian language and Russian and constitutes a new approach to the study of language contact in the Caucasus and, more generally, to the impact on Russian of minority languages in the Russian Federation. Implications: The results suggest that the Matrix Language Frame model could also be applied to other languages in contact with Russian and with a similar sociolinguistic profile, such as Sanzhi.
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Romasanta, Raquel P. "Contact-induced variation in clausal verb complementation: the case of REGRET in World Englishes." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 121. http://dx.doi.org/10.14198/raei.2017.30.05.
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It has been argued that in language contact situations both transfer processes from the substrate languages (Thomason, 2008) and cognitive effects derived from the language contact situation itself (Schneider, 2012, 2013) can constitute important catalysts for language variation and change. Regarding the verbal complementation system, Steger and Schneider (2012: 172), for example, notice a preference for finite patterns over non-finite structures in World Englishes (WEs), that is, a preference for more explicit forms (hyperclarity and isomorphism). On the contrary, Schneider’s study (2012) does not confirm such a preference for more explicit forms in WEs in the competition between finite and non-finite patterns. This article intends to shed some light on the differences between the distribution of finite and nonfinite complementation patterns in WEs by exploring the complementation profile of the verb REGRET in two metropolitan varieties, British and American English, and comparing them to three geographically distant varieties with different substrate languages, historical contexts, and degrees of language contact: on the one hand, two ESL varieties, Hong Kong English and Nigerian English, and on the other, one ESD variety, Jamaican English, where contact is more pronounced. The main aim of this paper is, therefore, to investigate whether potential differences in the verbal complementation systems between varieties of English are product of cognitive processes derived from the language contact situation, a matter of transfer-induced change, or a combination of both.
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Fernández Rei, Elisa. "Galician and Spanish in Galicia." Prosodic Issues in Language Contact Situations 16, no. 3 (December 31, 2019): 438–61. http://dx.doi.org/10.1075/sic.00046.fer.
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Abstract The current study analyses the intonation of three types of utterances (broad focus statements, information-seeking yes-no questions and information-seeking wh-questions) in Galician and Spanish, in order to research the effects on the intonation of the prolonged contact between these two languages in Galicia. The main aims are to detect possible hybridisation processes in the intonation of these varieties and determine whether the intonation behaviour is different depending on the language used or on the language profile of the speakers. To that end, this study presents an empirical study which analyses these three types of utterances in Spanish and Galician, produced by 22 informants with different linguistic profiles. The results indicate little variability in the intonation based on the initial and habitual languages of the speakers or the language in which they produce the corpus. However, the existence of some hybrid patterns in wh-questions has been detected. The theoretical implications of these results will be discussed within the framework of hybridisation.
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Peyrot, Michaël. "The deviant typological profile of the Tocharian branch of Indo-European may be due to Uralic substrate influence." Indo-European Linguistics 7, no. 1 (December 2, 2019): 72–121. http://dx.doi.org/10.1163/22125892-00701007.
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Abstract Tocharian agglutinative case inflexion as well as its single series of voiceless stops, the two most striking typological deviations from Proto-Indo-European, can be explained through influence from Uralic. A number of other typological features of Tocharian may likewise be interpreted as due to contact with a Uralic language. The supposed contacts are likely to be associated with the Afanas’evo Culture of South Siberia. This Indo-European culture probably represents an intermediate phase in the movement of speakers of early Tocharian from the Proto-Indo-European homeland in the Eastern European steppe to the Tarim Basin in Northwest China. At the same time, the Proto-Samoyedic homeland must have been in or close to the Afanas’evo area. A close match between the Pre-Proto-Tocharian and Pre-Proto-Samoyedic vowel systems is a strong indication that the Uralic contact language was an early form of Samoyedic.
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Adelaar, Willem. "Reconstruction Beyond Proto-Languages In the Middle Andes." Cadernos de Linguística 1, no. 1 (July 9, 2020): 01–13. http://dx.doi.org/10.25189/2675-4916.2020.v1.n1.id274.
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The perception that the numerous similarities in lexicon, phonology and structure which unite the Quechuan and Aymaran language families in the Middle Andes region are due to intensive language contact prior to the stage of their proto-languages, rather than to a common genetic source as was previously assumed, has made it possible to visualize some of the originally inherited characteristics of each of the two linguistic lineages. This new perspective opens up multiple fields of further investigation, for instance, (a) determining the directionality of loan words (mainly from Quechuan to Aymaran, and rarely the other way around); (b) reconstructing the the structural profile of each of the two lineages prior to the beginning of their contact relation; and (c) creating the conditions for a separate external comparison of each lineage with other language families and isolates in the wider surroundings. In more general terms, it now appears possible to access earlier stages in the historical development of the Quechuan and Aymaran than that of the two proto-languages, to locate the original homeland of each lineage in relation to the newly established chronology, and to speculate on the societal context of the initial contact.
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Hyemi Lee and 김영주. "Aspects of Acculturation Strategies and Language Contact Profile of French L2 Korean Learners in Korea." Journal of Korean Language Education 27, no. 3 (September 2016): 261–87. http://dx.doi.org/10.18209/iakle.2016.27.3.261.
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Pyper, Marcie J., and Cynthia Slagter. "Competing priorities: Student perceptions of helps and hindrances to language acquisition during study abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 26, no. 1 (November 11, 2015): 83–106. http://dx.doi.org/10.36366/frontiers.v26i1.360.
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Multiple studies have investigated the effect of language contact on language proficiency, testing the assumption that the study abroad context means greater contact with the target language (L2). Other studies have examined the context of L2 interactions, considering host families, contact with community members, and interactions with non-native-speaking peers. While these studies are helpful, larger scales studies are needed to determine how students are interacting with native and non-native speakers during study abroad. The current study examines student perceptions of helps and hindrances to L2 gain during semester-long study abroad of more than 100 students studying Spanish in Spain, Honduras, and Peru. Participants completed surveys patterned after the Language Contact Profile of Freed, Dewey, Segalowitz, and Halter (2004) and took the Versant Language Test before and after their study abroad experience. They also participated in a post-program interview which was subsequently transcribed, encoded and analyzed. Results suggest that students experience competing priorities in decisions governing L1 vs L2 use and that student intentionality is key to successful language learning.
Dissertations / Theses on the topic "Language Contact Profile"
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Cundick, Denisa Krizanova. "The Relationship Between Reported Out-of-Class English Use and Proficiency Gains in English." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2125.pdf.
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Garwood, Eileen. "Profiles of English language music therapy journals." Thesis, Temple University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564809.
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The purpose of this study was to present a content analysis of seven music therapy journals in the English language in order to provide an objective documentation of the longitudinal growth of the field. The current study examined seven English language music therapy journals including the Journal of Music Therapy, Music Therapy: Journal of the American Association for Music Therapy, Music Therapy Perspectives, The Australian Journal of Music Therapy, The Nordic Journal of Music Therapy, The British Journal of Music Therapy, and The New Zealand Society for Music Therapy Journal. A total of 1,922 articles were coded according to author information (name, credentials, institution, geographic location), mode of inquiry, population studied, and subsequent article citation. Results indicated a broad range of research topics with a rapid rise in music and medicine research beginning in the 1980s. Research authors in music therapy comprise a diverse group of authors both from the United States and abroad. This study highlighted transitions in institutional productivity moving from clinical settings to academic settings. Over the course of 50 years, there have been continuous changes in various aspects of the music therapy literature that document the continuing growth of the profession.
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Phillips, Marjo H. "A profile of an English as a foreign language education system : the Finnish context." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001182.
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Since English is increasingly being taught worldwide, questions about the importance of teaching context continue to grow. But studies of EFL (English as a foreign language) educational systems in various contexts are rare. This holistic study was intended to describe and analyze one European setting where English is taught as a foreign language, to uncover the underlying assumptions and needs that drive EFL education, to hear teacher and student voices about the confidence they have in the system, and to identify factors in the layers of context that make this system unique.The study relies mainly on qualitative methods, but uses also some quantitative data to support and/or refute information obtained through qualitative research methods. The ethnographic field work was conducted on location in Finland from January to December of 1992.The findings indicate that the Finnish EFL education system is unique because of various social, political, and linguistic factors that are characteristic of the nation itself. Several factors contribute to the effectiveness of the system, such as highly qualified instructors, excellent instructional materials, and up-to-date teaching methods. More importantly, however, it is Finland's commitment to quality foreign language education that seems to be decisively instrumental in achieving the expected results. Thus, the nation as a whole invests in the development and research of foreign language education. It appears that the key to the relative success of the English education system in Finland involves just the right combination of interrelated factors and level of confidence found at every layer of the context.Since most EFL systems consist of the same universal elements' (teachers, students, materials, methods, etc.), the study proposes an EFL Contextual System Model, which is applicable to other settings. The Model can be used to analyze and interpret the parts and interrelationships of EFL systems in various educational contexts.By learning about the EFL context in Finland, the worldwide TESOL (teaching English to speakers of other languages) community can gain a better understanding of the importance and function of the broader teaching/learning context itself and draw parallels between EFL educational systems in various nations.Department of English
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Naude, Elsie. "Profiling language in young urban English additional language learners." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/29212.
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The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible so that their language development may be optimised. Multilingualism, which has become a universal phenomenon, may mask the presence of language impairment if the pre-school teacher or speech-language therapist is not proficient in the young multilingual learner’s primary language. In some urban areas of South Africa, where many languages are represented in each pre-school classroom, it is likely that the teacher or therapist will lack proficiency in the primary language of quite a number of the pre-school learners. In these contexts, the language of mutual understanding is English and assessment of learners’ language behaviour will also be conducted in English. Against this background the aim of this study was to determine the feasibility of constructing a profile of typical English language behaviours for pre-school EAL learners in a circumscribed urban area. The profile is intended to provide speech-language therapists and pre-school teachers in collaborative practice with a dual-purpose tool: an instrument for identifying those learners who are at risk for language impairment/language learning disabilities, and a means of obtaining guidelines for the development of an appropriate programme for facilitating language development. The literature study reviewed the language diversity in South African pre-schools, and the role of speech-language therapists in these multilingual pre-schools. The aspects of language to be included in a profile of typical English language behaviours for young EAL learners were discussed. A quantitative descriptive research design was selected. The language database for 30 EAL pre-schoolers from a circumscribed geographical area was collected during 20 minutes of conversation between each pre-school participant and a trained speech-language therapist who acted as research fieldworker. The language data was analysed to identify typical language behaviours relating to language form, language content and language use. The results show that it was possible to construct a profile of typical English language behaviours for nine aspects of language form, one aspect of language content, and six aspects of language use. The information was used to construct two versions of a profile of typical English language behaviours, as well as a profile of risk indicators for language impairment in the specified group of EAL pre-schoolers. An action plan was designed to indicate the way in which these three profiles – the comprehensive profile, the essential classroom profile, and the profile of risk indicators – may be used by the collaborative team of speech-language therapist and pre-school teacher for language assessment, the identification of learners with language impairment, and the facilitation of language development for all EAL learners.Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
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Dalle, Emile-Lesage. "Profils sociolangagiers, scripts culturels et compréhension de texte écrit par des élèves en situation africaine de contact des langues." Doctoral thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29314.
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Milan, Rackov. "Концепције развоја универзалних зупчастих редуктора." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2013. https://www.cris.uns.ac.rs/record.jsf?recordId=85580&source=NDLTD&language=en.
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Дат је детаљан преглед садашњих концепцијских решења и начинамонтаже савремених универзалних зупчастих редуктора.Карактеристике ових решења анализиране су посредством јединичних икомплексних показатеља квалитета. Резултати те анализе приказани суна систематичан и јасан начин, коришћењем табела, дијаграма и схема.Тумачење резултата је јасно и адекватно, с нагласком на значајнеделове који су од посебне важности. Предложено решење зупчастогредуктора за усвојену осну висину је коректно дефинисано ипостављено на основу претходно извршених анализа. Начин усвајањазупчастих парова, као и појединих конструкционих решења извршен јена јасно образложен начин. Такође, дат је предлог за увођење зубаца саповећаном теменом висином.Dat je detaljan pregled sadašnjih koncepcijskih rešenja i načinamontaže savremenih univerzalnih zupčastih reduktora.Karakteristike ovih rešenja analizirane su posredstvom jediničnih ikompleksnih pokazatelja kvaliteta. Rezultati te analize prikazani suna sistematičan i jasan način, korišćenjem tabela, dijagrama i shema.Tumačenje rezultata je jasno i adekvatno, s naglaskom na značajnedelove koji su od posebne važnosti. Predloženo rešenje zupčastogreduktora za usvojenu osnu visinu je korektno definisano ipostavljeno na osnovu prethodno izvršenih analiza. Način usvajanjazupčastih parova, kao i pojedinih konstrukcionih rešenja izvršen jena jasno obrazložen način. Takođe, dat je predlog za uvođenje zubaca sapovećanom temenom visinom.
Detailed overview of current solutions and conceptual mounting ways ofmodern universal helical gear reducer is presented. The characteristics ofthese solutions are analyzed by means of the unit and complex qualityindicators. The results of this analysis are presented in a systematic andclear way, using tables, charts and diagrams. Interpretation of the results isclear and appropriate, with an emphasis on the important parts of which areof particular importance. The proposed solution of gear reducer for adoptedshaft height is correctly defined and set to the previously performed analysis.The way the adoption of gear pairs, as well as some innovative designs areexecuted on clearly reasoned manner. Also, a proposal for the introduction ofhigh contact ratio is given.
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Sörensen, Susanne. "Five English Verbs : A Comparison between Dictionary meanings and Meanings in Corpus collocations." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-6091.
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In Norstedts Comprehensive English-Swedish Dictionary (2000) it is said that the numbered list of senses under each headword is frequency ordered. Thus, the aim of this study is to see whether this frequency order of senses agrees with the frequencies appearing in the British National Corpus (BNC). Five English, polysemous verbs were studied. For each verb, a simple search in the corpus was carried out, displaying 50 random occurrences. Each collocate was encoded with the most compatible sense from the numbered list of senses in the dictionary. The encoded tokens were compiled and listed in frequency order. This list was compared to the dictionary's list of senses. Only two of the verbs reached agreement between the highest ranked dictionary sense and the most frequent sense in the BNC simple search. None of the verbs' dictionary orders agreed completely with the emerged frequency order of the corpus occurrences, why complementary collocational learning is advocated.
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Silva, M??rcia Marcondes da. "Demonstra????es cont??beis como instrumento de comunica????o entre Estado e entidades do terceiro setor: um estudo no munic??pio de Tabo??o da Serra." FECAP, 2008. http://tede.fecap.br:8080/jspui/handle/tede/671.
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The purpose of this work is to identify the occurrence of noises that affect the communication process, with accounting statements working as businesses language within the process of account rendering between the social work entities and the City Hall of the City of Tabo??o da Serra - City Council of Social Work (CMAS) and City Hall of Tabo??o da Serra (PMTS). In order to do that, it is based on studies that suggest the existence of a relationship between the accounting process, as business language, and the communication theory, with emphasis on the noises that may interfere in any communication process. The investigation tries to identify the occurrence of noises according to the perception of the users of accounting statements, issues - social work entities and receivers - CMAS and PMTS. The reason for carrying out this research comes from the study carried out by the Commission of Guidance Analysis and Inspection COAF/CMAS, where it was detected that the majority of the registered entities had their registrations cancelled or suspended because of problems with the account rendering and research carried out at CMAS, where it was observed the difficulty of the CMAS in establishing and maintaining partnerships with the social work entities in the city. The communication theory reveals that, some times, the level of knowledge of the issuer and the receiver, the social and cultural context where both of them are inserted, the channel used, the content of the message are responsible for problems that occur in the communication process. Therefore, this theory establishes parameters to determine if the communicative act takes place efficiently and effectively. As the main purpose of accounting is the supply of useful information for taking decisions, if accounting statements are not understood, it means that noises took place during the process and that the communicative act did not fully take place. In order to avoid or diminish the harmful effects of the noise it is essential to know where and how they take place.
O objetivo deste trabalho foi identificar a ocorr??ncia de ru??dos que comprometem o processo de comunica????o, sendo as demonstra????es cont??beis atuantes como linguagem de neg??cios no processo de presta????o de contas entre as entidades assistenciais e o Poder P??blico do Munic??pio de Tabo??o da Serra - Conselho Municipal de Assist??ncia Social (CMAS) e Prefeitura Municipal de Tabo??o da Serra (PMTS). Para tanto, baseou-se em estudos que sugerem existir rela????o entre o processo cont??bil, enquanto linguagem de neg??cios e a teoria da comunica????o, com ??nfase aos ru??dos que podem intervir em qualquer processo de comunica????o. A investiga????o buscou identificar a incid??ncia de ru??dos segundo a percep????o dos usu??rios das demonstra????es cont??beis, emissores - entidades assistenciais e receptores - CMAS e PMTS. A motiva????o desta pesquisa adv??m de estudo realizado pela Comiss??o de Orienta????o An??lise e Fiscaliza????o COAF/CMAS, neste estudo detectado que a maioria das entidades cadastradas estava com seus registros cancelados ou suspensos por problemas com as presta????o de contas e pesquisa realizada no pr??prio CMAS, onde foi detectado a dificuldade que este tem encontrado em formar e manter parcerias com as organiza????es de assist??ncia social do munic??pio. A teoria da comunica????o vem revelar que, por vezes, o n??vel de conhecimento do emissor e do receptor, o contexto s??cio-cultural em que ambos se encontram o canal utilizado, o conte??do da mensagem s??o respons??veis por problemas ocasionados no processo de comunica????o. Portanto, essa teoria estabelece par??metros para avaliar se o ato comunicativo ocorre com efici??ncia e efic??cia. Conclui-se que, como o objetivo principal da contabilidade ?? o fornecimento de informa????es ??teis para a tomada de decis??es, se as demonstra????es cont??beis n??o forem compreendidas, significa que ru??dos ocorreram durante o processo e que o ato comunicativo n??o ocorreu plenamente. Para evitar ou minimizar os efeitos nocivos do ru??do ?? imprescind??vel conhecer onde e como eles ocorrem.
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Gené, Gil Maria. "Efecto del AICLE sobre la producción escrita en estudiantes de secundaria de inglés como lengua extranjera." Doctoral thesis, Universitat de les Illes Balears, 2016. http://hdl.handle.net/10803/399409.
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Aquesta tesi doctoral investiga l’efecte de l’aprenentatge integrat de continguts i llengua estrangera (AICLE) sobre la producció escrita en anglès com a llengua estrangera d’estudiants de secundària, un camp de l’adquisició de segones llengües poc investigat. Comptem amb un total de 71 participants adolescents, escolaritzats a les Illes Balears, que es divideixen en dos grups centrals comparables d’estudiantes d’anglès com a llengua estrangera (N=30 cadascun): el grup experimental i el grup de comparació. El grup experimental participa al programa de Seccions Europees, a través del qual rep una matèria de contingut no lingüístic en anglès per mitjà de la metodologia AICLE a més de l’assignatura d’ensenyament formal d’anglès. El grup de comparació només té la matèria d’ensenyament formal d’anglès. Cadascun d’aquests dos grups és avaluat al llarg de tres cursos acadèmics consecutius (entre 2n i 4t d’ESO), en quatre moments temporals. A més, es recullen dades en un únic moment temporal d’un grup d’adolescents parlants nadius d’anglès (N=11). Tots els participants responen a una tasca de redacció general, i una submostra dels dos grups centrals (N=21 en total) també realitza una tasca de redacció basada en continguts específics de la matèria AICLE, que s’administra únicament en tres moments temporals. Les proves de redacció general s’analitzen utilitzant una bateria de 21 mesures microanalítiques de complexitat lèxica i sintàctica, correcció, fluïdesa (CAF) i cohesió, així com mitjançant el Profile de Jacobs et al. (1981), que avalua, de manera més holística, el contingut, l’organització, el vocabulari, l’ús de la llengua i la mecànica i proporciona una puntuació total de la qualitat percebuda dels textos. Les proves de redacció basades en continguts específics s’utilitzen per a un subestudi de caràcter temptatiu, en què, entre altres consideracions, s’explora el sorgiment del lèxic especialitzat, com a tret propi del discurs acadèmic. A més, s’administren qüestionaris que aborden aspectes relacionats amb el tractament de l’escriptura a les aules, els quals posen de manifest la poca pràctica d’aquesta destresa als contextos educatius analitzats. A grans trets, els resultats del nostre estudi assenyalen que, d’una banda, l’AICLE exerceix un efecte positiu sobre la producció escrita general dels alumnes, especialment en la qualitat percebuda de les redaccions i en termes del lèxic i de la correcció, si bé els textos dels aprenents presenten limitacions i el seu nivell dista considerablement del dels nadius, que fan un ús més correcte, idiomàtic i ric del lèxic i de la morfosintaxi. D’altra banda, sembla que els estudiants AICLE incorporen als seus textos basats en continguts específics abundant lèxic relacionat amb la matèria, encara que no necessàriament gaire sofisticat.Esta tesis doctoral investiga el efecto del aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) sobre la producción escrita en inglés como lengua extranjera de estudiantes de secundaria, un campo de la adquisición de segundas lenguas poco investigado. Se cuenta con un total de 71 participantes adolescentes, escolarizados en las Islas Baleares, que se dividen en dos grupos centrales comparables de estudiantes de inglés como lengua extranjera (N=30 cada uno): el grupo experimental y el grupo de comparación. El grupo experimental participa en el programa de Secciones Europeas, a través del cual recibe una materia de contenido no lingüístico en inglés por medio de la metodología AICLE además de la asignatura de enseñanza formal de inglés. El grupo de comparación solo tiene la materia de enseñanza formal de inglés. Cada uno de estos dos grupos es evaluado a lo largo de tres cursos escolares consecutivos (entre 2º y 4º de ESO), en cuatro momentos temporales. Además, se recogen datos en un único momento temporal de un grupo de adolescentes hablantes nativos de inglés (N=11). Todos los participantes responden a una tarea de redacción general, y una submuestra de los dos grupos centrales (N=21 en total) también realiza una tarea de redacción basada en contenidos específicos de la materia AICLE, que se administra únicamente en tres momentos temporales. Las pruebas de redacción general se analizan utilizando una batería de 21 medidas microanalíticas de complejidad léxica y sintáctica, corrección, fluidez (CAF) y cohesión, así como mediante el Profile de Jacobs et al. (1981), que evalúa, de manera más holística, el contenido, la organización, el vocabulario, el uso de la lengua y la mecánica, y proporciona una puntuación total de la calidad percibida de los textos. Las pruebas de redacción basadas en contenidos específicos se utilizan para un subestudio de carácter tentativo, en el que, entre otras consideraciones, se explora el surgimiento del léxico especializado, como rasgo propio del discurso académico. Además, se administran cuestionarios que abordan aspectos relacionados con el tratamiento de la escritura en las aulas, que ponen de relieve la poca práctica de esta destreza en los contextos educativos analizados. A grandes rasgos, los resultados de nuestro estudio señalan que, por una parte, el AICLE ejerce un efecto positivo sobre la producción escrita general de los alumnos, especialmente en la calidad percibida de las redacciones y en términos del léxico y de la corrección, si bien los textos de los aprendices muestran deficiencias y su nivel dista considerablemente del de los nativos, que hacen un uso más correcto, idiomático y rico del léxico y de la morfosintaxis. Por otra parte, parece que los estudiantes AICLE incorporan en sus textos basados en contenidos específicos abundante léxico relacionado con la materia, aunque no necesariamente muy sofisticado.
The present doctoral thesis investigates the effect of content and language integrated learning (CLIL) over written production in English as a foreign language (EFL) in secondary education students –a field of second language acquisition (SLA) that is under-researched. The participants are 71 teenagers schooled in the Balearic Islands (Spain), who are divided into two central comparable groups of learners of EFL (N=30 each): the experimental group and the comparison group. The experimental group participates in European Sections programme, through which they receive a non-linguistic matter in English following AICLE methodology, apart from the subject of formal instruction of English. The comparison group has only formal instruction of English. Both groups are evaluated along three consecutive school years (between 2nd and 4th of compulsory secondary education, years 8-10), at four research times. Additionally, single-time-administrated data were gathered from a group of teenager native speakers of English (N=11). The three groups answer a writing task on a general topic, and a sub-sample of both central groups (N=21 in total) also writes a subject-specific text about the CLIL subject, which is administered only at three research times. General written tests are analysed by using a battery of 21 micro-analytical measures of lexical and syntactic complexity, accuracy, fluency (CAF), and cohesion, as well as using the Profile (Jacobs et al., 1981). This scale evaluates holistically content, organization, vocabulary, language use, and mechanics, and provides a total score of perceived quality of the texts. Subject-based written tasks are used for a tentative sub-study, in which we explore, among other considerations, the onset of specialized lexis, a feature typically present in academic discourse. Moreover, we administered questionnaires that deal with treatment of writing in classrooms –which point to the lack of practice of this skill in the education contexts analysed. Overall, our findings show that, on the one hand, CLIL impacts positively on general written production of learners, especially in perceived quality of their texts and in terms of lexis and accuracy. However, the learners’ texts show limitations and their level is far away from that exhibited by natives, who use vocabulary and morph-syntax in a more correct, idiomatic and rich way. On the other hand, CLIL participants seem to incorporate much subject-related vocabulary into their subject-specific texts, although not being highly sophisticated.
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Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.
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In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects.
This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English.Linguistics and Modern Languages
M.A. (Applied Linguistics)
Books on the topic "Language Contact Profile"
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Savitzky, Foufou. Language profile of a West African student. London: ILEA, Afro-Caribbean Language and Literacy Project in Further and Adult Education, 1986.
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McConnell, Grant D. A macro-sociolinguistic analysis of language vitality: Geolinguistic profiles and scenarios of language contact in India. Sainte-Foy: Presses de l'Université Laval, 1991.
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Hipsky, Shellie. Differentiated literacy and language arts strategies for the elementary classroom. Boston: Pearson, 2010.
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Fortescue, Michael. Polysynthesis in the Arctic/Sub-Arctic. Edited by Michael Fortescue, Marianne Mithun, and Nicholas Evans. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199683208.013.15.
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The North American and north-eastern Siberian Arctic and Sub-Arctic contain a large contiguous area of highly polysynthetic languages belonging to three language families, Eskimo-Aleut, Chukotko-Kamchatkan, and Na-Dene. These contain some of the most extreme and yet diverse polysynthetic languages in the world; between them they cover three of the main sub-types of polysynthesis, respectively the suffixing-only, the noun-incorporating, and the templatic type. There has been contact influence between all three (especially between Eskimo and Chukotian), but they do not form a canonical language area as regards the diffusion of polysynthesis. The polysynthetic profile of the principal languages concerned is sketched, as well as those of somewhat less highly polysynthetic Aleut, Itelmen, and Tlingit.
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Lim, Lisa. Southeast Asia. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.28.
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This chapter provides an areal profile of Englishes in Southeast Asia (SEA), focusing on the three core Outer Circle varieties, namely Singapore English, Malaysian English, and Philippine English, outlining the historical and sociolinguistic contexts for their evolution, and highlighting substrate influence in the contact dynamics of their multilingual ecologies. Common features of phonology and grammar, and particles and mixed codes are illustrated. The article also goes beyond the three core SEA Englishes to consider (i) the situations of the other SEA countries, considered in the Expanding Circle, but where English is spreading more widely and swiftly than before; (ii) the feature of tone, so far only documented in SgE, but, given SEA’s tone-language ecologies, with the potential of becoming a feature characteristic of the region; and (iii) current social and economic developments in SEA which have implications for the social fabric, the ecology, and the evolving varieties of English.
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Moores, Donald F. Research Methodology in Deaf Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0002.
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The purpose of this chapter is to provide historical context for research in deaf education. Educators began conducting research from the time of the establishment of the first school for the deaf in the United States in 1816, long before the development of sophisticated research methodology. Investigators used the resources at hand and addressed issues of importance in their time. First reports tended to be anecdotal and self-report, followed by demographic studies. Research in the first half of the twentieth century concentrated on mental measurement and standardized tests of academic achievement. From this developed a core of professionals with skills to conduct studies in a wide range of areas and consumers with the interest to profit from them. Since that time, advances have been made in the study of sign languages, language acquisition, intellectual and cognitive assessment, and measurement of academic achievement, resulting in a broad array of research approaches.
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Martín Rojo, Luisa. Neoliberalism and Linguistic Governmentality. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.28.
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This chapter examines the role of language policies, ideologies, knowledge, and practices in the expansion and consolidation of neoliberalism and the forms of governance that emerge from it. It explores the current context of neoliberalism, explaining how it becomes a practice of governance of individuals and social groups. Adopting Foucault’s concept of governmentality, the chapter traces the main features of neoliberal governmentality, including its linguistic components. The chapter examines how neoliberalism is transforming language policies, educational programmes, and practices through the discourses of personal enterprise and language as profit. The impact of these discourses on speakers’ experiences and trajectories, particularly in the processes of linguistic self-training and capitalisation, are examined, as well as new forms of subjectivity that emerge from these processes. The final section discusses how the effects of neoliberalism as a practice of governance provide a window to a better understanding of the changes and challenges of language policies.
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Filppula, Markku, Juhani Klemola, and Devyani Sharma, eds. The Oxford Handbook of World Englishes. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199777716.001.0001.
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As the most documented language in human history, English holds a unique key to unlocking some of the mysteries of that uniquely human endowment: language. Yet the field of World Englishes has remained somewhat marginal in linguistic theory and vice versa. This collection calls for more direct and mutually constructive engagement with current linguistic theories, questions, and methodologies. It aims to achieve this through a design that combines areal overviews, theoretical chapters, and case studies. The thirty-six chapters are divided into four thematic parts: Foundations, World Englishes and Linguistic Theory, Areal Profiles, and Case Studies. Part I sets out the complex history of the global spread of English, which has given rise to the extraordinary regional variation we see today. This is followed, in Part II, by chapters addressing the mutual relevance and importance of World Englishes and numerous theoretical subfields of Linguistics, ranging from phonology and syntax to sociolinguistics and language contact. Part III offers detailed accounts of the structure and social histories of specific varieties of English spoken across the globe, highlighting points of theoretical interest. The collection closes with a set of case studies that exemplify the type of analysis encouraged by the volume. As attention is focused on innovative work at the interface of dialect description and theoretical explanation, the book is more succinct in its treatment of applied themes, which are given complementary coverage in other works.
Book chapters on the topic "Language Contact Profile"
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Fliege, Ingmar, Rüdiger Grammes, and Christian Weber. "ConTraST – A Configurable SDL Transpiler and Runtime Environment." In System Analysis and Modeling: Language Profiles, 216–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11951148_14.
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Olsson, Eva, and Liss Kerstin Sylvén. "7. English Productive Profi ciency." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén, 117–35. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-012.
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Storey, Veda C., Vijayan Sugumaran, and Andrew Burton-Jones. "The Role of User Profiles in Context-Aware Query Processing for the Semantic Web." In Natural Language Processing and Information Systems, 51–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-27779-8_5.
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"Appendix A: Language Contact Profile (LCP)." In Context, Individual Differences and Pragmatic Competence, 263–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696106-008.
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Donohue, Mark, and Tim Denham. "The role of contact and language shift in the spread of Austronesian languages across Island Southeast Asia." In Language Dispersal, Diversification, and Contact, 167–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198723813.003.0010.
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The spread of modern humans into and across Island Southeast Asia and the Pacific represents the earliest confirmed dispersal of humans across a marine environment, and involved numerous associated technologies that indicate sophisticated societies on the move. The later spread of ‘Austronesian’ over the region shows language replacement on a scale that is reminiscent of the period of state-sponsored European colonization, and yet the Austronesian languages present a typological profile that is more diverse than any other large language family. These facts require investigation. This chapter examines the separate, but intertwined, histories of the region. It shows that the dispersal of Austronesian languages, originating in Taiwan, should not be portrayed as a technological and demographic steamroller. This involves discussion of the nature of pre-Austronesian society and language in the south-west Pacific, and the degree to which it has and has not changed following ‘Austronesianization’.
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Di Garbo, Francesca. "The complexity of grammatical gender and language ecology." In The Complexities of Morphology, 193–229. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198861287.003.0008.
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This chapter investigates the evolution of grammatical gender agreement, taken as an instance of paradigmatic and syntagmatic morphological complexity, in a sample of thirty-six languages, organized per sets of closely related languages with different sociolinguistic profiles. Both loss and emergence of gender agreement occur in areas of intense language contact between diverse speech communities. However, given similar contact scenarios, asymmetries in the structure of the bilingual population and/or in the prestige dynamics between the languages in contact tend to favour one development over the other. Loss of gender agreement occurs when the demographically dominant and/or more prestigious language lacks grammatical gender. Conversely, borrowing of gender agreement is favoured when the demographically dominant and/or more prestigious language has grammatical gender. Finally, the data suggest that patterns of gender marking may have important ties to the way in which speakers construe their linguistic identity in opposition to that of their neighbours.
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Di Sabato, Bruna, Letizia Cinganotto, and Daniela Cuccurullo. "Il profilo dell’insegnante di lingue nell’era del CLIL." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/030.
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The implementation of Content and Language Integrated Learning strategies in the Italian school is consistent with the current European trend in research and educational policy. At the same time, however, these strategies highlight a number of peculiar features, amongst which the outstanding investment in training devoted to in-staff secondary school content teachers. Such training aims to enable teachers to acquire the necessary linguistic and methodological competence by combining their content discipline and the vehicular language without any recourse to foreign language teacher collaboration and/or assistance. Only lately has the role of both foreign and Italian language teachers in CLIL environments been is reconsidered by the Italian stakeholders and a series of corrective measures have been adopted. To ensure that such positive actions result in a positive outcome, the first priority is to grant the Italian foreign language teacher a profile tailored upon those highlighted by EU research and initiatives among top priorities. In 2014 Letizia Cinganotto e Daniela Cuccurullo set up the online Techno-CLIL course, followed by two further editions in 2016 and 2017: the 5,000 participants possess different nationalities, therefore providing a unique opportunity to investigate the actual teaching of foreign languages in content and language integrated pedagogy and the foreign language teacher profile at an international level. After a brief introduction to CLIL in both national and European contexts, and a presentation of the Techno-CLIL learning design, the authors will illustrate the research procedure and the initial data gathered through a survey involving this international community of language teachers and trainers with the aim of shedding new light on the language teacher profile in the CLIL era.
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Pišković, Tatjana. "Hrvatsko rječotvorje na društvenim mrežama." In Periferno u hrvatskom jeziku, kulturi i društvu / Peryferie w języku chorwackim, kulturze i społeczeństwie, 67–94. University of Silesia Press, 2021. http://dx.doi.org/10.31261/pn.4038.06.
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Since the first decade of the 21st century, when social networks have become a part of everyday life, socially-oriented activities of Internet users have been on the continual rise. By creating a profile on social networks, Internet users cease to be passive Internet content and information consumers, but rather turn into creators, who shape a dynamic space of new media by virtue of their activities and personal contribution. One of the most significant areas in which social network users introduce numerous changes and innovative contents is most certainly communication and language practices. Each and every social network most often ground their recognizability on a fixed set of communication genres available to their members and in that way determine how the members are going to communicate with each other. This has made all the polyfunctional languages, Croatian among them, respond with a rather swift expansion of the existing vocabulary. In my paper, I will be presenting most productive word formation methods in which Croatian language makes up for social networks lexical gaps and shapes the communication style on social networks and instant messaging services. The first is a semantic loan from the English or neosemanticism word formation (e.g. profil, prijatelj, status, zid, dodati, blokirati, notifikacija); the second is a lexical loan word (e.g. lajkati, postati, šerati, atendati, hejtati, trolati, folover, selfi), and the third is creation of abbreviations (pozz, nezz, bmk, jbt, dns, fkt). Emergence of this new and abundant lexical layer in Croatian language requires from us to register a number of new entry units in general dictionaries of Croatian language.
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Dromzée, Cédric, Sébastien Laborie, and Philippe Roose. "A Semantic Generic Profile for Multimedia Document Adaptation." In Intelligent Multimedia Technologies for Networking Applications, 225–46. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2833-5.ch009.
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Currently, multimedia documents can be accessed at anytime and anywhere with a wide variety of mobile devices, such as laptops, smartphones, and tablets. Obviously, platform heterogeneity, users’ preferences, and context variations require document adaptation according to execution constraints. For example, audio contents may not be played while a user is participating in a meeting. Current context modeling languages do not handle such real life user constraints. These languages generally list multiple information values that are interpreted by adaptation processes in order to deduce implicitly such high-level constraints. In this chapter, the authors overcome this limitation by proposing a novel context modeling approach based on services, where context information is linked according to explicit high-level constraints. In order to validate the proposal, the authors have used semantic Web technologies by specifying RDF profiles and experimenting on their usage on several platforms.
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Tavernise, Assunta. "CLIL Approach and Educational Technologies." In Examining the Roles of Teachers and Students in Mastering New Technologies, 224–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2104-5.ch011.
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CLIL (content and language integrated learning) is an educational approach in which a foreign language is used for the teaching and learning of content and language. The Council of Europe has fostered it as an innovative methodology for promoting plurilingualism and raising the quality of school curricula. Furthermore, in European Commission's reports, the use of educational technologies in CLIL approach has been recommended for improving the effectiveness of language learning. In this work, a study on the integration of different activities in CLIL settings as ClassLabs is presented, underlining the significant link between CLIL and information communication technologies in the Italian context. In particular, in the promoted technology-enhanced environments, the combination of videos, online exercises, and the production of multimedia artifacts is proposed in order to make enjoyable the acquisition of cross skills. CLIL teacher profile is also introduced, specifying the different skills and competences a teacher must develop in order to be fully qualified in a CLIL ClassLab.
Conference papers on the topic "Language Contact Profile"
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Yeh, Thomas, Daniel C. H. Yang, and Shih-Hsi Tong. "Design of New Gear Tooth Profiles: Algorithm and Programming." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/ptg-48075.
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A new method for the design of line-contact gear profiles is introduced in this paper. In this method, the deviation function technique will be applied to generate the new gear profiles. Non-Uniform Rational B-Splines will be implemented as the deviation functions. Theory and algorithm of this method is implemented into an automatic software design package. Written in C language, this package is graphically interactive and PC based. According to design objective, many new conjugate profiles for gears or rotors can be obtained. Compared to current line-contact gears of involute profiles, some of these new profiles could achieve greater average profile conformity, which results in decreased contact stresses, and could also achieve decreased bending stresses. Since these gears are capable of carrying higher loads than gears of equivalent sizes, there should be cost savings and reduced machine sizes in certain special applications.
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Lops, Pasquale, Cataldo Musto, Fedelucio Narducci, Marco de Gemmis, Pierpaolo Basile, and Giovanni Semeraro. "Learning semantic content-based profiles for cross-language recommendations." In the First Workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047403.2047409.
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Paireekreng, W., and K. W. Wong. "Client-side mobile user profile for content management using data mining techniques." In 2009 Eighth International Symposium on Natural Language Processing (SNLP). IEEE, 2009. http://dx.doi.org/10.1109/snlp.2009.5340939.
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Reiners, Torsten, and Heinz Dreher. "Culturally-based Adaptive Learning and Concept Analytics to Guide Educational Website Content Integration." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3211.
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In modem learning environments, the lecturer or educational designer is often confronted with multi-national student cohorts, requiring special consideration regarding language, cultural norms and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that taking such factors into account can be essential to avoid embarrassment and harm to individual learners’ cultural sensibilities and, thus, provide the motivation for finding a solution using a specially designed feature, known as adaptive learning paths, for implementation in Learning Management Systems (LMS). Managing cultural conflicts is achievable by a twofold process. First, a learner profile must be created, in which the specific cultural parameters can be recorded. According to the learner profile, a set of content filter tags can be assigned to the learning path for the relevant students. Example content filter tags may be “no sex” or “nudity ok, but not combined with religion”. Second, the LMS must have the functionality to select and present content based on the content filter tags. The design of learning material is presented via a meta-data based repository of learning objects that permits the adaptation of learning paths according to learner profiles, which include the cultural sensibilities in addition to prior knowledge and learning and categorized learning content - a detailed example is given.
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Karappa, Virendra, Caio D. D. Monteiro, Frank M. Shipman, and Ricardo Gutierrez-Osuna. "Detection of sign-language content in video through polar motion profiles." In ICASSP 2014 - 2014 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2014. http://dx.doi.org/10.1109/icassp.2014.6853805.
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Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko, and A. N. Laposhina. "LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.
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This corpus-based study investigates the vocabulary of modern Russian textbooks for primary school children with different language proficiency in Russian (L1, L2 and bilingual children). As there are very limited requirements for this kind of educational materials and no official frameworks of language proficiency for very young learners of Russian, we suppose that the objective analysis of current coursebooks can show the present state of the field and reveal the areas of improvement. In this paper we focus on a detailed frequency analysis of vocabulary items and collocations within different sections of textbooks. For the research purposes a special textbook corpus TIRTEC has been created and annotated. By comparing the lexical content of textbooks, we endeavour to reveal the methodological approach to language teaching of children with different educational needs. Also the data from textbooks is compared to the words frequency range according to Russian National Corpus, so it permits to evaluate modern Russian textbooks in terms of their affinity to the “real” language.
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Babaryka-Amelchanka, V. B., A. А. Balnikov, and M. V. Dzhumkova. "PUBLICATION ACTIVITY OF THE SCIENTIFIC ORGANIZATION IN THE CONTEXT OF ITS REFLECTION IN THE INTERNATIONAL INFORMATION RESOURCES." In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-328-338.
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Publication activity of the scientific organization of the agricultural profile RUE «The Scientific and Practical Center of the National Academy of Sciences of Belarus for Animal Breeding» is considered: publication activity for the last five years and visibility of the scientific publications in the international information resources (AGRIS, CAB Abstracts, Scopus, Web of Science, Russian Science Citation Index). Uneven presence of the considered publications in the English-language and Russian-language scientific information space was established. It is noted that the promotion of published scientific works and editions in the international information space, which is carried out by scientists, publishers, libraries, has a positive effect on the status of the national science in the system of world scientific communications.
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Eklics, Kata, Eszter Kárpáti, Robin Valerie Cathey, Andrew J. Lee, and Ágnes Koppán. "Interdisciplinary Medical Communication Training at the University of Pécs." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9443.
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Medical communication training is being challenged to meet the demands of a more internationalized world. As a result, interdisciplinary simulation-based education is designed to advance clinical skill development, specifically in doctor-patient interactions. The Standardized Patient Program has been applied in American Medical Schools since the 1960s, implementing patient profiles based on authentic cases. At the University of Pécs, Medical School in Hungary, this model is being adapted to facilitate improving patient-interviewing, problem-solving, and medical reporting skills. The interdisciplinary program operates in Hungarian, German and English languages, utilizing actors to perform as simulated patients under the close observation of medical specialists and linguists. This innovative course is designed to train students to successfully collect patient histories while navigating medical, linguistic, emotional, and socio-cultural complexities of patients. Experts in medicine and language assess student performance, offering feedback and providing individualized training that students might improve their professional and communicative competencies. This paper examines how this interdisciplinary course provides valuable opportunities for more efficient patient-oriented communication practices. Through responding to medical emergencies, miscommunications, and conflicts in a safe environment, medical students prepare to deal with a diverse patient context, that more qualified and empathetic health personnel may be employed throughout clinics worldwide. Keywords: interdisciplinary simulation-based education, doctor-patient interaction, MediSkillsLab, medical history taking, language for specific purposes competencies
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Hu, Liang, Longbing Cao, Shoujin Wang, Guandong Xu, Jian Cao, and Zhiping Gu. "Diversifying Personalized Recommendation with User-session Context." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/258.
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Recommender systems (RS) have become an integral part of our daily life. However, most current RS often repeatedly recommend items to users with similar profiles. We argue that recommendation should be diversified by leveraging session contexts with personalized user profiles. For this, current session-based RS (SBRS) often assume a rigidly ordered sequence over data which does not fit in many real-world cases. Moreover, personalization is often omitted in current SBRS. Accordingly, a personalized SBRS over relaxedly ordered user-session contexts is more pragmatic. In doing so, deep-structured models tend to be too complex to serve for online SBRS owing to the large number of users and items. Therefore, we design an efficient SBRS with shallow wide-in-wide-out networks, inspired by the successful experience in modern language modelings. The experiments on a real-world e-commerce dataset show the superiority of our model over the state-of-the-art methods.
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Dąbrowska, Marta. "What is Indian in Indian English? Markers of Indianness in Hindi-Speaking Users’ Social Media Communication." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.8-2.
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Public communication in the contemporary world constitutes a multifaceted phenomenon. The Internet offers unlimited possibilities of contact and public expression, locally and globally, yet exerts its power, inducing use of the Internet lingo, loosening language norms, and encourages the use of a lingua franca, English in particular. This leads to linguistic choices that are liberating for some and difficult for others on ideological grounds, due to the norms of the discourse community, or simply because of insufficient language skills and linguistic means available. Such choices appear to particularly characterise post-colonial states, in which the co-existence of multiple local tongues with the language once imperially imposed and now owned by local users makes the web of repertoires especially complex. Such a case is no doubt India, where the use of English alongside the nationally encouraged Hindi and state languages stems not only from its historical past, but especially its present position enhanced not only by its local prestige, but also by its global status too, and also as the primary language of Online communication. The Internet, however, has also been recognised as a medium that encourages, and even revitalises, the use of local tongues, and which may manifest itself through the choice of a given language as the main medium of communication, or only a symbolic one, indicated by certain lexical or grammatical features as identity markers. It is therefore of particular interest to investigate how members of such a multilingual community, represented here by Hindi users, convey their cultural identity when interacting with friends and the general public Online, on social media sites. This study is motivated by Kachru’s (1983) classical study, and, among others, a recent discussion concerning the use of Hinglish (Kothari and Snell, eds., 2011). This paper analyses posts by Hindi users on Facebook (private profiles and fanpages) and Twitter, where personalities of users are largely known, and on YouTube, where they are often hidden, in order to identify how the users mark their Indian identity. Investigated will be Hindi lexical items, grammatical aspects and word order, cases of code-switching, and locally coloured uses of English words and spelling conventions, with an aim to establish, also from the point of view of gender preferences, the most dominating linguistic patterns found Online.
Reports on the topic "Language Contact Profile"
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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.
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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.