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language.</title> <meta name="description" content="Search results for: Mising language."> <meta name="keywords" content="Mising 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="Mising 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> 3782</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Mising language.</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3782</span> Exploring Language Attrition Through Processing: The Case of Mising Language in Assam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chumki%20Payun">Chumki Payun</a>, <a href="https://publications.waset.org/abstracts/search?q=Bidisha%20Som"> Bidisha Som</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mising language, spoken by the Mising community in Assam, belongs to the Tibeto-Burman family of languages. This is one of the smaller languages of the region and is facing endangerment due to the dominance of the larger languages, like Assamese. The language is spoken in close in-group scenarios and is gradually losing ground to the dominant languages, partly also due to the education setup where schools use only dominant languages. While there are a number of factors for the current contemporary status of the language, and those can be studied using sociolinguistic tools, the current work aims to contribute to the understanding of language attrition through language processing in order to establish if the effect of second language dominance is more than mere ‘usage’ patterns and has an impact on cognitive strategies. When bilingualism spreads widely in society and results in a language shift, speakers perform people often do better in their second language (L2) than in their first language (L1) across a variety of task settings, in both comprehension and production tasks. This phenomenon was investigated in the case of Mising-Assamese bilinguals, using a picture naming task, in two districts of Jorhat and Tinsukia in Assam, where the relative dominance of L2 is slightly different. This explorative study aimed to investigate if the L2 dominance is visible in their performance and also if the pattern is different in the two different places, thus pointing to the degree of language loss in this case. The findings would have implications for native language education, as education in one’s mother tongue can help reverse the effect of language attrition helping preserve the traditional knowledge system. The hypothesis was that due to the dominance of the L2, subjects’ performance in the task would be better in Assamese than that of Missing. The experiment: Mising-Assamese bilingual participants (age ranges 21-31; N= 20 each from both districts) had to perform a picture naming task in which participants were shown pictures of familiar objects and asked to name them in four scenarios: (a) only in Mising; (b) only in Assamese; (c) a cued mix block: an auditory cue determines the language in which to name the object, and (d) non-cued mix block: participants are not given any specific language cues, but instructed to name the pictures in whichever language they feel most comfortable. The experiment was designed and executed using E-prime 3.0 and was conducted responses were recorded using the help of a Chronos response box and was recorded with the help of a recorder. Preliminary analysis reveals the presence of dominance of L2 over L1. The paper will present a comparison of the response latency, error analysis, and switch cost in L1 and L2 and explain the same from the perspective of language attrition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attrition" title=" language attrition"> language attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20processing" title=" language processing"> language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=Mising%20language." title=" Mising language."> Mising language.</a> </p> <a href="https://publications.waset.org/abstracts/192562/exploring-language-attrition-through-processing-the-case-of-mising-language-in-assam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192562.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">23</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">3781</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <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=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.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">453</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">3780</span> Transportation Language Register as One of Language Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diyah%20Atiek%20Mustikawati">Diyah Atiek Mustikawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language register refers to a variety of a language used for particular purpose or in a particular social setting. Language register also means as a concept of adapting one’s use of language to conform to standards or tradition in a given professional or social situation. This descriptive study tends to discuss about the form of language register in transportation aspect, factors, also the function of use it. Mostly, language register in transportation aspect uses short sentences in form of informal register. The factor caused language register used are speaker, word choice, background of language. The functions of language register in transportations aspect are to make communication between crew easily, also to keep safety when they were in bad condition. Transportation language register developed naturally as one of variety of language used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20register" title="language register">language register</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variety" title=" language variety"> language variety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/37039/transportation-language-register-as-one-of-language-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37039.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">487</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">3779</span> Displacement Due to Natural Disasters Vis-à-Vis Policy Framework: Case Study of Mising Community of Majuli, Assam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mausumi%20Chetia">Mausumi Chetia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the main causes of impoverishment of the rural areas of Assam has been the recurrent floods and riverbank erosion. One of the life-changing consequences is displacement. This results not only in a loss of livelihoods but also has wide-reaching socio-economic and cultural effects. Thus, due to such disasters, not only families but communities too are being displaced at large. This compels them to find temporary shelter and begin life from scratch. The role of the state has been highly negligible, with a displacement not being perceived as an ‘issue’ to be addressed. A more holistic approach is thus needed to take socio-economic, cultural, political as well as ecological considerations into account. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=displacement" title="displacement">displacement</a>, <a href="https://publications.waset.org/abstracts/search?q=policy-framework" title=" policy-framework"> policy-framework</a>, <a href="https://publications.waset.org/abstracts/search?q=human-induced%20disasters" title=" human-induced disasters"> human-induced disasters</a>, <a href="https://publications.waset.org/abstracts/search?q=marginalised%20communities" title=" marginalised communities"> marginalised communities</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=Assam" title=" Assam"> Assam</a> </p> <a href="https://publications.waset.org/abstracts/69872/displacement-due-to-natural-disasters-vis-a-vis-policy-framework-case-study-of-mising-community-of-majuli-assam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69872.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">275</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">3778</span> Enhancing English Language Learning through Learners Cultural Background</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Attahiru">A. Attahiru</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma"> Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Bint"> Fatima Bint</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are two concepts which are closely related that one affects the other. This paper attempts to examine the definition of language and culture by discussing the relationship between them. The paper further presents some instructional strategies for the teaching of language and culture as well as the influence of culture on language. It also looks at its implication to language education and finally some recommendation and conclusion were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/22922/enhancing-english-language-learning-through-learners-cultural-background" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22922.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">415</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">3777</span> Aspects of Diglossia in Arabic Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adil%20Ishag">Adil Ishag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diglossia emerges in a situation where two distinctive varieties of a language are used alongside within a certain community. In this case, one is considered as a high or standard variety and the second one as a low or colloquial variety. Arabic is an extreme example of a highly diglossic language. This diglossity is due to the fact that Arabic is one of the most spoken languages and spread over 22 Countries in two continents as a mother tongue, and it is also widely spoken in many other Islamic countries as a second language or simply the language of Quran. The geographical variation between the countries where the language is spoken and the duality of the classical Arabic and daily spoken dialects in the Arab world on the other hand; makes the Arabic language one of the most diglossic languages. This paper tries to investigate this phenomena and its relation to learning Arabic as a first and second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20and%20second%20language" title=" first and second language"> first and second language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/24533/aspects-of-diglossia-in-arabic-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24533.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">564</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">3776</span> Models and Metamodels for Computer-Assisted Natural Language Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20instruction" title="computer-assisted instruction">computer-assisted instruction</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=natural%20language%20grammar%20models" title=" natural language grammar models"> natural language grammar models</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a> </p> <a href="https://publications.waset.org/abstracts/15680/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15680.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">519</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">3775</span> The Queer Language: A Case Study of the Hyderabadi Queers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sreerakuvandana%20Vandana">Sreerakuvandana Vandana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the term third gender is relatively new, the language that is in use has already made its way to the concept of identity. With the vast recognition and the transparency in expressing their identity without a tint of embarrassment, it is highly essential to take into account the idea of “identity” and “language”. The community however picks up language as a tool to assert their presence in the “mainstream”, albeit contradictory practices. The paper is an attempt to see how Koti claims and tries to be a language just like any other language. With that, it also identifies how the community wants to be identified as a unique group, but yet want to remain grounded to the ‘mainstream’. The work is an attempt to bring out the secret language of the LGBT community and understand their desire to be recognized as "main stream." The paper is also an attempt to bring into light this language and see if it qualifies to be a language at all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=queer" title=" queer"> queer</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/62333/the-queer-language-a-case-study-of-the-hyderabadi-queers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62333.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">542</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">3774</span> 2L1, a Bridge between L1 and L2</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Ginghina">Elena Ginghina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are two major categories of language acquisition: first and second language acquisition, which distinguish themselves in their learning process and in their ultimate attainment. However, in the case of a bilingual child, one of the languages he grows up with receives gradually the features of a second language. This phenomenon characterizes the successive first language acquisition, when the initial state of the child is already marked by another language. Nevertheless, the dominance of the languages can change throughout the life, if the exposure to language and the quality of the input are better in 2L1. Related to the exposure to language and the quality of the input, there are cases even at the simultaneous bilingualism, where the two languages although learned from birth one, differ from one another at some point. This paper aims to see, what makes a 2L1 to become a second language and under what circumstances can a L2 learner reach a native or a near native speaker level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20language%20acquisition" title=" first language acquisition"> first language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers%20of%20German" title=" native speakers of German"> native speakers of German</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/24096/2l1-a-bridge-between-l1-and-l2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24096.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">574</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">3773</span> Developing Language Ownership: An Autoethnographic Perspective on Transformative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Abbey">Thomas Abbey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is part of an ongoing research addressing the experience of language learners in developing a sense of language ownership in their second language. For the majority of language learners, the main goal of learning a second or foreign language is to develop proficiency in the target language. Language proficiency comprises numerous intersecting competency skills ranging from causally listening to speaking using certain registers. This autoethnography analyzes lived experiences related to transitioning from learning a language in a classroom to being in an environment where the researcher's second language is the primary means of communication. Focused on lived experiences, the purpose of this research is to provide an insight into the experiences of language learners entering new environments and needing to navigate life within another language. Through reflections, this paper offers a critical account of experience traveling to Baku, Azerbaijan as a Russian language learner. The analysis for this paper focuses on the development of a sense of language ownership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title="autoethnography">autoethnography</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=language%20ownership" title=" language ownership"> language ownership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/180528/developing-language-ownership-an-autoethnographic-perspective-on-transformative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180528.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">65</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">3772</span> Linguistic Attitudes and Language Learning Needs of Heritage Language Learners of Spanish in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheryl%20Bernardo-Hinesley">Sheryl Bernardo-Hinesley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners are students who have been raised in a home where a minority language is spoken, who speaks or merely understand the minority heritage language, but to some degree are bilingual in the majority and the heritage language. In view of the rising university enrollment by Hispanics in the United States who have chosen to study Spanish, university language programs are currently faced with challenges of accommodating the language needs of heritage language learners of Spanish. The present study investigates the heritage language perception and language attitudes by heritage language learners of Spanish, as well as their classroom language learning experiences and needs. In order to carry out the study, a qualitative survey was used to gather data from university students. Analysis of students' responses indicates that heritage learners are motivated to learn the heritage language. In relation to the aspects of focus of a language course for heritage learners, results show that the aspects of interest are accent marks and spelling, grammatical accuracy, vocabulary, writing, reading, and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language%20learners" title="heritage language learners">heritage language learners</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=linguistic%20attitudes" title=" linguistic attitudes"> linguistic attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20in%20the%20US" title=" Spanish in the US"> Spanish in the US</a> </p> <a href="https://publications.waset.org/abstracts/104167/linguistic-attitudes-and-language-learning-needs-of-heritage-language-learners-of-spanish-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104167.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">213</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">3771</span> Links and Blocks: the Role of Language in Samuel Beckett’s Selected Plays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Su-Lien%20Liao">Su-Lien Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article explores the language in the four plays of Samuel Beckett–Waiting for Godot, Endgame, Krapp’s Last Tape, and Footfalls. It considers the way in which Beckett uses language, especially through fragmentation utterances, repetitions, monologues, contradictions, and silence. It discusses the function of language in modern society, in the theater of the absurd, and in the plays. Paradoxically enough, his plays attempts to communicate the incommunicability of language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Beckett" title=" Samuel Beckett"> Samuel Beckett</a>, <a href="https://publications.waset.org/abstracts/search?q=theater%20of%20the%20absurd" title=" theater of the absurd"> theater of the absurd</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a> </p> <a href="https://publications.waset.org/abstracts/2324/links-and-blocks-the-role-of-language-in-samuel-becketts-selected-plays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2324.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">445</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">3770</span> Effectiveness of Language Learning Strategy Instruction Based on CALLA on Iranian EFL Language Strategy Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the importance of language learning strategy instruction (LLS) has been distinguished, there has been growing interest on how to teach LLS in language learning classrooms. So thus this study attempted to implement language strategy instruction based on CALLA approach for Iranian EFL learners in a real classroom setting. The study was testing the hypothesis that strategy instruction result in improved linguistic strategy of students. The participant of the study were 240 EFL learners who received language learning instruction for four months. The data collected using Oxford strategy inventory for language learning. The results indicated the instruction had statistically significant effect on language strategy use of intervention group who received instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALLA" title="CALLA">CALLA</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction" title=" language learning strategy instruction"> language learning strategy instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20language%20strategy" title=" Iranian EFL language strategy"> Iranian EFL language strategy</a> </p> <a href="https://publications.waset.org/abstracts/23853/effectiveness-of-language-learning-strategy-instruction-based-on-calla-on-iranian-efl-language-strategy-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23853.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">570</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">3769</span> Towards an Indigenous Language Policy for National Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odoh%20Dickson%20Akpegi">Odoh Dickson Akpegi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is about the need for an indigenous language in order to meaningfully harness both our human and material resources for the nation’s integration. It then examines the notty issue of the national language question and advocates a piece meal approach in solving the problem. This approach allows for the development and use of local languages in minority areas, especially in Benue State, as a way of preparing them for consideration as possible replacement for English language as Nigeria’s national or official language. Finally, an arrangement to follow to prepare the languages for such competition at the national level is presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20language" title="indigenous language">indigenous language</a>, <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=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20integration" title=" National integration"> National integration</a> </p> <a href="https://publications.waset.org/abstracts/33579/towards-an-indigenous-language-policy-for-national-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33579.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">560</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">3768</span> The Different Types of French Language in the Processes of Acquisition: Specifically about The Humor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbarnejad%20Neda">Akbarnejad Neda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A foreign language acquisition occurs when we can tell a joke and understand it. Most jokes are told in slang and common language. In the process of foreign language acquisition, an autonomous learner try to learn the standard language. But there is a colossal divergence between the usage of the different types of language in society. Here, we investigate the french slang and common language and examine the accurate perception of their usage. We illuminate the slang language in the french literature that provide considerably different types of language for an autonomous learner. We provide furthermore evidence from the french novels that demonstrate properly the different types of language and give in one sentence its social meanings. For example, the famous Queneau expression « Doukipudonktant » present the impact of slang language in society. The characters in the novel transfer the slang and the common language and their accurate usages. We present that the language of the autonomous learner depends on the language of the text that is read. Because literature is a vehicle of the culture and the expression demonstrate their real significations and usage in the culture, slang and common language have a crucial role in the culture and all of them are manifested in the oral language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=common%20language" title="common language">common language</a>, <a href="https://publications.waset.org/abstracts/search?q=french" title=" french"> french</a>, <a href="https://publications.waset.org/abstracts/search?q=humor" title=" humor"> humor</a>, <a href="https://publications.waset.org/abstracts/search?q=slang%20language" title=" slang language"> slang language</a> </p> <a href="https://publications.waset.org/abstracts/131765/the-different-types-of-french-language-in-the-processes-of-acquisition-specifically-about-the-humor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131765.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">238</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">3767</span> The First Language of Humanity is Body Language Neither Mother or Native Language </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Badriah%20Khaleel">Badriah Khaleel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language acquisition is one of the most striking aspects of human development. It is a startling feat, which has engrossed the attention of linguists for generations. The present study will explore the hidden identities and attributes of nonverbal gestures. The current research will reflect the significant role of body language as not mere body gestures or facial expressions but as the first language of humanity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20startling%20feat" title="a startling feat">a startling feat</a>, <a href="https://publications.waset.org/abstracts/search?q=a%20new%20horizon%20for%20linguists%20to%20rethink" title=" a new horizon for linguists to rethink"> a new horizon for linguists to rethink</a>, <a href="https://publications.waset.org/abstracts/search?q=explore%20the%20hidden%20identities%20and%20attributes%20of%20non-verbal%20gestures" title=" explore the hidden identities and attributes of non-verbal gestures"> explore the hidden identities and attributes of non-verbal gestures</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20third%20language" title=" English as a third language"> English as a third language</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20first%20language%20of%20humanity" title=" the first language of humanity"> the first language of humanity</a> </p> <a href="https://publications.waset.org/abstracts/30803/the-first-language-of-humanity-is-body-language-neither-mother-or-native-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30803.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">505</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">3766</span> Play-Based Approaches to Stimulate Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherri%20Franklin-Guy">Sherri Franklin-Guy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of language in young children has been well-documented and play-based activities that support its continued development have been utilized in the clinic-based setting. Speech-language pathologists have long used such activities to stimulate the production of language in children with speech and language disorders via modeling and elicitation tasks. This presentation will examine the importance of play in the development of language in young children, including social and pragmatic communication. Implications for clinicians and educators will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20development" title="language development">language development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20stimulation" title=" language stimulation"> language stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=play-based%20activities" title=" play-based activities"> play-based activities</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolic%20play" title=" symbolic play"> symbolic play</a> </p> <a href="https://publications.waset.org/abstracts/135651/play-based-approaches-to-stimulate-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135651.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">241</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">3765</span> Meaningful Habit for EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maghfiroh">Ana Maghfiroh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning a foreign language needs a big effort from the learner itself to make their language ability grows better day by day. Among those, they also need a support from all around them including teacher, friends, as well as activities which support them to speak the language. When those activities developed well as a habit which are done regularly, it will help improving the students’ language competence. It was a qualitative research which aimed to find out and describe some activities implemented in Pesantren Al Mawaddah, Ponorogo, in order to teach the students a foreign language. In collecting the data, the researcher used interview, questionnaire, and documentation. From the study, it was found that Pesantren Al Mawaddah had successfully built the language habit on the students to speak the target language. More than 15 hours a day students were compelled to speak foreign language, Arabic or English, in turn. It aimed to habituate the students to keep in touch with the target language. The habit was developed through daily language activities, such as dawn vocabs giving, dictionary handling, daily language use, speech training and language intensive course, daily language input, and night vocabs memorizing. That habit then developed the students awareness towards the language learned as well as promoted their language mastery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=habit" title="habit">habit</a>, <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=daily%20language%20activities" title=" daily language activities"> daily language activities</a>, <a href="https://publications.waset.org/abstracts/search?q=Pesantren" title=" Pesantren"> Pesantren</a> </p> <a href="https://publications.waset.org/abstracts/36102/meaningful-habit-for-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36102.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">539</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">3764</span> Rethinking Literary Language: A Philsophicus-Logico Approach. The Novel ‘’ Sympathizer ‘’ as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oublal%20Ali">Oublal Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due scholarly attention given to Ludwig Wittgenstein since the appearance of Tractatus is resulted from revolutionary shift he has made in the conception of language. True, his first and foremost concern was to solve the issue of language philosophers failed to recognize. Not only Tracturain’s approach to language that argues for philosophers failure of understanding the logic of language, but also his later conception which is developed in philosophical investigations and the reminder of all his remarks. On such a basis, it is claimed that Wittgenstein’s theory of language should not be confined to the language within philosophical streams with this premise we therefore propose to analytically read one of the literary propositions in the sympathizer as linguistic corpus. Our investigation of the literary proposition weaves us into claiming that Wittgenstein’s language games -later philosophy- is apposite to the analysis of literary works thanks to the shift Wittgenstein has made from demarcated use of language to the multiplicity and non-uniformity of its use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=use" title=" use"> use</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=literary%20propositions" title=" literary propositions"> literary propositions</a> </p> <a href="https://publications.waset.org/abstracts/164925/rethinking-literary-language-a-philsophicus-logico-approach-the-novel-sympathizer-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164925.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">141</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">3763</span> Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Bozok">Ozlem Bozok</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Bozok"> Yusuf Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure%20to%20foreign%20language%20translation" title="exposure to foreign language translation">exposure to foreign language translation</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teachers%E2%80%99%20opinions" title=" prospective teachers’ opinions"> prospective teachers’ opinions</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20L1" title=" use of L1"> use of L1</a> </p> <a href="https://publications.waset.org/abstracts/17268/prospective-english-language-teachers-views-on-translation-use-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17268.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">533</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">3762</span> Efficacy of Task Based Language Teaching in a Second Language Classroom Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajiha%20Fatima">Wajiha Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various approaches and methods for second language classroom teaching have been proposed since the nineteenth century. Task Based Language Teaching has been prevailing approach in a second language classroom context. It is an approach which immerses students in a naturalistic setting. Tasks are the core unit of planning and instruction. This paper aims at expounding the concept of Task Based Language Teaching and how it has been evolved. In this study, researcher will highlight the usefulness of TBLT and the role it played as a powerful tool for learning and teaching in a second language setting. The article will reflect the implementation of various tasks based activities as well as the roles played by learners and teachers and the problems faced by them. In the end, researcher will discuss how TBLT can be implemented in second language classroom pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=implementation" title="implementation">implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20classroom" title=" second language classroom"> second language classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=tasks" title=" tasks"> tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/75867/efficacy-of-task-based-language-teaching-in-a-second-language-classroom-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75867.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">352</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">3761</span> Chinese Language Teaching as a Second Language: Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiu%20Su%20Na"> Kiu Su Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20second%20language" title="a second language">a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20teaching" title=" Chinese language teaching"> Chinese language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20teaching" title=" immersion teaching"> immersion teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/38026/chinese-language-teaching-as-a-second-language-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38026.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">3760</span> Language Switching Errors of Bilinguals: Role of Top down and Bottom up Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Numra%20Qayyum">Numra Qayyum</a>, <a href="https://publications.waset.org/abstracts/search?q=Samina%20Sarwat"> Samina Sarwat</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20ul%20Ain"> Noor ul Ain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bilingual speakers generally can speak both languages with the same competency without mixing them intentionally and making mistakes, but sometimes errors occur in language selection. This quantitative study particularly deals with the language errors made by Urdu-English bilinguals. In this research, researchers have given special attention to the part played by bottom-up priming and top-down cognitive control in these errors. Unstable Urdu-English bilingual participants termed pictures and were prompted to shift from one language to another under the pressure of time. Different situations were given to manipulate the participants. The long and short runs trials of the same language were also given before switching to another language. The study is concluded with the findings that bilinguals made more errors when switching to the first language from their second language, and these errors are large in number, especially when a speaker is switching from L2 (second language) to L1 (first language) after a long run. When the switching is reversed, i.e., from L2 to LI, it had no effect at all. These results gave the clear responsibility of all these errors to top-down cognitive control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bottom%20up%20priming" title="bottom up priming">bottom up priming</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20error" title=" language error"> language error</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20switching" title=" language switching"> language switching</a>, <a href="https://publications.waset.org/abstracts/search?q=top%20down%20cognitive%20control" title=" top down cognitive control"> top down cognitive control</a> </p> <a href="https://publications.waset.org/abstracts/117687/language-switching-errors-of-bilinguals-role-of-top-down-and-bottom-up-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117687.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">137</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">3759</span> Age and Second Language Acquisition: A Case Study from Maldives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aaidha%20Hammad">Aaidha Hammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The age a child to be exposed to a second language is a controversial issue in communities such as the Maldives where English is taught as a second language. It has been observed that different stakeholders have different viewpoints towards the issue. Some believe that the earlier children are exposed to a second language, the better they learn, while others disagree with the notion. Hence, this case study investigates whether children learn a second language better when they are exposed at an earlier age or not. The spoken and written data collected confirm that earlier exposure helps in mastering the sound pattern and speaking fluency with more native-like accent, while a later age is better for learning more abstract and concrete aspects such as grammar and syntactic rules. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=age" title="age">age</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20language%20skills" title=" development of language skills"> development of language skills</a> </p> <a href="https://publications.waset.org/abstracts/51548/age-and-second-language-acquisition-a-case-study-from-maldives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51548.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">425</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">3758</span> Maintaining the Formal Type of West Java's Heritage Language with Sundanese Language Lesson in Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dinda%20N.%20Lestari">Dinda N. Lestari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sundanese language is one of heritage language in Indonesia that must be maintained especially the formal type of it because teenagers nowadays do not speak Sundanese language formally in their daily lives. To maintain it, Cultural and Education Ministry of Indonesia has input Sundanese language lesson at senior high school in West Java area. The aim of this study was to observe whether the existence of Sundanese language lesson in senior high school in the big town of Karawang, West Java - Indonesia give the contribution to the formal type of Sundanese language maintenance or not. For gathering the data, the researcher interviewed the senior high school students who have learned Sundanese language to observe their acquisition of it. As a result of the interview, the data was presented in qualitative research by using the interviewing method. Then, the finding indicated that the existence of Sundanese language in Senior High School also the educational program which is related to it, for instance, Kemis Nyunda seemed to do not effective enough in maintaining the formal type of Sundanese language. Therefore, West Java government must revise the learning strategy of it, including the role of the Sundanese language teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language" title="heritage language">heritage language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance%20and%20shift" title=" language maintenance and shift"> language maintenance and shift</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=Sundanese%20language" title=" Sundanese language"> Sundanese language</a>, <a href="https://publications.waset.org/abstracts/search?q=Sundanese%20language%20lesson" title=" Sundanese language lesson"> Sundanese language lesson</a> </p> <a href="https://publications.waset.org/abstracts/104192/maintaining-the-formal-type-of-west-javas-heritage-language-with-sundanese-language-lesson-in-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104192.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">150</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">3757</span> Assessing the Roles Languages Education Plays in Nation Building in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edith%20Lotachukwu%20Ochege">Edith Lotachukwu Ochege</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nations stay together when citizens share enough values and preferences and can communicate with each other. Homogeneity among people can be built with education, teaching a common language to facilitate communication, infrastructure for easier travel, but also by brute force such as prohibiting local cultures. This paper discusses the role of language education in nation building. It defines education, highlights the functions of language. Furthermore, it expresses socialization agents that aid culture which are all embodied in language, problems of nation building. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nation%20building" title="nation building">nation building</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a>, <a href="https://publications.waset.org/abstracts/search?q=function%20of%20language" title=" function of language"> function of language</a>, <a href="https://publications.waset.org/abstracts/search?q=socialization" title=" socialization"> socialization</a> </p> <a href="https://publications.waset.org/abstracts/22366/assessing-the-roles-languages-education-plays-in-nation-building-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22366.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">567</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">3756</span> The Impact of Using Authentic Materials on Students' Motivation in Learning Indonesian Language as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratna%20Elizabeth">Ratna Elizabeth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is a very important factor since it contributes a lot to the students’ success in learning a language. Using authentic materials is believed as a mean of increasing the motivation. The materials define as authentic if they are not specifically written for the purpose of language teaching. They are genuine spoken or written language data which are drawn from many different sources. The intention of this study is to investigate the impact of using of authentic materials on students’ motivation. A single case study is conducted to the grade 9 students who learn Indonesian Language as a Foreign Language (ILFL) at an international school in Jakarta, Indonesia. Questionnaires are also distributed to the students to know their perceptions on the using of authentic materials. The results show that the using of authentic materials has increased the students’ motivation in learning the language. <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=ILFL" title=" ILFL"> ILFL</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=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/56953/the-impact-of-using-authentic-materials-on-students-motivation-in-learning-indonesian-language-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56953.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">388</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">3755</span> Emerging Virtual Linguistic Landscape Created by Members of Language Community in TikTok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Zhu">Kai Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanhua%20He"> Shanhua He</a>, <a href="https://publications.waset.org/abstracts/search?q=Yujiao%20Chang"> Yujiao Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the virtual linguistic landscape of an emerging virtual language community in TikTok, a language community realizing immediate and non-immediate communication without a precise Spatio-temporal domain or a specific socio-cultural boundary or interpersonal network. This kind of language community generates a large number and various forms of virtual linguistic landscape, with which we conducted a virtual ethnographic survey together with telephone interviews to collect data from coping. We have been following two language communities in TikTok for several months so that we can illustrate the composition of the two language communities and some typical virtual language landscapes in both language communities first. Then we try to explore the reasons why and how they are formed through the organization, transcription, and analysis of the interviews. Our analysis reveals the richness and diversity of the virtual linguistic landscape, and finally, we summarize some of the characteristics of this language community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20linguistic%20landscape" title="virtual linguistic landscape">virtual linguistic landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20language%20community" title=" virtual language community"> virtual language community</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20ethnographic%20survey" title=" virtual ethnographic survey"> virtual ethnographic survey</a>, <a href="https://publications.waset.org/abstracts/search?q=TikTok" title=" TikTok"> TikTok</a> </p> <a href="https://publications.waset.org/abstracts/159621/emerging-virtual-linguistic-landscape-created-by-members-of-language-community-in-tiktok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159621.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">104</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">3754</span> Teaching English as a Second/Foreign Language Under Humanistic and Sociocultural Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Baig">Mahrukh Baig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper, sets out to draw some traditional english language teaching practices and to suggest ways for their improvement under the light of humanistic and socio-cultural psychology. This is going to aid language teachers by applying principled psychological methods on the field of education in order to introduce a reciprocal mode of teaching where teacher and learner begin with a mutual effort. However the teacher, after initiating most of the work, gradually passes on more and more responsibility to the learners resulting in their independent endeavors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title="English Language Teaching (ELT)">English Language Teaching (ELT)</a>, <a href="https://publications.waset.org/abstracts/search?q=Second%20Language%20Acquisition%20%28SLA%29" title=" Second Language Acquisition (SLA)"> Second Language Acquisition (SLA)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20english%20as%20second%2Fforeign%20language" title=" teaching english as second/foreign language"> teaching english as second/foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20psychology" title=" socio-cultural psychology"> socio-cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20psychology%20to%20language%20teaching" title=" application of psychology to language teaching"> application of psychology to language teaching</a> </p> <a href="https://publications.waset.org/abstracts/30329/teaching-english-as-a-secondforeign-language-under-humanistic-and-sociocultural-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30329.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">608</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">3753</span> The Content-Based Classroom: Perspectives on Integrating Language and Content</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mourad%20Ben%20Bennani">Mourad Ben Bennani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Views of language and language learning have undergone a tremendous change over the last decades. Language is no longer seen as a set of structured rules. It is rather viewed as a tool of interaction and communication. This shift in views has resulted in change in viewing language learning, which gave birth to various approaches and methodologies of language teaching. Two of these approaches are content-based instruction and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. This presentation deals with sociocultural view of CBI and CLIL. It also defines language and content as vital components of CBI and CLIL. Next it reviews the origins of CBI and the continuum perspectives and CLIL definitions and models featured in the literature. Finally it summarizes current aspects around research in program evaluation with a focus on the benefits and challenges of these innovative approaches for second language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CBI" title="CBI">CBI</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL" title=" CLIL"> CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=CBI%20continuum" title=" CBI continuum"> CBI continuum</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL%20models" title=" CLIL models"> CLIL models</a> </p> <a href="https://publications.waset.org/abstracts/40898/the-content-based-classroom-perspectives-on-integrating-language-and-content" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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