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Journal articles on the topic 'Learning two languages simultaneously'
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장병현. "Language Use and Development of a Bilingual Child Learning Two Languages Simultaneously." Studies in Linguistics ll, no. 24 (2012): 217–39. http://dx.doi.org/10.17002/sil..24.201207.217.
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Genesee, Fred. "Early bilingual development: one language or two?" Journal of Child Language 16, no. 1 (1989): 161–79. http://dx.doi.org/10.1017/s0305000900013490.
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ABSTRACTIt is commonly thought that children learning two languages simultaneously during infancy go through a stage when they cannot differentiate their two languages. Virtually all studies of infant bilingual development have found that bilingual children mix elements from their two languages. These results have been interpreted as evidence for a unitary, undifferentiated language system (the unitary language system hypothesis). The empirical basis for these claims is re-examined and it is argued that, contrary to most extant interpretations, bilingual children develop differentiated language systems from the beginning and are able to use their developing languages in contextually sensitive ways. A call for more serious attention to the possible role of parental input in the form of mixed utterances is made.
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Junker, Dörte A., and Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).
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This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingual toddlers were compared with those of monolingual German- and English-speaking peers around 24 months of age using Rescorla's (1989) Language Development Survey. This vocabulary checklist, based on parental report, was used in its original English and in a German translated version. Findings revealed that bilingual toddlers were not inferior in conceptual vocabulary size and verb diversity when words in both languages were pooled. Given that nearly half of the bilingual conceptual vocabulary (43%) was associated with lexical forms in both languages, it is inferred that language separation is possible at age 2. Findings from this study contribute to the growing body of evidence that early simultaneous acquisition of more that one language is not an inherent disadvantage for the child. These findings suggest further that some existing instruments may be useful for assessing the early vocabulary of German-English bilingual toddlers.
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Rios Martinez, Jhon Fredy, and José Fernando Ramírez Osorio. "L’Hybridation: une étude sur l’apprentissage de langues étrangères." Revista Lengua y Cultura 1, no. 2 (2020): 13–19. http://dx.doi.org/10.29057/lc.v1i2.5429.
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This article is the partial result of an investigation carried out with the students of the Degree Program in Modern Languages of the University of Caldas, Colombia. This research was likewise integrated into a second study concerning the Didactics of the Grammar of Foreign Languages. The research arose from the linguistic hybridization that language teachers have perceived in the correction of the written production of students who simultaneously learn several languages. We analyze, in the current investigation, the phenomenon of linguistic transfer through a corpus of authentic texts written by students. This research focuses on two primary objectives: to identify the phenomenon of transfer at the scriptural level and to determine the pedagogical implications of the language loan in the simultaneous learning of several foreign languages. The methodology is based on an analytical-descriptive approach whose instruments for collecting information were an interview, a survey and a corpus of 50 authentic texts produced by the students. We made a description of the discursive unit and then we carried out a morphosyntactic, semantic and pragmatic analysis of each text. The systematization of the information gathered threw us among the conclusions that the mixture of languages in written production is essentially due to the similarity between them, that is, due to their nature of related languages and the approach used for teaching foreign languages, it facilitates the transfer phenomenon when the learning of several linguistic codes occurs simultaneously.
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Kovács, Ágnes Melinda, and Jacques Mehler. "Flexible Learning of Multiple Speech Structures in Bilingual Infants." Science 325, no. 5940 (2009): 611–12. http://dx.doi.org/10.1126/science.1173947.
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Children acquire their native language according to a well-defined time frame. Surprisingly, although children raised in bilingual environments have to learn roughly twice as much about language as their monolingual peers, the speed of acquisition is comparable in monolinguals and bilinguals. Here, we show that preverbal 12-month-old bilingual infants have become more flexible at learning speech structures than monolinguals. When given the opportunity to simultaneously learn two different regularities, bilingual infants learned both, whereas monolinguals learned only one of them. Hence, bilinguals may acquire two languages in the time in which monolinguals acquire one because they quickly become more flexible learners.
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HOU, XIAOMING. "Learning two syntactic constructions simultaneously: a case of overshadowing." Language and Cognition 13, no. 3 (2021): 467–93. http://dx.doi.org/10.1017/langcog.2021.10.
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AbstractOvershadowing refers to the reduced learning or expression of the association between a weaker cue and an outcome in the presence of another stronger cue. The present study broadens the scope of investigation in second language acquisition (SLA), which has mainly focused on inflectional morphology, by extending it to learning two Chinese syntactic constructions, namely the Ba-construction and its SVO counterpart. Thirty L2 Chinese learners were first exposed to the target constructions via watching videos, and were then tested for comprehension and production. The results were three-fold: first and foremost, they yielded evidence of syntactic overshadowing of the Ba-construction by its SVO counterpart, resulting in the reduction of the quantity and quality of the Ba production; second, since the form–meaning mapping was successful for both the Ba and SVO construction, the syntactic overshadowing is more likely to be an expression deficit; and third, the pre-knowledge of verbs further confined the use of the Ba-construction, suggesting a moderating role of word entrenchment in L2 syntactic learning. These findings not only deepen our understanding of overshadowing at the syntactic level, but also offer a fresh perspective for addressing the challenges of L2 learning of the Chinese Ba-construction.
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Sundara, Megha, Nancy Ward, Barbara Conboy, and Patricia K. Kuhl. "Exposure to a second language in infancy alters speech production." Bilingualism: Language and Cognition 23, no. 5 (2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.
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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.
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Shakory, Sharry, Xi Chen, and S. Hélène Deacon. "Learning Orthographic and Semantic Representations Simultaneously During Shared Reading." Journal of Speech, Language, and Hearing Research 64, no. 3 (2021): 909–21. http://dx.doi.org/10.1044/2020_jslhr-20-00520.
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Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999
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Gampe, Anja, Antje Endesfelder Quick, and Moritz M. Daum. "Does Linguistic Similarity Affect Early Simultaneous Bilingual Language Acquisition?" Journal of Language Contact 13, no. 3 (2021): 482–500. http://dx.doi.org/10.1163/19552629-13030001.
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Abstract It is well established that L2 acquisition is faster when the L2 is more closely related to the learner’s L1. In the current study we investigated whether language similarity has a comparable facilitative effect in early simultaneous bilingual children. The similarity between each bilingual child’s two languages was determined using phonological and typological scales. We compared the vocabulary size of bilingual toddlers learning different pairs of languages. Results show that the vocabulary size of bilingual children is indeed influenced by similarity: the more similar the languages, the larger the children’s vocabulary.
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Ezeizabarrena, Maria-José. "Overt subjects in early Basque and other null subject languages." International Journal of Bilingualism 17, no. 3 (2012): 309–36. http://dx.doi.org/10.1177/1367006912438997.
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This study focuses on person marking in early Basque and other null subject languages. From very early on, person marking on the verb and quite regular, adult-like, null subject rates are attested across early acquisition studies on genetically related and unrelated pro-drop languages. We survey several studies on bilingual children simultaneously acquiring two languages with the opposite value for the pro-drop parameter. The conclusion drawn is that children display a monolingual-like pattern in the production of person marking, overt subjects, and personal pronouns in the null subject language, whereas, in the non-null subject language, bilinguals evidence delayed target person marking and overt subject production. These data are compatible with the view that children correctly set the default parametric value at early stages and separate the languages being acquired. However, it is argued that accounts based on the lexical learning of features in the functional category T(ense) may better account for the crosslinguistic data. Moreover, the accuracy observed in overt person inflection production leads to the proposal that (the spelling out of) the [person] or [D] feature in T(ense) is the first subject feature available to the language acquirer, previous to other candidates such as number or case.
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Kohnert, Kathryn, and Kerry Danahy Ebert. "Beyond morphosyntax in developing bilinguals and “specific” language impairment." Applied Psycholinguistics 31, no. 2 (2010): 303–10. http://dx.doi.org/10.1017/s0142716409990464.
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In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.
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ONNIS, LUCA, WIN EE CHUN, and MATTHEW LOU-MAGNUSON. "Improved statistical learning abilities in adult bilinguals." Bilingualism: Language and Cognition 21, no. 2 (2017): 427–33. http://dx.doi.org/10.1017/s1366728917000529.
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Using multiple languages may confer distinct advantages in cognitive control, yet it is unclear whether bilingualism is associated with better implicit statistical learning, a core cognitive ability underlying language. We tested bilingual adults on a challenging task requiring simultaneous learning of two miniature grammars characterized by different statistics. We found that participants learned each grammar significantly better than chance and both grammars equally well. Crucially, a validated continuous measure of bilingual dominance predicted accuracy scores for both artificial grammars in a generalized linear model. The study thus demonstrates the first graded advantage in learning novel statistical relations in adult bilinguals.
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Nykyporets, Svitlana, and Liudmyla Ibrahimova. "COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF CLIL APPROACH IN FOREIGN LANGUAGE LESSONS." ГРААЛЬ НАУКИ, no. 5 (June 14, 2021): 226–31. http://dx.doi.org/10.36074/grail-of-science.04.06.2021.043.
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The article is devoted to the subject-language integrated approach (CLIL), which is currently characterized in the world scientific and methodological literature as one of the innovative approaches to the organization of bilingual education and involves the simultaneous implementation of two learning goals in two subject areas – language and subject; various interpretations of its essence are presented, its varieties, possibilities and features of implementation in bilingual education are highlighted through the application of its basic principles and strategies. The role of the subject-language integrated teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. The main features of the teachers’ of profile subjects work as well as teachers of foreign languages in the system of subject-language integrated teaching are considered. Models and peculiarities of using CLIL methodology in a higher educational institution are given.
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Thordardottir, Elin. "The relationship between bilingual exposure and vocabulary development." International Journal of Bilingualism 15, no. 4 (2011): 426–45. http://dx.doi.org/10.1177/1367006911403202.
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The relationship between amount of bilingual exposure and performance in receptive and expressive vocabulary in French and English was examined in 5-year-old Montreal children acquiring French and English simultaneously as well as in monolingual children. The children were equated on age, socio-economic status, nonverbal cognition, and on minority/majority language status (both languages have equal status), but differed in the amount of exposure they had received to each language spanning the continuum of bilingual exposure levels. A strong relationship was found between amount of exposure to a language and performance in that language. This relationship was different for receptive and expressive vocabulary. Children having been exposed to both languages equally scored comparably to monolingual children in receptive vocabulary, but greater exposure was required to match monolingual standards in expressive vocabulary. Contrary to many previous studies, the bilingual children were not found to exhibit a significant gap relative to monolingual children in receptive vocabulary. This was attributed to the favorable language-learning environment for French and English in Montreal and might also be related to the fact the two languages are fairly closely related. Children with early and late onset (before 6 months and after 20 months) of bilingual exposure who were equated on overall amount of exposure to each language did not differ significantly on any vocabulary measure.
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Hamrick, Phillip, Jarrad A. G. Lum, and Michael T. Ullman. "Child first language and adult second language are both tied to general-purpose learning systems." Proceedings of the National Academy of Sciences 115, no. 7 (2018): 1487–92. http://dx.doi.org/10.1073/pnas.1713975115.
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Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.
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Kousaie, Shanna, Xiaoqian J. Chai, Kaija M. Sander, and Denise Klein. "Simultaneous learning of two languages from birth positively impacts intrinsic functional connectivity and cognitive control." Brain and Cognition 117 (October 2017): 49–56. http://dx.doi.org/10.1016/j.bandc.2017.06.003.
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SIMONČIČ, Katja. "Evaluating Approaches to Teaching and Learning Chinese Vocabulary from the Learning Theories Perspective: An Experimental Case Study." Acta Linguistica Asiatica 5, no. 1 (2015): 9–38. http://dx.doi.org/10.4312/ala.5.1.9-38.
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With Chinese language gaining more and more popularity among Slovenian students and with the growing numbers of learners of Chinese as a foreign language in Slovenia and elsewhere it is crucial to find an approach that will lead to high quality and long-term knowledge of Chinese and that will motivate learners to continue learning.We can speak of two basic approaches to teaching Chinese vocabulary: the approach that first introduces pronunciation and the approach that simultaneously introduces pronunciation and character. The key question that arises is which of the two approaches leads to high quality and long-term knowledge? To answer the question an experimental case study was carried out at Ljubljana’s Faculty of Arts in the academic year 2011/2012. The case study showed that the approach that simultaneously introduces pronunciation and character and is based on the key principles of constructivist learning theory had beneficial effects on the students in terms of motivation and quality of knowledge of Chinese vocabulary.
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Pawlicka, Paulina, Małgorzata Lipowska, and Paweł Jurek. "Bilingual advantage? Literacy and phonological awareness in Polish-speaking early elementary school children learning English simultaneously." Acta Neuropsychologica 16, no. 1 (2018): 27–46. http://dx.doi.org/10.5604/01.3001.0011.7046.
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In most studies, paired bilingual programs turned out to be more effective in L2 (usually English) literacy acquisition than other types of programs. L1 reading proficiency was shown to foster second language reading acquisition across many languages. However, little is known about L1 reading acquisition in bilingual programs. The study examines the effect of a paired-bilingual education program conducted in Polish (L1) and English (L2) on word reading fluency in Polish as L1 after an average of 1 and 2.5 years of literacy training. 61 Polish children obtaining Polish-only literacy training and 54 children obtaining the paired-bilingual Polish-English literacy training completed word and pseudoword reading and onset-rhyme (rhyme production) and phoneme awareness (phoneme deletion and phonemic differentiation) tasks in Polish. Also Rapid Automatized Naming (RAN) and English (L2) word fluency were tested. A strong main effect of the literacy level was observed, pointing to a progressive tendency in reading efficiency in both groups of children. Moreover, a significant interaction between the group and literacy level was documented. Beginner readers (after one year of literacy instruction) from the monolingual literacy group showed a higher word reading proficiency than students from the paired-bilingual. However, after two and a half years of literacy training children from the paired-bilingual group achieved significantly higher results in Polish word reading than their peers from the monolingual group. Phonological awareness predicted reading fluency in both groups, but no significant differences between the groups were found suggesting other predictors to be responsible for the bilingual group’s advantage.
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Rauf, Ahmer. "Students’ Attitude towards Teachers’ Use Of Code-Switching and Its Impact on Learning English." International Journal of English Linguistics 8, no. 1 (2017): 212. http://dx.doi.org/10.5539/ijel.v8n1p212.
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The ability of using two languages simultaneously with native like proficiency is called bilingualism. The present study explores the attitude of the students towards the use of code-switching, the relationship between code-switching and its effects on students’ learning and the impact of Urdu-English code-switching on students’ proficiency in target language. In Pakistan, no proper attention is ever paid to the different aspects of bilingual code-switching in classroom and it is the need of the hour to develop an in-depth understanding of bilingual code-switching in particular Pakistani context and to get insight into the importance of different usages and functions of bilingual code-switching in Pakistani ELT classrooms. The researcher has gone for the quantitative approach to achieve the objectives of this study as it renders the research to produce calculated and generalizable results. So, a questionnaire comprising of 35 questionnaire items on Likert Scale was designed to collect data from 400 male and female intermediate ESL learners and the collected data were analyzed through SPSS version XX. The study provides identifying motivational challenges in the use of bilingual (English-Urdu) code-switching and in taking a more realistic perspective about the ELL (English Language Learning) situation in the country.
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MOLNAR, MONIKA, LINDA POLKA, SHARI BAUM, and KARSTEN STEINHAUER. "Learning two languages from birth shapes pre-attentive processing of vowel categories: Electrophysiological correlates of vowel discrimination in monolinguals and simultaneous bilinguals." Bilingualism: Language and Cognition 17, no. 3 (2013): 526–41. http://dx.doi.org/10.1017/s136672891300062x.
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Using event-related brain potentials (ERPs), we measured pre-attentive processing involved in native vowel perception as reflected by the mismatch negativity (MMN) in monolingual and simultaneous bilingual (SB) users of Canadian English and Canadian French in response to various pairings of four vowels: English /u/, French /u/, French /y/, and a control /y/. The monolingual listeners exhibited a discrimination pattern that was shaped by their native language experience. The SB listeners, on the other hand, exhibited a MMN pattern that was distinct from both monolingual listener groups, suggesting that the SB pre-attentive system is tuned to access sub-phonemic detail with respect to both input languages, including detail that is not readily accessed by either of their monolingual peers. Additionally, simultaneous bilinguals exhibited sensitivity to language context generated by the standard vowel in the MMN paradigm. The automatic access to fine phonetic detail may aid SB listeners to rapidly adjust their perception to the variable listening conditions that they frequently encounter.
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Samani, Soheila Kabiri, and Mehry Haddad Narafshan. "Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms." Journal of Language Teaching and Research 7, no. 4 (2016): 716. http://dx.doi.org/10.17507/jltr.0704.11.
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Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.
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LIU, LIQUAN, and RENÉ KAGER. "Perception of tones by bilingual infants learning non-tone languages." Bilingualism: Language and Cognition 20, no. 3 (2016): 561–75. http://dx.doi.org/10.1017/s1366728916000183.
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This paper examines the ability of bilingual infants who were learning Dutch and another non-tone language to discriminate tonal contrasts. All infants from 5 to 18 months of age succeeded in discriminating a tonal contrast of Mandarin Chinese (Tone 1 versus Tone 4) and showed a U-shaped pattern when facing a less acoustically salient manipulated version (contracted) of the aforementioned contrast. Specifically, infants showed initial sensitivity to the contracted contrast during their early months, followed by a loss of sensitivity at the stage where tonal perceptual reorganization typically occurs, and a sensitivity rebound by the end of the first year after birth. Compared to a previous studying of ours testing monolingual Dutch infants (Liu & Kager, 2014), the discrimination patterns of bilingual infants revealed both similarities and differences. On one hand, as with monolinguals, non-tone-learning bilingual infants’ tonal perception presented plasticity influenced by contrast acoustic salience along the trajectory of perceptual reorganization; as well as a general U-shaped perceptual pattern when discriminating non-native tones. On the other hand, bilingual infants appeared to regain sensitivity to the contracted tonal contrast at an earlier age (11–12 months) in comparison with monolinguals infants (17–18 months). We provide several explanations, stemming from the simultaneous exposure to two languages, to account for the 6-month bilingual perceptual plasticity from linguistic and cognitive perspectives. The overall outcomes of the study offer insights into the infant perceptual reorganization and language development trajectory, expand on the differences between monolingual and bilingual language development, and broaden our understanding of the influence of bilingual exposure to the perception of non-native contrasts in infancy from linguistic and cognitive perspectives.
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Irwin, Anthea. "Confirming two cultures." Narrative Inquiry 28, no. 1 (2018): 94–118. http://dx.doi.org/10.1075/ni.17043.irw.
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Abstract The learning journey of adult learners of Irish in post-conflict Northern Ireland can contain contentious elements, particularly related to (perceived) politicisation of the language during and following the conflict. Coates and Thornborrow (2005) suggest that stories involve striking a balance between deviation from norms and presenting oneself as “culture confirming”, so an apt way to explore these learners’ experiences is to elicit and analyse their narratives. A majority of the narratives contain one or more “opponents”, in the Greimasian sense, that detrimentally affected the learner’s engagement with the Irish language and would therefore invite negative evaluation. The learners, however, use a unique range of devices to mitigate, background, abstract or make implicit their evaluation. This enables them to simultaneously mark and move on from the challenge, maintain or restore equilibrium, and confirm two cultures: their traditional culture and a new post-conflict cultural formation.
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Boll-Avetisyan, Natalie, Anjali Bhatara, Annika Unger, Thierry Nazzi, and Barbara Höhle. "Rhythmic grouping biases in simultaneous bilinguals." Bilingualism: Language and Cognition 23, no. 5 (2020): 1070–81. http://dx.doi.org/10.1017/s1366728920000140.
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AbstractThis study provides a novel approach for testing the universality of perceptual biases by looking at speech processing in simultaneous bilingual adults learning two languages that support the maintenance of this bias to different degrees. Specifically, we investigated the Iambic/Trochaic Law, an assumed universal grouping bias, in simultaneous French–German bilinguals, presenting them with streams of syllables varying in intensity, duration or neither and asking them whether they perceived them as strong-weak or weak-strong groupings. Results showed robust, consistent grouping preferences. A comparison to monolinguals from previous studies revealed that they pattern with German-speaking monolinguals, and differ from French-speaking monolinguals. The distribution of simultaneous bilinguals' individual performance was best explained by a model fitting a unimodal (not bimodal) distribution, failing to support two subgroups of language dominance. Moreover, neither language experience nor language context predicted their performance. These findings suggest a special role for universal biases in simultaneous bilinguals.
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Arsène, Seka Yapi, and Niamien Christiane. "Bilinguisme Et Developpement Cognitif A L’ecole Primaire. Une Etude Experimentale A Partir Du Terrain Ivoirien De La Region De Bondoukou." European Scientific Journal, ESJ 12, no. 22 (2016): 134. http://dx.doi.org/10.19044/esj.2016.v12n22p134.
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Bilingualism is a subject of growing research in Ivory Coast since in many regions, there has been either a simultaneous bilingualism alternating bilingualism among school-age children. This sociological reality noted that children speak at least two local languages before school for learning French. Obviously, the young student who comes into the first primary level CM1), is facing a situation of multilingualism. From an experimental study, quantitative approach serves as a method of analysis to evaluate the effect of bilingualism among students of CM1 class of the Bondoukou region on academic performance. The study whose objective is indeed to make an analysis of the impact of bilingualism on cognitive development of learners, comes in operative assumptions. The results indicate a strong correlation between variables bilingualism, cognitive development and learning. The practice of two local languages in children proves to be an asset for cognitive development in general and learning in schools in particular. The performances by these schoolchildren in several disciplinary trials of their level, are justified in part by a good command of their native languages.
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Tsang, Art, and Fitzgerald Lo. "Bilingual education through a pluri-centric approach: A case study of the effects of simultaneously learning two languages on L1 and L2 reading and writing proficiency." Studies in Educational Evaluation 67 (December 2020): 100927. http://dx.doi.org/10.1016/j.stueduc.2020.100927.
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Koltcov, Sergei, Vera Ignatenko, and Olessia Koltsova. "Estimating Topic Modeling Performance with Sharma–Mittal Entropy." Entropy 21, no. 7 (2019): 660. http://dx.doi.org/10.3390/e21070660.
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Topic modeling is a popular approach for clustering text documents. However, current tools have a number of unsolved problems such as instability and a lack of criteria for selecting the values of model parameters. In this work, we propose a method to solve partially the problems of optimizing model parameters, simultaneously accounting for semantic stability. Our method is inspired by the concepts from statistical physics and is based on Sharma–Mittal entropy. We test our approach on two models: probabilistic Latent Semantic Analysis (pLSA) and Latent Dirichlet Allocation (LDA) with Gibbs sampling, and on two datasets in different languages. We compare our approach against a number of standard metrics, each of which is able to account for just one of the parameters of our interest. We demonstrate that Sharma–Mittal entropy is a convenient tool for selecting both the number of topics and the values of hyper-parameters, simultaneously controlling for semantic stability, which none of the existing metrics can do. Furthermore, we show that concepts from statistical physics can be used to contribute to theory construction for machine learning, a rapidly-developing sphere that currently lacks a consistent theoretical ground.
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Thach, Dan Thi. "THE NEED OF BILINGUAL DICTIONARY: VIETNAMESE-KHMER AND KHMER-VIETNAMESE." Scientific Journal of Tra Vinh University 1, no. 25 (2019): 35–39. http://dx.doi.org/10.35382/18594816.1.25.2017.117.
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In the context of globalization today, speaking and using two languages is an advantage to develop yourself and to achieve success. To meet that need, many bilingual dictionaries were developed on a large scale. The bilingual Vietnamese-Khmer, Khmer-Vietnamese dictionary is still very modest in terms of number of words. This has not satisfied the need to study bilingual Khmer - Vietnamese of the large population in Cambodia as well as people in areas with large Khmer ethnic groups such as the Southwest. The bilingual dictionary of Vietnamese - Khmer and Khmer - Vietnamese of Tra Vinh University will be a contribution to the development of the dictionary field, it will effectively support for learning bilingual Khmer - Vietnamese simultaneously. Contributing to preserving and promoting the national cultural identity and performing the political cooperation between Vietnam and Cambodia.
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Malt, Barbara C., Rachel L. Jobe, Ping Li, Aneta Pavlenko, and Eef Ameel. "What constrains simultaneous mastery of first and second language word use?" International Journal of Bilingualism 20, no. 6 (2016): 684–99. http://dx.doi.org/10.1177/1367006915583565.
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Aims and objectives: We examined the bi-directional interaction of first language (L1) and second language (L2) word use patterns by asking whether L2 patterns of word use can be acquired with intensive exposure in a laboratory setting, and whether this early stage of L2 learning would impact L1 performance. Methodology: In two experiments, native speakers of English first labeled drinking vessels in English, then received intensive training on L2 Russian naming patterns for the objects, and, lastly, labeled the objects in English again. Data and analysis: Data were collected from eight different training groups with 14–15 participants each plus a control group with 14 participants who did not learn L2 Russian. Findings/conclusions: Trained participants successfully acquired L2 Russian patterns of word use regardless of specific training condition. However, they showed significantly less consistency in L1 English post-test labeling than the control group. Originality: Neither full acquisition of L2 patterns nor their simultaneous impact on L1 choices has been previously demonstrated. Significance/implications: These outcomes suggest that acquisition of target-like L2 word use can be facilitated by intensive exposure to word-referent mappings. However, even in the early stages of L2 learning, a L2 influence may be manifested in the L1 as a destabilization of word-to-referent mappings, suggesting continuous dynamic interaction between the two languages.
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Plummer, Patricia, and Beatrix Busse. "E-learning and Language and Style in Mainz and Münster." Language and Literature: International Journal of Stylistics 15, no. 3 (2006): 257–76. http://dx.doi.org/10.1177/0963947006066126.
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This article reports on how online Language and Style was implemented and taught simultaneously and cooperatively at two German universities in the summer semester of 2004, in the English departments of the universities of Mainz (Patricia Plummer) and Münster (Beatrix Busse). In order to compare different learning and teaching styles, one-third of the course was taught in a traditional seminar-style mode while two-thirds consisted of online workshops. The authors cooperated extensively during the project, assessing and evaluating students’ responses and performances both quantitatively and qualitatively. This article focuses on (1) the place of e-learning and stylistics in our departments and in English studies in Germany in general, (2) the challenges that had to be faced prior to the implementation of the course, (3) how we put the course into practice in our teaching environments, (4) our students’ responses to, and performance on, Language and Style and (5) our own experiences in running a web-based course. Finally, we draw some general conclusions about web-based learning and teaching and what we have gained from participating in Mick Short's investigation.
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Liu, Peng, Lemei Zhang, and Jon Atle Gulla. "Multilingual Review-aware Deep Recommender System via Aspect-based Sentiment Analysis." ACM Transactions on Information Systems 39, no. 2 (2021): 1–33. http://dx.doi.org/10.1145/3432049.
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With the dramatic expansion of international markets, consumers write reviews in different languages, which poses a new challenge for Recommender Systems (RSs) dealing with this increasing amount of multilingual information. Recent studies that leverage deep-learning techniques for review-aware RSs have demonstrated their effectiveness in modelling fine-grained user-item interactions through the aspects of reviews. However, most of these models can neither take full advantage of the contextual information from multilingual reviews nor discriminate the inherent ambiguity of words originated from the user’s different tendency in writing. To this end, we propose a novel Multilingual Review-aware Deep Recommendation Model (MrRec) for rating prediction tasks. MrRec mainly consists of two parts: (1) Multilingual aspect-based sentiment analysis module (MABSA), which aims to jointly extract aligned aspects and their associated sentiments in different languages simultaneously with only requiring overall review ratings. (2) Multilingual recommendation module that learns aspect importances of both the user and item with considering different contributions of multiple languages and estimates aspect utility via a dual interactive attention mechanism integrated with aspect-specific sentiments from MABSA. Finally, overall ratings can be inferred by a prediction layer adopting the aspect utility value and aspect importance as inputs. Extensive experimental results on nine real-world datasets demonstrate the superior performance and interpretability of our model.
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Brouwer, Jelle, Floor van den Berg, Remco Knooihuizen, Hanneke Loerts, and Merel Keijzer. "Exploring Language Learning as a Potential Tool against Cognitive Impairment in Late-Life Depression: Two Meta-Analyses and Suggestions for Future Research." Behavioral Sciences 10, no. 9 (2020): 132. http://dx.doi.org/10.3390/bs10090132.
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Late-life depression (LLD) affects about an eighth of community-dwelling seniors. LLD impacts well-being, with loneliness and small social networks being typical. It has also been linked to cognitive dysfunction and an increased risk of developing dementia. Safety and efficacy of pharmacological treatments for LLD have been debated, and cognitive dysfunction often persists even after remission. Various cognitive interventions have been proposed for LLD. Among these, one has received special attention: foreign language learning could serve as a social intervention that simultaneously targets brain structures affected in LLD. Lifelong bilingualism may significantly delay the onset of cognitive impairment symptoms by boosting cognitive reserve. Even late-life foreign language learning without lifelong bilingualism can train cognitive flexibility. It is then counterintuitive that the effects of language learning on LLD have never been examined. In order to create a theoretical basis for further interdisciplinary research, this paper presents a status quo of current work through two meta-analyses investigating cognitive functioning in LLD on the one hand and in senior bilinguals or seniors following a language course on the other hand. While LLD was consistently associated with cognitive dysfunction, inconsistent results were found for bilingualism and language learners. Possible reasons for this and suggestions for future research are subsequently discussed.
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Martin, Katherine I., and Natasha Tokowicz. "The grammatical class effect is separable from the concreteness effect in language learning." Bilingualism: Language and Cognition 23, no. 3 (2019): 554–69. http://dx.doi.org/10.1017/s1366728919000233.
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AbstractTypically concrete words are learned better than abstract words (Kaushanskaya & Rechtzigel, 2012), and nouns are learned better than verbs (Kauschke & Stenneken, 2008). However, most studies on concreteness have not manipulated grammatical class (and vice versa), leaving the relationship between the two unclear. Therefore, in two experiments we examined the effects of grammatical class and concreteness simultaneously in foreign language vocabulary learning. In Experiment 1, English speakers learned ‘foreign language’ words (English pseudowords) mapped to concrete and abstract nouns and verbs. In Experiment 2, English speakers learned German words with the same procedure. Overall, the typical advantages for concrete words and nouns were observed. Hierarchical regression analyses provided evidence that the grammatical class effect is separable from the concreteness effect. This result challenges a strict concreteness-based source of noun/verb differences. The results also suggest that the influences of concreteness and grammatical class may vary across language measures and tasks.
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Ferreira, Pedro M., Diogo Pernes, Ana Rebelo, and Jaime S. Cardoso. "Signer-Independent Sign Language Recognition with Adversarial Neural Networks." International Journal of Machine Learning and Computing 11, no. 2 (2021): 121–29. http://dx.doi.org/10.18178/ijmlc.2021.11.2.1024.
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Sign Language Recognition (SLR) has become an appealing topic in modern societies because such technology can ideally be used to bridge the gap between deaf and hearing people. Although important steps have been made towards the development of real-world SLR systems, signer-independent SLR is still one of the bottleneck problems of this research field. In this regard, we propose a deep neural network along with an adversarial training objective, specifically designed to address the signer-independent problem. Specifically, the proposed model consists of an encoder, mapping from input images to latent representations, and two classifiers operating on these underlying representations: (i) the sign-classifier, for predicting the class/sign labels, and (ii) the signer-classifier, for predicting their signer identities. During the learning stage, the encoder is simultaneously trained to help the sign-classifier as much as possible while trying to fool the signer-classifier. This adversarial training procedure allows learning signer-invariant latent representations that are in fact highly discriminative for sign recognition. Experimental results demonstrate the effectiveness of the proposed model and its capability of dealing with the large inter-signer variations.
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Song, Lingyun, Jun Liu, Buyue Qian, and Yihe Chen. "Connecting Language to Images: A Progressive Attention-Guided Network for Simultaneous Image Captioning and Language Grounding." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 8885–92. http://dx.doi.org/10.1609/aaai.v33i01.33018885.
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Image captioning and visual language grounding are two important tasks for image understanding, but are seldom considered together. In this paper, we propose a Progressive Attention-Guided Network (PAGNet), which simultaneously generates image captions and predicts bounding boxes for caption words. PAGNet mainly has two distinctive properties: i) It can progressively refine the predictive results of image captioning, by updating the attention map with the predicted bounding boxes. ii) It learns bounding boxes of the words using a weakly supervised strategy, which combines the frameworks of Multiple Instance Learning (MIL) and Markov Decision Process (MDP). By using the attention map generated in the captioning process, PAGNet significantly reduces the search space of the MDP. We conduct experiments on benchmark datasets to demonstrate the effectiveness of PAGNet and results show that PAGNet achieves the best performance.
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Li, Yuan, Chunyuan Li, Yizhe Zhang, et al. "Complementary Auxiliary Classifiers for Label-Conditional Text Generation." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (2020): 8303–10. http://dx.doi.org/10.1609/aaai.v34i05.6346.
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Learning to generate text with a given label is a challenging task because natural language sentences are highly variable and ambiguous. It renders difficulties in trade-off between sentence quality and label fidelity. In this paper, we present CARA to alleviate the issue, where two auxiliary classifiers work simultaneously to ensure that (1) the encoder learns disentangled features and (2) the generator produces label-related sentences. Two practical techniques are further proposed to improve the performance, including annealing the learning signal from the auxiliary classifier, and enhancing the encoder with pre-trained language models. To establish a comprehensive benchmark fostering future research, we consider a suite of four datasets, and systematically reproduce three representative methods. CARA shows consistent improvement over the previous methods on the task of label-conditional text generation, and achieves state-of-the-art on the task of attribute transfer.
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Frumuselu, Anca Daniela. "The implications of Cognitive Load Theory and exposure to subtitles in English Foreign Language (EFL)." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (2018): 55–76. http://dx.doi.org/10.1075/ttmc.00004.fru.
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Abstract The pedagogical use of subtitled and captioned material in the foreign language classroom is upheld by various theories which reveal the cognitive processing activated when students are exposed to multimedia and subtitled audiovisual materials. The three theories that will be considered here are Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML) and Cognitive Affective Theory of Learning with Media (CATLM). The main purpose of the paper is to illustrate the internal mechanisms triggered in learners when various sensorial channels (visual, auditory and textual) coincide simultaneously on screen and how this may affect their cognitive engagement and motivation while learning a foreign language. Additionally, two empirical studies will be presented in the second part of the article in order to provide evidence of the benefits of using subtitled audiovisual materials in the English Foreign Language (EFL) classroom in higher education. The results show that both interlingual (L1) and intralingual (L2) subtitles prove to have a facilitating role in informal and colloquial language learning in this context.
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Chen, Siyi, Zhuanghua Shi, Xuelian Zang, et al. "Crossmodal learning of target-context associations: When would tactile context predict visual search?" Attention, Perception, & Psychophysics 82, no. 4 (2019): 1682–94. http://dx.doi.org/10.3758/s13414-019-01907-0.
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AbstractIt is well established that statistical learning of visual target locations in relation to constantly positioned visual distractors facilitates visual search. In the present study, we investigated whether such a contextual-cueing effect would also work crossmodally, from touch onto vision. Participants responded to the orientation of a visual target singleton presented among seven homogenous visual distractors. Four tactile stimuli, two to different fingers of each hand, were presented either simultaneously with or prior to the visual stimuli. The identity of the stimulated fingers provided the crossmodal context cue: in half of the trials, a given visual target location was consistently paired with a given tactile configuration. The visual stimuli were presented above the unseen fingers, ensuring spatial correspondence between vision and touch. We found no evidence of crossmodal contextual cueing when the two sets of items (tactile, visual) were presented simultaneously (Experiment 1). However, a reliable crossmodal effect emerged when the tactile distractors preceded the onset of visual stimuli 700 ms (Experiment 2). But crossmodal cueing disappeared again when, after an initial learning phase, participants flipped their hands, making the tactile distractors appear at different positions in external space while their somatotopic positions remained unchanged (Experiment 3). In all experiments, participants were unable to explicitly discriminate learned from novel multisensory arrays. These findings indicate that search-facilitating context memory can be established across vision and touch. However, in order to guide visual search, the (predictive) tactile configurations must be remapped from their initial somatotopic into a common external representational format.
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Kokhan, S. T., L. A. Osmuk, and O. A. Varinova. "Distance learning for students with hearing impairments in pandemic situation." E3S Web of Conferences 273 (2021): 12090. http://dx.doi.org/10.1051/e3sconf/202127312090.
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The article deals with the problem of organizing distance learning for Deaf students in a pandemic situation. This problem is evaluated differently by experts, many of whom speak of a complete failure. However, the description of how two Siberian universities, which have a relatively large number of students with hearing impairments, organized a remote format, allows us to talk about the possibility of more or less successful practices. The article presents empirical studies of the Trans-Baikal State University and Novosibirsk State Technical University, on the basis of which the analysis is carried out, the opinions of students, teachers and interpreters of the Russian sign language are compared. The results of the study prove that the system of distance education of the Deaf more satisfied the requests of Deaf students where sign language interpreter worked, who simultaneously carried out control and support. During the study, organizational problems were discovered. Solving the identified problems will allow us to build a more successful model, which will make it possible to prevent risks and find effective remote technologies for teaching the Deaf.
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Yuliandri, Yuliandri. "Communication Strategies to Overcome Linguistic Barriers: A Snapshot of Indonesian Postgraduate Students as a Second Language Learner Living in Target Language Community." International Journal of Educational Best Practices 3, no. 1 (2019): 76. http://dx.doi.org/10.31258/ijebp.v3n1.p76-85.
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Being able to communicate effectively in English on both social and academic setting, is one of the biggest challenge faced by International students learning in English speaking countries like New Zealand. This challenge is inevitably relevant to students’ from Indonesia, a country where English is not a second language. Extra effort is required since these International students must be able to learn and produce the language simultaneously in a very immediate context, shifting from EFL to ESL context. To be able to shift from these two different learning contexts, specific strategies are needed. The use of communication strategies is purposed to assist language learners in a target language community to in delivering and receiving messages in spoken communication. This research is aimed to: a) identify types of communication strategy used by Indonesian adult Postgraduate students; b) investigate how these communication strategies are learned and applied. The data is collected qualitatively through semi-structured interviews. The result of this study reveals that, the two respondents in general are using the same communication strategies: compensatory strategy in form of circumlocution; on the other hand, avoidance strategy is also applied as a last resort. Furthermore, this research also highlights learning strategies developed/learned by the respondents to upgrade their communication competence.
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Zhu, Xiaomin. "Machine Translation in Foreign Language Learning Classroom-Learners’ Indiscriminate Use or Instructors’ Discriminate Stance." English Linguistics Research 9, no. 4 (2020): 1. http://dx.doi.org/10.5430/elr.v9n4p1.
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The use of machine translation (MT) tools in language learning classroom is now omnipresent, which raises a dilemma for instructors because of two issues, language proficiency and academic integrity, caused by that fact. However, with the unstoppable development and irresistible use of MT in language learning, rather than entangling with using it or banning it, it is more significant to figure out why learners turn to MT in spite of the prohibition from their instructors and how can instructors guide learners to use it appropriately. Consequently, this paper reviews articles with regard to the reason why learners turn to MT, the practical use of MT in learners’ writing, and some pedagogical solutions for making peace with MT in language learning classroom respectively. Implications can be garnered like that a course for learners of how to use MT tools properly should be included in the curriculum design, and simultaneously, the holistic understanding of these overwhelmingly fast-developed technology tools for instructors should be a part of teachers’ self-development, since instructors without knowledge said technology tools can not fully motivate language learners and implement the pedagogical solutions offered.
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Höhle, Barbara, Ranka Bijeljac-Babic, and Thierry Nazzi. "Variability and stability in early language acquisition: Comparing monolingual and bilingual infants' speech perception and word recognition." Bilingualism: Language and Cognition 23, no. 1 (2019): 56–71. http://dx.doi.org/10.1017/s1366728919000348.
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AbstractMany human infants grow up learning more than one language simultaneously but only recently has research started to study early language acquisition in this population more systematically. The paper gives an overview on findings on early language acquisition in bilingual infants during the first two years of life and compares these findings to current knowledge on early language acquisition in monolingual infants. Given the state of the research, the overview focuses on research on phonological and early lexical development in the first two years of life. We will show that the developmental trajectory of early language acquisition in these areas is very similar in mono- and bilingual infants suggesting that these early steps into language are guided by mechanisms that are rather robust against the differences in the conditions of language exposure that mono- and bilingual infants typically experience.
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Ilic, Peter. "Exploring EFL student use of digital backchannels during collaborative learning activities." JALTCALL Publications PCP2020, no. 1 (2021): 64. http://dx.doi.org/10.37546/jaltsig.call2020.5.
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This chapter highlights several findings related to the learners' use of digital communication channels during online collaborative activities. The term "digital backchannel" is used to imply that there are two channels of communication operating simultaneously during collaborative activities. The predominant digital channel is that of the online content management system controlled by the instructor and accessed in the target language, English. The secondary channel of digital communication (backchannel) is that of the external personal social network systems (SNS) that students employed to interact with group members and others. The researcher collected qualitative and quantitative data on learner interactions within a yearlong series of language learning activities through internet logs and interviews. The students employed digital backchannels with increasing frequency throughout the study period, even though there was an initial reluctance to use a communication channel, they considered very private for public educational activities. These digital backchannels were primarily mobile-based SNS. The students reported that the use of these backchannels increased in use over the study period and led to increased peer communication and networking. Also, students' language use changed when moving between these primary and secondary communication channels, with L1 being used for the main-channel and L2 used for the backchannel.
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Jalilian, Sahar, Rouhollah Rahmatian, Parivash Safa, and Roya Letafati. "The Effects of Educational Tools in Reducing Code-Switching in Child Simultaneous Bilingual Education." Journal of Education and Learning 5, no. 4 (2016): 306. http://dx.doi.org/10.5539/jel.v5n4p306.
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<pre>Simultaneous bilingual education of a child is a dynamic process. Construction of linguistic competences undeniably depends on the conditions of the linguistic environment of the child. This education in a monolingual family, requires the practice of parenting tactics to increase the frequency of the language use in minority, during which, code-switching prevents child from keeping the monolingual rhythm in the minority language. This case-study focuses on a 41 month-old girl whose only interactive source for the second language, i.e., French, is her non-native mother, since birth; Persian is the dominant social language. Seeking to promote language acquisition by offering several opportunities for the weaker language, “animation”, accessible in every house, is introduced as an audio-visual educational tool. This paper experiments the application of a parental method to see if this passive tool can be used to create interaction and communication, how effective can such a document be on child language development while limiting code-switching and minimal level of expression and thus analyzing language learning of a child being exposed to two languages in a monolingual social environment. This research aims to prove the effectiveness of cartoon as an educational tool in improving the quality of a minority language acquisition by designing age-adapted activities that have been tested earlier to educational goals by the mother-researcher on primary school children. All sessions of this experiment were subjected to an audio recording which allows meticulous observation and data evaluation.</pre>
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Suryani, Fitri Budi. "PERCEPTIONS OF THE NON-ENGLISH DEPARTMENT LECTURERS TOWARDS CLIL IN HIGHER EDUCATION." JALL (Journal of Applied Linguistics and Literacy) 1, no. 2 (2017): 52. http://dx.doi.org/10.25157/jall.v1i2.2022.
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Content and Language Integrated Learning (CLIL) is an approach to learning activity that uses foreign language as a medium for learning content so that the competence on the language and the subject area content can be achieved simultaneously. CLIL can be implemented in elementary level, secondary level, as well as tertiary or higher education level. In higher education, CLIL might have two significant reasons to be implemented: the globalized world and university internationalization. So far in Indonesia, nearly all universities have not implemented CLIL yet. This study aims at finding out the lecturers’ perceptions towards CLIL in higher education. The participants of the study were thirty-three lecturers from non-English departments of Universitas Muria Kudus. The intrument to collect the data was closed-ended questionnaire. The result reveals that the non-English department lecturers quite disagree for CLIL to be implemented in higher education. Their objection for having English as a medium of instruction seems to lie in their own ability of English as well as their students’ poor English proficiency. Keywords: CLIL, higher education, non-English department lecturers
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Ursino, M., C. Cuppini, and E. Magosso. "A Semantic Model to Study Neural Organization of Language in Bilingualism." Computational Intelligence and Neuroscience 2010 (2010): 1–10. http://dx.doi.org/10.1155/2010/350269.
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A neural network model of object semantic representation is used to simulate learning of new words from a foreign language. The network consists of feature areas, devoted to description of object properties, and a lexical area, devoted to words representation. Neurons in the feature areas are implemented as Wilson-Cowan oscillators, to allow segmentation of different simultaneous objects via gamma-band synchronization. Excitatory synapses among neurons in the feature and lexical areas are learned, during a training phase, via a Hebbian rule. In this work, we first assume that some words in the first language (L1) and the corresponding object representations are initially learned during a preliminary training phase. Subsequently, second-language (L2) words are learned by simultaneously presenting the new word together with the L1 one. A competitive mechanism between the two words is also implemented by the use of inhibitory interneurons. Simulations show that, after a weak training, the L2 word allows retrieval of the object properties but requires engagement of the first language. Conversely, after a prolonged training, the L2 word becomes able to retrieve object per se. In this case, a conflict between words can occur, requiring a higher-level decision mechanism.
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Hammond, Jennifer. "Synoptic and dynamic analyses of classroom discourse." Australian Review of Applied Linguistics 14, no. 2 (1991): 1–29. http://dx.doi.org/10.1075/aral.14.2.01ham.
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Abstract This paper explores the relationship between teachers’ theories of language and learning and the nature of classroom discourse. Through analysis of data collected from two year 3 classes, it is argued that there are three components functioning simultaneously in all lessons. These are the interpersonal, the content and the metalanguage components. The focus of the paper is on how the content and the metalanguage components are realized in the classroom discourse, and on the educational implications of the metalanguage component in particular. It is suggested that the quality of the metalanguage component has an impact on the overall quality of the language education program and that this impact derives from an appropriate theory of language use.
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Nakata, Tatsuya, and Yuichi Suzuki. "EFFECTS OF MASSING AND SPACING ON THE LEARNING OF SEMANTICALLY RELATED AND UNRELATED WORDS." Studies in Second Language Acquisition 41, no. 2 (2018): 287–311. http://dx.doi.org/10.1017/s0272263118000219.
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AbstractAlthough researchers argue that studying semantically related words simultaneously (semantic clustering) inhibits vocabulary acquisition, recent studies have yielded inconsistent results. This study examined the effects of semantic clustering while addressing the limitations of previous studies (e.g., confounding of semantic relatedness with other lexical variables). Furthermore, the study investigated the effects of spacing because spacing might facilitate the learning of semantically related items by alleviating interference. In this study, 133 Japanese university students studied 48 English-Japanese word pairs under two conditions: massed and spaced. Half the words were semantically related to each other while the other half were not. Although there were no significant differences between semantically related and unrelated items in posttest scores, semantically related items led to more interference errors than unrelated items. Furthermore, contrary to the authors’ hypothesis that spacing is particularly beneficial for semantically related items, spacing benefited unrelated items more than it did related items.
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Drakopoulos, Georgios, Andreas Kanavos, Phivos Mylonas, and Panagiotis Pintelas. "Extending Fuzzy Cognitive Maps with Tensor-Based Distance Metrics." Mathematics 8, no. 11 (2020): 1898. http://dx.doi.org/10.3390/math8111898.
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Cognitive maps are high level representations of the key topological attributes of real or abstract spatial environments progressively built by a sequence of noisy observations. Currently such maps play a crucial role in cognitive sciences as it is believed this is how clusters of dedicated neurons at hippocampus construct internal representations. The latter include physical space and, perhaps more interestingly, abstract fields comprising of interconnected notions such as natural languages. In deep learning cognitive graphs are effective tools for simultaneous dimensionality reduction and visualization with applications among others to edge prediction, ontology alignment, and transfer learning. Fuzzy cognitive graphs have been proposed for representing maps with incomplete knowledge or errors caused by noisy or insufficient observations. The primary contribution of this article is the construction of cognitive map for the sixteen Myers-Briggs personality types with a tensor distance metric. The latter combines two categories of natural language attributes extracted from the namesake Kaggle dataset. To the best of our knowledge linguistic attributes are separated in categories. Moreover, a fuzzy variant of this map is also proposed where a certain personality may be assigned to up to two types with equal probability. The two maps were evaluated based on their topological properties, on their clustering quality, and on how well they fared against the dataset ground truth. The results indicate a superior performance of both maps with the fuzzy variant being better. Based on the findings recommendations are given for engineers and practitioners.
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Husin, Norhazlina, Nuranisah Tan Abdullah, and Aini Aziz. "An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (2020): 46. http://dx.doi.org/10.24191/ijmal.v4i3.8628.
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Abstract
 The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam.
 Keywords: Third language, Hiragana, Katakana, Kanji