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Journal articles on the topic 'Reported language use'
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Villa, Daniel, and Jennifer Villa. "Identity Labels and Self-Reported Language Use: Implications for Spanish Language Programs." Foreign Language Annals 31, no. 4 (December 1998): 505–16. http://dx.doi.org/10.1111/j.1944-9720.1998.tb00596.x.
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Gawne, Lauren. "The reported speech evidential particle in Lamjung Yolmo." Linguistics of the Tibeto-Burman Area 38, no. 2 (December 31, 2015): 292–318. http://dx.doi.org/10.1075/ltba.38.2.09gaw.
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Grammatically encoded evidentials that marks ‘reported speech’, ‘hearsay’ or ‘quotation’ are attested in languages from a variety of families, but often receive cursory description. In this paper I give a detailed account of the reported speech particle ló in Lamjung Yolmo, a Tibeto-Burman language of Nepal. This particle is used when the speaker is reporting previously communicated information. This information may be translated from another language, may be a non-verbal interaction turn or may have been an incomplete utterance. Speakers choose to use the reported speech particle in interaction, and the pragmatic effect is usually to add authority to the propositional content. Detailed description of the use of reported speech evidentials in interaction across different languages will provide a better understanding of the range of their function.
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Peñacoba, Cecilia, Daniel Garvi, Lourdes Gómez, and Ana Álvarez. "Emotional Functioning, Positive Relationships, and Language Use in Deaf Adults." Journal of Deaf Studies and Deaf Education 25, no. 1 (December 8, 2019): 22–32. http://dx.doi.org/10.1093/deafed/enz034.
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Abstract This study aimed to explore emotional regulation, alexithymia, and interpersonal relations in a Spanish sample of 146 adult deaf participants and 146 typical hearing participants. For the deaf sample, the associations between type of language used and the above variables were also analyzed. Results showed that deaf participants scored higher on alexithymia and lower for positive relationships. However, no differences were found between deaf and typical hearing participants on emotional regulation. Regarding language use (Spanish Oral Language, SOL; Spanish Sign Language; or both), deaf participants used both languages in most contexts. Deaf participants who reported using SOL as their main mode of expression showed greater positive relationships than deaf participants who use both languages. Deaf participants who reported using both languages scored higher in emotional attention and emotional repair. These results evidence an association between the language use of deaf participants and alexithymia.
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Gunnarsson, Tina, Alex Housen, Joost Van de Weier, and Marie Källkvist. "Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 1–21. http://dx.doi.org/10.17011/apples/2015090101.
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Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.
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Lee, Juyeon, and Michael Heinz. "English Language Learning Strategies Reported By Advanced Language Learners." Journal of International Education Research (JIER) 12, no. 2 (April 1, 2016): 67–76. http://dx.doi.org/10.19030/jier.v12i2.9629.
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The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.
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Edwards, Janine C., Mark Sadoski, and Thomas K. Burdenski. "Physicians' Reported Use of Mental Images and Language in Clinical Reasoning." Imagination, Cognition and Personality 24, no. 1 (September 2004): 41–49. http://dx.doi.org/10.2190/hvp5-qqxd-6pjc-lfdx.
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Parvanehnezhad, Zahra, and Philip Clarkson. "Iranian bilingual students reported use of language switching when doing mathematics." Mathematics Education Research Journal 20, no. 1 (April 2008): 52–81. http://dx.doi.org/10.1007/bf03217469.
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Altman, Carmit, Zhanna Burstein Feldman, Dafna Yitzhaki, Sharon Armon Lotem, and Joel Walters. "Family language policies, reported language use and proficiency in Russian – Hebrew bilingual children in Israel." Journal of Multilingual and Multicultural Development 35, no. 3 (November 13, 2013): 216–34. http://dx.doi.org/10.1080/01434632.2013.852561.
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Dewey, Dan P., R. Kirk Belnap, and Rebecca Hillstrom. "Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives." Frontiers: The Interdisciplinary Journal of Study Abroad 22, no. 1 (January 15, 2013): 84–110. http://dx.doi.org/10.36366/frontiers.v22i1.320.
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In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well. Students’ Arab social networks tended to be small, but there was considerable variation in these networks. The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.
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Cheung, Andrew K. F. "The use of reported speech by court interpreters in Hong Kong." Interpreting. International Journal of Research and Practice in Interpreting 14, no. 1 (April 6, 2012): 73–91. http://dx.doi.org/10.1075/intp.14.1.04che.
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This is a corpus-based study that investigates instances in which court interpreters in Hong Kong deviate from using direct speech and the first person, notwithstanding the requirement to use both of these when rendering statements made by witnesses or defendants. Quantitative data indicate that court interpreters do adhere to this requirement when interpreting Cantonese into English, but deviate from it when interpreting English into Cantonese. These data suggest that the use of reported speech and/or of the third person has identification functions that help Cantonese-speaking witnesses and defendants follow court proceedings and serve the pragmatic function of adding illocutionary force to interpreted utterances. Data from interviews with interpreters and legal professionals suggest that some latitude is exercised and tolerated when interpreters deviate from using direct speech and/or the first person when the target language is Cantonese. The findings indicate that court interpreters in the corpus observe strict professional guidelines by using direct speech most of the time, but occasional deviation from the direct approach suggests that court interpreters are able to make discretionary decisions to facilitate communication.
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Lujić, Rea, and Silvija Hanžić Deda. "Plurilingual Primary School Students and Their Language Use." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 114–29. http://dx.doi.org/10.2478/sm-2018-0005.
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Summary This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.
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Torre, Peter, and Mark B. Reed. "Self-Reported Drug Use and Hearing Measures in Young Adults." Journal of Speech, Language, and Hearing Research 63, no. 3 (March 23, 2020): 885–95. http://dx.doi.org/10.1044/2019_jslhr-19-00180.
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Purpose The purpose of this study was to examine marijuana or other substance use on pure-tone thresholds and distortion product otoacoustic emissions (DPOAEs) in young adults. Method Young adults ( n = 243; 182 women, 61 men; M age = 20.9 years, SD = 2.7 years) participated in this study. Survey data included personal music system use, marijuana use, and misuse of prescription medications. Otoscopy, tympanometry, pure-tone audiometry, and DPOAEs were obtained. Pure tones from octave frequencies of 0.25 through 8 kHz were obtained, and DPOAEs were recorded between f 2 frequencies of 1 and 6 kHz using two continuously presented stimulus tones swept in frequency. Results Those who reported marijuana or stimulant use had similar pure-tone averages (0.5, 1, 2, and 4 kHz) compared to those who reported never using marijuana or stimulants. Women who reported marijuana use in the past 30 days > two times had statistically significant higher mean DPOAEs compared to women who reported ≤ two times or no marijuana use in the past 30 days. Men, however, who reported marijuana use in the past 30 days > two times had lower, but not statistically significant, mean DPOAEs compared to men who reported ≤ two times or no marijuana use in the past 30 days. Women who reported ever using stimulants had statistically significant higher mean DPOAEs compared to women who reported never using stimulants; for men, mean DPOAEs were similar between those who reported ever using stimulants and those who never used stimulants. Conclusions The results of this study demonstrate different and contradictory associations between marijuana use, stimulant use, and hearing outcomes as a function of sex. Future research is needed to explore these associations utilizing larger sample sizes while accounting for additional harmful exposures to other noise exposures.
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Gallardo‐del‐Puerto, Francisco, María Basterrechea, and María Martínez‐Adrián. "Target language proficiency and reported use of compensatory strategies by young CLIL learners." International Journal of Applied Linguistics 30, no. 1 (March 21, 2019): 3–18. http://dx.doi.org/10.1111/ijal.12252.
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Simons, Abbi N., Christopher J. Moreland, and Poorna Kushalnagar. "Prevalence of Self-Reported Hypertension in Deaf Adults Who Use American Sign Language." American Journal of Hypertension 31, no. 11 (July 13, 2018): 1215–20. http://dx.doi.org/10.1093/ajh/hpy111.
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Sundqvist, Pia, and Liss Kerstin Sylvén. "Language-related computer use: Focus on young L2 English learners in Sweden." ReCALL 26, no. 1 (January 2014): 3–20. http://dx.doi.org/10.1017/s0958344013000232.
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AbstractThis paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (≥4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’ greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.
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Cheung, Andrew K. F. "The use of reported speech and the perceived neutrality of court interpreters." Interpreting. International Journal of Research and Practice in Interpreting 16, no. 2 (September 22, 2014): 191–208. http://dx.doi.org/10.1075/intp.16.2.03che.
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A mock trial, with two-way consecutive interpreting between Cantonese and English, was used to test perceptions of a court interpreter’s neutrality when interpreting into Cantonese in reported rather than direct speech. Monolingual Cantonese speakers played the part of witnesses using the interpreter. Three groups were created: a control group (16 participants), receiving interpretation of all English utterances into Cantonese in direct speech; and two experimental groups (17 participants each). The experimental groups received interpretation with occasional switches to reported speech. These were introduced by third person pronouns (e.g., “he said”) for one group (the ‘pronoun group’), and by professional titles (e.g., “the judge said”) for the other group (the ‘title group’). Participants afterwards completed a questionnaire, assessing neutrality and alignment on a 5-point Likert scale. The title group not only perceived the interpreter to be aligned with the English speakers, but also gave a significantly different assessment of neutrality from the control group. The pronoun group perceived the interpreter to be aligned with them, but did not differ significantly from the control group in their perception of neutrality. Use of pronouns or professional titles in the reporting clauses thus affected the interpreter’s perceived neutrality differently.
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Soto-Rey, I., M. Rehr, P. Bruland, C. Zeidler, C. Riepe, S. Steinke, S. Ständer, M. Dugas, and M. Storck. "Electronic Collection of Multilingual Patient-Reported Outcomes across Europe." Methods of Information in Medicine 57, S 02 (November 19, 2018): e107-e114. http://dx.doi.org/10.1055/s-0038-1675397.
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Background Patient-reported outcomes (PROs) are information provided directly by patients that helps in improving patient diagnosis and treatment. Validated translations of PROs can be used to treat international patients. Electronic systems and especially mobile devices provide a great opportunity for their collection; however, these systems are normally study-oriented and therefore single language, not scalable, and not interoperable. Objectives This article reports the development of a multicenter, multilingual, and interoperable electronic PRO (ePRO) system and evaluates its user satisfaction in an international clinical study. Methods The ePRO named “MoPat2” was developed using Java 8 and jQuery Mobile 1.4.5. The system was evaluated in the context of the European dermatology project “European Network on Assessment of Severity and Burden of Pruritus”(PruNet), which aimed to unify the assessment of itch in routine dermatological care in Europe. Twenty-six clinicians and 468 patients from 8 European clinical centers were asked to complete a user satisfaction questionnaire regarding the use of MoPat2 with a tablet personal computer. The results were then analyzed and correlated with the age, gender, and language of the respondents. Results MoPat2 was enhanced with multilingual capabilities and is now able to conduct surveys in several languages, as well as store and display the results in the local language. The interviewed clinicians rated the system with an average score of 2.0 (“good”) in a 1 to 5 Likert scale. Note that 93.9% of the patients (439 of 468) reported having got on well using the system and 88.9% (416 of 456) would be willing to further use it. The age of the patients not willing to further use MoPat2 was, in average, considerably higher than the age of patients willing to use the system. Conclusions This study represents the first use of an ePRO system for the collection of multilingual PROs in an international, multicenter setting. MoPat2 has been evaluated by both clinicians and patients in the context of a European dermatological study, resulting in a high user satisfaction. The system will be further developed to include new features such as patient follow-ups outside of the clinical setting.
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Yavas Celik, Gamze, and Fatih Yavuz. "The role of the language aptitude and self-reported strategy use on the achievement of EFL learners." Global Journal of Foreign Language Teaching 10, no. 1 (February 29, 2020): 32–48. http://dx.doi.org/10.18844/gjflt.v10i1.4412.
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Whether the success depends on language aptitude or the language aptitude tests can predict the language learning achievement is one of the contradictive issues in SLA. Scholars have questioned the effect of aptitude on success, and they developed many language aptitude tests in time; because the success in aptitude measurement and the achievement prediction would mean to gain time in language learning. In addition, with the changing understanding of aptitude in recent years, language learning aptitude began to be compared to other individual differences (ID). These studies aim to increase the success of learners by designing instructions according to their aptitude and other ID. Therefore, this study aimed to find out the relationship between language aptitude, self-reported strategy use and language achievement of the Turkish EFL learners to see the decisiveness of language aptitude on strategy use and achievement. Results showed that the language aptitude influences foreign language learning achievement.
Keywords: Language aptitude, language learning strategies, achievement, individual differences, EFL.
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Evans, Mel. "Royal language and reported discourse in sixteenth-century correspondence." Journal of Historical Pragmatics 18, no. 1 (October 13, 2017): 30–57. http://dx.doi.org/10.1075/jhp.18.1.02eva.
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Abstract This paper investigates the formal and functional dimensions of reported discourse in sixteenth-century correspondence. It focuses on how letter-writers report the utterances – spoken, thought and written – of high-status sources (namely, the king or queen), in order to assess how the early modern reporting system compares with the present-day equivalent. The early modern values of authenticity, verbatim reporting and verbal authority are examined. The results taken from the Parsed Corpus of Early English Correspondence (PCEEC) suggest that early modern writers prefer to present royal language using indirect reports with semi-conventionalised linguistic features that clearly mark the authority of the source. Only an elite few, associated with the Court, use direct speech. The paper suggests that reporting practices distinguish between speech and writing, with the latter showing nascent signs of anxiety over verbatim reporting. I argue that these trends arise from the larger cultural shift from oral to written records taking place throughout the early modern period.
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Thome, Emma K., Susan J. Loveall, and Davis E. Henderson. "A Survey of Speech-Language Pathologists' Understanding and Reported Use of Evidence-Based Practice." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 984–99. http://dx.doi.org/10.1044/2020_persp-20-00008.
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Purpose The purpose of this study was to assess speech-language pathologists' (SLPs) understanding and self-reported use of evidence-based practice (EBP). The study also investigated SLPs' opinions toward and barriers to EBP. Method SLPs ( n = 176) from across the United States participated in an online survey designed to assess their understanding and self-reported use of EBP. Participants were recruited via each state's speech-language-hearing association. Results A majority of participants were able to identify part of the American Speech-Language-Hearing Association's definition of EBP, but only a small percentage was able to accurately identify the complete, three-part definition. Similarly, most participants could discern between high and low levels of evidence but could not accurately rank all levels. Of a variety of listed sources, participants self-reported the least amount of knowledge for accessing college, university, public, and medical libraries, including online databases through these libraries. American Speech-Language-Hearing Association resources were reported as the most frequently accessed source. Participants self-reported that EBP is beneficial and important but that engaging in EBP can be difficult. The largest barrier to engaging in EBP was lack of time during the workday to stay up-to-date on research. Finally, although participants self-reported a lack of employer-led training in EBP, a majority also self-reported that employers value EBP in the workplace. Conclusion Results suggest SLPs may benefit from increased training on EBP and more time during the workday to engage in EBP. Employers, administrators, and supervisors should consider providing increased training on how to access and utilize peer-reviewed databases. The use of EBP will allow SLPs to improve their clinical practices and provide higher quality treatment to their clients.
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Leonardi, Mara Maya Victoria. "“I hardly ever practice the real Standard German.” Self-reported language use and language proficiency in South Tyrol (Italy)." Linguistik Online 102, no. 2 (May 27, 2020): 83–98. http://dx.doi.org/10.13092/lo.102.6825.
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This paper deals with qualitative data on language use and self-assessments on language proficiency in multilingual speakers in South Tyrol (Italy). The first aim is to investigate empirically whether there has been a change in young people’s language use within certain domains (family, friends, and school). The second aim describes whether, after years of segregation between the language groups, a change in pupil’s language proficiency could be observed. Moreover, we also examine which extra-linguistic factors may influence their language competences in German, Italian and English. One way to investigate these aspects is through an empirical study on self-reported language use and language proficiency by the speakers themselves. The current survey was conducted in South Tyrol, an official trilingual province in northern Italy. The qualitative analyses are based on biographical interviews provided by 65 high school graduates (mean age: 19.3 years) attending German-language high schools in South Tyrol.
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Lozano-Vásquez, Andrea. "Pyrrhonian language." Rónai – Revista de Estudos Clássicos e Tradutórios 8, no. 2 (December 21, 2020): 309–30. http://dx.doi.org/10.34019/2318-3446.2020.v8.32363.
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This article characterises how the Pyrrhonian Sceptic uses language to test if such use is susceptible to Dogmatic criticisms, especially from a Stoic perspective. It will examine two characterisations of that use. The first one, reported by Diogenes Laertius in his Lives of Eminent Philosophers 9.71-78, will be discussed as a logical use of human language broader than a philosophical one. The second characterisation depends on the discourse chosen by Timon of Phlius in his Silloi. In this work, the Epic catalogue shows itself as a powerful mechanism; it allows to report, to make history about philosophy itself and to offer an account of Pyrrho’s place in it without postulating substantive theses. This literary use and the previous philosophical one constitute the particular uses of Pyrrhonian language.
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Lee, Jieun. "Interpreting reported speech in witnesses’ evidence." Interpreting. International Journal of Research and Practice in Interpreting 12, no. 1 (March 4, 2010): 60–82. http://dx.doi.org/10.1075/intp.12.1.03lee.
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Drawing on the discourse of interpreter-mediated examinations of Korean-speaking witnesses in an Australian courtroom, this paper explores court interpreters’ renditions of reported speech contained in witnesses’ evidence. Direct reported speech is generally preferred in the courtroom because of the evidentiary rule against the admission of hearsay. However, Korean-speaking witnesses who are not familiar with this rule and with the discursive practices of the court tend to use indirect reported speech. This paper examines how Koreans’ general preference for indirect reported speech is handled by court interpreters. The findings suggest that the tendency among Korean interpreters to convert indirect into direct reported speech in English renditions may have implications for the accuracy of interpreted evidence.
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Threats, Travis T. "Use of the ICF for Guiding Patient-Reported Outcome Measures." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 22, no. 4 (December 2012): 128–35. http://dx.doi.org/10.1044/nnsld22.4.128.
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The World Health Organization's International Classification of Functioning, Disability, and Health (ICF) has been adopted by most professional organizations that are concerned with the rehabilitation process, including by the American Speech-Language-Hearing Association (ASHA). This article discusses how it can be applied to the growing recognition of patient-reported outcomes (PROs). PROs are those outcomes reported directly by the patient concerning their overall functioning and sense of wellbeing. Although the proponents of the ICF and PROs have similar goals in improving the health-related quality of life of the persons with functional health problems, they offer different but complementary components to this common goal. In this article, the author discusses how the ICF's philosophy, structure, and classification system can be useful for guiding the development, use, and interpretation of PROs.
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Balci, Ozgul, and Selma Durak Uguten. "The Relationship between EFL Learners’ Language Learning Strategy Use and Achievement." International Education Studies 11, no. 2 (January 26, 2018): 1. http://dx.doi.org/10.5539/ies.v11n2p1.
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The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.
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Kantzou, Vasiliki, and Dimitra Maria Vasileiadi. "On Using Languages Other Than the Target One in L2 Adult Language Education: Teachers’ Views and Practices in Modern Greek Classrooms." Journal of Language and Education 7, no. 2 (June 30, 2021): 155–74. http://dx.doi.org/10.17323/jle.2021.11250.
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Current developments in language education call for a reassessment of the role that students’ already-established linguistic repertoires can play in language teaching. This study probed into adult second language education in Modern Greek offered in Greece, where classes are culturally and linguistically diverse. We investigated teachers’ views and perceived practices regarding the use of other languages in their classes. A mixed-method design was followed. Data on teachers’ opinions was collected via a questionnaire completed by 30 teachers. Complementary data on teachers’ practices collected through observations of two classes was also studied. The results indicated that English was mainly used by the teachers as a mediation language, although a wide variation was reported in the amount of other-language use. Large variations were also reported in the students’ behaviour. Teachers stressed several benefits from using other languages in class, but also expressed concerns about excessive reliance on other languages and on how using a support language would impact students with limited proficiency in this language. These findings were discussed in light of recent developments in language education and implications for teacher training were considered.
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Martínez-Adrián, María, Francisco Gallardo-del-Puerto, and María Basterrechea. "On self-reported use of communication strategies by CLIL learners in primary education." Language Teaching Research 23, no. 1 (August 16, 2017): 39–57. http://dx.doi.org/10.1177/1362168817722054.
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Hendricks, Alison Eisel, and Carolyn Jimenez. "Teacher Report of Students' Dialect Use and Language Ability." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 131–38. http://dx.doi.org/10.1044/2020_lshss-19-00113.
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Purpose For many school-age children, teachers are the first professionals to refer for speech/language services. However, many speech-language pathologists note that students without language disorders who speak non–mainstream American English (NMAE) dialects are referred to speech/language evaluation. This research note presents results of a preliminary study exploring teachers' ability to report student dialect use and how teacher reports of language ability depend on their perception of the student's dialect use. Method Teachers completed a brief two-question survey about students' dialect use and a standardized questionnaire about students' language and literacy skills for 254 students (K‑second grades). A subset of 30 students completed a standardized screener of dialect use and language ability. Results Teachers reported that 12.2% of students spoke an NMAE dialect, whereas 77.2% did not. In sharp contrast, the Diagnostic Evaluation of Language Variation–Screening Test indicated that 63% of students spoke an NMAE dialect, and 37% spoke MAE, suggesting a discrepancy between teachers' perceptions of dialect use and children's dialect use. Written responses suggested teachers may confuse NMAE dialect use and bilingualism or speech/language difficulties. Interestingly, teachers reported lower language skills among students they believe speak an NMAE dialect ( p = .021). Conclusions These results provide preliminary evidence that teachers may have difficulty determining student dialect use and may report lower language skills for students they believe speak an NMAE dialect. Interprofessional collaborations between teachers and speech-language pathologists may be able to reduce the likelihood of misdiagnosis of language disorders among students who speak NMAE dialects.
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Gawne, Lauren, and Kristine A. Hildebrandt. "Reported speech in earthquake narratives from six Tibeto-Burman languages." Studies in Language 44, no. 2 (June 10, 2020): 461–99. http://dx.doi.org/10.1075/sl.18028.gaw.
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Abstract This paper is an analysis of the use of reported speech in six Tibeto-Burman languages from two closely-related sub-branches (Tamangic and Tibetic). The data come from a set of interview narratives about people’s experiences of the 2015 earthquakes in Nepal. The analysis begins with an examination of the relationship between reported speech, overt subjects and ergativity. We also look at reported speech and evidentiality, including grammatical reported speech evidentials. Structural features discussed include hybrid reported speech and multiple clause relationality. Interactional features discussed include the use of deictic shift, prominent subordination, and the multiple functions of reported speech forms, as well as zero-marked reported speech events. This analysis highlights the benefits of studying linguistic features such as reported speech in narrative context. We conclude with the implications of this usage-based analysis in the coverage of reported speech in descriptive grammars.
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Zaidman, Nurit, Annick Janson, and Yael Keshet. "“Power From Within” and Masculine Language: Does New Age Language Work at Work?" Journal of Management Inquiry 27, no. 4 (June 19, 2017): 392–404. http://dx.doi.org/10.1177/1056492617714893.
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This study investigates the use, by women, of New Age spirituality (NAS) language in the workplace. Quantitative and qualitative data collected in New Zealand and Israel show that women reported using NAS language more than men, and that NAS language are generally silenced. Results show that if not calculated correctly, women’s use of NAS can lead to the loss of social capital and cultural capital in the workplace. In addition, women use NAS language as a set of ideas that shape the way they behave, as a form of “power from within,” and as “spiritual capital.” The article draws out some implications for theory on language and power in the workplace, by showing that silenced languages may remain alive within people, directing responses and actions, and for feminist research, by suggesting that women’s spirituality should be considered as a factor in explaining the interpretation and negotiation of workplace challenges, by women.
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Kennetz, Keith, and Kevin S. Carroll. "Language threat in the United Arab Emirates? Unpacking domains of language use." International Journal of the Sociology of Language 2018, no. 254 (October 25, 2018): 165–84. http://dx.doi.org/10.1515/ijsl-2018-0038.
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Abstract The United Arab Emirates’ economic and population growth within the past 30 years has led to a vibrant country where linguistic, cultural and religious diversity is the norm. Nevertheless, as Arabic-speaking Emiratis comprise approximately 10–15% of the country’s residents, academics and Emiratis themselves have questioned the level to which Arabic is threatened in the country. Given the use of English in many domains outside of the home, coupled with its global prestige, such uncertainty regarding the future of Arabic are warranted, yet there is currently no baseline data on how Emiratis are using language in their daily lives. This article examines language threat within this context and uses survey data completed by 248 Emirati participants regarding their reported use of Arabic and other languages. Findings suggest that although Arabic plays a major role in the daily lives of majority of Emiratis, English often co-exists in a variety of different domains and adds to the context’s multilingualism. The authors argue that Emiratis live in a multilingual country where Arabic and English co-exist together in relative harmony. Nevertheless, given the rapidly changing demographics and educational policies in the country, further research is essential.
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O'Rourke, Bernadette. "¿Falas galego?: The effects of socio-political change on language attitudes and use in the Galician sociolinguistic context." TEANGA, the Journal of the Irish Association for Applied Linguistics 22 (July 17, 2019): 116–31. http://dx.doi.org/10.35903/teanga.v22i0.156.
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Over the past two decades, much discussion in sociolinguistics and the sociology of language has centred on concerns over the survival prospects of lesser-used or minority languages. The aim of the research being reported on here was to shed light on one such language case --- Galician, spoken in the Autonomous Community of Galicia in the northwestern part of the Iberian Peninsula. Of Spain’s officially recognized regional languages, Galician, known to its speakers as ‘galego’, shows greatest numerical strength within its own territorial region. According to census results, an overwhelming majority of the Galician population report an ability to speak the language and sociolinguistic surveys reveal that Galician is the habitual language of over two-thirds of the population. However, despite its apparent strength in numerical terms, as the following pages will show, a closer analysis of the Galician sociolinguistic context highlights a more precarious future for the language.
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Huang, Li-Shih. "Do different modalities of reflection matter? An exploration of adult second-language learners' reported strategy use and oral language production." System 38, no. 2 (June 2010): 245–61. http://dx.doi.org/10.1016/j.system.2010.03.005.
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Wilson, Kristine S., Robert C. Blackmon, Robert E. Hall, and Glenn E. Elcholtz. "Methods of Language Assessment." Language, Speech, and Hearing Services in Schools 22, no. 4 (October 1991): 236–41. http://dx.doi.org/10.1044/0161-1461.2204.236.
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Public school clinicians in California were surveyed regarding methods for assessing the language of children between 4 and 9 years old. Information was obtained about the use of informal and formal language assessment methods and factors that influence assessment methods. The findings indicated that a majority of clinicians use published test instruments in combination with other formal and informal methods. New methods are incorporated based upon information gained from workshops, conferences, fellow clinicians, and research. Frequency of use scores and rankings are reported for published language assessment instruments mentioned by at least 10% of respondents.
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El-Wahsh, Sarah, Rob Heard, Hans Bogaardt, Fiona Kumfor, and Kirrie J. Ballard. "Variables Associated with Self-reported Language Impairment in Multiple Sclerosis." International Journal of MS Care 23, no. 2 (March 1, 2021): 85–92. http://dx.doi.org/10.7224/1537-2073.2020-096.
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CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to https://www.highmarksce.com/mscare. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, speech pathologists, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: 1) Identify several variables that may place a person with MS at risk of language symptoms. 2) Describe the role of frontline health care providers in management of language and communication symptoms in patients with MS. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit: The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit: The CMSC designates this enduring material for 0.75 contact hour (none in the area of pharmacology). Disclosures: Francois Bethoux, MD, Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed relationships with Springer Publishing (royalty), Qr8 (receipt of intellectual property rights/patent holder), Biogen (receipt of intellectual property rights/patent holder, speakers’ bureau), GW Biosciences (consulting fee), MedRhythms (consulting fee, contracted research), Genentech (consulting fee), Helius Medical Technologies (consulting fee), Osmotica (consulting fee), and Adamas Pharmaceuticals (contracted research). Laurie Scudder, DNP, NP, has served as Reviewer for this activity. She has disclosed no relevant financial relationships. Sarah El-Wahsh, BAppSc (Sp Path) (Hons 1), has disclosed no relevant financial relationships. Rob Heard, PhD, has disclosed no relevant financial relationships. Hans Bogaardt, PhD, has disclosed no relevant financial relationships. Fiona Kumfor, PhD, has disclosed no relevant financial relationships. Kirrie J. Ballard, PhD, has disclosed founding a start-up unrelated to the topic of this article; to date, the start-up designs apps for delivering speech therapy to children with developmental speech disorders. The peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: April 1, 2021 Valid for Credit Through: April 1, 2022 In order to receive CME/CNE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the post-test and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation and the post-test with a passing score of >70%. The post-test may be retaken if necessary. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Widén, S. E., A. E. Holmes, and S. I. Erlandsson. "Reported hearing protection use in young adults from Sweden and the USA: Effects of attitude and gender." International Journal of Audiology 45, no. 5 (January 2006): 273–80. http://dx.doi.org/10.1080/14992020500485676.
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Mabule, Dorah Riah. "Who Cares What We Speak: A Case Study at Kgoši Mampuru Correctional Facility." European Review Of Applied Sociology 11, no. 16 (June 1, 2018): 6–16. http://dx.doi.org/10.1515/eras-2018-0001.
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AbstractThe aim of this article is to explore the dynamic of language choice and language use as well as to examine the effect of language policy on language attitudes in the Department of Correctional Services (DCS) with special reference to Pretoria Central Prison, now called Kgoši Mampuru Correctional facility where there is some resistance to the use of English as the only official language of business.A case study was conducted at this facility to find out the language attitudes of the participants towards English as the only official language of business. A questionnaire was used to evoke the participants’ attitudes and beliefs regarding the importance of the use of other official languages (indigenous languages which, like English, also have official status) in their daily lives. A total of 60 correctional services staff and 280 offenders took part in this research study. Interviews and observations were mainly carried out at the research site to triangulate the data. Only the findings from the 280 offenders will be reported in this article.The findings of this research study show that the participants were keen to use their languages of choice and favoured the language functions of their indigenous languages. The findings suggest that the prevailing language attitudes were in contrast with the aims of language policy at DCS thus making the effect of language planning not to be realized.
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Wilden, Eva, and Raphaela Porsch. "Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 631–55. http://dx.doi.org/10.14746/ssllt.2020.10.3.9.
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This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
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Liu, Brooke Fisher, Julia Daisy Fraustino, and Yan Jin. "Social Media Use During Disasters." Communication Research 43, no. 5 (January 13, 2015): 626–46. http://dx.doi.org/10.1177/0093650214565917.
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This study provides insights that can inform disaster communication management, policymaking, and theory building through a nationally representative field experiment ( N = 2,015 U.S. adults) grounded in media richness theory, information and communication technologies (ICTs) succession theory, and the social-mediated crisis communication (SMCC) model. Key findings include the following: (1) Significant main effects of disaster information source were detected on how likely participants were to seek further disaster information from TV, local government websites, and federal government websites; (2) regardless of information form and source, participants reported strongest intentions to immediately communicate about the disaster predominately via offline interpersonal forms rather than through online organizational and personal forms; and (3) regardless of information source, participants reported strong intentions to evacuate if instructed to do so by the government. These findings call for developing crisis communication theory that is more focused on how publics communicate with each other rather than with organizations about disasters and predict a wider variety of crisis communication outcomes.
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Deumert, Ana, and Sibabalwe Oscar Masinyana. "Mobile language choices — The use of English and isiXhosa in text messages (SMS)." English World-Wide 29, no. 2 (April 23, 2008): 117–47. http://dx.doi.org/10.1075/eww.29.2.02deu.
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This paper looks at language choice and use in South African SMS communication (texting) among bilingual (isiXhosa / English-speaking) users. Although English is the preferred language for most of the 22 participants (aged between 18 and 27), SMSes also create a forum for isiXhosa literacy (either in isiXhosa messages or in mixed English-isiXhosa messages). The English-language SMSes produced by these bilingual speakers share many of the features which have been reported for English SMS communication internationally (abbreviations, paralinguistic restitutions, non-standard spellings), and provide evidence for what one might call a global English SMS standard. At the same time, however, their SMSes also contain local linguistic features and, in particular, local, cultural content. The isiXhosa messages differ markedly from the writers’ English-language messages in that they contain no abbreviated material, non-standard spellings or paralinguistic restitutions and thus violate the sociolinguistic maxims of SMS / texting as postulated by Thurlow (2003). These bilingual writers thus communicate in the electronic medium using two different languages as well as two, non-overlapping sets of sociolinguistic norms.
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Yu, Shanjiang. "How much does parental language behaviour reflect their language beliefs in language maintenance?" Journal of Asian Pacific Communication 20, no. 1 (January 14, 2010): 1–22. http://dx.doi.org/10.1075/japc.20.1.01yu.
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It has been widely accepted that parental language beliefs play a crucial role in language maintenance. Studies show that Chinese immigrants are not exempted from language shift although they are frequently reported cherishing their language as an important part of their culture. This paper attempts to find out how parental language beliefs reflect their daily language behaviour. Eight recent Chinese migrant families had 60 minutes of conversation recorded each month for one calendar year. Their language use has been analyzed and compared with the information gathered from a home language use questionnaire. Results show that there is a substantial gap between parental language beliefs and their actual language behaviour. Although the parents state they strongly support mother tongue maintenance, within 28 months, the use of mother tongue had dropped significantly and there is very little evidence showing much effort from the parents to prevent this from happening. This could be either because they want their children to keep their first language but do not know how to do this, or, their language beliefs are different from their behaviour. This should raise methodological issues regarding how to interpret parental language beliefs properly in the research area.
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Bikelienė, Lina. "THE USE OF THEN IN LITHUANIAN LEARNERS’ ENGLISH." Verbum 8, no. 8 (January 19, 2018): 104. http://dx.doi.org/10.15388/verb.2017.8.11349.
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In linguistic literature, learner language has been extensively analysed from various perspectives. A number of studies have reported on the differences between non-native and native learner English. The former has been repeatedly characterised as showing the overuse of the features associated with spoken English (Gilquin and Paquot 2007, 2008; Russell 2014; Yoon 2015). Though in linguistic analysis, due to its polyfunctional nature, ‘then’ has been addressed under a number of various labels, from the quantitative perspective it is reported to be characteristic of spoken English (Biber et al. 1999). The present study, limited to the analysis of non-native language data, aims at determining the roles of language mode and text genre on the use of ‘then’ in the Lithuanian learners’ English. Using quantitative and qualitative approaches three corpora representing the spoken (LINDSEI-LIT) and written (LICLE-VU-LIT and CALE-LIT) English produced by the Lithuanian students were analysed. While the results indicate a direct correlation between language mode and the use of ‘then’, the role of genre proved to be less unequivocal.
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Ai Ping, Ho, and Ng Lee Luan. "EFFECTS OF LEARNERS’ LANGUAGE PROFICIENCY ON THEIR LANGUAGE LEARNING STRATEGIES." Malaysian Journal of Languages and Linguistics (MJLL) 6, no. 1 (February 1, 2017): 10–25. http://dx.doi.org/10.24200/mjll.vol6iss1pp10-25.
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Language proficiency is one prominent factor that could affect the use of language learning strategies (LLSs) in learning English as a second language among the learners. The influence of language proficiency on the use of LLSs might differ as language learning has extended to the contexts of learning other than the learners’ differences. With that in view, this study seeks to examine various types of LLSs based on the language proficiency of 1699 learners in a Malaysia tertiary context. This study utilised the adapted version of Strategy Inventory for Language Learning (SILL, 1990) Findings revealed that high proficiency learners employed LLSs from high to medium level whereas average and low learners showed medium strategy use of all LLSs. One-way ANOVA tests further indicated that there were significant differences in the use of direct strategies based on their language proficiency. It was also found that language proficiency had a significant influence on the use of cognitive, compensation, social, metacognitive and affective strategies. Positive to mix variation of the high strategy use for individual items of SILL with significant differences were reported. Implications of this study were also discussed.
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Alhaysony, Maha. "Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender." Theory and Practice in Language Studies 7, no. 1 (January 1, 2017): 18. http://dx.doi.org/10.17507/tpls.0701.03.
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This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.
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Rydenvald, Marie. "Who speaks what language to whom and when – rethinking language use in the context of European Schools." International Journal of the Sociology of Language 2018, no. 254 (October 25, 2018): 71–101. http://dx.doi.org/10.1515/ijsl-2018-0034.
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Abstract European Schools provide a multilingual international education for children of EU employees. However, despite the multilingual context of these schools, little research has been done regarding students’ multilingualism. Employing domain theory and a dynamic perspective on multilingualism, this sociolinguistic study investigates language use and language choice of secondary school students attending a European School in Belgium. The study comprises 56 participants and three different sources of data, i.e. questionnaire, self-recordings, and interviews, during a period of 3½ years. Nexus analysis is used as an analytical tool. The results suggest that the situations of language choice which the participants constantly face appear to be influenced by a taken-for-granted, rational multilingual context, manifested in the principles of inclusion and “the least common denominator”. These principles imply that students choose language based on a combination of their own, and their interlocutors’ preferences. The principles are discussed in the light of the multilingual environment of the European Schools. In addition, the results show a discrepancy between the reported results from the questionnaire and the face-to-face interaction in the self-recordings. The home domain is more multilingual than reported, and interaction with peers more monolingual. These results help to elucidate the heterogeneity of the students’ multilingualism, while discussing and problematizing domain theory.
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Kanto, Laura, Henna Syrjälä, and Wolfgang Mann. "Assessing Vocabulary in Deaf and Hearing Children using Finnish Sign Language." Journal of Deaf Studies and Deaf Education 26, no. 1 (October 14, 2020): 147–58. http://dx.doi.org/10.1093/deafed/enaa032.
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Abstract This study investigates children’s vocabulary knowledge in Finnish Sign Language (FinSL), specifically their understanding of different form-meaning mappings by using a multilayered assessment format originally developed for British Sign Language (BSL). The web-based BSL vocabulary test by Mann (2009) was adapted for FinSL following the steps outlined by Mann, Roy and Morgan (2016) and piloted with a small group of deaf and hearing native signers (N = 24). Findings showed a hierarchy of difficulty between the tasks, which is concordant with results reported previously for BSL and American Sign Language (ASL). Additionally, the reported psychometric properties of the FinSL vocabulary test strengthen previous claims made for BSL and ASL that the underlying construct is appropriate for use with signed languages. Results also add new insights into the adaptation process of tests from one signed language to another and show this process to be a reliable and valid way to develop assessment tools in lesser-researched signed languages such as FinSL.
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Ndzotom Mbakop, Antoine Willy. "Language choice in multilingual religious settings." Pragmatics and Society 7, no. 3 (September 12, 2016): 413–35. http://dx.doi.org/10.1075/ps.7.3.04ndz.
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This paper investigates the impact of the historical factor on language choice in Protestant Churches in Cameroon. It is based on the postulate that religious languages are more stable than their secular counterparts, not only in their forms, but also in their variety. Therefore, it was hypothesized that the first language group to come in contact with the mother mission society of a religious variety is likely to remain the major group in the church, and its language, the liturgical language. To verify this hypothesis, the researcher analysed language use in three Protestant parishes located in the Yaoundé metropolis: the Oyom-Abang parishes of the Eglise Evangélique du Cameroun and Eglise Presbytérienne Camerounaise, and the Yaoundé-Melen-Philadelphie parish of the Eglise Protestante Africaine. The data were collected via participant observation and informal interviews. Their analysis revealed that the use of indigenous languages for key parts of a church service in the three parishes selected was usually associated with the place where the Church was founded, which is the area where its mother mission society first settled in the country. In that vein, the following languages were reported: Bamileke at EEC Oyom-Abang, Basaa at EPC Oyom-Abang, and Ngumba (Kwasio) at EPA Yaoundé-Melen-Philadelphie.
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BLESES, Dorthe, Werner VACH, and Philip S. DALE. "Self-reported parental vocabulary input frequency for young children." Journal of Child Language 45, no. 5 (April 15, 2018): 1073–90. http://dx.doi.org/10.1017/s0305000918000089.
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AbstractVocabulary input frequency influences age of acquisition, and is also an essential control for investigating the influence of other factors. We propose a new method of frequency estimation, self-report. 918 Danish-speaking parents of 12–36-month-old children estimated their frequency of use of 725 words. Self-report was substantially correlated with both language sample based frequencies (0.67) and frequencies of a large written corpus of Danish (0.58). Correlations within vocabulary categories between frequency and age of acquisition, restricted to words occurring in the language samples, were comparable for the two estimates. Overall, self-report based frequency estimates appear to have a promising degree of validity, which reflects their greatest strength, independence of the situation.
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Lee, Jia-Ying. "Revisiting the Use of Language Learning Strategies by University Freshmen in Taiwan." International Journal of English Linguistics 9, no. 5 (July 18, 2019): 1. http://dx.doi.org/10.5539/ijel.v9n5p1.
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This article reports a large-scale survey on the use of language learning strategies by first-year college students in Taiwan, with the aim of describing what language learning strategies they reported using and what strategic patterns were formed. A total of 199 non-English majors responded to a survey designed by Oxford (1990), namely, the Strategies Inventory for Language Learning (SILL) (Version 7.0). The results show that today’s language learners self-reported using the following SILL strategies in the following order of frequency: compensation strategies, metacognitive strategies, social strategies, memory strategies, cognitive strategies, and affective strategies. In addition, the results also demonstrate that three SILL categories used today were used differently in the past: affective strategies, metacognitive strategies, and compensation strategies. Moreover, it was also found that males and females these days had slightly different strategic patterns from one another in learning English and also used slightly different ones in the past.
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Santhanam, Siva priya, Caitlyn L. Gilbert, and Sabiha Parveen. "Speech-Language Pathologists’ Use of Language Interpreters With Linguistically Diverse Clients: A Nationwide Survey Study." Communication Disorders Quarterly 40, no. 3 (June 17, 2018): 131–41. http://dx.doi.org/10.1177/1525740118779975.
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The topic of utilizing language interpreters is becoming more relevant among speech-language pathologists (SLPs) given the rapidly changing demographics of the United States. A nationwide survey was administered to investigate the use of language interpreters’ influence of years of work experience on interpreter use, academic preparation and in-service training received by SLPs. Participants included 124 monolingual and 213 bilingual SLPs working in pediatric and/or adult settings. Results indicated no statistically significant difference between the two groups in the use of interpreters. SLPs who had greater than 10 years of work experience used more language interpreters than SLPs who had fewer years of experience. Approximately, 32% of monolingual and 37% of bilingual participants reported completing academic coursework on use of language interpreters. In conclusion, educating SLPs regarding interpreters and increasing technical competencies in this collaborative process is essential to deliver high quality clinical outcomes with linguistically diverse clients.