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language</title> <meta name="description" content="Search results for: authentic language"> <meta name="keywords" content="authentic 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/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="authentic 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> 886</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: authentic language</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">886</span> Task-Based Language Teaching: A Paradigm Shift in ESL/EFL Teaching and Learning: A Case Study-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zehra%20Sultan">Zehra Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study is based on the Task-based Language Teaching (TBLT) approach which is found to be very effective in the EFL/ESL classroom. This approach engages learners to acquire the usage of authentic language skills by interacting with the real world through a sequence of pedagogical tasks. The use of technology enhances the effectiveness of this approach. This study throws light on the historical background of TBLT, and its efficacy in the EFL /ESL classroom. In addition, this study precisely talks about the implementation of this approach in the General Foundation Program (GFP) of Muscat College, Oman. It furnishes the list of the pedagogical tasks embedded in the language curriculum of the GFP which are skillfully allied to the College graduate attributes. Moreover, the study also discusses the challenges pertaining to this approach from the point of view of teachers, students and its classroom application. Additionally, the operational success of this methodology is gauged through formative assessments of the GFP which is apparent in the students’ progress.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Task-based%20language%20teaching" title="Task-based language teaching">Task-based language teaching</a>, <a href="https://publications.waset.org/search?q=authentic%20language" title=" authentic language"> authentic language</a>, <a href="https://publications.waset.org/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a>, <a href="https://publications.waset.org/search?q=real%20world%20activities" title=" real world activities"> real world activities</a>, <a href="https://publications.waset.org/search?q=ESL%2FEFL%20activities." title=" ESL/EFL activities."> ESL/EFL activities.</a> </p> <a href="https://publications.waset.org/10012922/task-based-language-teaching-a-paradigm-shift-in-eslefl-teaching-and-learning-a-case-study-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012922/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012922/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012922/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012922/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012922/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012922/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012922/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012922/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012922/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012922/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012922.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">955</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">885</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/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/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/search?q=A%20second%20language" title="A second language">A second language</a>, <a href="https://publications.waset.org/search?q=Chinese%20language%20teaching" title=" Chinese language teaching"> Chinese language teaching</a>, <a href="https://publications.waset.org/search?q=immersion%20teaching" title=" immersion teaching"> immersion teaching</a>, <a href="https://publications.waset.org/search?q=instructional%20strategies." title=" instructional strategies."> instructional strategies.</a> </p> <a href="https://publications.waset.org/10003845/chinese-language-teaching-as-a-second-language-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003845/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003845/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003845/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003845/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003845/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003845/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003845/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003845/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003845/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003845/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003845.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">2182</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">884</span> Authentic Leadership, Trust and Work Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Arif%20Hassan">Arif Hassan</a>, <a href="https://publications.waset.org/search?q=Forbis%20Ahmed"> Forbis Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The issue of leadership has been investigated from several perspectives; however, very less from ethical perspective. With the growing number of corporate scandals and unethical roles played by business leaders in several parts of the world, the need to examine leadership from ethical perspective cannot be over emphasized. The importance of leadership credibility has been discussed in the authentic model of leadership. Authentic leaders display high degree of integrity, have deep sense of purpose, and committed to their core values. As a result they promote a more trusting relationship in their work groups that translates into several positive outcomes. The present study examined how authentic leadership contribute to subordinates- trust in leadership and how this trust, in turn, predicts subordinates- work engagement. A sample of 395 employees was randomly selected from several local banks operating in Malaysia. Standardized tools such as ALQ, OTI, and EEQ were employed. Results indicated that authentic leadership promoted subordinates- trust in leader, and contributed to work engagement. Also, interpersonal trust predicted employees- work engagement as well as mediated the relationship between this style of leadership and employees- work engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Authentic%20Leadership" title="Authentic Leadership">Authentic Leadership</a>, <a href="https://publications.waset.org/search?q=Interpersonal%20Trust" title=" Interpersonal Trust"> Interpersonal Trust</a>, <a href="https://publications.waset.org/search?q=WorkEngagement" title=" WorkEngagement"> WorkEngagement</a> </p> <a href="https://publications.waset.org/10397/authentic-leadership-trust-and-work-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10397/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10397/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10397/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10397/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10397/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10397/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10397/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10397/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10397/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10397/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10397.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">11187</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">883</span> How to Affect Brand Attitude with Authenticity in Advertising</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yun-Chia%20Tang">Yun-Chia Tang</a>, <a href="https://publications.waset.org/search?q=Hung-Chang%20Chiu"> Hung-Chang Chiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Authenticity in advertising is the cornerstone of modern marketing. Despite research advances related to the role of authenticity in marketing, it remains unclear why customers respond to authentic brand stories. The results show that different personality traits will moderate the influence of different authenticity on the levels of emotion. Whether indexically authentic or iconically authentic advertisements were shown to extroverts, open people and agreeable people, they will evoke more positive emotions. When neurotic people and conscientious people see the iconically authentic advertising rather than the indexically authentic advertising, they will produce more negative emotions. In addition, the emotion evoked by advertising had significant positive impact on brand attitude evoked by advertising had significant negative impact on brand attitude. These findings provide some managerial implications and directions for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Advertising" title="Advertising">Advertising</a>, <a href="https://publications.waset.org/search?q=authenticity" title=" authenticity"> authenticity</a>, <a href="https://publications.waset.org/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/search?q=personality%20traits." title=" personality traits."> personality traits.</a> </p> <a href="https://publications.waset.org/10001616/how-to-affect-brand-attitude-with-authenticity-in-advertising" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001616/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001616/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001616/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001616/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001616/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001616/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001616/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001616/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001616/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001616/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001616.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">3350</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">882</span> On the Relationship between Language Output and Second Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Many researchers have been discussing the importance of language input in second language acquisition. The author holds that the bigger problem lies in how to activate language learners' language knowledge and raise their language output consciousness and competence. Analyzing the importance of language output based on theory and reality, this paper mainly explores the essence of language output and its revelation for second language acquisition in order to make second language learners really raise their communicative competence.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Language%20output" title="Language output">Language output</a>, <a href="https://publications.waset.org/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/search?q=communicative%20competence." title=" communicative competence."> communicative competence.</a> </p> <a href="https://publications.waset.org/9998051/on-the-relationship-between-language-output-and-second-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998051/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998051/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998051/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998051/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998051/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998051/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998051/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998051/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998051/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998051/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998051.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">3704</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">881</span> Exploring SL Writing and SL Sensitivity during Writing Tasks: Poor and Advanced Writing in a Context of Second Language Other than English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Figueiredo">S. Figueiredo</a>, <a href="https://publications.waset.org/search?q=M.%20Alves%20Martins"> M. Alves Martins</a>, <a href="https://publications.waset.org/search?q=C.%20Silva"> C. Silva</a>, <a href="https://publications.waset.org/search?q=C.%20Sim%C3%B5es"> C. Simões</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study integrates a larger research empirical project that examines second language (SL) learners’ profiles and valid procedures to perform complete and diagnostic assessment in schools. 102 learners of Portuguese as a SL aged 7 and 17 years speakers of distinct home languages were assessed in several linguistic tasks. In this article, we focused on writing performance in the specific task of narrative essay composition. The written outputs were measured using the score in six components adapted from an English SL assessment context (Alberta Education): linguistic vocabulary, grammar, syntax, strategy, socio-linguistic, and discourse. The writing processes and strategies in Portuguese language used by different immigrant students were analysed to determine features and diversity of deficits on authentic texts performed by SL writers. Differentiated performance was based on the diversity of the following variables: grades, previous schooling, home language, instruction in first language, and exposure to Portuguese as Second Language. Indo-Aryan languages speakers showed low writing scores compared to their peers and the type of language and respective cognitive mapping (such as Mandarin and Arabic) was the predictor, not linguistic distance. Home language instruction should also be prominently considered in further research to understand specificities of cognitive academic profile in a Romance languages learning context. Additionally, this study also examined the teachers’ representations that will be here addressed to understand educational implications of second language teaching in psychological distress of different minorities in schools of specific host countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Second%20language" title="Second language">Second language</a>, <a href="https://publications.waset.org/search?q=writing%20assessment" title=" writing assessment"> writing assessment</a>, <a href="https://publications.waset.org/search?q=home%0D%0Alanguage" title=" home language"> home language</a>, <a href="https://publications.waset.org/search?q=immigrant%20students" title=" immigrant students"> immigrant students</a>, <a href="https://publications.waset.org/search?q=Portuguese%20language." title=" Portuguese language."> Portuguese language.</a> </p> <a href="https://publications.waset.org/10002254/exploring-sl-writing-and-sl-sensitivity-during-writing-tasks-poor-and-advanced-writing-in-a-context-of-second-language-other-than-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002254/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002254/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002254/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002254/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002254/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002254/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002254/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002254/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002254/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002254/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002254.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">1958</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">880</span> EFL Learners- Perceptions of Computer-Mediated Communication (CMC) to Facilitate Communication in a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lin">Lin</a>, <a href="https://publications.waset.org/search?q=Huifen"> Huifen</a>, <a href="https://publications.waset.org/search?q=Fang"> Fang</a>, <a href="https://publications.waset.org/search?q=Yueh-chiu"> Yueh-chiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores perceptions of English as a Foreign Language (EFL) learners on using computer mediated communication technology in their learner of English. The data consists of observations of both synchronous and asynchronous communication participants engaged in for over a period of 4 months, which included online, and offline communication protocols, open-ended interviews and reflection papers composed by participants. Content analysis of interview data and the written documents listed above, as well as, member check and triangulation techniques are the major data analysis strategies. The findings suggest that participants generally do not benefit from computer-mediated communication in terms of its effect in learning a foreign language. Participants regarded the nature of CMC as artificial, or pseudo communication that did not aid their authentic communicational skills in English. The results of this study sheds lights on insufficient and inconclusive findings, which most quantitative CMC studies previously generated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=computer-mediated%20communication" title="computer-mediated communication">computer-mediated communication</a>, <a href="https://publications.waset.org/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/9445/efl-learners-perceptions-of-computer-mediated-communication-cmc-to-facilitate-communication-in-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9445/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9445/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9445/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9445/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9445/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9445/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9445/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9445/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9445/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9445/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9445.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">2581</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">879</span> Teacher Talk and Language Output</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As an important input and teaching media in foreign language teaching classes, teacher talk (TT) has a great effect on language output. This paper explores the problems related to teacher talk (TT) and language output in practical ELT (English Language Teaching) classroom and presents some suggestions for solving the problems which affect learner' effective language output.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Second%20language%20acquisition" title="Second language acquisition">Second language acquisition</a>, <a href="https://publications.waset.org/search?q=teacher%20talk" title=" teacher talk"> teacher talk</a>, <a href="https://publications.waset.org/search?q=language%20output." title=" language output."> language output.</a> </p> <a href="https://publications.waset.org/9998330/teacher-talk-and-language-output" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998330/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998330/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998330/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998330/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998330/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998330/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998330/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998330/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998330/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998330/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998330.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">2917</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">878</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/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer-assisted%20instruction" title="Computer-assisted instruction">Computer-assisted instruction</a>, <a href="https://publications.waset.org/search?q=Language%20learning" title=" Language learning"> Language learning</a>, <a href="https://publications.waset.org/search?q=Natural%20language%20grammar%20models" title=" Natural language grammar models"> Natural language grammar models</a>, <a href="https://publications.waset.org/search?q=HCI." title=" HCI."> HCI.</a> </p> <a href="https://publications.waset.org/10000114/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000114/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000114/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000114/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000114/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000114/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000114/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000114/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000114/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000114/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000114/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000114.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">2193</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">877</span> Authentic Learning for Computer Network with Mobile Device-Based Hands-On Labware</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kai%20Qian">Kai Qian</a>, <a href="https://publications.waset.org/search?q=Ming%20Yang"> Ming Yang</a>, <a href="https://publications.waset.org/search?q=Minzhe%20Guo"> Minzhe Guo</a>, <a href="https://publications.waset.org/search?q=Prabir%20Bhattacharya"> Prabir Bhattacharya</a>, <a href="https://publications.waset.org/search?q=Lixin%20Tao"> Lixin Tao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Computer network courses are essential parts of college computer science curriculum and hands-on networking experience is well recognized as an effective approach to help students understand better about the network concepts, the layered architecture of network protocols, and the dynamics of the networks. However, existing networking labs are usually server-based and relatively cumbersome, which require a certain level of specialty and resource to set up and maintain the lab environment. Many universities/colleges lack the resources and build-ups in this field and have difficulty to provide students with hands-on practice labs. A new affordable and easily-adoptable approach to networking labs is desirable to enhance network teaching and learning. In addition, current network labs are short on providing hands-on practice for modern wireless and mobile network learning. With the prevalence of smart mobile devices, wireless and mobile network are permeating into various aspects of our information society. The emerging and modern mobile technology provides computer science students with more authentic learning experience opportunities especially in network learning. A mobile device based hands-on labware can provide an excellent ‘real world’ authentic learning environment for computer network especially for wireless network study. In this paper, we present our mobile device-based hands-on labware (series of lab module) for computer network learning which is guided by authentic learning principles to immerse students in a real world relevant learning environment. We have been using this labware in teaching computer network, mobile security, and wireless network classes. The student feedback shows that students can learn more when they have hands-on authentic learning experience. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mobile%20computing" title="Mobile computing">Mobile computing</a>, <a href="https://publications.waset.org/search?q=android" title=" android"> android</a>, <a href="https://publications.waset.org/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/search?q=labware." title=" labware."> labware.</a> </p> <a href="https://publications.waset.org/16312/authentic-learning-for-computer-network-with-mobile-device-based-hands-on-labware" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16312/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16312/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16312/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16312/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16312/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16312/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16312/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16312/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16312/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16312/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16312.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">2074</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">876</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/search?q=Su-Lien%20Liao">Su-Lien Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article explores the language in the four plays of Samuel Beckett – <em>Waiting for Godot</em>, <em>Endgame</em>, <em>Krapp’s Last Tape</em>, and <em>Footfalls</em>. 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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Language" title="Language">Language</a>, <a href="https://publications.waset.org/search?q=Samuel%20Beckett" title=" Samuel Beckett"> Samuel Beckett</a>, <a href="https://publications.waset.org/search?q=theater%20of%20the%20absurd." title=" theater of the absurd."> theater of the absurd.</a> </p> <a href="https://publications.waset.org/9997380/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/9997380/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997380/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997380/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997380/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997380/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997380/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997380/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997380/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997380/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997380/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997380.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">8686</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">875</span> Design A Situated Learning Environment Using Mixed Reality Technology - A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rasimah%20Che%20Mohd%20Yusoff">Rasimah Che Mohd Yusoff</a>, <a href="https://publications.waset.org/search?q=Halimah%20Badioze%20Zaman"> Halimah Badioze Zaman</a>, <a href="https://publications.waset.org/search?q=Azlina%20Ahmad"> Azlina Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mixed Reality (MR) is one of the newest technologies explored in education. It promises the potential to promote teaching and learning and making learners- experience more “engaging". However, there still lack of research on designing a virtual learning environment using MR technology. In this paper, we describe the Mixed Reality technology, the characteristics of situated learning as instructional design for virtual environment using mixed reality technology. We also explain a case study that implemented those design and also the system overview. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=authentic%20activity.%20authentic%20context" title="authentic activity. authentic context">authentic activity. authentic context</a>, <a href="https://publications.waset.org/search?q=mixed%20reality" title=" mixed reality"> mixed reality</a>, <a href="https://publications.waset.org/search?q=situated%20learning" title=" situated learning"> situated learning</a> </p> <a href="https://publications.waset.org/15162/design-a-situated-learning-environment-using-mixed-reality-technology-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15162/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15162/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15162/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15162/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15162/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15162/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15162/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15162/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15162/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15162/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15162.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">2363</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">874</span> Computer Aided Language Learning System for Arabic for Second Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Osama%20Abufanas">Osama Abufanas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to build an Arabic learning language tool using Flash CS4 professional software with action script 3.0 programming language, based on the Computer Aided Language Learning (CALL) material. An extra intention is to provide a primary tool and focus on learning Arabic as a second language to adults. It contains letters, words and sentences at the first stage. This includes interactive practices, which evaluates learners’ comprehension of the Arabic language. The system was examined and it was found that the language structure was correct and learners were satisfied regarding the system tools. The learners found the system tools efficient and simple to use. The paper's main conclusion illustrates that CALL can be applied without any hesitation to second language learners</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Arabic%20Language" title="Arabic Language">Arabic Language</a>, <a href="https://publications.waset.org/search?q=Computer%20Aided%20Language%20Learning%20%28CALL%29" title=" Computer Aided Language Learning (CALL)"> Computer Aided Language Learning (CALL)</a>, <a href="https://publications.waset.org/search?q=Learner" title=" Learner"> Learner</a>, <a href="https://publications.waset.org/search?q=Material." title=" Material."> Material.</a> </p> <a href="https://publications.waset.org/9996879/computer-aided-language-learning-system-for-arabic-for-second-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996879/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996879/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996879/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996879/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996879/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996879/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996879/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996879/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996879/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996879/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996879.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">2728</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">873</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/search?q=Ozlem%20Bozok">Ozlem Bozok</a>, <a href="https://publications.waset.org/search?q=Yusuf%20Bozok"> Yusuf Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Exposure%20to%20foreign%20language" title="Exposure to foreign language">Exposure to foreign language</a>, <a href="https://publications.waset.org/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/search?q=foreign%0D%0Alanguage%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/search?q=prospective%20teachers%E2%80%99%20opinions" title=" prospective teachers’ opinions"> prospective teachers’ opinions</a>, <a href="https://publications.waset.org/search?q=use%20of%20L1." title=" use of L1."> use of L1.</a> </p> <a href="https://publications.waset.org/10000057/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/10000057/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000057/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000057/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000057/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000057/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000057/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000057/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000057/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000057/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000057/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000057.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">2466</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">872</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/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/search?q=Age" title="Age">Age</a>, <a href="https://publications.waset.org/search?q=development%20of%20language%20skills" title=" development of language skills"> development of language skills</a>, <a href="https://publications.waset.org/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/search?q=second%20language%20acquisition." title=" second language acquisition."> second language acquisition.</a> </p> <a href="https://publications.waset.org/10005199/age-and-second-language-acquisition-a-case-study-from-maldives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005199/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005199/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005199/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005199/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005199/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005199/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005199/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005199/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005199/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005199/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005199.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">3638</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">871</span> Characteristics of Successful Sales Interaction in B2B Sales Meetings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Alam%C3%A4ki">A. Alamäki</a>, <a href="https://publications.waset.org/search?q=T.%20Kaski"> T. Kaski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The value co-creation has gained much attention in sales research, but less is known about how salespeople and customers interact in the authentic business to business (B2B) sales meetings. The study presented in this paper empirically contributes to existing research by presenting authentic B2B sales meetings that were video recorded and analyzed using observation and qualitative content analysis methods. This paper aims to study key elements of successful sales interactions between salespeople and customers/ buyers. This study points out that salespeople are selling value rather than the products or services themselves, which are only enablers in realizing business benefits. Therefore, our findings suggest that promoting and easing open discourse is an essential part of a successful sales encounter. A better understanding of how salespeople and customers successfully interact would help salespeople to develop their interpersonal sales skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Personal%20selling" title="Personal selling">Personal selling</a>, <a href="https://publications.waset.org/search?q=Relationship" title=" Relationship"> Relationship</a>, <a href="https://publications.waset.org/search?q=Sales%20Management" title=" Sales Management"> Sales Management</a>, <a href="https://publications.waset.org/search?q=Value%20Co-Creation." title=" Value Co-Creation."> Value Co-Creation.</a> </p> <a href="https://publications.waset.org/10001048/characteristics-of-successful-sales-interaction-in-b2b-sales-meetings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001048/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001048/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001048/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001048/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001048/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001048/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001048/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001048/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001048/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001048/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001048.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">3651</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">870</span> Self-Efficacy, Anxiety, and Performance in the English Language among Middle-School Students in English Language Program in Satri Si Suriyothai School, Bangkok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Christopher%20C.%20Anyadubalu">Christopher C. Anyadubalu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated students- perception of self efficacy and anxiety in acquiring English language, and consequently examined the relationship existing among the independent variables, confounding variables and students- performances in the English language. The researcher tested the research hypotheses using a sample group of 318 respondents out of the population size of 400 students. The results obtained revealed that there was a significant moderate negative relationship between English language anxiety and performance in English language, but no significant relationship between self-efficacy and English language performance, among the middle-school students. There was a significant moderate negative relationship between English language anxiety and self-efficacy. It was discovered that general self-efficacy and English language anxiety represented a significantly more powerful set of predictors than the set of confounding variables. Thus, the study concluded that English language anxiety and general self-efficacy were significant predictors of English language performance among middle-school students in Satri Si Suriyothai School. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=English%20Language%20Anxiety" title=" English Language Anxiety"> English Language Anxiety</a>, <a href="https://publications.waset.org/search?q=Performance%20inEnglish%20Language" title=" Performance inEnglish Language"> Performance inEnglish Language</a>, <a href="https://publications.waset.org/search?q=Self%20Efficacy." title=" Self Efficacy."> Self Efficacy.</a> </p> <a href="https://publications.waset.org/2271/self-efficacy-anxiety-and-performance-in-the-english-language-among-middle-school-students-in-english-language-program-in-satri-si-suriyothai-school-bangkok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2271/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2271/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2271/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2271/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2271/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2271/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2271/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2271/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2271/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2271/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2271.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">4686</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">869</span> Key Factors of Curriculum Innovation in Language Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Liliana%20M%C3%A2%C5%A3%C4%83">Liliana Mâţă</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the study is to understand the factors of curriculum innovation from the perspective of Language teacher education. The overall aim of the study is to investigate Language educators- perceptions of factors of curriculum innovation. In the theoretical framework the main focus is on discussion about different curriculum approaches for language teacher education and limiting and facilitating factors of innovation. In order to achieve the aim of the study, an observational research is employed. The empirical basis of the study consists of questionnaire with sixty-three language teachers from eight Romanian higher education institutions. The findings reveal variation in Language teachers- conceptions of the dominant factors of curricular innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=Language%20teacher%0D%0Aeducation" title=" Language teacher education"> Language teacher education</a> </p> <a href="https://publications.waset.org/10423/key-factors-of-curriculum-innovation-in-language-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10423/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10423/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10423/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10423/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10423/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10423/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10423/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10423/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10423/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10423/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10423.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">16826</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">868</span> A Computer Model of Language Acquisition – Syllable Learning – Based on Hebbian Cell Assemblies and Reinforcement Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sepideh%20Fazeli">Sepideh Fazeli</a>, <a href="https://publications.waset.org/search?q=Fariba%20Bahrami"> Fariba Bahrami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Investigating language acquisition is one of the most challenging problems in the area of studying language. Syllable learning as a level of language acquisition has a considerable significance since it plays an important role in language acquisition. Because of impossibility of studying language acquisition directly with children, especially in its developmental phases, computer models will be useful in examining language acquisition. In this paper a computer model of early language learning for syllable learning is proposed. It is guided by a conceptual model of syllable learning which is named Directions Into Velocities of Articulators model (DIVA). The computer model uses simple associational and reinforcement learning rules within neural network architecture which are inspired by neuroscience. Our simulation results verify the ability of the proposed computer model in producing phonemes during babbling and early speech. Also, it provides a framework for examining the neural basis of language learning and communication disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Brain%20modeling" title="Brain modeling">Brain modeling</a>, <a href="https://publications.waset.org/search?q=computer%20models" title=" computer models"> computer models</a>, <a href="https://publications.waset.org/search?q=language%0Aacquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/search?q=reinforcement%20learning." title=" reinforcement learning."> reinforcement learning.</a> </p> <a href="https://publications.waset.org/13687/a-computer-model-of-language-acquisition-syllable-learning-based-on-hebbian-cell-assemblies-and-reinforcement-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13687/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13687/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13687/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13687/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13687/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13687/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13687/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13687/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13687/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13687/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13687.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">1590</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">867</span> Developing Kazakh Language Fluency Test in Nazarbayev University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Saule%20Mussabekova">Saule Mussabekova</a>, <a href="https://publications.waset.org/search?q=Samal%20Abzhanova"> Samal Abzhanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The Kazakh Language Fluency Test, based on the IELTS exam, was implemented in 2012 at Nazarbayev University in Astana, Kazakhstan. We would like to share our experience in developing this exam and some exam results with other language instructors. In this paper, we will cover all these peculiarities and their related issues. The Kazakh Language Fluency Test is a young exam. During its development, we faced many difficulties. One of the goals of the university and the country is to encourage fluency in the Kazakh language for all citizens of the Republic. Nazarbayev University has introduced a Kazakh language program to assist in achieving this goal. This policy is one-step in ensuring that NU students have a thorough understanding of the Kazakh language through a fluency test based on the International English Language Testing System (IELTS). The Kazakh Language Fluency Test exam aims to determine student’s knowledge of Kazakh language. The fact is that there are three types of students at Nazarbayev University: Kazakh-speaking heritage learners, Russian-speaking and English-speaking students. Unfortunately, we have Kazakh students who do not speak Kazakh. All students who finished school with Russian language instruction are given Kazakh Language Fluency Test in order to determine their Kazakh level. After the test exam, all students can choose appropriate Kazakh course: Basic Kazakh, Intermediate Kazakh and Upper-Intermediate Kazakh. The Kazakh Language Fluency Test consists of four parts: Listening, Reading, Writing and Speaking. They are taken on the same day in the abovementioned order.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Diagnostic%20language%20test" title="Diagnostic language test">Diagnostic language test</a>, <a href="https://publications.waset.org/search?q=Kazakh%20language" title=" Kazakh language"> Kazakh language</a>, <a href="https://publications.waset.org/search?q=placement%20test" title=" placement test"> placement test</a>, <a href="https://publications.waset.org/search?q=test%20result." title=" test result."> test result.</a> </p> <a href="https://publications.waset.org/10005679/developing-kazakh-language-fluency-test-in-nazarbayev-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005679/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005679/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005679/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005679/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005679/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005679/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005679/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005679/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005679/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005679/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005679.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">977</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">866</span> Some Considerations on UML Class Diagram Formalisation Approaches </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdullah%20A.%20H.%20Alzahrani">Abdullah A. H. Alzahrani</a>, <a href="https://publications.waset.org/search?q=Majd%20Zohri%20Yafi"> Majd Zohri Yafi</a>, <a href="https://publications.waset.org/search?q=Fawaz%20K.%20Alarfaj"> Fawaz K. Alarfaj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Unified Modelling Language (UML) is a software modelling language that is widely used and accepted. One significant drawback, of which, is that the language lacks formality. This makes carrying out any type of rigorous analysis difficult process. Many researchers attempt to introduce their approaches to formalise UML diagrams. However, it is always hard to decide what language and/or approach to use. Therefore, in this paper, we highlight some of the advantages and disadvantages of number of those approaches. We also try to compare different counterpart approaches. In addition, we draw some guidelines to help in choosing the suitable approach. Special concern is given to the formalisation of the static aspects of UML shown is class diagrams.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=UML%20formalisation" title="UML formalisation">UML formalisation</a>, <a href="https://publications.waset.org/search?q=Object%20Constraints%20Language%20%28OCL%29" title=" Object Constraints Language (OCL)"> Object Constraints Language (OCL)</a>, <a href="https://publications.waset.org/search?q=Description%20Logic%20%28DL%29" title=" Description Logic (DL)"> Description Logic (DL)</a>, <a href="https://publications.waset.org/search?q=Z%20language." title=" Z language."> Z language.</a> </p> <a href="https://publications.waset.org/9998151/some-considerations-on-uml-class-diagram-formalisation-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998151/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998151/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998151/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998151/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998151/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998151/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998151/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998151/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998151/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998151/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998151.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">2097</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">865</span> English Language Teaching and Learning Analysis in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Zarrabi">F. Zarrabi</a>, <a href="https://publications.waset.org/search?q=J.%20R.%20Brown"> J. R. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although English is not a second language in Iran, it has become an inseparable part of many Iranian people’s lives and is becoming more and more widespread. This high demand has caused a significant increase in the number of private English language institutes in Iran. Although English is a compulsory course in schools and universities, the majority of Iranian people are unable to communicate easily in English. This paper reviews the current state of teaching and learning English as an international language in Iran. Attitudes and motivations about learning English are reviewed. Five different aspects of using English within the country are analysed, including: English in public domain, English in Media, English in organizations/businesses, English in education, and English in private language institutes. Despite the time and money spent on English language courses in private language institutes, the majority of learners seem to forget what has been learned within months of completing their course. That is, when they are students with the support of the teacher and formal classes, they appear to make progress and use English more or less fluently. When this support is removed, their language skills either stagnant or regress. The findings of this study suggest that a dependant approach to learning is potentially one of the main reasons for English language learning problems and this is encouraged by English course books and approaches to teaching.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20in%20Iran" title="English in Iran">English in Iran</a>, <a href="https://publications.waset.org/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/search?q=evaluation." title=" evaluation."> evaluation.</a> </p> <a href="https://publications.waset.org/10007318/english-language-teaching-and-learning-analysis-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007318/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007318/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007318/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007318/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007318/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007318/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007318/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007318/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007318/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007318/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007318.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">4677</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">864</span> Socioculture and Cognitivist Perspectives on Language and Communication Barriers in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=David%20Hallberg">David Hallberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>It is believed that major account on language diversity must be taken in learning, and especially in learning using ICT. This paper-s objective is to exhibit language and communication barriers in learning, to approach the topic from socioculture and cognitivist perspectives, and to give exploratory solutions of handling such barriers. The review is mainly conducted by approaching the journal Computers & Education, but also an initially broad search was conducted. The results show that not much attention is paid on language and communication barriers in an immediate relation to learning using ICT. The results shows, inter alia, that language and communication barriers are caused because of not enough account is taken on both the individual-s background and the technology.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=communication%20barriers" title="communication barriers">communication barriers</a>, <a href="https://publications.waset.org/search?q=cognitive" title=" cognitive"> cognitive</a>, <a href="https://publications.waset.org/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/search?q=language%20barriers" title=" language barriers"> language barriers</a>, <a href="https://publications.waset.org/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/search?q=socioculture" title=" socioculture"> socioculture</a> </p> <a href="https://publications.waset.org/13753/socioculture-and-cognitivist-perspectives-on-language-and-communication-barriers-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13753/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13753/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13753/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13753/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13753/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13753/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13753/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13753/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13753/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13753/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13753.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">2359</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">863</span> A Framework for Urdu Language Translation using LESSA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Imran%20Sarwar%20Bajwa">Imran Sarwar Bajwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internet is one of the major sources of information for the person belonging to almost all the fields of life. Major language that is used to publish information on internet is language. This thing becomes a problem in a country like Pakistan, where Urdu is the national language. Only 10% of Pakistan mass can understand English. The reason is millions of people are deprived of precious information available on internet. This paper presents a system for translation from English to Urdu. A module LESSA is used that uses a rule based algorithm to read the input text in English language, understand it and translate it into Urdu language. The designed approach was further incorporated to translate the complete website from English language o Urdu language. An option appears in the browser to translate the webpage in a new window. The designed system will help the millions of users of internet to get benefit of the internet and approach the latest information and knowledge posted daily on internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Natural%20Language%20Translation" title="Natural Language Translation">Natural Language Translation</a>, <a href="https://publications.waset.org/search?q=Text%20Understanding" title=" Text Understanding"> Text Understanding</a>, <a href="https://publications.waset.org/search?q=Knowledge%20extraction" title="Knowledge extraction">Knowledge extraction</a>, <a href="https://publications.waset.org/search?q=Text%20Processing" title=" Text Processing"> Text Processing</a> </p> <a href="https://publications.waset.org/15972/a-framework-for-urdu-language-translation-using-lessa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15972/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15972/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15972/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15972/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15972/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15972/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15972/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15972/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15972/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15972/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15972.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">2666</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">862</span> Reciprocal Interferences in Bilingual English-Igbo Speaking Society: The Implications in Language Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ugwu%20Elias%20Ikechukwu">Ugwu Elias Ikechukwu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Discussions on bilingualism have always dwelt on how the mother tongue interferes with the target language. This interference is considered a serious problem in second language learning. Usually, the interference has been phonological. But the objective of this research is to explore how the target language interferes with the mother tongue. In the case of the Igbo language, it interferes with English mostly at the phonological level while English interferes with Igbo at the realm of vocabulary. The result is a new language \"Engligbo\" which is a hybrid of English and Igbo. The Igbo language spoken by about 25 million people is one of the three most prominent languages in Nigeria. This paper discusses the phenomenal Engligbo, and other implications for Igbo learners of English. The method of analysis is descriptive. A number of recommendations were made that would help teachers handle problems arising from such mutual interferences.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bilingualism" title="Bilingualism">Bilingualism</a>, <a href="https://publications.waset.org/search?q=Implications" title=" Implications"> Implications</a>, <a href="https://publications.waset.org/search?q=Language%20Pedagogy" title=" Language Pedagogy"> Language Pedagogy</a>, <a href="https://publications.waset.org/search?q=Reciprocal%20Interferences." title=" Reciprocal Interferences."> Reciprocal Interferences.</a> </p> <a href="https://publications.waset.org/9996724/reciprocal-interferences-in-bilingual-english-igbo-speaking-society-the-implications-in-language-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996724/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996724/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996724/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996724/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996724/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996724/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996724/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996724/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996724/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996724/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996724.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">5662</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">861</span> Bilingual Gaming Kit to Teach English Language through Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sarayu%20Agarwal">Sarayu Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to teach English (secondary language) by bridging the understanding between the Regional language (primary language) and the English Language (secondary language). Here primary language is the one a person has learned from birth or within the critical period, while secondary language would be any other language one learns or speaks. The paper also focuses on evolving old teaching methods to a contemporary participatory model of learning and teaching. Pilot studies were conducted to gauge an understanding of student’s knowledge of the English language. Teachers and students were interviewed and their academic curriculum was assessed as a part of the initial study. Extensive literature study and design thinking principles were used to devise a solution to the problem. The objective is met using a holistic learning kit/card game to teach children word recognition, word pronunciation, word spelling and writing words. Implication of the paper is a noticeable improvement in the understanding and grasping of English language. With increasing usage and applicability of English as a second language (ESL) world over, the paper becomes relevant due to its easy replicability to any other primary or secondary language. Future scope of this paper would be transforming the idea of participatory learning into self-regulated learning methods. With the upcoming govt. learning centres in rural areas and provision of smart devices such as tablets, the development of the card games into digital applications seems very feasible.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/search?q=vocabulary-building" title=" vocabulary-building"> vocabulary-building</a>, <a href="https://publications.waset.org/search?q=learning%20through%20gamification." title=" learning through gamification."> learning through gamification.</a> </p> <a href="https://publications.waset.org/10004403/bilingual-gaming-kit-to-teach-english-language-through-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004403/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004403/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004403/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004403/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004403/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004403/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004403/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004403/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004403/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004403/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004403.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">1356</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">860</span> A NXM Version of 5X5 Playfair Cipher for any Natural Language (Urdu as Special Case)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhammad%20Salam">Muhammad Salam</a>, <a href="https://publications.waset.org/search?q=Nasir%20Rashid"> Nasir Rashid</a>, <a href="https://publications.waset.org/search?q=Shah%20Khalid"> Shah Khalid</a>, <a href="https://publications.waset.org/search?q=Muhammad%20Raees%20Khan"> Muhammad Raees Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this paper a modified version NXM of traditional 5X5 playfair cipher is introduced which enable the user to encrypt message of any Natural language by taking appropriate size of the matrix depending upon the size of the natural language. 5X5 matrix has the capability of storing only 26 characters of English language and unable to store characters of any language having more than 26 characters. To overcome this limitation NXM matrix is introduced which solve this limitation. In this paper a special case of Urdu language is discussed. Where # is used for completing odd pair and * is used for repeating letters.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=cryptography" title="cryptography">cryptography</a>, <a href="https://publications.waset.org/search?q=decryption" title=" decryption"> decryption</a>, <a href="https://publications.waset.org/search?q=encryption" title=" encryption"> encryption</a>, <a href="https://publications.waset.org/search?q=playfair%0D%0Acipher" title=" playfair cipher"> playfair cipher</a>, <a href="https://publications.waset.org/search?q=traditional%20cipher." title=" traditional cipher."> traditional cipher.</a> </p> <a href="https://publications.waset.org/9796/a-nxm-version-of-5x5-playfair-cipher-for-any-natural-language-urdu-as-special-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9796/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9796/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9796/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9796/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9796/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9796/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9796/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9796/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9796/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9796/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9796.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">2164</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">859</span> Natural Language Database Interface for Selection of Data Using Grammar and Parsing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20D.%20Karande">N. D. Karande</a>, <a href="https://publications.waset.org/search?q=G.%20A.%20Patil"> G. A. Patil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Databases have become ubiquitous. Almost all IT applications are storing into and retrieving information from databases. Retrieving information from the database requires knowledge of technical languages such as Structured Query Language (SQL). However majority of the users who interact with the databases do not have a technical background and are intimidated by the idea of using languages such as SQL. This has led to the development of a few Natural Language Database Interfaces (NLDBIs). A NLDBI allows the user to query the database in a natural language. This paper highlights on architecture of new NLDBI system, its implementation and discusses on results obtained. In most of the typical NLDBI systems the natural language statement is converted into an internal representation based on the syntactic and semantic knowledge of the natural language. This representation is then converted into queries using a representation converter. A natural language query is translated to an equivalent SQL query after processing through various stages. The work has been experimented on primitive database queries with certain constraints.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Natural%20language%20database%20interface" title="Natural language database interface">Natural language database interface</a>, <a href="https://publications.waset.org/search?q=representation%20converter" title=" representation converter"> representation converter</a>, <a href="https://publications.waset.org/search?q=syntactic%20and%20semantic%20knowledge" title=" syntactic and semantic knowledge"> syntactic and semantic knowledge</a> </p> <a href="https://publications.waset.org/1172/natural-language-database-interface-for-selection-of-data-using-grammar-and-parsing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1172/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1172/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1172/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1172/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1172/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1172/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1172/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1172/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1172/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1172/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1172.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">2705</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">858</span> The Predictability and Abstractness of Language: A Study in Understanding and Usage of the English Language through Probabilistic Modeling and Frequency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Revanth%20Sai%20Kosaraju">Revanth Sai Kosaraju</a>, <a href="https://publications.waset.org/search?q=Michael%20Ramscar"> Michael Ramscar</a>, <a href="https://publications.waset.org/search?q=Melody%20Dye"> Melody Dye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Accounts of language acquisition differ significantly in their treatment of the role of prediction in language learning. In particular, nativist accounts posit that probabilistic learning about words and word sequences has little to do with how children come to use language. The accuracy of this claim was examined by testing whether distributional probabilities and frequency contributed to how well 3-4 year olds repeat simple word chunks. Corresponding chunks were the same length, expressed similar content, and were all grammatically acceptable, yet the results of the study showed marked differences in performance when overall distributional frequency varied. It was found that a distributional model of language predicted the empirical findings better than a number of other models, replicating earlier findings and showing that children attend to distributional probabilities in an adult corpus. This suggested that language is more prediction-and-error based, rather than on abstract rules which nativist camps suggest.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Abstractness" title="Abstractness">Abstractness</a>, <a href="https://publications.waset.org/search?q=child%20psychology" title=" child psychology"> child psychology</a>, <a href="https://publications.waset.org/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/search?q=prediction%20and%20error." title=" prediction and error."> prediction and error.</a> </p> <a href="https://publications.waset.org/4358/the-predictability-and-abstractness-of-language-a-study-in-understanding-and-usage-of-the-english-language-through-probabilistic-modeling-and-frequency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4358/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4358/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4358/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4358/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4358/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4358/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4358/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4358/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4358/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4358/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4358.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">2098</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">857</span> Turkic - Indian Lexical Parallels in the Framework of the Nostratic Language's Macrofamily</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Z.%20E.%20Iskakova">Z. E. Iskakova</a>, <a href="https://publications.waset.org/search?q=B.%20S.%20Bokuleva"> B. S. Bokuleva</a>, <a href="https://publications.waset.org/search?q=B.%20N.%20Zhubatova"> B. N. Zhubatova</a>, <a href="https://publications.waset.org/search?q=U.%20T.%20Alzhanbayeva"> U. T. Alzhanbayeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From ancient times Turkic languages have been in contact with numerous representatives of different language families. The article discusses the Turkic - Indian language contact and were shown promise and necessity of this trend for the Turkic linguistics, were given Turkic - Indian lexical parallels in the framework of the nostratic language's macro family. The research work has done on the base of lexical parallels (LP) -of Turkic (which belong to the Altaic family of languages) and Indian (including Dravidian and Indo-Aryan languages). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Language%20communications" title="Language communications">Language communications</a>, <a href="https://publications.waset.org/search?q=lexical%20parallels" title=" lexical parallels"> lexical parallels</a>, <a href="https://publications.waset.org/search?q=Nostratic%20languages" title=" Nostratic languages"> Nostratic languages</a>, <a href="https://publications.waset.org/search?q=Turkic%20languages." title=" Turkic languages."> Turkic languages.</a> </p> <a href="https://publications.waset.org/4062/turkic-indian-lexical-parallels-in-the-framework-of-the-nostratic-languages-macrofamily" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4062/apa" target="_blank" rel="nofollow" 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