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awareness</title> <meta name="description" content="Search results for: phonological awareness"> <meta name="keywords" content="phonological awareness"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="phonological awareness"> <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> 2772</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: phonological awareness</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2772</span> Phonological Processing and Its Role in Pseudo-Word Decoding in Children Learning to Read Kannada Language between 5.6 to 8.6 Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vangmayee.%20V.%20Subban">Vangmayee. V. Subban</a>, <a href="https://publications.waset.org/abstracts/search?q=Somashekara%20H.%20S"> Somashekara H. S</a>, <a href="https://publications.waset.org/abstracts/search?q=Shwetha%20Prabhu"> Shwetha Prabhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayashree%20S.%20Bhat"> Jayashree S. Bhat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction and Need: Phonological processing is critical in learning to read alphabetical and non-alphabetical languages. However, its role in learning to read Kannada an alphasyllabary is equivocal. The literature has focused on the developmental role of phonological awareness on reading. To the best of authors knowledge, the role of phonological memory and phonological naming has not been addressed in alphasyllabary Kannada language. Therefore, there is a need to evaluate the comprehensive role of the phonological processing skills in Kannada on word decoding skills during the early years of schooling. Aim and Objectives: The present study aimed to explore the phonological processing abilities and their role in learning to decode pseudowords in children learning to read the Kannada language during initial years of formal schooling between 5.6 to 8.6 years. Method: In this cross sectional study, 60 typically developing Kannada speaking children, 20 each from Grade I, Grade II, and Grade III between the age range of 5.6 to 6.6 years, 6.7 to 7.6 years and 7.7 to 8.6 years respectively were selected from Kannada medium schools. Phonological processing abilities were assessed using an assessment tool specifically developed to address the objectives of the present research. The assessment tool was content validated by subject experts and had good inter and intra-subject reliability. Phonological awareness was assessed at syllable level using syllable segmentation, blending, and syllable stripping at initial, medial and final position. Phonological memory was assessed using pseudoword repetition task and phonological naming was assessed using rapid automatized naming of objects. Both phonological awareneness and phonological memory measures were scored for the accuracy of the response, whereas Rapid Automatized Naming (RAN) was scored for total naming speed. Results: The mean scores comparison using one-way ANOVA revealed a significant difference (p ≤ 0.05) between the groups on all the measures of phonological awareness, pseudoword repetition, rapid automatized naming, and pseudoword reading. Subsequent post-hoc grade wise comparison using Bonferroni test revealed significant differences (p ≤ 0.05) between each of the grades for all the tasks except (p ≥ 0.05) for syllable blending, syllable stripping, and pseudoword repetition between Grade II and Grade III. The Pearson correlations revealed a highly significant positive correlation (p=0.000) between all the variables except phonological naming which had significant negative correlations. However, the correlation co-efficient was higher for phonological awareness measures compared to others. Hence, phonological awareness was chosen a first independent variable to enter in the hierarchical regression equation followed by rapid automatized naming and finally, pseudoword repetition. The regression analysis revealed syllable awareness as a single most significant predictor of pseudoword reading by explaining the unique variance of 74% and there was no significant change in R² when RAN and pseudoword repetition were added subsequently to the regression equation. Conclusion: Present study concluded that syllable awareness matures completely by Grade II, whereas the phonological memory and phonological naming continue to develop beyond Grade III. Amongst phonological processing skills, phonological awareness, especially syllable awareness is crucial for word decoding than phonological memory and naming during initial years of schooling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=phonological%20awareness" title="phonological awareness">phonological awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20memory" title=" phonological memory"> phonological memory</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20naming" title=" phonological naming"> phonological naming</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processing" title=" phonological processing"> phonological processing</a>, <a href="https://publications.waset.org/abstracts/search?q=pseudo-word%20decoding" title=" pseudo-word decoding"> pseudo-word decoding</a> </p> <a href="https://publications.waset.org/abstracts/101434/phonological-processing-and-its-role-in-pseudo-word-decoding-in-children-learning-to-read-kannada-language-between-56-to-86-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101434.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">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2771</span> Signed Language Phonological Awareness: Building Deaf Children's Vocabulary in Signed and Written Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lynn%20Mcquarrie">Lynn Mcquarrie</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Enns"> Charlotte Enns</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this project was to develop a visually-based, signed language phonological awareness training program and to pilot the intervention with signing deaf children (ages 6 -10 years/ grades 1 - 4) who were beginning readers to assess the effects of systematic explicit American Sign Language (ASL) phonological instruction on both ASL vocabulary and English print vocabulary learning. Growing evidence that signing learners utilize visually-based signed language phonological knowledge (homologous to the sound-based phonological level of spoken language processing) when reading underscore the critical need for further research on the innovation of reading instructional practices for visual language learners. Multiple single-case studies using a multiple probe design across content (i.e., sign and print targets incorporating specific ASL phonological parameters – handshapes) was implemented to examine if a functional relationship existed between instruction and acquisition of these skills. The results indicated that for all cases, representing a variety of language abilities, the visually-based phonological teaching approach was exceptionally powerful in helping children to build their sign and print vocabularies. Although intervention/teaching studies have been essential in testing hypotheses about spoken language phonological processes supporting non-deaf children’s reading development, there are no parallel intervention/teaching studies exploring hypotheses about signed language phonological processes in supporting deaf children’s reading development. This study begins to provide the needed evidence to pursue innovative teaching strategies that incorporate the strengths of visual learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=American%20sign%20language%20phonological%20awareness" title="American sign language phonological awareness">American sign language phonological awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20strategies" title=" dual language strategies"> dual language strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a> </p> <a href="https://publications.waset.org/abstracts/46214/signed-language-phonological-awareness-building-deaf-childrens-vocabulary-in-signed-and-written-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46214.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">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2770</span> Parental Engagement with Their Preschoolers’ Cognitive Development Prior to Their Kindergarten Admission: Sharjah-Based Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nada%20Mohammad%20Eljeshi">Nada Mohammad Eljeshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United Arab Emirates (UAE), preschoolers can enroll in kindergarten after completing four years old by August 31 of their admission year. This study aims to better understand how Sharjah-based parents’ engagement with preschoolers contributes to their phonological awareness, literacy development, and print knowledge before their kindergarten admission considering cognitive development is addressed in the UAE national child care standards. More specifically, it will discuss the importance of cognitive development activities to preschoolers, the rationale behind defining the admission age to kindergarten and compare and benchmark the policy to other countries. To achieve this study's objectives, an online survey was conducted and distributed. Respondents were asked 13 dichotomous questions related to activities that promote the preschooler’s linguistics literacy and cognitive development. The results suggested parents’ emphasis on phonological awareness, followed by developing their print knowledge. However, the majority of the surveyed parents did not engage in literacy development with their preschoolers. On this basis, it is clear parents’ awareness should occur by introducing various activities such as book reading, that there is a need to introduce and encourage parents to various activities such as reading a printed book and drawings to keep up with their children's cognitive development. The survey results suggested an emphasis on phonological awareness, followed by developing their print knowledge. However, the majority of the surveyed parents did not engage in literacy development with their preschoolers. On this basis, parental awareness of the importance of preschoolers' cognitive development should be developed and engage the parents in understanding their preschooler’s cognitive development before entering kindergarten. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title="preschoolers">preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20engagement" title=" parental engagement"> parental engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharjah-based%20case%20study" title=" Sharjah-based case study"> Sharjah-based case study</a> </p> <a href="https://publications.waset.org/abstracts/135672/parental-engagement-with-their-preschoolers-cognitive-development-prior-to-their-kindergarten-admission-sharjah-based-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135672.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">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2769</span> Language Skills in the Emergent Literacy of Spanish-Speaking Children with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adriana%20Salgado">Adriana Salgado</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Castaneda"> Sandra Castaneda</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Perez"> Ivan Perez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning to read and write is a complex process involving several cognitive skills, contextual, and cultural environments. The basis of this development is linguistic skills, such as the ability to name and understand vocabulary, retell a story, phonological awareness, letter knowledge, among others. In children with autism spectrum disorder (ASD), one of the main concerns is related to language disorders. Nevertheless, most of the children with ASD are able to decode written information but have difficulties in reading comprehension. The research of these processes in the Spanish-speaking population is limited. However, the increasing prevalence of this diagnosis (1 in 115 children) in Mexico has implications at different levels. Educational research is an important area of interest in ASD children, such as emergent literacy. Reading and writing expand the possibilities of academic, cultural, and social information access. Taking this information into account, the objective of this research was to identify the relationship between language skills, alphabet knowledge, phonological awareness, and early reading and writing in ASD Spanish-speaking children. The method used for this research was based on tasks that were selected, adapted and in some cases designed to measure initial reading and writing, as well as language skills (naming, receptive vocabulary, and narrative skills), phonological awareness (similar phonological word pairs, beginning sound awareness and spelling) and letter knowledge, in a sample of 45 children (38 boys and 7 girls) with prior diagnosis of ASD. Descriptive analyses, as well as bivariate correlations, cluster analysis, and canonical correspondence, were obtained for the data results. Results showed that variability was large; however, it was possible to characterize the sample in low, medium, and high score groups regarding children performance. The low score group (46.7% of the sample), had a null or deficient performance in language skills and phonological awareness, some could identify up to five letters of the alphabet, showed no early reading skills but they could scribble. The middle score group was characterized by a highly variable performance in different tasks, with better language skills in receptive and naming vocabulary, some narrative, letter knowledge, and phonological awareness (beginning sound awareness) skills. The high score group, (24.4% of the sample) had the best performance in language skills in relation to the sample data, as well as in the rest of the measured skills. Finally, scores were canonically correlated between naming, receptive vocabulary, narrative, phonological awareness, letter knowledge and initial learning of reading and writing skills for the high score group and letter knowledge, naming and receptive vocabulary for the lower score group, which is consistent with previous research in typical and ASD children. In conclusion, the obtained data is consistent with previous studies. Despite large variability, it was possible to identify performance profiles and relations based on linguistic, phonological awareness, and letter knowledge skills. These skills were predictor variables of the initial development of reading and writing. The above has implications for a future program and strategies development that may benefit the acquisition of reading and writing in ASD children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20literacy" title=" early literacy"> early literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emergent%20literacy" title=" emergent literacy"> emergent literacy</a> </p> <a href="https://publications.waset.org/abstracts/110365/language-skills-in-the-emergent-literacy-of-spanish-speaking-children-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110365.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">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2768</span> Symo-syl: A Meta-Phonological Intervention to Support Italian Pre-Schoolers’ Emergent Literacy Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Bastianello">Tamara Bastianello</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachele%20Ferrari"> Rachele Ferrari</a>, <a href="https://publications.waset.org/abstracts/search?q=Marinella%20Majorano"> Marinella Majorano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adoption of the syllabic approach in preschool programmes could support and reinforce meta-phonological awareness and literacy skills in children. The introduction of a meta-phonological intervention in preschool could facilitate the transition to primary school, especially for children with learning fragilities. In the present contribution, we want to investigate the efficacy of "Simo-syl" intervention in enhancing emergent literacy skills in children (especially for reading). Simo-syl is a 12 weeks multimedia programme developed for children to improve their language and communication skills and later literacy development in preschool. During the intervention, Simo-syl, an invented character, leads children in a series of meta-phonological games. Forty-six Italian preschool children (i.e., the Simo-syl group) participated in the programme; seventeen preschool children (i.e., the control group) did not participate in the intervention. Children in the two groups were between 4;10 and 5;9 years. They were assessed on their vocabulary, morpho-syntactical, meta-phonological, phonological, and phono-articulatory skills twice: 1) at the beginning of the last year of the preschool through standardised paper-based assessment tools and 2) one week after the intervention. All children in the Simo-syl group took part in the meta-phonological programme based on the syllabic approach. The intervention lasted 12 weeks (three activities per week; week 1: activities focused on syllable blending and spelling and a first approach to the written code; weeks 2-11: activities focused on syllables recognition; week 12: activities focused on vowels recognition). Very few children (Simo-syl group = 21, control group = 9) were tested again (post-test) one week after the intervention. Before starting the intervention programme, the Simo-syl and the control groups had similar meta-phonological, phonological, lexical skills (all ps > .05). One week after the intervention, a significant difference emerged between the two groups in their meta-phonological skills (syllable blending, p = .029; syllable spelling, p = .032), in their vowel recognition ability (p = .032) and their word reading skills (p = .05). An ANOVA confirmed the effect of the group membership on the developmental growth for the word reading task (F (1,28) = 6.83, p = .014, ηp2 = .196). Taking part in the Simo-syl intervention has a positive effect on the ability to read in preschool children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intervention%20programme" title="intervention programme">intervention programme</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-phonological%20skills" title=" meta-phonological skills"> meta-phonological skills</a>, <a href="https://publications.waset.org/abstracts/search?q=syllabic%20approach" title=" syllabic approach"> syllabic approach</a> </p> <a href="https://publications.waset.org/abstracts/141532/symo-syl-a-meta-phonological-intervention-to-support-italian-pre-schoolers-emergent-literacy-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141532.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">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2767</span> Comparing Phonological Processes in Persian-Arabic Bilingual Children and Monolingual Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vafa%20Delphi">Vafa Delphi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Delphi"> Maryam Delphi</a>, <a href="https://publications.waset.org/abstracts/search?q=Talieh%20Zarifian"> Talieh Zarifian</a>, <a href="https://publications.waset.org/abstracts/search?q=Enayatolah%20Bakhshi"> Enayatolah Bakhshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aim: Bilingualism is a common phenomenon in many countries of the world and May be consistent consonant errors in the speech of bilingual children. The aim of this study was to evaluate Phonological skills include occurrence proportion, frequency and type of phonological processes in Persian-Arabic speaking children in Ahvaz city, the center of Khuzestan. Method: This study is descriptive-analytical and cross-sectional. Twenty-eight children aged 36-48 months were divided into two groups Persian monolingual and Persian-Arabic bilingual: (14 participants in each group). Sampling was recruited randomly based on inclusion criteria from kindergartens of the Ahvaz city in Iran. The tool of this study was the Persian Phonological Test (PPT), a subtest of Persian Diagnostic Evaluation Articulation and Phonological test. In this test, Phonological processes were investigated in two groups: structure and substitution processes. Data was investigated using SPSS software and the U Mann-Whitney test. Results: The results showed that the proportion occurrence of substitution process was significantly different between two groups of monolingual and bilingual (P=0/001), But the type of phonological processes didn’t show a significant difference in both monolingual and bilingual children of the Persian-Arabic.The frequency of phonological processes is greater in bilingual children than monolingual children. Conclusion: The study showed that bilingualism has no effect on type of phonological processes, but this can be effective on the frequency of processes. Since the type of phonological processes in bilingual children is similar to monolingual children So we can conclude the Persian_arabic bilingual children's phonological system is similar to monolingual children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Persian-Arabic%20bilingual%20child" title="Persian-Arabic bilingual child">Persian-Arabic bilingual child</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processes" title=" phonological processes"> phonological processes</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20proportion%20occurrence%20of%20syllable%20structure" title=" the proportion occurrence of syllable structure"> the proportion occurrence of syllable structure</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20proportion%20occurrence%20of%20substitution" title=" the proportion occurrence of substitution"> the proportion occurrence of substitution</a> </p> <a href="https://publications.waset.org/abstracts/141276/comparing-phonological-processes-in-persian-arabic-bilingual-children-and-monolingual-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141276.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">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2766</span> Investigating the Pronunciation of '-S' and '-Ed' Suffixes in Yemeni English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saif%20Bareq">Saif Bareq</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivek%20Mirgane"> Vivek Mirgane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper seeks to explicate the pronunciation of the ‘-s’ and ‘-ed’ suffixes when applied in their relative places in word endings. It attempts to investigate the problems faced by Yemenis in the pronunciation of these suffixes in all occurrences and realizations. It discusses the realization of ‘s’ in the four areas of plural, 3rd person singular and genitive markers, and contraction of ‘has’ and ‘is’ as in he’s, it’s ..,etc. and shows how they are differently represented by three different sounds /s/, /z/ and /z/ based on the phonological structure of the words in which they occur. Similarly, it explains the realization of the ‘-ed’ suffix of the past and past participle marker and how it is realized differently by three sounds governed by the phonological structure of these words. Besides, it tries to shed some light on the English morphophonemic and phonological rules that govern the pronunciation of such troublesome endings. It is hypothesized that the absence of such phenomenon in the mother tongue pronunciation of these suffixes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suffixes%27%20Pronunciation" title="Suffixes' Pronunciation">Suffixes' Pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=Phonological%20Structure" title=" Phonological Structure"> Phonological Structure</a>, <a href="https://publications.waset.org/abstracts/search?q=Phonological%20Rules" title=" Phonological Rules"> Phonological Rules</a>, <a href="https://publications.waset.org/abstracts/search?q=Morpho-Phonemics" title=" Morpho-Phonemics"> Morpho-Phonemics</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20English" title=" Yemeni English"> Yemeni English</a> </p> <a href="https://publications.waset.org/abstracts/66130/investigating-the-pronunciation-of-s-and-ed-suffixes-in-yemeni-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66130.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">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2765</span> Investigating the Effect of Orthographic Transparency on Phonological Awareness in Bilingual Children with Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruthi%20Raveendran">Sruthi Raveendran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental dyslexia, characterized by reading difficulties despite normal intelligence, presents a significant challenge for bilingual children navigating languages with varying degrees of orthographic transparency. This study bridges a critical gap in dyslexia interventions for bilingual populations in India by examining how consistency and predictability of letter-sound relationships in a writing system (orthographic transparency) influence the ability to understand and manipulate the building blocks of sound in language (phonological processing). The study employed a computerized visual rhyme-judgment task with concurrent EEG (electroencephalogram) recording. The task compared reaction times, accuracy of performance, and event-related potential (ERP) components (N170, N400, and LPC) for rhyming and non-rhyming stimuli in two orthographies: English (opaque orthography) and Kannada (transparent orthography). As hypothesized, the results revealed advantages in phonological processing tasks for transparent orthography (Kannada). Children with dyslexia were faster and more accurate when judging rhymes in Kannada compared to English. This suggests that a language with consistent letter-sound relationships (transparent orthography) facilitates processing, especially for tasks that involve manipulating sounds within words (rhyming). Furthermore, brain activity measured by event-related potentials (ERP) showed less effort required for processing words in Kannada, as reflected by smaller N170, N400, and LPC amplitudes. These findings highlight the crucial role of orthographic transparency in optimizing reading performance for bilingual children with dyslexia. These findings emphasize the need for language-specific intervention strategies that consider the unique linguistic characteristics of each language. While acknowledging the complexity of factors influencing dyslexia, this research contributes valuable insights into the impact of orthographic transparency on phonological awareness in bilingual children. This knowledge paves the way for developing tailored interventions that promote linguistic inclusivity and optimize literacy outcomes for children with dyslexia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20dyslexia" title="developmental dyslexia">developmental dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20awareness" title=" phonological awareness"> phonological awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=rhyme%20judgment" title=" rhyme judgment"> rhyme judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=orthographic%20transparency" title=" orthographic transparency"> orthographic transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=Kannada" title=" Kannada"> Kannada</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=N170" title=" N170"> N170</a>, <a href="https://publications.waset.org/abstracts/search?q=N400" title=" N400"> N400</a>, <a href="https://publications.waset.org/abstracts/search?q=LPC" title=" LPC"> LPC</a> </p> <a href="https://publications.waset.org/abstracts/194120/investigating-the-effect-of-orthographic-transparency-on-phonological-awareness-in-bilingual-children-with-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194120.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">7</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2764</span> A Prevalence of Phonological Disorder in Children with Specific Language Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Etim">Etim</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Enefiok"> Victoria Enefiok</a>, <a href="https://publications.waset.org/abstracts/search?q=Dada"> Dada</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluseyi%20Akintunde"> Oluseyi Akintunde</a>, <a href="https://publications.waset.org/abstracts/search?q=Bassey%20Okon"> Bassey Okon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Phonological disorder is a serious and disturbing issue to many parents and teachers. Efforts towards resolving the problem have been undermined by other specific disabilities which were hidden to many regular and special education teachers. It is against this background that this study was motivated to provide data on the prevalence of phonological disorders in children with specific language impairment (CWSLI) as the first step towards critical intervention. The study was a survey of 15 CWSLI from St. Louise Inclusive schools, Ikot Ekpene in Akwa Ibom State of Nigeria. Phonological Processes Diagnostic Scale (PPDS) with 17 short sentences, which cut across the five phonological processes that were examined, were validated by experts in test measurement, phonology and special education. The respondents were made to read the sentences with emphasis on the targeted sounds. Their utterances were recorded and analyzed in the language laboratory using Praat Software. Data were also collected through friendly interactions at different times from the clients. The theory of generative phonology was adopted for the descriptive analysis of the phonological processes. Data collected were analyzed using simple percentage and composite bar chart for better understanding of the result. The study found out that CWSLI exhibited the five phonological processes under investigation. It was revealed that 66.7%, 80%, 73.3%, 80%, and 86.7% of the respondents have severe deficit in fricative stopping, velar fronting, liquid gliding, final consonant deletion and cluster reduction, respectively. It was therefore recommended that a nationwide survey should be carried out to have national statistics of CWSLI with phonological deficits and develop intervention strategies for effective therapy to remediate the disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20disorders" title="language disorders">language disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processes" title=" phonological processes"> phonological processes</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a> </p> <a href="https://publications.waset.org/abstracts/84265/a-prevalence-of-phonological-disorder-in-children-with-specific-language-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84265.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">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2763</span> Integrated Education at Jazan University: Budding Hope for Employability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayanthi%20Rajendran">Jayanthi Rajendran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Experience is what makes a man perfect. Though we tend to learn many a different things in life through practice still we need to go an extra mile to gain experience which would be profitable only when it is integrated with regular practice. A clear phenomenal idea is that every teacher is a learner. The centralized idea of this paper would focus on the integrated practices carried out among the students of Jizan University which enhances learning through experiences. Integrated practices like student-directed activities, balanced curriculum, phonological based activities and use of consistent language would enlarge the vision and mission of students to earn experience through learning. Students who receive explicit instruction and guidance could practice the skills and strategies through student-directed activities such as peer tutoring and cooperative learning. The second effective practice is to use consistent language. Consistent language provides students a model for talking about the new concepts which also enables them to communicate without hindrances. Phonological awareness is an important early reading skill for all students. Students generally have phonemic awareness in their home language can often transfer that knowledge to a second language. And also a balanced curriculum requires instruction in all the elements of reading. Reading is the most effective skill when both basic and higher-order skills are included on a daily basis. Computer based reading and listening skills will empower students to understand a language in a better way. English language learners can benefit from sound reading instruction even before they are fully proficient in English as long as the instruction is comprehensible. Thus, if students have to be well equipped in learning they should foreground themselves in various integrated practices through multifarious experience for which teachers are moderators and trainers. This type of learning prepares the students for a constantly changing society which helps them to meet the competitive world around them for better employability fulfilling the vision and mission of the institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consistent%20language" title="consistent language">consistent language</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20awareness" title=" phonological awareness"> phonological awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=balanced%20curriculum" title=" balanced curriculum"> balanced curriculum</a> </p> <a href="https://publications.waset.org/abstracts/30847/integrated-education-at-jazan-university-budding-hope-for-employability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30847.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">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2762</span> Cognitive Linguistic Features Underlying Spelling Development in a Second Language: A Case Study of L2 Spellers in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Van%20Staden">A. Van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tolmie"> A. Tolmie</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Vorster"> E. Vorster</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research confirms the multifaceted nature of spelling development and underscores the importance of both cognitive and linguistic skills that affect sound spelling development such as working and long-term memory, phonological and orthographic awareness, mental orthographic images, semantic knowledge and morphological awareness. This has clear implications for many South African English second language spellers (L2) who attempt to become proficient spellers. Since English has an opaque orthography, with irregular spelling patterns and insufficient sound/grapheme correspondences, L2 spellers can neither rely, nor draw on the phonological awareness skills of their first language (for example Sesotho and many other African languages), to assist them to spell the majority of English words. Epistemologically, this research is informed by social constructivism. In addition the researchers also hypothesized that the principles of the Overlapping Waves Theory was an appropriate lens through which to investigate whether L2 spellers could significantly improve their spelling skills via the implementation of an alternative route to spelling development, namely the orthographic route, and more specifically via the application of visual imagery. Post-test results confirmed the results of previous research that argues for the interactive nature of different cognitive and linguistic systems such as working memory and its subsystems and long-term memory, as learners were systematically guided to store visual orthographic images of words in their long-term lexicons. Moreover, the results have shown that L2 spellers in the experimental group (n = 9) significantly outperformed L2 spellers (n = 9) in the control group whose intervention involved phonological awareness (and coding) including the teaching of spelling rules. Consequently, L2 learners in the experimental group significantly improved in all the post-test measures included in this investigation, namely the four sub-tests of short-term memory; as well as two spelling measures (i.e. diagnostic and standardized measures). Against this background, the findings of this study look promising and have shown that, within a social-constructivist learning environment, learners can be systematically guided to apply higher-order thinking processes such as visual imagery to successfully store and retrieve mental images of spelling words from their output lexicons. Moreover, results from the present study could play an important role in directing research into this under-researched aspect of L2 literacy development within the South African education context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20second%20language%20spellers" title="English second language spellers">English second language spellers</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20and%20orthographic%20coding" title=" phonological and orthographic coding"> phonological and orthographic coding</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20constructivism" title=" social constructivism"> social constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20imagery%20as%20spelling%20strategy" title=" visual imagery as spelling strategy"> visual imagery as spelling strategy</a> </p> <a href="https://publications.waset.org/abstracts/46165/cognitive-linguistic-features-underlying-spelling-development-in-a-second-language-a-case-study-of-l2-spellers-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46165.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">359</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2761</span> Review of Literature: Using Technology to Help Language Learners at Improving Their Language Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eyup%20Bayram%20Guzel">Eyup Bayram Guzel</a>, <a href="https://publications.waset.org/abstracts/search?q=Osman%20Tunc"> Osman Tunc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People have been fairly interested in what technology offers to them around a scope of human necessities and it has become a part of human life. In this study, experimental studies were reviewed for the purpose of how technology helps language learners improve their phonemic awareness, reading comprehension and vocabulary development skills. As a conclusion, experimental studies demonstrated that students showed significant improvements up to 70% in phonological awareness, while they demonstrated up to 76% of improvements in reading comprehension and up to 77% in vocabulary development. The use of computer-assisted technologies and its positive outcomes were encouraged to be used more widely in order to meet the diverse needs of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology" title="technology">technology</a>, <a href="https://publications.waset.org/abstracts/search?q=phonemic%20awareness" title=" phonemic awareness"> phonemic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20development" title=" vocabulary development"> vocabulary development</a> </p> <a href="https://publications.waset.org/abstracts/37148/review-of-literature-using-technology-to-help-language-learners-at-improving-their-language-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37148.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">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2760</span> Lithuanian Sign Language Literature: Metaphors at the Phonological Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=An%C5%BEelika%20Teres%C4%97">Anželika Teresė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to solve issues in sign language linguistics, address matters pertaining to maintaining high quality of sign language (SL) translation, contribute to dispelling misconceptions about SL and deaf people, and raise awareness and understanding of the deaf community heritage, this presentation discusses literature in Lithuanian Sign Language (LSL) and inherent metaphors that are created by using the phonological parameter –handshape, location, movement, palm orientation and nonmanual features. The study covered in this presentation is twofold, involving both the micro-level analysis of metaphors in terms of phonological parameters as a sub-lexical feature and the macro-level analysis of the poetic context. Cognitive theories underlie research of metaphors in sign language literature in a range of SL. The study follows this practice. The presentation covers the qualitative analysis of 34 pieces of LSL literature. The analysis employs ELAN software widely used in SL research. The target is to examine how specific types of each phonological parameter are used for the creation of metaphors in LSL literature and what metaphors are created. The results of the study show that LSL literature employs a range of metaphors created by using classifier signs and by modifying the established signs. The study also reveals that LSL literature tends to create reference metaphors indicating status and power. As the study shows, LSL poets metaphorically encode status by encoding another meaning in the same sign, which results in creating double metaphors. The metaphor of identity has been determined. Notably, the poetic context has revealed that the latter metaphor can also be identified as a metaphor for life. The study goes on to note that deaf poets create metaphors related to the importance of various phenomena significance of the lyrical subject. Notably, the study has allowed detecting locations, nonmanual features and etc., never mentioned in previous SL research as used for the creation of metaphors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lithuanian%20sign%20language" title="Lithuanian sign language">Lithuanian sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language%20literature" title=" sign language literature"> sign language literature</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language%20metaphor" title=" sign language metaphor"> sign language metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor%20at%20the%20phonological%20level" title=" metaphor at the phonological level"> metaphor at the phonological level</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a> </p> <a href="https://publications.waset.org/abstracts/147518/lithuanian-sign-language-literature-metaphors-at-the-phonological-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147518.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">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2759</span> Effect of Phonological Complexity in Children with Specific Language Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irfana%20M.">Irfana M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Priyandi%20Kabasi"> Priyandi Kabasi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with specific language impairment (SLI) have difficulty acquiring and using language despite having all the requirements of cognitive skills to support language acquisition. These children have normal non-verbal intelligence, hearing, and oral-motor skills, with no history of social/emotional problems or significant neurological impairment. Nevertheless, their language acquisition lags behind their peers. Phonological complexity can be considered to be the major factor that causes the inaccurate production of speech in this population. However, the implementation of various ranges of complex phonological stimuli in the treatment session of SLI should be followed for a better prognosis of speech accuracy. Hence there is a need to study the levels of phonological complexity. The present study consisted of 7 individuals who were diagnosed with SLI and 10 developmentally normal children. All of them were Hindi speakers with both genders and their age ranged from 4 to 5 years. There were 4 sets of stimuli; among them were minimal contrast vs maximal contrast nonwords, minimal coarticulation vs maximal coarticulation nonwords, minimal contrast vs maximal contrast words and minimal coarticulation vs maximal coarticulation words. Each set contained 10 stimuli and participants were asked to repeat each stimulus. Results showed that production of maximal contrast was significantly accurate, followed by minimal coarticulation, minimal contrast and maximal coarticulation. A similar trend was shown for both word and non-word categories of stimuli. The phonological complexity effect was evident in the study for each participant group. Moreover, present study findings can be implemented for the management of SLI, specifically for the selection of stimuli. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coarticulation" title="coarticulation">coarticulation</a>, <a href="https://publications.waset.org/abstracts/search?q=minimal%20contrast" title=" minimal contrast"> minimal contrast</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20complexity" title=" phonological complexity"> phonological complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a> </p> <a href="https://publications.waset.org/abstracts/146147/effect-of-phonological-complexity-in-children-with-specific-language-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146147.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">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2758</span> Descriptive Analysis of Variations in Maguindanaon Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fhajema%20Kunso">Fhajema Kunso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People who live in the same region and who seemed to speak the same language still vary in some aspects of their language. The variation may occur in terms of pronunciation, lexicon, morphology, and syntax. This qualitative study described the phonological, morphological, and lexical variations of the Maguindanaon language among the ten Maguindanao municipalities. Purposive sampling, in-depth interviews, focus group discussion, and sorting and classifying of words according to phonological and morphological as well as lexical structures in data analysis were employed. The variations occurred through phonemic changes and other phonological processes and morphological processes. Phonological processes consisted of vowel lengthening and deletion while morphological processes included affixation, borrowing, and coinage. In the phonological variation, it was observed that there were phonemic changes in one dialect to another. For example, there was a change of phoneme /r/ to /l/. The phoneme /r/ was most likely to occur in Kabuntalan like /biru/, /kurIt/, and /kɘmɅr/ whereas in the rest of the dialects these were /bilu/, /kuIɪt/, and /kɘmɅl/ respectively. Morphologically, the affixation was the main way to know the tenses. For example, the root sarig (expect) when inserted with im becomes simarig, i.e. s + im + arig = simarig (expected). Lexical variation also existed in the Maguindanaon language. Results revealed that the variation in phonology, morphology, and lexicon were observed to be associated primarily on geographic distribution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=lexicon" title=" lexicon"> lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=Maguindanao" title=" Maguindanao"> Maguindanao</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=processes" title=" processes"> processes</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative" title=" qualitative"> qualitative</a>, <a href="https://publications.waset.org/abstracts/search?q=variation" title=" variation"> variation</a> </p> <a href="https://publications.waset.org/abstracts/76362/descriptive-analysis-of-variations-in-maguindanaon-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76362.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">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2757</span> Optimality Theoretic Account of Indian Loanwords in Hadhrami Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Saleh%20Lahmdi">Mohammed Saleh Lahmdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Obeid%20Alfadly"> Hassan Obeid Alfadly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores an optimality-theoretic account of Indian loanwords in Hadhrami Arabic (henceforth HA), a variety of Arabic spoken in Hadhramout Province in the coastal areas and Hadhramout Valley. The purpose of this paper is to find out how the phonological forms of Indian loanwords can be accounted for from an OT standpoint. To achieve this purpose, two main instruments were implemented: participant observation and interview. The sample of this study was selected carefully with certain characteristics by judgment sampling consisting of eleven informants. An ethnographic qualitative approach was employed to find out the phonological articulations that the researcher encountered during the implementation. Many phonological processes are used and several markedness and faithfulness constraints have been interacted in conflict in order to choose the optimal form of Hadhrami realisations. The findings of the study confirm that the Hadhrami syllable structure prevails over the donor language, i.e., the Indian (mainly Urdu) language. Specifically, markedness constraints dominate faithfulness ones when most of the Indian loanwords are incorporated into HA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20borrowing" title="linguistic borrowing">linguistic borrowing</a>, <a href="https://publications.waset.org/abstracts/search?q=optimality%20theory" title=" optimality theory"> optimality theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadhrami%20Arabic" title=" Hadhrami Arabic"> Hadhrami Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=loanword" title=" loanword"> loanword</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processes" title=" phonological processes"> phonological processes</a> </p> <a href="https://publications.waset.org/abstracts/185465/optimality-theoretic-account-of-indian-loanwords-in-hadhrami-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185465.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">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2756</span> Investigating the Influences of Long-Term, as Compared to Short-Term, Phonological Memory on the Word Recognition Abilities of Arabic Readers vs. Arabic Native Speakers: A Word-Recognition Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Insiya%20Bhalloo">Insiya Bhalloo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is quite common in the Muslim faith for non-Arabic speakers to be able to convert written Arabic, especially Quranic Arabic, into a phonological code without significant semantic or syntactic knowledge. This is due to prior experience learning to read the Quran (a religious text written in Classical Arabic), from a very young age such as via enrolment in Quranic Arabic classes. As compared to native speakers of Arabic, these Arabic readers do not have a comprehensive morpho-syntactic knowledge of the Arabic language, nor can understand, or engage in Arabic conversation. The study seeks to investigate whether mere phonological experience (as indicated by the Arabic readers’ experience with Arabic phonology and the sound-system) is sufficient to cause phonological-interference during word recognition of previously-heard words, despite the participants’ non-native status. Both native speakers of Arabic and non-native speakers of Arabic, i.e., those individuals that learned to read the Quran from a young age, will be recruited. Each experimental session will include two phases: An exposure phase and a test phase. During the exposure phase, participants will be presented with Arabic words (n=40) on a computer screen. Half of these words will be common words found in the Quran while the other half will be words commonly found in Modern Standard Arabic (MSA) but either non-existent or prevalent at a significantly lower frequency within the Quran. During the test phase, participants will then be presented with both familiar (n = 20; i.e., those words presented during the exposure phase) and novel Arabic words (n = 20; i.e., words not presented during the exposure phase. ½ of these presented words will be common Quranic Arabic words and the other ½ will be common MSA words but not Quranic words. Moreover, ½ the Quranic Arabic and MSA words presented will be comprised of nouns, while ½ the Quranic Arabic and MSA will be comprised of verbs, thereby eliminating word-processing issues affected by lexical category. Participants will then determine if they had seen that word during the exposure phase. This study seeks to investigate whether long-term phonological memory, such as via childhood exposure to Quranic Arabic orthography, has a differential effect on the word-recognition capacities of native Arabic speakers and Arabic readers; we seek to compare the effects of long-term phonological memory in comparison to short-term phonological exposure (as indicated by the presentation of familiar words from the exposure phase). The researcher’s hypothesis is that, despite the lack of lexical knowledge, early experience with converting written Quranic Arabic text into a phonological code will help participants recall the familiar Quranic words that appeared during the exposure phase more accurately than those that were not presented during the exposure phase. Moreover, it is anticipated that the non-native Arabic readers will also report more false alarms to the unfamiliar Quranic words, due to early childhood phonological exposure to Quranic Arabic script - thereby causing false phonological facilitatory effects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modern%20standard%20arabic" title="modern standard arabic">modern standard arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20facilitation" title=" phonological facilitation"> phonological facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20memory" title=" phonological memory"> phonological memory</a>, <a href="https://publications.waset.org/abstracts/search?q=Quranic%20arabic" title=" Quranic arabic"> Quranic arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20recognition" title=" word recognition"> word recognition</a> </p> <a href="https://publications.waset.org/abstracts/88574/investigating-the-influences-of-long-term-as-compared-to-short-term-phonological-memory-on-the-word-recognition-abilities-of-arabic-readers-vs-arabic-native-speakers-a-word-recognition-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88574.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">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2755</span> Contrastive Focus Marking in Brazilian Children under Typical and Atypical Phonological Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geovana%20Soncin">Geovana Soncin</a>, <a href="https://publications.waset.org/abstracts/search?q=Larissa%20Berti"> Larissa Berti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some aspects of prosody acquisition remain still unclear, especially regarding atypical speech development processes. This work deals with prosody acquisition and its implications for clinical purposes. Therefore, we analyze speech samples produced by adult speakers, children in typical language development, and children with phonological disorders. Phonological disorder comprises deviating manifestations characterized by inconsistencies in the phonological representation of a linguistic system under acquisition. The clinical assessment is performed mostly based on contrasts whose manifestations occur in the segmental level of a phonological system. Prosodic organization of spoken utterances is not included in the standard assessment. However, assuming that prosody is part of the phonological system, it was hypothesized that children with Phonological Disorders could present inconsistencies that also occur at a prosodic level. Based on this hypothesis, the paper aims to analyze contrastive focus marking in the speech of children with Phonological Disorders in comparison with the speech of children under Typical Language Development and adults. The participants of all groups were native speakers of Brazilian Portuguese. The investigation was designed in such a way as to identify differences and similarities among the groups that could be interpreted as clues of normal or deviant processes of prosody acquisition. Contrastive focus in Brazilian Portuguese is marked by increasing duration, f0, and intensity on the focused element as well as by a particular type of pitch accent (L*+H). Thirty-nine subjects participated, thirteen from each group. Acoustic analysis was performed, considering duration, intensity, and intonation as parameters. Children with PD were recruited in sessions from a service provided by Speech-Language Pathology Therapy; children in TD, paired in age and sex with the first group, were recruited in a regular school; and 20-24 years old adults were recruited from a University class. In a game prepared to elicit focused sentences, all of them produced the sentence “Girls love red dress,” marking focus on different syntactic positions: subject, verb, and object. Results showed that adults, children in typical language development, and children with Phonological Disorders marked contrastive focus differently: typical children used all parameters like adults do; however, in comparison with them, they exaggerated duration and, in the opposite direction, they did not increase f0 in a sufficient magnitude as adults; children with Phonological Disorder presented inconsistencies in duration, not increasing it in some syntactic positions, and also in intonation, not producing the representative pitch accent of contrastive focus. The results suggest prosody is also affected by phonological disorder and give clues of developmental processes of prosody acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20Portuguese" title="Brazilian Portuguese">Brazilian Portuguese</a>, <a href="https://publications.waset.org/abstracts/search?q=contrastive%20focus" title=" contrastive focus"> contrastive focus</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20disorder" title=" phonological disorder"> phonological disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=prosody%20acquisition" title=" prosody acquisition"> prosody acquisition</a> </p> <a href="https://publications.waset.org/abstracts/167865/contrastive-focus-marking-in-brazilian-children-under-typical-and-atypical-phonological-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167865.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">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2754</span> Grounding Chinese Language Vocabulary Teaching and Assessment in the Working Memory Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chan%20Kwong%20Tung">Chan Kwong Tung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since Baddeley and Hitch’s seminal research in 1974 on working memory (WM), this topic has been of great interest to language educators. Although there are some variations in the definitions of WM, recent findings in WM have contributed vastly to our understanding of language learning, especially its effects on second language acquisition (SLA). For example, the phonological component of WM (PWM) and the executive component of WM (EWM) have been found to be positively correlated with language learning. This paper discusses two general, yet highly relevant WM findings that could directly affect the effectiveness of Chinese Language (CL) vocabulary teaching and learning, as well as the quality of its assessment. First, PWM is found to be critical for the long-term learning of phonological forms of new words. Second, EWM is heavily involved in interpreting the semantic characteristics of new words, which consequently affects the quality of learners’ reading comprehension. These two ideas are hardly discussed in the Chinese literature, both conceptual and empirical. While past vocabulary acquisition studies have mainly focused on the cognitive-processing approach, active processing, ‘elaborate processing’ (or lexical elaboration) and other effective learning tasks and strategies, it is high time to balance the spotlight to the WM (particularly PWM and EWM) to ensure an optimum control on the teaching and learning effectiveness of such approaches, as well as the validity of this language assessment. Given the unique phonological, orthographical and morphological properties of the CL, this discussion will shed some light on the vocabulary acquisition of this Sino-Tibetan language family member. Together, these two WM concepts could have crucial implications for the design, development, and planning of vocabularies and ultimately reading comprehension teaching and assessment in language education. Hopefully, this will raise an awareness and trigger a dialogue about the meaning of these findings for future language teaching, learning, and assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20Language" title="Chinese Language">Chinese Language</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20assessment" title=" vocabulary assessment"> vocabulary assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching" title=" vocabulary teaching"> vocabulary teaching</a> </p> <a href="https://publications.waset.org/abstracts/75579/grounding-chinese-language-vocabulary-teaching-and-assessment-in-the-working-memory-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75579.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">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2753</span> English Loanwords in the Egyptian Variety of Arabic: Morphological and Phonological Changes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Yacoub">Mohamed Yacoub </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the English loanwords in the Egyptian variety of Arabic and reaches three findings. Data, in the first finding, were collected from Egyptian movies and soap operas; over two hundred words have been borrowed from English, code-switching was not included. These words then have been put into eleven different categories according to their use and part of speech. Finding two addresses the morphological and phonological change that occurred to these words. Regarding the phonological change, eight categories were found in both consonant and vowel variation, five for consonants and three for vowels. Examples were given for each. Regarding the morphological change, five categories were found including the masculine, feminine, dual, broken, and non-pluralize-able nouns. The last finding is the answers to a four-question survey that addresses forty eight native speakers of Egyptian Arabic and found that most participants did not recognize English borrowed words and thought they were originally Arabic and could not give Arabic equivalents for the loanwords that they could recognize. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title="sociolinguistics">sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=loanwords" title=" loanwords"> loanwords</a>, <a href="https://publications.waset.org/abstracts/search?q=borrowing" title=" borrowing"> borrowing</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=variation" title=" variation"> variation</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20dialect" title=" Egyptian dialect"> Egyptian dialect</a> </p> <a href="https://publications.waset.org/abstracts/40179/english-loanwords-in-the-egyptian-variety-of-arabic-morphological-and-phonological-changes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40179.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">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2752</span> Phonological Variation in the Speech of Grade 1 Teachers in Select Public Elementary Schools in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Leonora%20D.%20Guerrero">M. Leonora D. Guerrero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempted to uncover the most and least frequent phonological variation evident in the speech patterns of grade 1 teachers in select public elementary schools in the Philippines. It also determined the lectal description of the participants based on Tayao’s consonant charts for American and Philippine English. Descriptive method was utilized. A total of 24 grade 1 teachers participated in the study. The instrument used was word list. Each column in the word list is represented by words with the target consonant phonemes: labiodental fricatives f/ and /v/ and lingua-alveolar fricative /z/. These phonemes were in the initial, medial, and final positions, respectively. Findings of the study revealed that the most frequent variation happened when the participants read words with /z/ in the final position while the least frequent variation happened when the participants read words with /z/ in the initial position. The study likewise proved that the grade 1 teachers exhibited the segmental features of both the mesolect and basilect. Based on these results, it is suggested that teachers of English in the Philippines must aspire to manifest the features of the mesolect, if not, the acrolect since it is expected of the academicians not to be displaying the phonological features of the acrolects since this variety is only used by the 'uneducated.' This is especially so with grade 1 teachers who are often mimicked by their students who classify their speech as the 'standard.' <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consonant%20phonemes" title="consonant phonemes">consonant phonemes</a>, <a href="https://publications.waset.org/abstracts/search?q=lectal%20description" title=" lectal description"> lectal description</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippine%20English" title=" Philippine English"> Philippine English</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20variation" title=" phonological variation"> phonological variation</a> </p> <a href="https://publications.waset.org/abstracts/73753/phonological-variation-in-the-speech-of-grade-1-teachers-in-select-public-elementary-schools-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2751</span> The Facilitatory Effect of Phonological Priming on Visual Word Recognition in Arabic as a Function of Lexicality and Overlap Positions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Al%20Moussaoui">Ali Al Moussaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An experiment was designed to assess the performance of 24 Lebanese adults (mean age 29:5 years) in a lexical decision making (LDM) task to find out how the facilitatory effect of phonological priming (PP) affects the speed of visual word recognition in Arabic as lexicality (wordhood) and phonological overlap positions (POP) vary. The experiment falls in line with previous research on phonological priming in the light of the cohort theory and in relation to visual word recognition. The experiment also departs from the research on the Arabic language in which the importance of the consonantal root as a distinct morphological unit is confirmed. Based on previous research, it is hypothesized that (1) PP has a facilitating effect in LDM with words but not with nonwords and (2) final phonological overlap between the prime and the target is more facilitatory than initial overlap. An LDM task was programmed on PsychoPy application. Participants had to decide if a target (e.g., bayn ‘between’) preceded by a prime (e.g., bayt ‘house’) is a word or not. There were 4 conditions: no PP (NP), nonwords priming nonwords (NN), nonwords priming words (NW), and words priming words (WW). The conditions were simultaneously controlled for word length, wordhood, and POP. The interstimulus interval was 700 ms. Within the PP conditions, POP was controlled for in which there were 3 overlap positions between the primes and the targets: initial (e.g., asad ‘lion’ and asaf ‘sorrow’), final (e.g., kattab ‘cause to write’ 2sg-mas and rattab ‘organize’ 2sg-mas), or two-segmented (e.g., namle ‘ant’ and naħle ‘bee’). There were 96 trials, 24 in each condition, using a within-subject design. The results show that concerning (1), the highest average reaction time (RT) is that in NN, followed firstly by NW and finally by WW. There is statistical significance only between the pairs NN-NW and NN-WW. Regarding (2), the shortest RT is that in the two-segmented overlap condition, followed by the final POP in the first place and the initial POP in the last place. The difference between the two-segmented and the initial overlap is significant, while other pairwise comparisons are not. Based on these results, PP emerges as a facilitatory phenomenon that is highly sensitive to lexicality and POP. While PP can have a facilitating effect under lexicality, it shows no facilitation in its absence, which intersects with several previous findings. Participants are found to be more sensitive to the final phonological overlap than the initial overlap, which also coincides with a body of earlier literature. The results contradict the cohort theory’s stress on the onset overlap position and, instead, give more weight to final overlap, and even heavier weight to the two-segmented one. In conclusion, this study confirms the facilitating effect of PP with words but not when stimuli (at least the primes and at most both the primes and targets) are nonwords. It also shows that the two-segmented priming is the most influential in LDM in Arabic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lexicality" title="lexicality">lexicality</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20overlap%20positions" title=" phonological overlap positions"> phonological overlap positions</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20priming" title=" phonological priming"> phonological priming</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20word%20recognition" title=" visual word recognition"> visual word recognition</a> </p> <a href="https://publications.waset.org/abstracts/97923/the-facilitatory-effect-of-phonological-priming-on-visual-word-recognition-in-arabic-as-a-function-of-lexicality-and-overlap-positions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97923.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">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2750</span> Phonological Characteristics of Severe to Profound Hearing Impaired Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbar%20Darouie">Akbar Darouie</a>, <a href="https://publications.waset.org/abstracts/search?q=Mamak%20Joulaie"> Mamak Joulaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In regard of phonological skills development importance and its influence on other aspects of language, this study has been performed. Determination of some phonological indexes in children with hearing impairment and comparison with hearing children was the objective. A sample of convenience was selected from a rehabilitation center and a kindergarten in Karaj, Iran. Participants consisted of 12 hearing impaired and 12 hearing children (age range: 5 years and 6 months to 6 years and 6 months old). Hearing impaired children suffered from severe to profound hearing loss while three of them were cochlear implanted and the others were wearing hearing aids. Conversational speech of these children was recorded and 50 first utterances were selected to analyze. Percentage of consonant correct (PCC) and vowel correct (PVC), initial and final consonant omission error, cluster consonant omission error and syllabic structure variety were compared in two groups. Data were analyzed with t test (version 16th SPSS). Comparison between PCC and PVC averages in two groups showed a significant difference (P< 0/01). There was a significant difference about final consonant emission error (P<0/001) and initial consonant emission error (P<0/01) too. Also, the differences between two groups on cluster consonant omission were significant (P<0/001). Therefore, some changes were seen in syllabic structures in children with hearing impairment compared to typical group. This study demonstrates some phonological differences in Farsi language between two groups of children. Therefore, it seems, in clinical practices we must notice this issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hearing%20impairment" title="hearing impairment">hearing impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a>, <a href="https://publications.waset.org/abstracts/search?q=consonant" title=" consonant"> consonant</a> </p> <a href="https://publications.waset.org/abstracts/11697/phonological-characteristics-of-severe-to-profound-hearing-impaired-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11697.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">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2749</span> The Role of Ideophones: Phonological and Morphological Characteristics in Literature </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Bah%C3%B3n%20Arnaiz">Cristina Bahón Arnaiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many Asian languages, such as Korean and Japanese, are well-known for their wide use of sound symbolic words or ideophones. This is a very particular characteristic which enriches its lexicon hugely. Ideophones are a class of sound symbolic words that utilize sound symbolism to express aspects, states, emotions, or conditions that can be experienced through the senses, such as shape, color, smell, action or movement. Ideophones have very particular characteristics in terms of sound symbolism and morphology, which distinguish them from other words. The phonological characteristics of ideophones are vowel ablaut or vowel gradation and consonant mutation. In the case of Korean, there are light vowels and dark vowels. Depending on the type of vowel that is used, the meaning will slightly change. Consonant mutation, also known as consonant ablaut, contributes to the level of intensity, emphasis, and volume of an expression. In addition to these phonological characteristics, there is one main morphological singularity, which is reduplication and it carries the meaning of continuity, repetition, intensity, emphasis, and plurality. All these characteristics play an important role in both linguistics and literature as they enhance the meaning of what is trying to be expressed with incredible semantic detail, expressiveness, and rhythm. The following study will analyze the ideophones used in a single paragraph of a Korean novel, which add incredible yet subtle detail to the meaning of the words, and advance the expressiveness and rhythm of the text. The results from analyzing one paragraph from a novel, after presenting the phonological and morphological characteristics of Korean ideophones, will evidence the important role that ideophones play in literature.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ideophones" title="ideophones">ideophones</a>, <a href="https://publications.waset.org/abstracts/search?q=mimetic%20words" title=" mimetic words"> mimetic words</a>, <a href="https://publications.waset.org/abstracts/search?q=phonomimes" title=" phonomimes"> phonomimes</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomimes" title=" phenomimes"> phenomimes</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomimes" title=" psychomimes"> psychomimes</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20symbolism" title=" sound symbolism"> sound symbolism</a> </p> <a href="https://publications.waset.org/abstracts/106627/the-role-of-ideophones-phonological-and-morphological-characteristics-in-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106627.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">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2748</span> Consonant Harmony and the Challenges of Articulation and Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Froogh%20Shooshtaryzadeh">Froogh Shooshtaryzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Pramod%20Pandey"> Pramod Pandey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigates place and manner harmony in typically developing (TD) children and children with phonological disorder (PD) who are acquiring Farsi as their first language. Five TD and five PD children are examined regarding their place and manner harmony patterns. Data is collected through a Picture-Naming Task using 132 pictures of different items designed to elicit the production of 132 different words. The examination of the data has indicated some similarities and differences in harmony patterns in PD and TD children. Moreover, the results of this study on the place and manner harmony have illustrated some differences with the results of the preceding studies on languages other than Farsi. The results of this study are discussed and compared with results from other studies. Optimality Theory is employed to explain some of the findings of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=place%20harmony" title="place harmony">place harmony</a>, <a href="https://publications.waset.org/abstracts/search?q=manner%20harmony" title=" manner harmony"> manner harmony</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20development" title=" phonological development"> phonological development</a>, <a href="https://publications.waset.org/abstracts/search?q=Farsi" title=" Farsi"> Farsi</a> </p> <a href="https://publications.waset.org/abstracts/31650/consonant-harmony-and-the-challenges-of-articulation-and-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31650.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">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2747</span> Cybersecurity Awareness Among Applied Sciences Student Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanja%20Bracun">Sanja Bracun</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikolina%20Kasunic"> Nikolina Kasunic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After graduation, the student population of applied sciences will become the population of employees on IT experts’ positions or "just" business users of certain IT technologies for which the level of awareness of existing cybersecurity risks is extremely important. This research results define the current cybersecurity awareness level of students at Zagreb University of Applied Sciences (TVZ), what can be useful not only for teaching staff to form a curriculum related to cybersecurity more accurately but also to employers to know what to expect from their future employees regarding cybersecurity awareness level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20population%20cybersecurity%20awareness" title="student population cybersecurity awareness">student population cybersecurity awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity%20awareness" title=" cybersecurity awareness"> cybersecurity awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20sciences%20students" title=" applied sciences students"> applied sciences students</a> </p> <a href="https://publications.waset.org/abstracts/150938/cybersecurity-awareness-among-applied-sciences-student-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150938.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">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2746</span> Understanding the Interactive Nature in Auditory Recognition of Phonological/Grammatical/Semantic Errors at the Sentence Level: An Investigation Based upon Japanese EFL Learners’ Self-Evaluation and Actual Language Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hirokatsu%20Kawashima">Hirokatsu Kawashima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One important element of teaching/learning listening is intensive listening such as listening for precise sounds, words, grammatical, and semantic units. Several classroom-based investigations have been conducted to explore the usefulness of auditory recognition of phonological, grammatical and semantic errors in such a context. The current study reports the results of one such investigation, which targeted auditory recognition of phonological, grammatical, and semantic errors at the sentence level. 56 Japanese EFL learners participated in this investigation, in which their recognition performance of phonological, grammatical and semantic errors was measured on a 9-point scale by learners’ self-evaluation from the perspective of 1) two types of similar English sound (vowel and consonant minimal pair words), 2) two types of sentence word order (verb phrase-based and noun phrase-based word orders), and 3) two types of semantic consistency (verb-purpose and verb-place agreements), respectively, and their general listening proficiency was examined using standardized tests. A number of findings have been made about the interactive relationships between the three types of auditory error recognition and general listening proficiency. Analyses based on the OPLS (Orthogonal Projections to Latent Structure) regression model have disclosed, for example, that the three types of auditory error recognition are linked in a non-linear way: the highest explanatory power for general listening proficiency may be attained when quadratic interactions between auditory recognition of errors related to vowel minimal pair words and that of errors related to noun phrase-based word order are embraced (R2=.33, p=.01). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20error%20recognition" title="auditory error recognition">auditory error recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20listening" title=" intensive listening"> intensive listening</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=investigation" title=" investigation"> investigation</a> </p> <a href="https://publications.waset.org/abstracts/24209/understanding-the-interactive-nature-in-auditory-recognition-of-phonologicalgrammaticalsemantic-errors-at-the-sentence-level-an-investigation-based-upon-japanese-efl-learners-self-evaluation-and-actual-language-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24209.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">513</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2745</span> Preliminary Study of the Phonological Development in Three and Four Year Old Bulgarian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsvetomira%20Braynova">Tsvetomira Braynova</a>, <a href="https://publications.waset.org/abstracts/search?q=Miglena%20Simonska"> Miglena Simonska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article presents the results of research on phonological processes in three and four-year-old children. For the purpose of the study, an author's test was developed and conducted among 120 children. The study included three areas of research - at the level of words (96 words), at the level of sentence repetition (10 sentences) and at the level of generating own speech from a picture (15 pictures). The test also gives us additional information about the articulation errors of the assessed children. The main purpose of the icing is to analyze all phonological processes that occur at this age in Bulgarian children and to identify which are typical and atypical for this age. The results show that the most common phonology errors that children make are: sound substitution, an elision of sound, metathesis of sound, elision of a syllable, and elision of consonants clustered in a syllable. All examined children were identified with the articulatory disorder from type bilabial lambdacism. Measuring the correlation between the average length of repeated speech and the average length of generated speech, the analysis proves that the more words a child can repeat in part “repeated speech,” the more words they can be expected to generate in part “generating sentence.” The results of this study show that the task of naming a word provides sufficient and representative information to assess the child's phonology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=articulation" title=" articulation"> articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=speech-language%20development" title=" speech-language development"> speech-language development</a> </p> <a href="https://publications.waset.org/abstracts/142454/preliminary-study-of-the-phonological-development-in-three-and-four-year-old-bulgarian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142454.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">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2744</span> Climate Change Awareness at the Micro Level: Case Study of Grande Riviere, Trinidad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherry%20Ann%20Ganase">Sherry Ann Ganase</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Sookram"> Sandra Sookram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the level of awareness to climate change and major factors that influence such awareness in Grande Riviere, Trinidad. Through the development of an Awareness Index and application of a Structural Equation Model to survey data, the findings suggest an Awareness index value of 0.459 in Grande Riviere. These results suggest that households have climate smart attitudes and behaviors but climate knowledge is lacking. This is supported by the structural equation model which shows a negative relationship between awareness and causes of climate change. The study concludes by highlighting the need for immediate action on increasing knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title=" climate change"> climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20education" title=" climate education"> climate education</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20structural%20equation%20model" title=" index structural equation model "> index structural equation model </a> </p> <a href="https://publications.waset.org/abstracts/20602/climate-change-awareness-at-the-micro-level-case-study-of-grande-riviere-trinidad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20602.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">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2743</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/abstracts/search?q=Ugwu%20Elias%20Ikechukwu">Ugwu Elias Ikechukwu </a> </p> <p class="card-text"><strong>Abstract:</strong></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 class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reciprocal%20interferences" title="reciprocal interferences">reciprocal interferences</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title=" bilingualism"> bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=implications" title=" implications"> implications</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20pedagogy" title=" language pedagogy "> language pedagogy </a> </p> <a href="https://publications.waset.org/abstracts/3835/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/abstracts/3835.pdf" target="_blank" class="btn btn-primary 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