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S.S., M.Pd., Nursyamsi. "KERAGAMAN PENGGUNAAN BAHASA PADA MEDIA LUAR RUANG DI KOTA PALU". Multilingual 18, n. 2 (30 dicembre 2019): 129–44. http://dx.doi.org/10.26499/multilingual.v18i2.120.
Testo completoAbstract (sommario):
The use of Indonesian in outdoor media is increasingly worrying. This can be seen by the increasing number of Indonesian languages being transferred by foreign languages in public spaces. The Indonesians seem to be powerless in their own country and the substance of the Indonesians seems out of frame. By raising the case of the diversity of language use in outdoor media in the city of Palu, this study aims to describe patterns of diversity in language use, especially the use of foreign languages, regional languages, a mixture of Indonesian and foreign languages, as well as the full use of Indonesian in outdoor media in the city of Palu. The method used in this research is the listening method, the method used to obtain data by listening to the use of language that is in outdoor media in the city of Palu. The analysis shows that the pattern of diversity of language use in external media in the city of Palu is dominated by the use of foreign languages. Of the 280 data captured, 41% of outdoor media use foreign languages, mainly English. Furthermore, 34% of outdoor media use a mixture of Indonesian and foreign languages, 23% use Indonesian in full, and only 2% use local languages.keywords: language diversity, outdoor media
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Byers-Heinlein, Krista, Elizabeth Morin-Lessard e Casey Lew-Williams. "Bilingual infants control their languages as they listen". Proceedings of the National Academy of Sciences 114, n. 34 (7 agosto 2017): 9032–37. http://dx.doi.org/10.1073/pnas.1703220114.
Testo completoAbstract (sommario):
Infants growing up in bilingual homes learn two languages simultaneously without apparent confusion or delay. However, the mechanisms that support this remarkable achievement remain unclear. Here, we demonstrate that infants use language-control mechanisms to preferentially activate the currently heard language during listening. In a naturalistic eye-tracking procedure, bilingual infants were more accurate at recognizing objects labeled in same-language sentences (“Find the dog!”) than in switched-language sentences (“Find the chien!”). Measurements of infants’ pupil size over time indicated that this resulted from increased cognitive load during language switches. However, language switches did not always engender processing difficulties: the switch cost was reduced or eliminated when the switch was from the nondominant to the dominant language, and when it crossed a sentence boundary. Adults showed the same patterns of performance as infants, even though target words were simple and highly familiar. Our results provide striking evidence from infancy to adulthood that bilinguals monitor their languages for efficient comprehension. Everyday practice controlling two languages during listening is likely to explain previously observed bilingual cognitive advantages across the lifespan.
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Nafiatus Sholichah, Isti. "PENGGUNAAN BAHASA DALAM PELAYANAN PERIZINAN SANTRI DI KANTOR KEAMANAN PONDOK PESANTREN PUTRI UTARA DARUSSALAM BLOKAGUNG BANYUWANGI :KAJIAN SOSIOLINGUISTIK". Jurnal PENEROKA 1, n. 01 (4 gennaio 2021): 170. http://dx.doi.org/10.30739/peneroka.v1i01.750.
Testo completoAbstract (sommario):
This research was conducted with the aim of describing the use of language performed by the waiter and the customer during the permit service along with the factors that influence it. This research uses Dell Hymes theory, namely SPEAKING. The method used is a qualitative method with the aim of describing the use of servant language and the factors that affect the diversity of languages in the security office. The method of data collection in this study uses the technique of listening to the language of the service free. The method of listening is done by taking notes while the conversation is taking place. The data that has been obtained are described and then sorted according to the data found. There are at least three languages used by the maids in the student permit service (Javanese, Osing, and Indonesian). The factors of language use that influence the language used by servants in security and order offices are age, mutual respect, and familiarity. The result of this research is that there are three languages used in the licensing service for students. The languages used are Javanese, Osing, and mixed languages.
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Cutler, Anne. "Listening to a second language through the ears of a first". Interpreting. International Journal of Research and Practice in Interpreting 5, n. 1 (31 dicembre 2000): 1–23. http://dx.doi.org/10.1075/intp.5.1.02cut.
Testo completoAbstract (sommario):
The processes by which listeners recognize spoken language are highly language-specific. Listeners’ expectations of how meaning is expressed in words and sentences are formed by the lexicon and grammar of the native language; but the phonology plays an even more immediate role. Thus the native phoneme repertoire constrains listeners’ ability to discriminate phonetic contrasts; and a further area in which such constraints arise is the segmentation of continuous speech into its component words. A large body of research is summarised here, motivating three conclusions: (1) In segmenting speech, speakers of different languages apply different heuristic procedures, efficiently exploiting the specific phonological structure of their various languages. (2) These procedures have become part of the listeners’ processing system, to an extent that they are also applied when listening to nonnative languages, even though this may lead to inefficiency. (3) It may be impossible to acquire the use of multiple procedures of this kind; but it is possible to inhibit the misapplication of native procedures to other languages for which they are inefficient.
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Hall, Matthew L., Wyatte C. Hall e Naomi K. Caselli. "Deaf children need language, not (just) speech". First Language 39, n. 4 (13 marzo 2019): 367–95. http://dx.doi.org/10.1177/0142723719834102.
Testo completoAbstract (sommario):
Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatrics article ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.
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Bobb, Susan C., Noriko Hoshino e Judith F. Kroll. "The role of language cues in constraining cross-language activity". EUROSLA Yearbook 8 (7 agosto 2008): 6–31. http://dx.doi.org/10.1075/eurosla.8.04bob.
Testo completoAbstract (sommario):
Recent psycholinguistic studies provide compelling evidence for the claim that both languages are active when second language (L2) learners and bilinguals process information in one language alone. The parallel activation of the two languages occurs even when individuals are performing highly practiced tasks such as reading, listening, and speaking, and even when they are highly proficient in both languages. The presence of cross-language activity in the absence of random errors, particularly for those who are highly proficient in the L2, suggests that a mechanism of cognitive control is in place to guide the selection of the intended language. The focus of current research is to understand the basis of this cognitive mechanism, how it varies as a function of individual differences in cognitive resources, and what consequences it holds for cognition more generally. In this paper we consider whether L2 learners and bilinguals are able to exploit cues to language status that might allow them to focus their attention on languagerelevant attributes of processing or to effectively inhibit information related to the language not in use as a means to control language selection. The results of the present study suggest that it is possible to create a functional language cue for planning the L2 and bias language selection.
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Cheang, Henry S., e Marc D. Pell. "Recognizing sarcasm without language". Pragmatics and Cognition 19, n. 2 (10 agosto 2011): 203–23. http://dx.doi.org/10.1075/pc.19.2.02che.
Testo completoAbstract (sommario):
The goal of the present research was to determine whether certain speaker intentions conveyed through prosody in an unfamiliar language can be accurately recognized. English and Cantonese utterances expressing sarcasm, sincerity, humorous irony, or neutrality through prosody were presented to English and Cantonese listeners unfamiliar with the other language. Listeners identified the communicative intent of utterances in both languages in a crossed design. Participants successfully identified sarcasm spoken in their native language but identified sarcasm at near-chance levels in the unfamiliar language. Both groups were relatively more successful at recognizing the other attitudes when listening to the unfamiliar language (in addition to the native language). Our data suggest that while sarcastic utterances in Cantonese and English share certain acoustic features, these cues are insufficient to recognize sarcasm between languages; rather, this ability depends on (native) language experience.
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Cutler, Anne, Katherine Demuth e James M. McQueen. "Universality Versus Language-Specificity in Listening to Running Speech". Psychological Science 13, n. 3 (maggio 2002): 258–62. http://dx.doi.org/10.1111/1467-9280.00447.
Testo completoAbstract (sommario):
Recognizing spoken language involves automatic activation of multiple candidate words. The process of selection between candidates is made more efficient by inhibition of embedded words (like egg in beg) that leave a portion of the input stranded (here, b). Results from European languages suggest that this inhibition occurs when consonants are stranded but not when syllables are stranded. The reason why leftover syllables do not lead to inhibition could be that in principle they might themselves be words; in European languages, a syllable can be a word. In Sesotho (a Bantu language), however, a single syllable cannot be a word. We report that in Sesotho, word recognition is inhibited by stranded consonants, but stranded monosyllables produce no more difficulty than stranded bisyllables (which could be Sesotho words). This finding suggests that the viability constraint which inhibits spurious embedded word candidates is not sensitive to language-specific word structure, but is universal.
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Biletska, Iryna. "Organizational Principles and Content of Early Foreign Language Learning in the USA". Comparative Professional Pedagogy 5, n. 1 (1 marzo 2015): 33–38. http://dx.doi.org/10.1515/rpp-2015-0018.
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Abstract According to the results of leading American scientists that convincingly demonstrate the effectiveness and necessity of early foreign language learning the features of teaching foreign languages at elementary level in the United States have been analyzed. It has been found out that the US government is working on the improvement of foreign language at elementary education all over the country. The attention is paid the languages that were not so popular, and now have obtained the status of “extremely necessary”, such as Arabic, Farsi and Russian, as they have become very important for the future participation of the state in world politics. The requirements for programs development of foreign language for elementary school have been described; such aspects as quantity of classes, curriculum project, teaching materials, teaching staff and knowledge of the students, the choice of languages, coordination and efficiency are taken into consideration. The short description of the content of foreign language teaching of elementary education has been presented. It has been indicated that success in foreign language learning as a device of foreign language communication depends on the level of listening, lexical, grammatical and spelling skills, as well as the abilities of listening, speaking, reading and writing, which are defined in the program for elementary school.
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Zhang, Ruofei, Di Zou, Gary Cheng, Haoran Xie, Fu Lee Wang e Oliver Tat Sheung Au. "Target languages, types of activities, engagement, and effectiveness of extramural language learning". PLOS ONE 16, n. 6 (28 giugno 2021): e0253431. http://dx.doi.org/10.1371/journal.pone.0253431.
Testo completoAbstract (sommario):
Since Sundqvist introduced the term “extramural English” in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People’s engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people’s target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.
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Hollingworth, Liz, Pedro Sánchez-Escobedo, Graciela Cortés Camarillo e Anthony Fina. "La Prueba Maya, A Test for Bilingual Teachers of Indigenous Language-Speaking Students". Heritage Language Journal 10, n. 1 (30 giugno 2013): 1–16. http://dx.doi.org/10.46538/hlj.10.1.1.
Testo completoAbstract (sommario):
La Prueba Maya is a new computer-based diagnostic assessment that was developed to measure the Maya proficiency of Mexican teachers. To assess Mayan fluency in reading, listening, speaking, and writing, La Prueba Maya's battery of tests was taken by 2,507 preschool and primary school teachers in Mexico. Results were used to determine proficiency in Maya as a second language for teachers wishing to work with indigenous Maya-speaking children in Yucatán, Campeche, and Quintana Roo. We ground this work in the theories and research from the fields of anthropology, education, linguistics, second language acquisition, the unique features of indigenous languages, and best practices in language assessment. The results of the tests indicate that the listening test was the easiest for test takers and the written test was the hardest. There are challenges and limitations of testing teachers of indigenous children, particularly when the teachers, in most cases, are new to basic and general testing procedures and digital media. Results of the test pilot showed teachers’ scores were higher in listening and speaking. If Mexico wants to protect heritage languages, then its teachers must be given opportunities to attend to their own competencies in reading and writing to pass the indigenous languages to the next generation.
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Selviana, Yulia, Misnah Mannahali e Ambo Dalle. "HUBUNGAN ANTARA PENGUASAAN KOSAKATA DENGAN KEMAMPUAN MENYIMAK BAHASA JERMAN SISWA KELAS XI BAHASA". Interference: Journal of Language, Literature, and Linguistics 1, n. 2 (12 agosto 2020): 148. http://dx.doi.org/10.26858/interference.v1i2.14859.
Testo completoAbstract (sommario):
Abstract. Correlation between Vocabulary Mastery with listening ability in German language Class XI students SMAN 13 Bone. Thesis. Faculty of Languages and Literature. State University of Makassar.This study aims to obtain data and information about the relationship between vocabulary mastery and te ability to listen to German in class XI language at SMA 13 Bone.This research is descriptive research.The population of this study was all studens of class XI Languages totaling one Class with 28 students. The sample of this study was 28 students of class XI language selected through total sampling techniques.Research data was collected through a written test, and analyzed using product moment correlation.The results of this study indicate that there is a significant link between mastery of vocabulary with the listening ability of German language class XI student SMA Negeri 13 Bone Rh = (0.574) >Rt = (0.374) with a significant level of 5%.
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Babaievska, L. "MUSIC AND SONGS IN FOREIGN LANGUAGE TEACHING". East European Scientific Journal 6, n. 4(68) (14 maggio 2021): 21–25. http://dx.doi.org/10.31618/essa.2782-1994.2021.6.68.36.
Testo completoAbstract (sommario):
Under consideration are main methods and approaches to teaching foreign languages, the main element of which is music and songs. The latest research and scientific publications on the use of musical material in teaching various aspects of foreign languages – grammar, vocabulary, speaking, listening, writing – have been analyzed. The main ideas and stages of introducing musical methods in the educational process have been described. The role of musical material in teaching foreign languages has been determined. The paper highlights basic skills of foreign language proficiency which can be improved by means of music methods and approaches. There have been indicated advantages of each of the presented methods. The effectiveness of the use of music and songs in teaching foreign languages has been proved.
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Kotsiuba, Roman B. "НАБУТТЯ НАВИЧОК АУДІЮВАННЯ ЗА ДОПОМОГОЮ ВЕБ-ОРІЄНТОВАНОЇ МЕТОДИКИ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ". Information Technologies and Learning Tools 50, n. 6 (1 gennaio 2016): 120. http://dx.doi.org/10.33407/itlt.v50i6.1306.
Testo completoAbstract (sommario):
The article presents Web-based CALL methods used in the study of foreign language. It is defined the role played by different strategies of listening. Classification of the strategies is described in details. The factors that affect the strategy of listening are defined through analysis of many researches. Using listening strategies helps students in foreign languages learning significantly. On the example of I. Ya. Horbachevskyy Ternopil State Medical University. it has been explored the strategies for professional foreign languages learning by future doctors.
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Shook, Anthony, e Viorica Marian. "Covert co-activation of bilinguals’ non-target language". Linguistic Approaches to Bilingualism 9, n. 2 (6 novembre 2017): 228–52. http://dx.doi.org/10.1075/lab.17022.sho.
Testo completoAbstract (sommario):
Abstract When listening to spoken language, bilinguals access words in both of their languages at the same time; this co-activation is often driven by phonological input mapping to candidates in multiple languages during online comprehension. Here, we examined whether cross-linguistic activation could occur covertly when the input does not overtly cue words in the non-target language. When asked in English to click an image of a duck, English-Spanish bilinguals looked more to an image of a shovel than to unrelated distractors, because the Spanish translations of the words duck and shovel (pato and pala, respectively) overlap phonologically in the non-target language. Our results suggest that bilinguals access their unused language, even in the absence of phonologically overlapping input. We conclude that during bilingual speech comprehension, words presented in a single language activate translation equivalents, with further spreading activation to unheard phonological competitors. These findings support highly interactive theories of language processing.
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Bunta, Ferenc, e Michael Douglas. "The Effects of Dual-Language Support on the Language Skills of Bilingual Children With Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers". Language, Speech, and Hearing Services in Schools 44, n. 3 (luglio 2013): 281–90. http://dx.doi.org/10.1044/0161-1461(2013/12-0073).
Testo completoAbstract (sommario):
PurposeThe present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared.MethodThe language skills of 40 children with HL (20 bilingual Spanish–English-speaking and 20 monolingual English-speaking) were examined using the Auditory Comprehension, Expressive Communication, and total language scores from the Preschool Language Scale, Fourth Edition (Zimmerman, Steiner, & Pond, 2002a, 2002b).ResultsThe English language skills of the bilingual participants were commensurate with those of their monolingual English-speaking peers on all 3 measures. The Spanish and English total language scores of the bilingual group were also comparable and highly correlated.ConclusionBoth languages of bilingual children with HL can be supported without having adverse effects on the children's language development. Moreover, supporting both languages in bilingual children with HL may have multifarious positive ramifications.
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WESTERHAUSEN, RENÉ, NELE PÕLDVER, RICHARD NAAR, DOMINIKA RADZIUN, MARIA SILVIA KAAREP, KAIRI KREEGIPUU, KENNETH HUGDAHL, PÄRTEL LIPPUS e KRISTIINA KOMPUS. "Effect of voicing on perceptual auditory laterality in Estonian and Norwegian native speakers". Applied Psycholinguistics 39, n. 2 (27 giugno 2017): 259–73. http://dx.doi.org/10.1017/s0142716417000170.
Testo completoAbstract (sommario):
ABSTRACTAs a reliable and valid measures of perceptual auditory laterality, dichotic listening has been successfully applied in studies in many countries and languages. However, languages differ in the linguistic relevance of change in initial phoneme of words (e.g., for word identification). In the present cross-language study, we examine the effect of these differences on dichotic-listening task performance to establish how characteristics of one's native language affect the perception of nonnative phonological features. We compared 33 native speakers of Norwegian, a language characterized by a clear distinction between voiced and unvoiced initial plosive consonants, with 30 native speakers of Estonian, a language that has exclusively unvoiced initial phonemes. Using a free-report dichotic-listening paradigm utilizing pairs of voiced (/ba/, /da/, /ga/) and unvoiced (/pa/, /ta/, /ka/) stop-consonant vowels as stimulus material, the Norwegian native speakers were found to be more sensitive to the voicing of the initial plosive than the Estonian group. “Voicing” explained 69% and 18% of the variance in the perceptual auditory laterality in the Norwegian and the Estonian sample, respectively. This indicates that experiential differences, likely during acquisition of the mother tongue in early development, permanently shape the sensitivity to the voicing contrast.
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Wahyuningsih, Indah, Meita Ardya Fahma e Muhammad Rais Almajid. "Analisis Bahasa Ken Dalam Reality Show “Dairy Sarwendah”". ESTETIK : Jurnal Bahasa Indonesia 3, n. 1 (11 maggio 2020): 1. http://dx.doi.org/10.29240/estetik.v3i1.1471.
Testo completoAbstract (sommario):
This study aimed to describe Ken language in a reality show "Sarwendah Diary". In sociolinguistic studies, Ken language is included in the variety of languages as a form of various languages used by certain groups of people. This study used a descriptive qualitative research by describing the use of Ken language contained in a reality show. The documentation technique was used for data retrieval by listening, taking notes, and portraying from the realty show video "Sarwendah's Diary". Content analysis technique was used in this study to get the deep meaning of each Ken language used. In addition, the method of triangulation was also applied as to pursue the data validity. Based on the results of the analysis, Ken language was found in some videos entitled (1) Sarwendah Becomes a Scavenger in Medan, (2) the Disguise of Sarwendah and Betrand Peto in Makassar – Sarwendah’s diary, (3) Willingly Lendinga Cell Phone to a Scavenger, This Pecel Seller Gets a Fortune from Sarwendah, (4) Running Out of Costs Sarwendah is Assisted by a Vegetable seller. From the videos, we found several Ken languages that Sarwendah used in her disguise.
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Linck, Jared A., Noriko Hoshino e Judith F. Kroll. "Cross-language lexical processes and inhibitory control". Mental Lexicon 3, n. 3 (10 dicembre 2008): 349–74. http://dx.doi.org/10.1075/ml.3.3.06lin.
Testo completoAbstract (sommario):
Many recent studies demonstrate that both languages are active when bilinguals and second language (L2) learners are reading, listening, or speaking one language only. The parallel activity of the two languages has been hypothesized to create competition that must be resolved. Models of bilingual lexical access have proposed an inhibitory control mechanism to effectively limit attention to the intended language (e.g., Green, 1998). Critically, other recent research suggests that a lifetime of experience as a bilingual negotiating the competition across the two languages confers a set of benefits to cognitive control processes more generally (e.g., Bialystok, Craik, Klein, & Viswanathan, 2004). However, few studies have examined the consequences of individual differences in inhibitory control for performance on language processing tasks. The goal of the present work was to determine whether there is a relation between enhanced executive function and performance for L2 learners and bilinguals on lexical comprehension and production tasks. Data were analyzed from two studies involving a range of language processing tasks, a working memory measure, and also the Simon task, a nonlinguistic measure of inhibitory control. The results demonstrate that greater working memory resources and enhanced inhibitory control are related to a reduction in cross-language activation in a sentence context word naming task and a picture naming task, respectively. Other factors that may be related to inhibitory control are identified. The implications of these results for models of bilingual lexical comprehension and production are discussed.
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KRIVYKH, L. D., e O. B. BAGRINTSEVA. "THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE". Language and Intercultural Communication XIII, n. XIII (2020): 72–77. http://dx.doi.org/10.21672/2078-9858-2020.10.07-072-077.
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The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.
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Cutler, Anne. "Native listening". Dutch Journal of Applied Linguistics 1, n. 2 (14 dicembre 2012): 169–87. http://dx.doi.org/10.1075/dujal.1.2.02cut.
Testo completoAbstract (sommario):
The way we listen to spoken language is tailored to the specific benefit of native-language speech input. Listening to speech in non-native languages can be significantly hindered by this native bias. Is it possible to determine the degree to which a listener is listening in a native-like manner? Promising indications of how this question may be tackled are provided by new research findings concerning the great flexibility that characterises listening to the L1, in online adjustment of phonetic category boundaries for adaptation across talkers, and in modulation of lexical dynamics for adjustment across listening conditions. This flexibility pays off in many dimensions, including listening in noise, adaptation across dialects, and identification of voices. These findings further illuminate the robustness and flexibility of native listening, and potentially point to ways in which we might begin to assess degrees of ‘native-likeness’ in this skill.
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Deregözü, Aysel. "The Use of Listening Comprehension Strategies in Distance Language Education". English Language Teaching 14, n. 10 (23 settembre 2021): 62. http://dx.doi.org/10.5539/elt.v14n10p62.
Testo completoAbstract (sommario):
This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.
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Al-Nafisah, Khalid I. "Issues and Strategies in Improving Listening Comprehension in a Classroom". International Journal of Linguistics 11, n. 3 (30 giugno 2019): 93. http://dx.doi.org/10.5296/ijl.v11i3.14614.
Testo completoAbstract (sommario):
Language is an important aspect of communication in our everyday life. Students must be trained to be cognizant of the semantic and syntactic domains of language. More importantly, they have to be aware of how language is used, as well as its different variations and linguistic twists. Listening, in particular, is the most demanding of all the language skills, as it is a vital discovery that enable students unmask creative ways in which language is pronounced and comprehended. This study explores the existing teaching methodologies applied to teach Listening skills to students of English Department at the College of Languages and Translation, King Saud University, Riyadh. The paper presents the difficulties encountered by students when learning the listening skill. Based on the expertise and practice of teaching the listening skill, it suggests new techniques which can be implemented to improve students' performance. It concludes with suggestions to teachers to implement the new techniques in order to allow the students to grasp the listening skill more effectively.
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Zhang, Xuemei. "Research on the Correlation between the Learning Strategies on English Listening and the Corresponding Performance among College Students". Journal of Contemporary Educational Research 4, n. 2 (19 febbraio 2020): 13–17. http://dx.doi.org/10.26689/jcer.v4i2.1013.
Testo completoAbstract (sommario):
Listening is very important for the learning of a language. We must ensure that there are language standardization and foundation of practice while learning any languages. By improving listening, the language communication ability can be improved. Learning other languages requires listening as the foundation of learning. In college English teaching, listening also takes very important position. However, due to the current situation of Chinese education and the characteristics of students' learning, Chinese students generally have a lower level of listening skills, and usually, most of them score very low in the listening part in level 4 or level 6 of the College English Tests. The root cause of this phenomenon is that listening test in some underdeveloped areas of China is not included as part of the test results of the middle and high school entrance examinations, and very often, listening was neglected in English lessons. As a result, many students end up with poor listening performance result. However, in college, the teaching of listening still follows the traditional education model of the past, and there are many lessons allocated to this aspect of English learning. In addition, there is almost no strategic guidance in the learning process, making students unable to begin on listening practice. Although both teachers and students tried to improve their listening skills, the results were unsatisfactory. Therefore, it is imperative to solve the problem of poor English listening level of students. Experts such as Huang Zidong and Wang Yu believe that strengthening strategic training is currently a very important method to improve students' English listening skills.
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Vynarchyk, Mariia. "EUROPEAN EXPERIENCE OF USING A LANGUAGE PASSPORT AS AN INNOVATIVE TOOL FOR FIXING THE LANGUAGE ACHIEVEMENTS OF SCHOOLCHILDREN AND HIGHER EDUCATION STUDENTS". Scientific journal of Khortytsia National Academy, n. 3 (2020): 7–15. http://dx.doi.org/10.51706/2707-3076-2020-3-1.
Testo completoAbstract (sommario):
The scientific article explores the concept of a language passport as one of the components of the language Portfolio in the European educational environment. The language Portfolio also contains information that testifies to the self-esteem of its owner, his/her independence, self-realization throughout life, thus implementing the fundamental principles of European language policy. The language Portfolio is a useful and valuable tool for presenting the level of skills of schoolchildren and higer education students in mastering foreign languages, as it monitors knowledge over time, which motivates schoolchildren and higer education students to improve the results of foreign language activities and stimulates their personal development. As an innovative tool, a language passport can represent the foreign language activities of schoolchildren and higer education students over a period of time and reflect not only the level of language skills but also their intercultural competences. It is established that the language passport needs constant updating to show the progress of its owner in learning languages and to certify the acquisition of new intercultural experience. It is based on the Common European Framework of Reference for Languages and is recognized by all actors in the European educational environment. Descriptors for assessing language skills are recognized in all European countries and apply to various types of foreign language activities: monologue and dialogic speech, reading, writing and listening according to levels A1, A2, B1, B2, C1 and C2. The study revealed that the language passport also contains diplomas and certificates certifying language knowledge and experience of language and intercultural learning. Europass Language Passport is a free set of online tools and information to help you manage all stages of your learning and career. It allows users to display, document their language skills as well as share skills and experience. It helps in finding a job or place of study, provides job seekers with opportunities that correspond to the level of their skills and experience.
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Muka, Rina, e Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)". Knowledge International Journal 28, n. 7 (10 dicembre 2018): 2319–24. http://dx.doi.org/10.35120/kij28072319r.
Testo completoAbstract (sommario):
The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
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Muka, Rina, e Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)". Knowledge International Journal 28, n. 7 (10 dicembre 2018): 2319–24. http://dx.doi.org/10.35120/kij29082319r.
Testo completoAbstract (sommario):
The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
28
Molnar, A. A. "The latest trends in the development of training programs for several related languages at the same time in European countries". Язык и текст 5, n. 2 (2018): 44–49. http://dx.doi.org/10.17759/langt.2018050207.
Testo completoAbstract (sommario):
Against the background of globalisation more and more professionals who master several foreign languages are needed. In some European universities they have launched pilot projects of teaching from 3 to 5 related languages at the same time within the frame of one course. One language is supposed to be known at C1-C2 level including all kinds of activities (both productive and perceptive) while all the other languages are taught to be understood when listening and reading. The article presents the history of the project, focuses on learning techniques within the frame of the programmes and outlines some perspectives.
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Villar González, Pamela, Onur Güntürkün e Sebastian Ocklenburg. "Lateralization of Auditory Processing of Silbo Gomero". Symmetry 12, n. 7 (17 luglio 2020): 1183. http://dx.doi.org/10.3390/sym12071183.
Testo completoAbstract (sommario):
Left-hemispheric language dominance is a well-known characteristic of the human language system. However, it has been shown that leftward language lateralization decreases dramatically when people communicate using whistles. Whistled languages present a transformation of a spoken language into whistles, facilitating communication over great distances. In order to investigate the laterality of Silbo Gomero, a form of whistled Spanish, we used a vocal and a whistled dichotic listening task in a sample of 75 healthy Spanish speakers. Both individuals that were able to whistle and to understand Silbo Gomero and a non-whistling control group showed a clear right-ear advantage for vocal dichotic listening. For whistled dichotic listening, the control group did not show any hemispheric asymmetries. In contrast, the whistlers’ group showed a right-ear advantage for whistled stimuli. This right-ear advantage was, however, smaller compared to the right-ear advantage found for vocal dichotic listening. In line with a previous study on language lateralization of whistled Turkish, these findings suggest that whistled language processing is associated with a decrease in left and a relative increase in right hemispheric processing. This shows that bihemispheric processing of whistled language stimuli occurs independent of language.
30
Nasution, Jamaluddin. "ANALISIS KESULITAN BAHASA INDONESIA BAGI PEMELAJAR DI SAMSIFL UZBEKISTAN PADA EMPAT KETERAMPILAN BERBAHASA". MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan 17, n. 2 (3 dicembre 2019): 111. http://dx.doi.org/10.26499/mm.v17i2.2134.
Testo completoAbstract (sommario):
The difficulties faced by students vary, such as intelligence and non-intelligence factors. This study is to know; (1) what the most difficult language skills, (2) the reasons of students at the difficulties in the language skills, and (3) how the students face their difficulties. The method of this study is descriptive, conducted in ILFS class of English and Translation Program at SAMSIFL (Samarkand State Institute of Foreign Languages) Uzbekistan. The result are listening (61.68), speaking (69.07), writing (71.89), and reading (76.29). Result of questionnaires; students like Indonesian language (85.71%), the Indonesian pronunciation (65.71%), symbols/letters is not different (80.00%), no difficulty in uttering Indonesian language words (77.14%), good and helpful guidance book (91.43%), speaker speaks fast (97.14%), difficulties in listening (94.29%), no difficulty in reading (85.71%), no difficulty in writing (80.00%), difficulty in speaking (71.43%), most liked language skills is reading (57.14%), most hated language skills is listening (94.29%), most difficult language skills is listening (88.57%), easiest language skills is reading (71.43%), and the students’ action facing the difficulties is asking the teacher (85.71%). It is expected that the ILFS teaching concerns on students’ difficulties firstly and give motivation during the teaching process.
31
Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English". Register Journal 6, n. 1 (1 giugno 2013): 1–16. http://dx.doi.org/10.18326/rgt.v6i1.1-16.
Testo completoAbstract (sommario):
This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English". Register Journal 6, n. 1 (1 giugno 2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.
Testo completoAbstract (sommario):
This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
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Ida Ayu Iran, Adhiti. "SINONIMI BAHASA KABOLA DAN BAHASA HAMAP DI PULAU ALOR, NUSA TENGGARA TIMUR: SUATU KAJIAN DESKRIPTIF ANALISIS". KULTURISTIK: Jurnal Bahasa dan Budaya 4, n. 2 (18 giugno 2020): 60–68. http://dx.doi.org/10.22225/kulturistik.4.2.1896.
Testo completoAbstract (sommario):
The study of local languages in Alor Island is needed in-depth. Local government efforts to foster and develop local languages have been made as an effort to preserve local languages. The research on the phenomenon of local languages in Alor Island is carried out by language experts. The study is discussed about Sinonimi and Hamap languages in Alor Island. The data collection of these two languages are analyzed with the theory of meaning relation. The data collection is compiled by listening and conversational methods, namely by listening to informant talks and inviting conversation. The data collection method is assisted with the interview method. This method id aimed to explore data optimally about several things in depth. Based on the analysis result, the vocabulary of Kabola and Hamap languages were found synonymy phenomenon. Vocabularies that have similarities and resemblance of these forms can be grouped into (1) synonymy by the removal and addition of vowel and consonant phonemes at the front and back positions of words; (2) synonymy with the relation of vowel and consonant phonemes in the middle and back positions of words; (3) synonymy with the relationship, addition, and omission of syllables in the first and second syllables; and (4) synonymy with the same absolute form or Iberian.
34
Piniel, Katalin, e Ágnes Albert. "Advanced learners’ foreign language-related emotions across the four skills". Studies in Second Language Learning and Teaching 8, n. 1 (27 marzo 2018): 127–47. http://dx.doi.org/10.14746/ssllt.2018.8.1.6.
Testo completoAbstract (sommario):
Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).
35
Hoi, Huynh Tan. "Teaching Chinese Language through Immortal Songs Comparing to Vietnamse Language". ABC Journal of Advanced Research 8, n. 1 (30 giugno 2019): 29–32. http://dx.doi.org/10.18034/abcjar.v8i1.85.
Testo completoAbstract (sommario):
Foreign languages in general and Chinese in particular has an important role in the context which the world has been developing continuously. Understanding and using this language eloquently will make learners have more chances to exchange culture, absorb new knowledge as well as present thoughts and views in a comfortable way. This paper mentions the reality of teaching and learning Chinese and the ways to upgrade the education quality through training practicing immortal songs as well as comparing to Vietnamese language. The article was completed with the assistance of 30 learners who are studying Chinese at some foreign language centers in Ho Chi Minh City during July of 2018 and it showed that learning process will be much more interesting and easier when listening to music.
36
Tukaiev, Sergii, Annemieke van den Tol, Volodymyr Rizun, Yurii Havrylets, Mykola Makarchuk, Igor Zyma e Nastasiia Plakhotnyk. "Language-Specific Synchronization of Neural Networks in the Human Brain". Current Issues of Mass Communication, n. 27 (2020): 51–63. http://dx.doi.org/10.17721/2312-5160.2020.27.51-63.
Testo completoAbstract (sommario):
This study examines language-specific characteristics of the electric activity in bilinguals’ brains. The aim of this study was to evaluate language-specific characteristics of functional connectivity related to the perception of verbal information in different languages. Increasing synchronization of gamma band was detected in the association regions of left hemisphere during the Russian sonnets, alongside with interhemispheric coherence. The increase in synchronization exclusively in the left hemisphere was observed as in the case of English and Ukrainian sonnets. Increase of the coherence was shown in the left lateral and medial supplementary motor area when listening to Russian sonnets in comparison with Ukrainian. Decrease of coherence while listening to the Russian sonnets in comparison with Ukrainian was present in angular gyrus and superior parietal lobule. This evidence could indicate relatively lesser involvement of memory and attention when listening to Russian in comparison with the Ukrainian. Despite high proficiency of the participants, the mechanism of language perception could be different. Perhaps, an emotional response does not depend on the level of knowledge of the language but rather on its phonetic structure and prosody.
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Savage, Robert, e Adriana Pace. "Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs". International Journal of Bilingualism 23, n. 1 (5 giugno 2017): 118–37. http://dx.doi.org/10.1177/1367006917711592.
Testo completoAbstract (sommario):
Aims and Objectives/Purpose/Research Questions: This paper describes a study investigating the relationships between reading and listening comprehension in a simultaneous dual language instruction context. We explored whether listening and reading comprehension are unitary constructs across the first language (L1) and the second language (L2). Design/Methodology/Approach: Listening comprehension and reading comprehension measures were administered twice over a school year in English and French. Data and Analysis: Stepwise regression analyses were undertaken with 206 typical children in grade 4 classrooms in French Immersion programs. Findings/Conclusions: Analyses showed listening comprehension in the L1 and listening comprehension in the L2 both independently predicted reading comprehension concurrently. Reading comprehension in the L1 and reading comprehension in the L2 both predicted reading comprehension in the L1 and L2 longitudinally and symmetrically within, as well as across, home language groups. Originality and Significance/Implications: Findings suggest that listening comprehension and reading comprehension are not unitary constructs and possibly suggest synergistic recruitment of distinct L1 and L2 listening comprehension and reading comprehension resources in dual language comprehension, as suggested by the Development Interdependence Hypothesis. Both dual language policy and school-based practices might be enhanced through collaborative planning and activities that support this natural interdependence of component reading processes across languages, while also being aware that language comprehension abilities may not be at comparable levels across L1s and L2s by grade 4 in immersion contexts.
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Bruggeman, Laurence, e Anne Cutler. "No L1 privilege in talker adaptation". Bilingualism: Language and Cognition 23, n. 3 (30 ottobre 2019): 681–93. http://dx.doi.org/10.1017/s1366728919000646.
Testo completoAbstract (sommario):
AbstractAs a rule, listening is easier in first (L1) than second languages (L2); difficult L2 listening can challenge even highly proficient users. We here examine one particular listening function, adaptation to novel talkers, in such a high-proficiency population: Dutch emigrants to Australia, predominantly using English outside the family, but all also retaining L1 proficiency. Using lexically-guided perceptual learning (Norris, McQueen & Cutler, 2003), we investigated these listeners’ adaptation to an ambiguous speech sound, in parallel experiments in both their L1 and their L2. A control study established that perceptual learning outcomes were unaffected by the procedural measures required for this double comparison. The emigrants showed equivalent proficiency in tests in both languages, robust perceptual adaptation in their L2, English, but no adaptation in L1. We propose that adaptation to novel talkers is a language-specific skill requiring regular novel practice; a limited set of known (family) interlocutors cannot meet this requirement.
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Ivanov, N. V. "School of Roman Languages". MGIMO Review of International Relations, n. 5(38) (28 ottobre 2014): 234–36. http://dx.doi.org/10.24833/2071-8160-2014-5-38-234-236.
Testo completoAbstract (sommario):
Department of Romance languages (Italian, Portuguese and Latin) named after professor T.Z. Cherdantseva was created November 26, 2002. The main task of the department is a professionally-oriented teaching of Italian and Portuguese (both as first and a second language) for all faculties of MGIMO-University in all majors and minors on both the undergraduate and graduate levels. Special attention is paid to teaching courses on socio-political, economic and legal translation. Teaching begins with a zero level, and by the end of training a student reaches a level of high proficiency. In accordance with the agreements with ICA (Portugal) a lecturer from the Institute Camöes (Portugal) João Mendonça conducts classes on spoken language, listening and abstracting. He also lectures on the history and culture of Portugal and co-authored (with G. Petrova) a textbook "Portuguese for Beginners".
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Sheshukova, Svetlana, Svetlana Lapitskaja e Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages". SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
Testo completoAbstract (sommario):
Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
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Lebedeva, Maria Yu, E. V. Koltakova, Olga N. Khaleeva e M. N. Rusetskaya. "Computer-assisted Language Learning for the Development of Listening Skills: A Case Study of Pre-university Russian as a Foreign Language". International Journal of Applied Linguistics and English Literature 6, n. 1 (19 novembre 2016): 257. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.257.
Testo completoAbstract (sommario):
The research explores the effectiveness of using computer-assisted language learning (CALL) approach for the development of non-reciprocal listening skills in the context of studying Russian as a foreign language (RFL). Despite the fact that the influence of CALL on the development of listening skills has been well studied based on a case study of teaching other languages (especially English), a similar study in the context of teaching the Russian language is performed for the first time. The RFL students (N=68) and teachers (N=7) of the Preparatory Department in Russian took part in the intervention study. The students were divided into experimental and control groups. The research was conducted based on both qualitative and quantitative methods. The researchers focused the attention on two kinds of listening: listening for general information and selective listening. As the listening competence, and especially academic listening proficiency, is critically important for the students of the preparatory department, he researchers’ target was to research ways of improving listening abilities with different approaches of using CALL. The testing and assessment materials were developed and the statistics was collected for each kind of listening. In addition, the students of the experimental group were surveyed to identify their experiences from using CALL in the classroom. The research findings allowed concluding about the effectiveness of CALL application for developing listening for the detail skills, whereas in the general listening no significant effect was found. In addition, the study revealed specific complexities in the application of CALL in teaching listening in Russian.Keywords: computer-assisted language learning, web-based instruction, listening comprehension, blended learning, Russian as a foreign language
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Fadhilah, Aisyah Nur, e Laili Etika Rahmawati. "Penggunaan Bahasa Daerah pada Buku Bacaan Siswa Terbitan Kemdikbud". Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya 4, n. 1 (11 giugno 2020): 43. http://dx.doi.org/10.25273/linguista.v4i1.6457.
Testo completoAbstract (sommario):
<p class="abstract">This study aims to identify the use of regional languages in student reading books published by the Ministry of Education and Culture. This type of research is a qualitative descriptive study. The object of research is the local language in the student reading book published by the Ministry of Education and Culture entitled "Kenara Anak Suku Gayo" and "Kain Kulit Kayu Dei". The data from this study are student reading books published by the Ministry of Education and Culture which contain local languages. The data source in this research is an archive or document in the form of a student reading book published by the Ministry of Education and Culture which contains local languages. Data collection techniques use the technique of listening and note taking, the researcher first reads the reading book "Kenara Anak Suku Gayo" and "Kain Kulit Kayu Dei" published by the Ministry of Education and Culture to carefully determine the use of local languages, then record in full and then identify the use of local languages in the book reading. Data analysis techniques using flow analysis. The results showed that the Ministry of Education and Culture has efforts to preserve local languages, use Indonesian, and master foreign languages. The language used in the students' reading book "Kenara Anak Suku Gayo" and "Kain Kulit Kayu Dei" is not purely using Indonesian, but there is interference with local languages. The percentage of the use of local languages in the reading books of "Kenara Anak Suku Gayo" is 40%, while in the reading books of students "Kain Kulit Kayu Dei" 20%.<strong></strong></p>
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Caldwell-Harris, Catherine L., Alia Lancaster, D. Robert Ladd, Dan Dediu e Morten H. Christiansen. "FACTORS INFLUENCING SENSITIVITY TO LEXICAL TONE IN AN ARTIFICIAL LANGUAGE". Studies in Second Language Acquisition 37, n. 2 (20 maggio 2015): 335–57. http://dx.doi.org/10.1017/s0272263114000849.
Testo completoAbstract (sommario):
This study examined whether musical training, ethnicity, and experience with a natural tone language influenced sensitivity to tone while listening to an artificial tone language. The language was designed with three tones, modeled after level-tone African languages. Participants listened to a 15-min random concatenation of six 3-syllable words. Sensitivity to tone was assessed using minimal pairs differing only in one syllable (nonword task: e.g., to-kà-su compared to ca-fí-to) or only in tone (tone task: e.g., to-kà-su compared to to-ká-su). Proficiency in an East Asian heritage language was the strongest predictor of success on the tone task. Asians without tone language experience were no better than other ethnic groups. We conclude by considering implications for research on second language learning, especially as approached through artificial language learning.
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Mukhamedova, Odina Makhamadaliyevna, Nazira Abdusamatovna Akramova, Maftuna Asatullo Qizi Boboraimova e Nargiza Salaxiddinovna Atabayeva. "Effectiveness Of Applying Modern Methods In Foreign Language Teaching". American Journal of Social Science and Education Innovations 03, n. 04 (30 aprile 2021): 244–51. http://dx.doi.org/10.37547/tajssei/volume03issue04-37.
Testo completoAbstract (sommario):
In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.
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Džuganová, Božena. "Teaching Medical English through Professional Captioning Videos". Journal of Language and Cultural Education 7, n. 2 (1 settembre 2019): 95–107. http://dx.doi.org/10.2478/jolace-2019-0013.
Testo completoAbstract (sommario):
Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).
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Guedes, Anabela, Isabel Oliveira, Paula Santos e Sandra Antunes. "Foreign languages communicative skills in Secretarial Studies". REVISTA PRACTICUM 5, n. 2 (18 dicembre 2020): 83–96. http://dx.doi.org/10.24310/revpracticumrep.v5i2.10159.
Testo completoAbstract (sommario):
The aim of the foreign languages teaching is to enable students to further develop and use English language skills in general and specific contexts and this aim is always achieved through the practice of the four skills - reading, writing, listening and speaking. As far as speaking skills are concerned, oral assessment and role-play situations are often used by English teachers to assess students’ skills. Students pursuing a degree in Secretarial Studies and Administrative Assistance at ESTGL and want to become successful administrative professionals must be aware of the importance of English in their future jobs and must be prepared to communicate in real contexts. This paper, using a descriptive humanistic-interpretative methodology, aims to acknowledge that role-play is one technique a language teacher can explore and to substantiate the Communicative Language Teaching approach used in the Bachelor of Secretarial Studies and Administrative Assistance. We concluded that it boosts students’ confidence and their personal interaction skills. and a maximum of 150 words.
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Romero, Lupe, Olga Torres-Hostench e Stavroula Sokoli. "La subtitulación al servicio del aprendizaje de lenguas: el entorno LvS". Babel. Revue internationale de la traduction / International Journal of Translation 57, n. 3 (10 novembre 2011): 305–23. http://dx.doi.org/10.1075/babel.57.3.04rom.
Testo completoAbstract (sommario):
LvS (Learning via Subtitling) is a subtitling tool for language teaching. The main objective of LvS is to provide educational material for the active learning of foreign languages through subtitled video clips. Using this tool and the specific activities created by the teacher, students can add subtitles to video clips, thus participating in active writing and listening comprehension activities. LvS is a subtitle simulator for specific purposes.<p>This paper presents the possibilities offered by an environment such as LvS for learning languages through subtitling and the effectiveness of the use of news videos in L2 teaching. It describes the different stages of a LvS activity involving teaching Italian for translators.<p>
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Fardavoodi, Mohsen, Salah Ismaili Gojar e Morteza Bakhtiarvand. "Investigating the Effect of Using Educational Podcasts on Listening Comprehension of Language Learners". Randwick International of Education and Linguistics Science Journal 1, n. 1 (23 giugno 2020): 101–6. http://dx.doi.org/10.47175/rielsj.v1i1.35.
Testo completoAbstract (sommario):
The aim of this study was to investigate the effect of using educational podcasts on listening comprehension of male language learners in Tehran. The statistical population of the present study consisted of all male language learners of Tehran language colleges who were studying in the academic year 2020-2019. The present study sample consisted of two target languages that were selected purposefully. There were 60 samples, of which 30 were in the control group and 30 in the experimental group. The type of research was quantitative and quasi-experimental with pre-test-post-test design with control group. To understand the required data, a researcher-made audit comprehension test was used. It was used to analyze the obtained data using SPSS software. The results showed that the use of educational podcasts is significantly more effective in increasing the listening comprehension skills of language learners of language schools F = 165/001 than the usual method. Based on the results, it is recommended to use educational podcasts in teaching audio-visual comprehension of learners, which is one of the main problems in language teaching.
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Aksenova, Inga. "Linguodidactic potential of the complex task “Dictogloss”". Tambov University Review. Series: Humanities, n. 180 (2019): 70–78. http://dx.doi.org/10.20310/1810-0201-2019-24-180-70-78.
Testo completoAbstract (sommario):
Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.
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Yi-Hsiang, Lin,, e Huang, Yen-Ling. "The Investigation of the Listening Strategies Teachers Instruct and the Listening Strategies Students Use". Journal of Language Teaching and Research 12, n. 4 (1 luglio 2021): 557–65. http://dx.doi.org/10.17507/jltr.1204.05.
Testo completoAbstract (sommario):
When people learn a new kind of language, the listening ability is the first ability people will encounter. Listening ability will also influence people to speak a new type of language fluently and correctly. This research aimed to determine the relationship between teachers' listening strategies and the listening strategies students use. Moreover, this research also intended to investigate what kind of listening strategies students usually use when practicing English listening. In this study, the researcher again examined the listening strategies teachers usually instruct during the class. The participants of the study were all freshmen of the Department of Applied Foreign Languages, University of central Taiwan with a certain level of English listening ability. The participants were going to fill out a questionnaire about their English listening habits. After analyzing the data, the researcher revealed final findings that indicated differences between teachers' listening strategies and the listening strategies students use. Teachers preferred to combine different materials and knowledge when they were in the listening class. Moreover, students tended to choose the materials that they are interested to improve their English listening after the course. Moreover, teachers also facilitate students with methods to enhance their English listening skills after class.