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language</title> <meta name="description" content="Search results for: second language"> <meta name="keywords" content="second language"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="second language"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3776</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: second language</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3416</span> English Syllabus in the Iranian Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaghayegh%20Mirshekari">Shaghayegh Mirshekari</a>, <a href="https://publications.waset.org/abstracts/search?q=Atiyeh%20Ghorbani"> Atiyeh Ghorbani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> EThe Iranian system of education has been politically influenced by the thoughts of the governing religious party. It has brought many religious books into the educational system from grade one up to graduation from high school, and therefore, teaching English as a non-Islamic language has been put aside the system, focusing on the Islamic language of Arabic. Teaching English has been widely talked about in international academia, but the Iranian educational system has not brought in any of its outcomes due to the general policy of keeping people away from international Western thoughts. Because of the increasing interest among Iranians in learning English, this language is being taught and studied in public and private schools, commercial and adult schools, language institutes, colleges, universities, and numerous homes throughout the country. Methods and techniques of teaching English, the attitude of the teachers and learners towards the language, and the availability of textbooks and other language materials are quite different in any one of the different institutions. This paper has evaluated the outcome of the Iranian educational system in teaching English in terms of their methods of teaching, as well as the policies regarding the educational system. The results show that not only has there been no progress in the system in terms of teaching English, rather there is backwardness in this regard due to the political policy of preventing people from learning English. Therefore, we see the majority of the youth not speaking English properly at the age where they need to enter the international arena. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school" title=" public school"> public school</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/172679/english-syllabus-in-the-iranian-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3415</span> An Analysis of Language Borrowing among Algerian University Students Using Online Facebook Conversations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Messaouda%20Annab">Messaouda Annab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of technology has led to an important context in which different languages and structures are used in the same conversations. This paper investigates the practice of language borrowing within social media platform, namely, Facebook among Algerian Vernacular Arabic (AVA) students. In other words, this study will explore how Algerian students have incorporated lexical English borrowing in their online conversations. This paper will examine the relationships between language, culture and identity among a multilingual group. The main objective is to determine the cultural and linguistic functions that borrowing fulfills in social media and to explain the possible factors underlying English borrowing. The nature of the study entails the use of an online research method that includes ten online Facebook conversations in the form of private messages collected from Bachelor and Masters Algerian students recruited from the English department at the University of Oum El-Bouaghi. The analysis of data revealed that social media platform provided the users with opportunities to shift from one language to another. This practice was noticed in students’ online conversations. English borrowing was the most relevant language performance in accordance with Arabic which is the mother tongue of the chosen sample. The analysis has assumed that participants are skilled in more than one language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=borrowing" title="borrowing">borrowing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20performance" title=" language performance"> language performance</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20background" title=" linguistic background"> linguistic background</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/105501/an-analysis-of-language-borrowing-among-algerian-university-students-using-online-facebook-conversations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3414</span> Content and Language Integrated Instruction: An Investigation of Oral Corrective Feedback in the Chinese Immersion Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin%20Yao">Qin Yao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content and language integrated instruction provides second language learners instruction in subject matter and language, and is greatly valued, particularly in the language immersion classroom where a language other than students’ first language is the vehicle for teaching school curriculum. Corrective feedback is an essential instructional technique for teachers to integrate a focus on language into their content instruction. This study aims to fill a gap in the literature on immersion—the lack of studies examining corrective feedback in Chinese immersion classrooms, by studying learning opportunities brought by oral corrective feedback in a Chinese immersion classroom. Specifically, it examines what is the distribution of different types of teacher corrective feedback and how students respond to each feedback type, as well as how the focus of the teacher-student interactional exchanges affect the effect of feedback. Two Chinese immersion teachers and their immersion classes were involved, and data were collected through classroom observations interviews. Observations document teachers’ provision of oral corrective feedback and students’ responses following the feedback in class, and interviews with teachers collected teachers’ reflective thoughts about their teaching. A primary quantitative and qualitative analysis of the data revealed that, among different types of corrective feedback, recast occurred most frequently. Metalinguistic clue and repetition were the least occurring feedback types. Clarification request lead to highest percentage of learner uptake manifested by learners’ oral production immediately following the feedback, while explicit correction came the second and recast the third. In addition, the results also showed the interactional context played a role in the effectiveness of the feedback: teachers were most likely to give feedback in conversational exchanges that focused on explicit language and content, while students were most likely to use feedback in exchanges that focused on explicit language. In conclusion, the results of this study indicate recasts are preferred by Chinese immersion teachers, confirming results of previous studies on corrective feedback in non-Chinese immersion classrooms; and clarification request and explicit language instruction elicit more target language production from students and are facilitative in their target language development, thus should not be overlooked in immersion and other content and language integrated classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20immersion" title="Chinese immersion">Chinese immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20instruction" title=" content and language integrated instruction"> content and language integrated instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a> </p> <a href="https://publications.waset.org/abstracts/38640/content-and-language-integrated-instruction-an-investigation-of-oral-corrective-feedback-in-the-chinese-immersion-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38640.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3413</span> Teaching Attentive Literature Reading in Higher Education French as a Foreign Language: A Pilot Study of a Flipped Classroom Teaching Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malin%20Isaksson">Malin Isaksson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attentive%20reading" title="attentive reading">attentive reading</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20in%20foreign%20language%20studies" title=" literature in foreign language studies"> literature in foreign language studies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20literature%20analysis" title=" teaching literature analysis"> teaching literature analysis</a> </p> <a href="https://publications.waset.org/abstracts/127096/teaching-attentive-literature-reading-in-higher-education-french-as-a-foreign-language-a-pilot-study-of-a-flipped-classroom-teaching-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3412</span> Strategic Orientation of Islamic Banks: A Review of Strategy Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imam%20Uddin">Imam Uddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Imtiaz%20Ahmed%20Memon"> Imtiaz Ahmed Memon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyzes the ideological contextuality of market oriented strategy language used by Industry leaders to envision the future of Islamic financial Institutions (IFIs) in the light of Wittgenstein language-games and Foucault’s power-discourse framework. The analysis infers that the explicit market orientation of strategy language and modern knowledge of finance now defines various concepts related of Islamic finance, let alone Islamic finance theory itself. Theorizing and practicing Islamic finance therefore under the dominant influence of modern strategy discourse and modern knowledge of finance has significant implications for developing an ethical and spiritual orientation of Islamic banks. The concerned academia and scholarship therefore need to review such trends and work around the possible degradation to the public image of IFIs and resulting disappointments of religiously inspired customers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20finance%20discourse" title="Islamic finance discourse">Islamic finance discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy%20discourse" title=" strategy discourse"> strategy discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20games" title=" language games"> language games</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20intent" title=" strategic intent"> strategic intent</a>, <a href="https://publications.waset.org/abstracts/search?q=productive%20misunderstanding" title=" productive misunderstanding"> productive misunderstanding</a> </p> <a href="https://publications.waset.org/abstracts/45420/strategic-orientation-of-islamic-banks-a-review-of-strategy-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3411</span> Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare the instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in a preparatory program for bachelor’s degree. This program is designed for the disadvantaged learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India, nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where the conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/24313/second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24313.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3410</span> Thai Student Ability on Speexx Language Training Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toby%20Gibbs">Toby Gibbs</a>, <a href="https://publications.waset.org/abstracts/search?q=Glen%20Craigie"> Glen Craigie</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using the Speexx Online Language Training Program with Thai students has allowed us to evaluate their learning comprehension and track their progression through the English language program. Speexx sets the standard for excellence and innovation in web-based language training and online coaching services. The program is designed to improve the business communication skills of language learners for Thai students. Speexx consists of English lessons, exercises, tests, web boards, and supplementary lessons to help students practice English. The sample groups are 191 Thai sophomores studying Business English with the department of Humanities and Social Science. The data was received by standard deviation (S.D.) value from questionnaires and samples provided from the Speexx training program. The results found that most Thai sophomores fail the Speexx training program due to their learning comprehension of the English language is below average. With persisted efforts on new training methods, the success of the Speexx Language Training Program can break through the cultural barriers and help future students adopt English as a second language. The Speexx results revealed four main factors affecting the success as follows: 1) Future English training should be pursued in applied Speexx development. 2) Thai students didn’t see the benefit of having an Online Language Training Program. 3) There is a great need to educate the next generation of learners on the benefits of Speexx within the community. 4) A great majority of Thai Sophomores didn't know what Speexx was. A guideline for self-reliance planning consisted of four aspects: 1) Development planning: by arranging groups to further improve English abilities with the Speexx Language Training program and encourage using Speexx every day. Local communities need to develop awareness of the usefulness of Speexx and share the value of using the program among family and friends. 2) Humanities and Social Science staff should develop skills using this Online Language Training Program to expand on the benefits of Speexx within their departments. 3) Further research should be pursued on the Thai Students progression with Speexx and how it helps them improve their language skills with Business English. 4) University’s and Language centers should focus on using Speexx to encourage learning for any language, not just English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ability" title="ability">ability</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=sophomore" title=" sophomore"> sophomore</a>, <a href="https://publications.waset.org/abstracts/search?q=speexx" title=" speexx "> speexx </a> </p> <a href="https://publications.waset.org/abstracts/21217/thai-student-ability-on-speexx-language-training-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3409</span> Trends of Code-Mixing in a Bilingual Nigerian Child: An Investigation of a Three-Year-Old Child</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salamatu%20Sani">Salamatu Sani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an investigation of how code-mixing manifests in the language development of a Nigerian child, especially in the Hausa speaking environment. It is hinged on the fact that the environment influences the first language acquired by a child regardless of the cultural and/or linguistic background of the parents. The child under investigation has been subjected to close monitoring on her speech hitherto. It is a longitudinal study covering a period of twelve months (January 2018 to December 2018); that was when the subject was between twenty-four and thirty months of age. The speeches have been recorded by means of a tape recorder, video, and a diary. The study employs as a theoretical framework, emergentism, which is an eclectic of the behaviourist and the mentalist theories to the study of language development, for analysis. This is in agreement with the positions of Skinner and Watson. Sequel to this investigation, it was discovered the environment is a major factor that influences the exposure of a child to a language more than the other factors and that, if a child is exposed to more than one language, there is a great tendency for such a child to code-mix and code-switch in her speech production. The child under investigation, in spite of the linguistic background of her parents, speaks the Hausa Language much better than the other languages around her though with remarkable code-mixing with other languages around her such as English and Ebira languages. The study concludes that although a child is born with the innate ability to acquire a particular language, the environment plays a key role to trigger the innate ability and consequently, the child is exposed to the acquisition of the dominant language around her at a particular given time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual" title="bilingual">bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=code-mixing" title=" code-mixing"> code-mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=emergentism" title=" emergentism"> emergentism</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Hausa" title=" Hausa"> Hausa</a> </p> <a href="https://publications.waset.org/abstracts/102590/trends-of-code-mixing-in-a-bilingual-nigerian-child-an-investigation-of-a-three-year-old-child" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3408</span> A Comparison of Using English Language in Homestay Business between Samut Songkram, Thailand and Yangzhou, China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panisa%20Panyalert">Panisa Panyalert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the difference between Thailand and China in using English language in the homestay business, and also promoting using English language in the Thai community for developing employees in the tourism business. Then, the two provinces which are Samut Songkram province, Thailand and Yangzhou province, China where English is not the official language can be occurred more problems and difficulties in the communication to foreign tourists. The study uses the questionnaire for collecting the data by distributing the questionnaire to the homestay’s staff both in Samut Songkram province, Thailand and Yangzhou province, China. The sample group is 100 homestays for each province. The method of participant as observer role is required to play during visiting each homestay. Due to the comparative of the research between Samut Songkram and Yangzhou homestays, there are two hypotheses, hypothesis one: there will be relationships between English using and the profit of a homestay, probability because if the homestay staff can speak English, there will be more travelers, especially foreigners come for staying, and hypothesis two: managers in Thailand may know more English than the Chinese homestay staff. The questionnaire is separated into three parts to answer the two hypotheses. The first part is about the general information of the informant, the second part is mainly concerned with the homestay business characteristics, and the third part is English language using. As a result, the research is clearly answered the second hypothesis which is Thai homestay is using more English language than Chinese homestay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=guesthouse" title=" guesthouse"> guesthouse</a>, <a href="https://publications.waset.org/abstracts/search?q=homestay" title=" homestay"> homestay</a>, <a href="https://publications.waset.org/abstracts/search?q=using%20English" title=" using English "> using English </a> </p> <a href="https://publications.waset.org/abstracts/18299/a-comparison-of-using-english-language-in-homestay-business-between-samut-songkram-thailand-and-yangzhou-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3407</span> The Russian Preposition 'за': A Cognitive Linguistic Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Kalyuga">M. Kalyuga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prepositions have long been considered to be one of the major challenges for second language learners, since they have multiple uses that differ greatly from one language to another. The traditional approach to second language teaching supplies students with a list of uses of a preposition that they have to memorise and no explanation is provided. Contrary to the traditional grammar approach, the cognitive linguistic approach offers an explanation for the use of prepositions and provides strategies to comprehend and learn prepositions that would be otherwise seem obscure. The present paper demonstrates the use of the cognitive approach for the explanation of prepositions through the example of the Russian preposition 'за'. The paper demonstrates how various spatial and non-spatial uses of this preposition are linked together through metaphorical and metonymical mapping. The diversity of expressions with за is explained by the range of spatial scenes this preposition is associated with. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian" title=" Russian"> Russian</a>, <a href="https://publications.waset.org/abstracts/search?q=preposition%20%27%D0%B7%D0%B0%27" title=" preposition 'за'"> preposition 'за'</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20approach" title=" cognitive approach"> cognitive approach</a> </p> <a href="https://publications.waset.org/abstracts/13902/the-russian-preposition-za-a-cognitive-linguistic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3406</span> An Ethnographic View of Elementary School English Language Policy Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Ferguson">Peter Ferguson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2018, Japan’s Ministry of Education revised the public elementary school curriculum. As part of widespread reforms, the recent Course of Study established English as an academic subject in Grades 5 and 6 plus lowered the starting age of 'foreign language activities' to Grade 3. These changes were implemented in April 2020. This presentation will examine the process and effects that policy implementation had on schools and teachers. A critical analysis of the 2018 Course of Study policy documents revealed several discourses were expressed concerning not only English education and foreign language acquisition, but that larger political and socioeconomic ideological beliefs on globalization, language, nation, culture, and identity were also articulated. Using excerpts from document analysis, the presenter will demonstrate how competing discourses were expressed in policy texts. Data from interviews with national policymakers also exposed several challenges policymakers faced as they tried to balance competing discourses and articulate important pedagogical concepts while having their voices heard. Findings show that some stakeholders were marginalized during the processes of policy creation, transmission, and implementation. This presentation is part of a larger multiple case study that utilized ethnography of language policy and critical analysis of discourse to examine how English education language policy was implemented into the national elementary school curriculum in Japan, and how stakeholders at the various educational levels contended with the creation, interpretation, and appropriation of the language policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnography%20of%20language%20policy" title="ethnography of language policy">ethnography of language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school%20EFL" title=" elementary school EFL"> elementary school EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ideologies" title=" language ideologies"> language ideologies</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a> </p> <a href="https://publications.waset.org/abstracts/153968/an-ethnographic-view-of-elementary-school-english-language-policy-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153968.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3405</span> Perception of Greek Vowels by Arabic-Greek Bilinguals: An Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgios%20P.%20Georgiou">Georgios P. Georgiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Infants are able to discriminate a number of sound contrasts in most languages. However, this ability is not available in adults who might face difficulties in discriminating accurately second language sound contrasts as they filter second language speech through the phonological categories of their native language. For example, Spanish speakers often struggle to perceive the difference between the English /ε/ and /æ/ because both vowels do not exist in their native language; so they assimilate these vowels to the closest phonological category of their first language. The present study aims to uncover the perceptual patterns of Arabic adult speakers in regard to the vowels of their second language (Greek). Still, there is not any study that investigates the perception of Greek vowels by Arabic speakers and, thus, the present study would contribute to the enrichment of the literature with cross-linguistic research in new languages. To the purpose of the present study, 15 native speakers of Egyptian Arabic who permanently live in Cyprus and have adequate knowledge of Greek as a second language passed through vowel assimilation and vowel contrast discrimination tests (AXB) in their second language. The perceptual stimuli included non-sense words that contained vowels in both stressed and unstressed positions. The second language listeners’ patterns were analyzed through the Perceptual Assimilation Model which makes testable hypotheses about the assimilation of second language sounds to the speakers’ native phonological categories and the discrimination accuracy over second language sound contrasts. The results indicated that second language listeners assimilated pairs of Greek vowels in a single phonological category of their native language resulting in a Category Goodness difference assimilation type for the Greek stressed /i/-/e/ and the Greek stressed-unstressed /o/-/u/ vowel contrasts. On the contrary, the members of the Greek unstressed /i/-/e/ vowel contrast were assimilated to two different categories resulting in a Two Category assimilation type. Furthermore, they could discriminate the Greek stressed /i/-/e/ and the Greek stressed-unstressed /o/-/u/ contrasts only in a moderate degree while the Greek unstressed /i/-/e/ contrast could be discriminated in an excellent degree. Two main implications emerge from the results. First, there is a strong influence of the listeners’ native language on the perception of the second language vowels. In Egyptian Arabic, contiguous vowel categories such as [i]-[e] and [u]-[o] do not have phonemic difference but they are subject to allophonic variation; by contrast, the vowel contrasts /i/-/e/ and /o/-/u/ are phonemic in Greek. Second, the role of stress is significant for second language perception since stressed vs. unstressed vowel contrasts were perceived in a different manner by the Greek listeners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual" title=" bilingual"> bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=Greek" title=" Greek"> Greek</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20perception" title=" vowel perception"> vowel perception</a> </p> <a href="https://publications.waset.org/abstracts/102621/perception-of-greek-vowels-by-arabic-greek-bilinguals-an-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3404</span> A Multidimensional Analysis of English as a Medium of Instruction in Algerian Higher Education: Policy, Practices and Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imene%20Medfouni">Imene Medfouni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of postcolonial Algeria, language policy, language planning as well as language attitudes have recently stirred up contested debates in higher education system. This linguistic and politically-oriented conflict have constantly created a complex environment for learning. In the light of this observation, English language situates itself at the core of this debate with respects to its international status and potential influences. This presentation is based on ongoing research that aims to gain a better understanding of the introduction of English as a medium of instruction (EMI) in a postcolonial context, marked by multilingualism and language conflict. This research offers interesting insights to critically explore EMI from different perspectives: policy, practices, and attitudes. By means of methodological triangulation, this research integrates a mixed approach, whereby the sources of data triangulation will be elicited from the following methods: classroom observations, document analysis, focus groups, questionnaires and interviews. Preliminary findings suggest that English language might not replace French status in Algerian universities because of the latter strong presence and diffusion within Algerian linguistic landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20lingua%20franca" title="English as a lingua franca">English as a lingua franca</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20medium%20of%20instruction" title=" English as a medium of instruction"> English as a medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy%20and%20planning" title=" language policy and planning"> language policy and planning</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=postcolonial%20contexts" title=" postcolonial contexts"> postcolonial contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=World%20Englishes" title=" World Englishes"> World Englishes</a> </p> <a href="https://publications.waset.org/abstracts/70102/a-multidimensional-analysis-of-english-as-a-medium-of-instruction-in-algerian-higher-education-policy-practices-and-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3403</span> A Comparative Case Study on Teaching Romanian Language to Foreign Students: Swedes in Lund versus Arabs in Alba Iulia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucian%20Vasile%20Bagiu">Lucian Vasile Bagiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Paraschiva%20Bagiu"> Paraschiva Bagiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is a contrastive essay on language acquisition and learning and follows the outcomes of teaching Romanian language to foreign students both at Lund University, Sweden (from 2014 to 2017) and at '1 Decembrie 1918' University in Alba Iulia, Romania (2017-2018). Having employed the same teaching methodology (on campus, same curricula) for the same level of study (beginners’ level: A1-A2), the essay focuses on the written exam at the end of the semester. The study argues on grammar exercises concerned with: the indefinite and the definite article; the conjugation of verbs in the present indicative; the possessive; verbs in the past tense; the subjunctive; the degrees of comparison for adjectives. Identifying similar errors when solving identical grammar exercises by different groups of foreign students is an opportunity to emphasize the major challenges any foreigner has to face and overcome when trying to acquire Romanian language. The conclusion draws attention to the complexity of the morphology of Romanian language in several key elements which may be insurmountable for a foreign speaker no matter if the language acquisition takes place in a foreign country or a Romanian university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arab%20students" title="Arab students">Arab students</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20errors" title=" morphological errors"> morphological errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Romanian%20language" title=" Romanian language"> Romanian language</a>, <a href="https://publications.waset.org/abstracts/search?q=Swedish%20students" title=" Swedish students"> Swedish students</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20exam" title=" written exam"> written exam</a> </p> <a href="https://publications.waset.org/abstracts/89960/a-comparative-case-study-on-teaching-romanian-language-to-foreign-students-swedes-in-lund-versus-arabs-in-alba-iulia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3402</span> Language Ideology and Classroom Discursive Practices in ESL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hema%20Vanita%20Kesevan">Hema Vanita Kesevan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the impact of teacher’s language ideology on their classroom discursive practice in ESL / EFL classrooms. It examines teachers’ perceptions of the use of local variety of Malaysian English in the classroom. The investigation shows that although teachers and students are against its use in the classroom, it is widely employed. The participants of this study consist of two Malaysian non-native English teachers with different linguistic and cultural backgrounds. This study employs a comparative case study approach which focuses on the teachers and their classroom discourse practice. There are two modes of inquiry used in this study: classroom observation and semi-guided interviews. The findings are of interest to ESL / EFL teachers, policy makers and language researchers in the Malaysian and other similar ESL / EFL contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20ideology" title="language ideology">language ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20English" title=" Malaysian English"> Malaysian English</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20teachers" title=" native teachers"> native teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=non-native%20teachers" title=" non-native teachers"> non-native teachers</a> </p> <a href="https://publications.waset.org/abstracts/71702/language-ideology-and-classroom-discursive-practices-in-esl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">516</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3401</span> Learning Mandarin Chinese as a Foreign Language in a Bilingual Context: Adult Learners’ Perceptions of the Use of L1 Maltese and L2 English in Mandarin Chinese Lessons in Malta</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christiana%20Gauci-Sciberras">Christiana Gauci-Sciberras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first language (L1) could be used in foreign language teaching and learning as a pedagogical tool to scaffold new knowledge in the target language (TL) upon linguistic knowledge that the learner already has. In a bilingual context, code-switching between the two languages usually occurs in classrooms. One of the reasons for code-switching is because both languages are used for scaffolding new knowledge. This research paper aims to find out why both the L1 (Maltese) and the L2 (English) are used in the classroom of Mandarin Chinese as a foreign language (CFL) in the bilingual context of Malta. This research paper also aims to find out the learners’ perceptions of the use of a bilingual medium of instruction. Two research methods were used to collect qualitative data; semi-structured interviews with adult learners of Mandarin Chinese and lesson observations. These two research methods were used so that the data collected in the interviews would be triangulated with data collected in lesson observations. The L1 (Maltese) is the language of instruction mostly used. The teacher and the learners switch to the L2 (English) or to any other foreign language according to the need at a particular instance during the lesson. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual" title=" bilingual"> bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20purpose%20of%20L1%20and%20L2" title=" pedagogical purpose of L1 and L2"> pedagogical purpose of L1 and L2</a>, <a href="https://publications.waset.org/abstracts/search?q=CFL%20acquisition" title=" CFL acquisition"> CFL acquisition</a> </p> <a href="https://publications.waset.org/abstracts/116606/learning-mandarin-chinese-as-a-foreign-language-in-a-bilingual-context-adult-learners-perceptions-of-the-use-of-l1-maltese-and-l2-english-in-mandarin-chinese-lessons-in-malta" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3400</span> A Longitudinal Case Study of Greek as a Second Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Vassou">M. Vassou</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Karasimos"> A. Karasimos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A primary concern in the field of Second Language Acquisition (SLA) research is to determine the innate mechanisms of second language learning and acquisition through the systematic study of a learner's interlanguage. Errors emerge while a learner attempts to communicate using the target-language and can be seen either as the observable linguistic product of the latent cognitive and language process of mental representations or as an indispensable learning mechanism. Therefore, the study of the learner’s erroneous forms may depict the various strategies and mechanisms that take place during the language acquisition process resulting in deviations from the target-language norms and difficulties in communication. Mapping the erroneous utterances of a late adult learner in the process of acquiring Greek as a second language constitutes one of the main aims of this study. For our research purposes, we created an error-tagged learner corpus composed of the participant’s written texts produced throughout a period of a 4- year instructed language acquisition. Error analysis and interlanguage theory constitute the methodological and theoretical framework, respectively. The research questions pertain to the learner's most frequent errors per linguistic category and per year as well as his choices concerning the Greek Article System. According to the quantitative analysis of the data, the most frequent errors are observed in the categories of the stress system and syntax, whereas a significant fluctuation and/or gradual reduction throughout the 4 years of instructed acquisition indicate the emergence of developmental stages. The findings with regard to the article usage bespeak fossilization of erroneous structures in certain contexts. In general, our results point towards the existence and further development of an established learner’s (inter-) language system governed not only by mother- tongue and target-language influences but also by the learner’s assumptions and set of rules as the result of a complex cognitive process. It is expected that this study will contribute not only to the knowledge in the field of Greek as a second language and SLA generally, but it will also provide an insight into the cognitive mechanisms and strategies developed by multilingual learners of late adulthood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Greek%20as%20a%20second%20language" title="Greek as a second language">Greek as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title=" interlanguage"> interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=late%20adult%20learner" title=" late adult learner"> late adult learner</a> </p> <a href="https://publications.waset.org/abstracts/130659/a-longitudinal-case-study-of-greek-as-a-second-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3399</span> Beyond Typical Textbooks: Adapting Authentic Materials for Engaged Learning in the ELT Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Miraki">Fatemeh Miraki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of authentic materials in English Language Teaching (ELT) has become increasingly prominent as educators recognize the value of exposing learners to real-world language use and cultural contexts. The integration of authentic materials in ELT aligns with the understanding that language learning is most effective when situated within authentic contexts (Richards & Rodgers, 2001). Tomlinson (1998) highlights the significance of authentic materials in ELT by research indicating that they offer learners exposure to genuine language use and cultural contexts. Tomlinson's work emphasizes the importance of creating meaningful learning experiences through the use of authentic materials. Research by Dörnyei (2001) underscores the potential of authentic materials to enhance students' intrinsic motivation through their relevance to real-life language use. The goal of this review paper is to explore the use of authentic materials in English Language Teaching (ELT) and its impact on language learning. It also discusses best practices for selecting and integrating such authentic materials into ELT curriculum, highlighting the benefits and challenges of using authentic materials to enhance student engagement, motivation, and language proficiency. Drawing on current research and practical examples, this paper provides insights into how teachers can effectively navigate the world of authentic materials to create dynamic and meaningful learning experiences for 21st century ELT learners. The findings of this study advocates for a shift towards embracing authentic materials within the ELT classroom, acknowledging their profound impact on language proficiency, intercultural competence, and learner engagement. It showed the transformative potential of authentic materials, educators can undergo a vibrant and immersive language learning experience, enriched with real-world application and cultural authenticity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT%20Classroom" title=" ELT Classroom"> ELT Classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT%20curriculum" title=" ELT curriculum"> ELT curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20engagement" title=" students’ engagement"> students’ engagement</a> </p> <a href="https://publications.waset.org/abstracts/180103/beyond-typical-textbooks-adapting-authentic-materials-for-engaged-learning-in-the-elt-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">57</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3398</span> Lifelong Learning and Digital Literacies in Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selma%20Karabinar">Selma Karabinar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lifelong learning can be described as a system where learning takes place for a person over the course of a lifespan and comprises formal, non-formal and informal learning to achieve the maximum possible improvement in personal, social, and vocational life. 21st century is marked with the digital technologies and people need to learn and adapt to new literacies as part of their lifelong learning. Our current knowledge gap brings to mind several questions: Do people with digital mindsets have different assumptions about affordances of digital technologies? How do digital mindsets lead language learners use digital technologies within and beyond classrooms? Does digital literacies have different significance for the learners? The presentation is based on a study attempted to answer these questions and show the relationship between lifelong learning and digital literacies. The study was conducted with learners of English language at a state university in Istanbul. The quantitative data in terms of participants' lifelong learning perception was collected through a lifelong learning scale from 150 students. Then 5 students with high and 5 with low lifelong learning perception were interviewed. They were questioned about their personal sense of agency in lifelong learning and how they use digital technologies in their language learning. Therefore, the qualitative data was analyzed in terms of their knowledge about digital literacies and actual use of it in their personal and educational life. The results of the study suggest why teaching new literacies are important for lifelong learning and also suggests implications for language teachers' education and language pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20mindsets" title="digital mindsets">digital mindsets</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20literacies" title=" new literacies"> new literacies</a> </p> <a href="https://publications.waset.org/abstracts/58503/lifelong-learning-and-digital-literacies-in-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3397</span> Morphological Properties in Ndre Mjeda's Works</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyhrete%20Morina">Shyhrete Morina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with morphological features in Mjeda's works. To make such a distinction, these features will be compared to standard Albanian language, considering the linguistic structure in the morphological field, which represent an all-important segment of Albanian language. Therefore, the study will focus mainly on the description and construction of these paradigms, which will give a linguistic insight into the entire work of Mjeda as the author who wrote in the dialect of northwestern Geg. Therefore, we have tried to distinguish different parts of the author's language, as well as the distinctive features or even the similarities of these paradigms that arise in the literary work of Mjeda. By constructing the corpus of this phonetic and grammar segment from the whole of Mjeda's work, we have seen that in these fields has built a variety of grammar structures, which for the history of Albanian are of special importance, that in the full variant of the work, as far as we can investigate, we will point out in all the distinctive features. Therefore, our study aims to highlight the linguistic features, namely the author's deep knowledge toward the language, the authenticity of its use, and its mutual relationship with it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distinctive%20morpholgy" title="distinctive morpholgy">distinctive morpholgy</a>, <a href="https://publications.waset.org/abstracts/search?q=nouns" title=" nouns"> nouns</a>, <a href="https://publications.waset.org/abstracts/search?q=adjetives" title=" adjetives"> adjetives</a>, <a href="https://publications.waset.org/abstracts/search?q=pronouns" title=" pronouns"> pronouns</a>, <a href="https://publications.waset.org/abstracts/search?q=Albanian%20standard%20language" title=" Albanian standard language"> Albanian standard language</a> </p> <a href="https://publications.waset.org/abstracts/132684/morphological-properties-in-ndre-mjedas-works" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132684.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3396</span> Distinguishing Borrowings from Code Mixes: An Analysis of English Lexical Items Used in the Print Media in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chamindi%20Dilkushi%20Senaratne">Chamindi Dilkushi Senaratne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Borrowing is the morphological, syntactic and (usually) phonological integration of lexical items from one language into the structure of another language. Borrowings show complete linguistic integration and due to the frequency of use become fossilized in the recipient language differentiating them from switches and mixes. Code mixes are different to borrowings. Code mixing takes place when speakers use lexical items in casual conversation to serve a variety of functions. This study presents an analysis of lexical items used in English newspapers in Sri Lanka in 2017 which reveal characteristics of borrowing or code mixes. Both phenomena arise due to language contact. The study will also use data from social media websites that comment on newspaper articles available on the web. The study reiterates that borrowings are distinguishable from code mixes and that they are two different phenomena that occur in language contact situations. The study also shows how existing morphological processes are used to create new vocabulary in language use. The study sheds light into how existing morphological processes are used by the bilingual to be creative, innovative and convey a bilingual identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=borrowing" title="borrowing">borrowing</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20mixing" title=" code mixing"> code mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20processes" title=" morphological processes"> morphological processes</a> </p> <a href="https://publications.waset.org/abstracts/67145/distinguishing-borrowings-from-code-mixes-an-analysis-of-english-lexical-items-used-in-the-print-media-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3395</span> AI-Powered Personalized Teacher Training for Enhancing Language Teaching Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ororho%20Maureen%20Ekpelezie">Ororho Maureen Ekpelezie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates language educators' perceptions and experiences regarding AI-driven personalized teacher training modules in Awka South, Anambra State, Nigeria. Utilizing a stratified random sampling technique, 25 schools across various educational levels were selected to ensure a representative sample. A total of 1000 questionnaires were distributed among language teachers in these schools, focusing on assessing their perceptions and experiences related to AI-driven personalized teacher training. With an impressive response rate of 99.1%, the study garnered valuable insights into language teachers' attitudes towards AI-driven personalized teacher training and its effectiveness in enhancing language teaching competence. The quantitative analysis revealed predominantly positive perceptions towards AI-driven personalized training modules, indicating their efficacy in addressing individual learning needs. However, challenges were identified in the long-term retention and transfer of AI-enhanced skills, underscoring the necessity for further refinement of personalized training approaches. Recommendations stemming from these findings emphasize the need for continued refinement of training methodologies and the development of tailored professional development programs to alleviate educators' concerns. Overall, this research enriches discussions on the integration of AI technology in teacher training and professional development, with the aim of bolstering language teaching competence and effectiveness in educational settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20training" title="language teacher training">language teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=AI-driven%20personalized%20learning" title=" AI-driven personalized learning"> AI-driven personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20competence" title=" language teaching competence"> language teaching competence</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20teacher%20training" title=" personalized teacher training"> personalized teacher training</a> </p> <a href="https://publications.waset.org/abstracts/186990/ai-powered-personalized-teacher-training-for-enhancing-language-teaching-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3394</span> Webster´s Spelling Book: A Product of Language-in-Education Policies in the United States in the Early 1800s</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Virginia%20Andrea%20Garrido%20Meirelles">Virginia Andrea Garrido Meirelles </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Noah Webster was a lexicographer and a language reformer and is considered the ‘Father of American Scholarship and Education’ because of the exceptional contributions he made as a teacher and grammarian. The goal of this study is to show that the success of his plan can be explained by the fact that it matched the language-in-education policies of his time. To accomplish that goal the present study analyzes the Massachusetts School Laws of 1642, 1647 and 1648 and compares them to the preface of the first edition of The Grammatical Institute of the English Language. The referred laws were three legislative acts enacted in the Massachusetts Colony and replicated almost identically in the other New England colonies. The purpose of those laws was to eradicate pauperism and poverty, on the one side, and to disseminate the idea of right citizenship, on the other. However, until the Declaration of Independence in 1776, all the primers used in the colony were printed in Britain. In 1783, Noah Webster published the first part of his Grammatical Institute of the English Language. In this book, the author states that his goal is to promote the republican principles that guide the civil rights of that time. The material included many texts taken from the Bible to inspire aversion to inadequate behavior and preference for service and good manners. In addition, its goal was to present ‘a new plan of reducing the pronunciation of our language to an easy standard,’ and in that way, create a unified language to abolish ignorance and language corruption. The comparison between the laws and Webster’s Spelling Book shows that the book is the result of the historical and political situation when it was conceived and it satisfied the requirements of the language-in-education policies of the time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=American%20English" title="American English">American English</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Massachusetts%20school%20laws" title=" the Massachusetts school laws"> the Massachusetts school laws</a>, <a href="https://publications.waset.org/abstracts/search?q=webster%27s%20spelling%20book" title=" webster's spelling book"> webster's spelling book</a> </p> <a href="https://publications.waset.org/abstracts/81101/websters-spelling-book-a-product-of-language-in-education-policies-in-the-united-states-in-the-early-1800s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3393</span> Imparting Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do the m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in preparatory program for bachelor’s degree. This program is designed for the disadvantage learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/20792/imparting-second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">666</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3392</span> Mechanisms in Regulating Language Practices in Electronics Engineering: A Program Plan for Outcomes-Based Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Analiza%20Acu%C3%B1a-Villacorte">Analiza Acuña-Villacorte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The underlying principle behind the harmonization in international education does not solely aim for the comparability but also the compatibility of outputs produced. The international standard in the different professions particularly in engineering defines the required graduate attributes to attain suitable qualifications and recognitions. This study described the language practices of the Electronics Engineering students of Bulacan State University, Philippines who will be deployed for their internship program. The purpose of the study was achieved by determining the language proficiency of the students in terms of speaking, listening, reading, and writing, and checking the adherence of the University to the commitment of intensifying community building for the Association of Southeast Asian Nation Vision 2020. The analysis of variance of the variables defined the significance between the causal variables and dependent variables. Thus, this study identified the mechanism that would regulate language practices in the Electronics Engineering program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20practices" title=" language practices"> language practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanisms" title=" mechanisms"> mechanisms</a>, <a href="https://publications.waset.org/abstracts/search?q=outcomes-based%20education" title=" outcomes-based education"> outcomes-based education</a> </p> <a href="https://publications.waset.org/abstracts/52228/mechanisms-in-regulating-language-practices-in-electronics-engineering-a-program-plan-for-outcomes-based-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3391</span> Prototyping a Portable, Affordable Sign Language Glove</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vidhi%20Jain">Vidhi Jain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication between speakers and non-speakers of American Sign Language (ASL) can be problematic, inconvenient, and expensive. This project attempts to bridge the communication gap by designing a portable glove that captures the user’s ASL gestures and outputs the translated text on a smartphone. The glove is equipped with flex sensors, contact sensors, and a gyroscope to measure the flexion of the fingers, the contact between fingers, and the rotation of the hand. The glove’s Arduino UNO microcontroller analyzes the sensor readings to identify the gesture from a library of learned gestures. The Bluetooth module transmits the gesture to a smartphone. Using this device, one day speakers of ASL may be able to communicate with others in an affordable and convenient way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sign%20language" title="sign language">sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=morse%20code" title=" morse code"> morse code</a>, <a href="https://publications.waset.org/abstracts/search?q=convolutional%20neural%20network" title=" convolutional neural network"> convolutional neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=American%20sign%20language" title=" American sign language"> American sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=gesture%20recognition" title=" gesture recognition"> gesture recognition</a> </p> <a href="https://publications.waset.org/abstracts/183474/prototyping-a-portable-affordable-sign-language-glove" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3390</span> Virtual Computing Lab for Phonics Development among Deaf Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ankita%20R.%20Bansal">Ankita R. Bansal</a>, <a href="https://publications.waset.org/abstracts/search?q=Naren%20S.%20Burade"> Naren S. Burade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Idea is to create a cloud based virtual lab for Deaf Students, “A language acquisition program using Visual Phonics and Cued Speech” using VMware Virtual Lab. This lab will demonstrate students the sounds of letters associated with the Language, building letter blocks, making words, etc Virtual labs are used for demos, training, for the Lingual development of children in their vernacular language. The main potential benefits are reduced labour and hardware costs, faster response times to users. Virtual Computing Labs allows any of the software as a service solutions, virtualization solutions, and terminal services solutions available today to offer as a service on demand, where a single instance of the software runs on the cloud and services multiple end users. VMWare, XEN, MS Virtual Server, Virtuoso, and Citrix are typical examples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20phonics" title="visual phonics">visual phonics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20language" title=" vernacular language"> vernacular language</a>, <a href="https://publications.waset.org/abstracts/search?q=cued%20speech" title=" cued speech"> cued speech</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20lab" title=" virtual lab "> virtual lab </a> </p> <a href="https://publications.waset.org/abstracts/14112/virtual-computing-lab-for-phonics-development-among-deaf-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">599</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3389</span> Possibilities and Challenges of Using Machine Translation in Foreign Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miho%20Yamashita">Miho Yamashita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, there have been attempts to introduce Machine Translation (MT) into foreign language teaching, especially in writing instructions. This is because the performance of neural machine translation has improved dramatically since 2016, and some university instructors started to introduce MT translations to their students as a "good model" to learn from. However, MT is still not perfect, and there are many incorrect translations. In order to translate the intended text into a foreign language, it is necessary to edit the original manuscript written in the native language (pre-edit) and revise the translated foreign language text (post-edit). The latter is considered especially difficult for users without a high proficiency level of foreign language. Therefore, the author allowed her students to use MT in her writing class in one of the private universities in Japan and investigated 1) how groups of students with different English proficiency levels revised MT translations when translating Japanese manuscripts into English and 2) whether the post-edit process differed when the students revised alone or in pairs. The results showed that in 1), certain non-post-edited grammatical errors were found regardless of their proficiency levels, indicating the need for teacher intervention, and in 2), more appropriate corrections were found in pairs, and their frequent use of a dictionary was also observed. In this presentation, the author will discuss how MT writing instruction can be integrated effectively in an aim to achieve multimodal foreign language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title="machine translation">machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20instruction" title=" writing instruction"> writing instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-edit" title=" pre-edit"> pre-edit</a>, <a href="https://publications.waset.org/abstracts/search?q=post-edit" title=" post-edit"> post-edit</a> </p> <a href="https://publications.waset.org/abstracts/169617/possibilities-and-challenges-of-using-machine-translation-in-foreign-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3388</span> Identifying Children at Risk for Specific Language Impairment Using a Wordless Picture Narrative: A Study on Hindi, an Indian Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yozna%20Gurung">Yozna Gurung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents preliminary findings from an on-going study on the use of Internal State Terms (IST) in the production of narratives of Hindi-English bilinguals in an attempt to identify children at risk for Specific Language Impairment. Narratives were examined for macrostructure (story structure and story complexity) and internal state terms or mental state terms (IST/MST). 31 students generated stories based on six pictures that were matched for content and story structure in L1 (Hindi) and L2 (English) using a wordless picture narrative. From 30 sample population, 2 students are at risk of Specific Language Impairment, according to this study i.e 6.45%. They showed least development in story grammar as well as IST in both their languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internal%20state%20terms" title="internal state terms">internal state terms</a>, <a href="https://publications.waset.org/abstracts/search?q=macrostructure" title=" macrostructure"> macrostructure</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=wordless%20picture%20narrative" title=" wordless picture narrative"> wordless picture narrative</a> </p> <a href="https://publications.waset.org/abstracts/58297/identifying-children-at-risk-for-specific-language-impairment-using-a-wordless-picture-narrative-a-study-on-hindi-an-indian-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3387</span> From the “Movement Language” to Communication Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmudjon%20Kuchkarov">Mahmudjon Kuchkarov</a>, <a href="https://publications.waset.org/abstracts/search?q=Marufjon%20Kuchkarov"> Marufjon Kuchkarov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The origin of ‘Human Language’ is still a secret and the most interesting subject of historical linguistics. The core element is the nature of labeling or coding the things or processes with symbols and sounds. In this paper, we investigate human’s involuntary Paired Sounds and Shape Production (PSSP) and its contribution to the development of early human communication. Aimed at twenty-six volunteers who provided many physical movements with various difficulties, the research team investigated the natural, repeatable, and paired sounds and shape productions during human activities. The paper claims the involvement of Paired Sounds and Shape Production (PSSP) in the phonetic origin of some modern words and the existence of similarities between elements of PSSP with characters of the classic Latin alphabet. The results may be used not only as a supporting idea for existing theories but to create a closer look at some fundamental nature of the origin of the languages as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20shape" title="body shape">body shape</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20language" title=" body language"> body language</a>, <a href="https://publications.waset.org/abstracts/search?q=coding" title=" coding"> coding</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin%20alphabet" title=" Latin alphabet"> Latin alphabet</a>, <a href="https://publications.waset.org/abstracts/search?q=merging%20method" title=" merging method"> merging method</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20language" title=" movement language"> movement language</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20sound" title=" movement sound"> movement sound</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20sound" title=" natural sound"> natural sound</a>, <a href="https://publications.waset.org/abstracts/search?q=origin%20of%20language" title=" origin of language"> origin of language</a>, <a href="https://publications.waset.org/abstracts/search?q=pairing" title=" pairing"> pairing</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetics" title=" phonetics"> phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20and%20shape%20production" title=" sound and shape production"> sound and shape production</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20origin" title=" word origin"> word origin</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20semantic" title=" word semantic"> word semantic</a> </p> <a href="https://publications.waset.org/abstracts/160314/from-the-movement-language-to-communication-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=second%20language&page=12" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=second%20language&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=second%20language&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" 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