Multimodality language mapping in patients with left-hemispheric language dominance on Wada test.

Science.gov (United States)

Kojima, Katsuaki; Brown, Erik C; Rothermel, Robert; Carlson, Alanna; Matsuzaki, Naoyuki; Shah, Aashit; Atkinson, Marie; Mittal, Sandeep; Fuerst, Darren; Sood, Sandeep; Asano, Eishi

2012-10-01

We determined the utility of electrocorticography (ECoG) and stimulation for detecting language-related sites in patients with left-hemispheric language-dominance on Wada test. We studied 13 epileptic patients who underwent language mapping using event-related gamma-oscillations on ECoG and stimulation via subdural electrodes. Sites showing significant gamma-augmentation during an auditory-naming task were defined as language-related ECoG sites. Sites at which stimulation resulted in auditory perceptual changes, failure to verbalize a correct answer, or sensorimotor symptoms involving the mouth were defined as language-related stimulation sites. We determined how frequently these methods revealed language-related sites in the superior-temporal, inferior-frontal, dorsolateral-premotor, and inferior-Rolandic regions. Language-related sites in the superior-temporal and inferior-frontal gyri were detected by ECoG more frequently than stimulation (p hemispheric language-dominance. Measurement of language-related gamma-oscillations is warranted in presurgical evaluation of epileptic patients. Copyright © 2012 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Teaching English as an International Language

Science.gov (United States)

Selvi, A. F.; Yazan, B.

2013-01-01

English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past,…

Making the grade: The English language test dilemma.

Science.gov (United States)

Trueland, Jennifer

2017-08-02

Hayley Purcell admits she felt apprehensive about receiving the results of a test designed to ensure she was proficient in English. After months of preparation, at a cost of several hundred pounds, the Australian had achieved a very good result overall, with 7.5 out of a possible nine in the International English Language Testing System (IELTS).

Preparing teachers to teach English as an international language

CERN Document Server

Matsuda, Aya

2017-01-01

This book explores ways to prepare teachers to teach English as an International Language, and provides theoretically-grounded models for EIL-informed teacher education. It includes two chapters that present a theoretical approach to EIL teacher education, followed by descriptions of field-tested teacher education programs, courses and activities.

Engaging the Discourse of International Language Recognition through ISO 639-3 Signed Language Change Requests

Science.gov (United States)

Parks, Elizabeth

2015-01-01

Linguistic ideologies that are left unquestioned and unexplored, especially as reflected and produced in marginalized language communities, can contribute to inequality made real in decisions about languages and the people who use them. One of the primary bodies of knowledge guiding international language policy is the International Organization…

Validity, Reliability and Standardization Study of the Language Assessment Test for Aphasia

Directory of Open Access Journals (Sweden)

Bülent Toğram

2012-09-01

Full Text Available OBJECTIVE: Aphasia assessment is the first step towards a well- founded language therapy. Language tests need to consider cultural as well as typological linguistic aspects of a given language. This study was designed to determine the standardization, validity and reliability of Language Assessment Test for Aphasia, which consists of eight subtests including spontaneous speech and language, auditory comprehension, repetition, naming, reading, grammar, speech acts, and writing. METHODS: The test was administered to 282 healthy participants and 92 aphasic participants in age, education and gender matched groups. The validity study of the test was investigated with analysis of content, structure and criterion-related validity. For reliability of the test, the analysis of internal consistency, stability and equivalence reliability was conducted. The influence of variables on healhty participants’ sub-test scores, test score and language score was examined. According to significant differences, norms and cut-off scores based on language score were determined. RESULTS: The group with aphasia performed highly lower than healthy participants on subtest, test and language scores. The test scores of healthy group were mostly affected by age and educational level but not affected by gender. According to significant differences, age and educational level for both groups were determined. Considering age and educational levels, the reference values for the cut-off scores were presented. CONCLUSION: The test was found to be a highly reliable and valid aphasia test for Turkish- speaking aphasic patients either in Turkey or other Turkish communities around the world

Internal testing of pipe systems with IRIS inspection system

International Nuclear Information System (INIS)

1986-01-01

The internal piping inspection system IRIS allows inside testing of pipes with an internal diameter of NW 70 as a minimum, and of any horizontal or vertical layout of the piping system. Visual testing is done by means of an integrated CCD video system with high resolution power. Technical data are given and examples of applications, in the German and English language. (DG) [de

The Development of Internal State Language during the Third Year of Life: A Longitudinal Parent Report Study

Science.gov (United States)

Kristen, Susanne; Sodian, Beate; Licata, Maria; Thoermer, Claudia; Poulin-Dubois, Diane

2012-01-01

Children's talk about the mind has been scarcely studied in non-English speakers. For this reason, this longitudinal study documents age-related changes in German-speaking children's internal state language. At 24, 30 and 36?months, children were administered general language tests and their internal state vocabulary levels were obtained via…

Esperanto and International Language Problems: A Research Bibliography.

Science.gov (United States)

Tonkin, Humphrey R.

This bibliography is intended both for the researcher and for the occasional student of international language problems, particularly as these relate to the international language Esperanto. The book is divided into two main sections: Part One deals with problems arising from communication across national boundaries and the search for a solution…

Viability of Construct Validity of the Speaking Modules of International Language Examinations (IELTS vs. TOEFL iBT): Evidence from Iranian Test-Takers

Science.gov (United States)

Zahedi, Keivan; Shamsaee, Saeedeh

2012-01-01

The aim of the present research is to examine the viability of the construct validity of the speaking modules of two internationally recognized language proficiency examinations, namely IELTS and TOEFL iBT. High-stake standardized tests play a crucial and decisive role in determining the future academic life of many people. Overall obtained scores…

Testing framework for embedded languages

Science.gov (United States)

Leskó, Dániel; Tejfel, Máté

2012-09-01

Embedding a new programming language into an existing one is a widely used technique, because it fastens the development process and gives a part of a language infrastructure for free (e.g. lexical, syntactical analyzers). In this paper we are presenting a new advantage of this development approach regarding to adding testing support for these new languages. Tool support for testing is a crucial point for a newly designed programming language. It could be done in the hard way by creating a testing tool from scratch, or we could try to reuse existing testing tools by extending them with an interface to our new language. The second approach requires less work, and also it fits very well for the embedded approach. The problem is that the creation of such interfaces is not straightforward at all, because the existing testing tools were mostly not designed to be extendable and to be able to deal with new languages. This paper presents an extendable and modular model of a testing framework, in which the most basic design decision was to keep the - previously mentioned - interface creation simple and straightforward. Other important aspects of our model are the test data generation, the oracle problem and the customizability of the whole testing phase.

Argumentative Features of International English Language Testing System (IELTS) Essays: A Rhetorical Analysis on Successful Exam Essays

Science.gov (United States)

Ananda, Ririn Putra; Arsyad, Safnil; Dharmayana, I Wayan

2018-01-01

An argument in academic writing is an essential element; it is used to convince readers that the writer's opinion or claim can be acceptable. However, this may be problematic for university students or new writers especially when writing in a language other than their first language such as Indonesians who take an international English writing…

Communicative language testing in ESP context

Directory of Open Access Journals (Sweden)

Alma Cenkaj Vladi

2015-11-01

Full Text Available Language tests have always been important to people. Language is the most important means of communication, and only through it we can convey and receive messages, as well as test our cognitive abilities in different fields of knowledge. But while testing other cognitive areas of human knowledge is considered relatively easy, testing language itself has resulted rather difficult. Language testing theory has undergone several phases of development, from being completely uninterested in reliability and validity, to becoming obsessed with statistical formulae, which would have catered for the much wanted reliability. Swaying from one extreme to the other, communicative language testing seems to have found a balance between reliability through statistical analyses on the one hand, and validity through closely observing elements of language competence and performance, as well as ethical issues which bring tests closer to the social dimension. This article will give a general overview of how communicative language testing came in place, the theory and pertaining elements of such tests, as well as issues that have yet to be answered.

Democratizing English as an International Language.

Science.gov (United States)

Deneire, Marc

The aim of this paper is threefold. The first section shows how the political uses of language engendered by both western-style liberalism on the one hand and various forms of nationalism on the other lead to the negation of democratic ideals. Because of the current international situation, political aspects of language are receiving more and more…

Professional Language Training of International Students in the Multicultural Environment of University for International Relations

Directory of Open Access Journals (Sweden)

Tatyana Glebova

2014-01-01

Full Text Available The article addresses the specific features of professional language training of international students in the multicultural environment of a Russian university teaching students of international relations. After a brief historical survey of teaching foreign students in the universities of Russia, the writer considers the factors that influence the choice of universities graduating specialists in international relations by foreign students. The author goes on to analyze the specifics of linguisticand socio-cultural environment in Russian universities and its impact on international students stressing the fact that the educational environment at MGIMO-University is multilingual and multicultural. That explains the relevance of studying the quality of professional language training of foreign students in the sphere of international relations. The language of teaching in most universities of the Russian Federation is Russian, besides, all MGIMO students are obliged to learn English either as their first or second foreign language, that is why international students have to study in a tri-lingual environment and the interfering influence of several cultures. The writer points out that under such circumstances it is necessary for future IR specialists to build a number of professionally relevant competences: linguistic, socio-cultural, communicative, and suggests educational technologies that have proved to be effective in building them: case-study, role-plays, etc. The article gives special attention to the place and role of translation in teaching English as translation is a system of encoding within the system of two language systems. Translating phrases from Russian into English the student does 'inner', mental translation using the mother tongue. That makes the author suggest using the students'mother tongues in the teaching process. While learning foreign languages, international students should, along with language material, study the system

Facebook: Facilitating Social Access and Language Acquisition for International Students?

Science.gov (United States)

Lee, Kent; Ranta, Leila

2014-01-01

Many international students come to Canada to improve their English language proficiency and develop friendships with Canadians and other international students. However, gaining access to host nationals (i.e., Canadians) is not an easy task for most English as a second language (ESL) learners. Factors such as language proficiency may hamper…

Approaching Sign Language Test Construction: Adaptation of the German Sign Language Receptive Skills Test

Science.gov (United States)

Haug, Tobias

2011-01-01

There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired…

Use of Information and Communication Technologies in Sign Language Test Development: Results of an International Survey

Science.gov (United States)

Haug, Tobias

2015-01-01

Sign language test development is a relatively new field within sign linguistics, motivated by the practical need for assessment instruments to evaluate language development in different groups of learners (L1, L2). Due to the lack of research on the structure and acquisition of many sign languages, developing an assessment instrument poses…

Comparing Local and International Chinese Students’ English Language Learning Strategies

Directory of Open Access Journals (Sweden)

Margreat Aloysious Anthony

2012-07-01

Full Text Available According to Horwitz (1987 learners’ belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different learning experiences. Given the significant number of local and international Chinese students enrolled in educational institutions, there is a need to understand the differences and similarities in the learning strategies of these two groups. The sample for the study comprised of 60 local and 50 international Chinese students currently enrolled at a local private college. The Oxford Strategy Inventory for Language Learning (SILL was administered as a measure of learning strategy preferences. The study reveals that language learning experiences as well as socioeconomic status impact the learning strategy adopted by both local and international Chinese students. The findings of this study point to the need to address the needs of these students in order to enhance their English language learning experience in Malaysia.

AFRREV LALIGENS: An International Journal of Language ...

African Journals Online (AJOL)

LALIGENS is a peer-reviewed journal by International Association of African Researchers and Reviewers (IAARR). It is published three times a year. Three topical issues are to be addressed by this journal – language, literature and gender with the following sub-headings among others: the relationship between language ...

AFRREV LALIGENS: An International Journal of Language ...

African Journals Online (AJOL)

AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies: Journal Sponsorship. Journal Home > About the ... INTERNATIONAL ASSOCIATION OF AFRICAN RESEARCHERS AND REVIEWERS. Sources of Support. Sale of hard copies and subscription. ISSN: 2227-5460. AJOL African ...

Cross-Language Mediation in Foreign Language Teaching and Testing

Science.gov (United States)

Stathopoulou, Maria

2015-01-01

This book contributes to the growing field of foreign language teaching and testing by shedding light on mediation between languages. Stathopoulou offers an empirically-grounded definition of mediation as a form of translanguaging and offers tools and methods for further research in multilingual testing. The book explores what cross-language…

Sociological Implications of English as an International Language in Music Education

Science.gov (United States)

Kertz-Welzel, Alexandra

2016-01-01

Internationalization and globalization have created a global music education community which is not only linked by similar ideas, but also shares a common language. English functions as a global language and facilitates the international discourse in music education. While it is good to have a common language supporting international dialogue, it…

The Lady, the Linguists, and the International Language.

Science.gov (United States)

Fettes, Mark

2001-01-01

Discusses an extensive research program that was conducted under the auspices of the International Auxiliary Language Association, whose goal was to gather information on Esperanto, Ido, or Latino. Reviews ideological influences that instead led to creation of new hybrid language, Interlingua. (Author/VWL)

Pronunciation for English as an international language from research to practice

CERN Document Server

Low, Ee-Ling

2014-01-01

Pronunciation plays a crucial role in learning English as an international language, yet often remains marginalised by educators due to a lack of required phonetic and phonological knowledge. Pronunciation for English as an International Language bridges the gap between phonetics, phonology and pronunciation and provides the reader with a research based guide on how best to teach the English language. The book follows an easy to follow format which ensures the reader will have a comprehensive grasp of each given topic by the end of the chapter. Key ideas explored include: Articulation of English speech sounds and basic transcription Connected speech processes Current issues in English language pronunciation teaching Multimedia in English language pronunciation practice Using speech analysis to investigate pronunciation features Using the latest research, Pronunciation for English as an International Language will facilitate effective teaching and learning for any individual involved in teaching English a...

Current Research/Development in Language Testing.

Science.gov (United States)

Oller, John W., Jr.

A discussion of language testing looks at the relationship between the processes of language learning and language testing, particularly from the point of view of pragmatics theory. It outlines some of the theory of Charles Sanders Pierce and its role in the evolution of linguistic theory, as well as the work of other theorists concerning the…

The role of language in shaping international migration

DEFF Research Database (Denmark)

Pytlikova, Mariola; Adsera, Alicia

and climate shocks, migrant networks, language and aspects of “cultural distance”. In that regard, the more “foreign” or distant the new culture and the larger the language barriers, the higher the costs are for an individual to migrate to a particular destination. Fluency in destination country’s language...... destination countries from 130 source countries for the years 1985–2006 to study the role of language in shaping international migration. In addition to standard covariates from gravity models, we include a set of indices of language proximity to study their association to the observed flows: (1) a newly...... and destination country, to proxy for the “potential” ease to learn a new language and of adaptation; (3) measures of the diversity of the existing stock and flows of migrants (weighted by languages)....

Words without Grammar: Linguists and the International Auxiliary Language Movements in the United States.

Science.gov (United States)

Falk, Julia S.

1995-01-01

Discusses movements in the United States during the first half of the 20th century to develop an international language, focusing on proponents of the reestablishment of Latin as an international language and the work of the International Auxiliary Language Association to develop an entirely new language. (72 references) (MDM)

International language management and diversity climate in multicultural organizations

DEFF Research Database (Denmark)

Lauring, Jakob; Selmer, Jan

2012-01-01

Increasing globalization has made the use and management of language a vital element of engaging in international business activities. Despite this fact, empirical surveys with many respondents examining language management are extremely rare. Another equally important issue related to internatio......Increasing globalization has made the use and management of language a vital element of engaging in international business activities. Despite this fact, empirical surveys with many respondents examining language management are extremely rare. Another equally important issue related...... to internationalization is how to develop and support an environment that is tolerant of the diversity which exists in multicultural organizations. Based on questionnaire responses from 489 members of academic multicultural departments, we examined the relation between the management of a common language and a positive...... diversity climate. Results showed that consistency in English management communication had strong positive relationships with all of the four investigated diversity climate variables; openness to linguistic, visible, value, and informational diversity. English communication consistency had a positive...

Language Testing in Japan.

Science.gov (United States)

Brown, James Dean, Ed.; Yamashita, Sayoko Okada, Ed.

Papers on second language testing in Japan include: "Differences Between Norm-Referenced and Criterion-Referenced Tests" (James Dean Brown); "Criterion-Referenced Test Construction and Evaluation" (Dale T. Griffe); "Behavioral Learning Objectives as an Evaluation Tool" (Judith A. Johnson); "Developing Norm-…

The Relationship Between Second Language Anxiety and International Nursing Students Stress

Science.gov (United States)

Khawaja, Nigar G.; Chan, Sabrina; Stein, Georgia

2017-01-01

We examined the relationship between second language anxiety and international nursing student stress after taking into account the demographic, cognitive, and acculturative factors. International nursing students (N = 152) completed an online questionnaire battery. Hierarchical regression analysis revealed that spoken second language anxiety and…

Impact of family language and testing language on reading performance in a bilingual educational context.

Science.gov (United States)

Elosua Oliden, Paula; Mujika Lizaso, Josu

2014-01-01

When different languages co-exist in one area, or when one person speaks more than one language, the impact of language on psychological and educational assessment processes can be considerable. The aim of this work was to study the impact of testing language in a community with two official languages: Spanish and Basque. By taking the PISA 2009 Reading Comprehension Test as a basis for analysis, four linguistic groups were defined according to the language spoken at home and the test language. Psychometric equivalence between test forms and differences in results among the four language groups were analyzed. The comparison of competence means took into account the effects of the index of socioeconomic and cultural status (ISEC) and gender. One reading unit with differential item functioning was detected. The reading competence means were considerably higher in the monolingual Spanish-Spanish group. No differences were found between the language groups based on family language when the test was conducted in Basque. The study illustrates the importance of taking into account psychometric, linguistic and sociolinguistic factors in linguistically diverse assessment contexts.

Language Testing and Technology: Past and Future.

Science.gov (United States)

Chalhoub-Deville, Micheline

2001-01-01

Reflects on what has transpired in the second language (L2) testing field in relation to technology and situates developments within the larger language testing, general measurement, and educational contexts. (Author/VWL)

LADO as a Language Test: Issues of Validity

Science.gov (United States)

McNamara, Tim; Van Den Hazelkamp, Carolien; Verrips, Maaike

2016-01-01

This article brings together the theoretical field of language testing and the practical field of language analysis for the determination of the origin of asylum seekers. It considers what it would mean to think of language analysis as a form of language test, subject to the same validity constraints, and proposes a research agenda.

Undergraduate International Studies and Foreign Language Program

Science.gov (United States)

Office of Postsecondary Education, US Department of Education, 2012

2012-01-01

The Undergraduate International Studies and Foreign Language Program provides funds to institutions of higher education, a consortia of such institutions, or partnerships between nonprofit organizations and institutions of higher education to plan, develop, and implement programs that strengthen and improve undergraduate instruction in…

Wada test for evaluation of language and memory function in medically intractable epilepsy

International Nuclear Information System (INIS)

Hong, Yong Kook; Chung, Tae Sub; Suh, Jung Ho; Kim, Dong Ik; Kim, Eun Kyung; Lee, Byung In; Huh, Kyun

1992-01-01

The Wada test was performed for lateralization of language and memory function, using intracarotid injection of Sodium Amytal. But the internal carotid artery (ICA) Wada test has some limitations for testing memory function. The posterior cerebral artery (PCA) Wada test has been designed to modify the ICA Wada test for testing memory function selectively. In our study, 10 patients out of 12 patients with intractable seizure underwent only the ICA Wada test and the other 2 patients underwent both the ICA and the selective PCA Wada test. In all 12 patients undergoing the ICA Wada test, we successfully localized speech and language dominance. Four of 12 patients who underwent the ICA Wada test for evaluation of memory function displayed superior memory functions in one hemisphere, but the other hemisphere also significantly contributed to memory. The selective PCA Wada test, performed in 2 patients, showed successful results of memory function test in both patients. Four of 12 patients underwent temporal lobectomy and there was no major post-operative language or memory deficits. We concluded that the ICA and PCA Wada tests are useful for preoperative evaluation of medically intractable epilepsy, and the PCA Wada test is valuable in memory evaluation in some patients who have high risk of postoperative global amnesia after temporal lobectomy following equivocal results of memory function by the ICA Wada test

Wada test for evaluation of language and memory function in medically intractable epilepsy

Energy Technology Data Exchange (ETDEWEB)

Hong, Yong Kook; Chung, Tae Sub; Suh, Jung Ho; Kim, Dong Ik; Kim, Eun Kyung; Lee, Byung In; Huh, Kyun [College of Medicine, Yonsei University, Seoul (Korea, Republic of)

1992-05-15

The Wada test was performed for lateralization of language and memory function, using intracarotid injection of Sodium Amytal. But the internal carotid artery (ICA) Wada test has some limitations for testing memory function. The posterior cerebral artery (PCA) Wada test has been designed to modify the ICA Wada test for testing memory function selectively. In our study, 10 patients out of 12 patients with intractable seizure underwent only the ICA Wada test and the other 2 patients underwent both the ICA and the selective PCA Wada test. In all 12 patients undergoing the ICA Wada test, we successfully localized speech and language dominance. Four of 12 patients who underwent the ICA Wada test for evaluation of memory function displayed superior memory functions in one hemisphere, but the other hemisphere also significantly contributed to memory. The selective PCA Wada test, performed in 2 patients, showed successful results of memory function test in both patients. Four of 12 patients underwent temporal lobectomy and there was no major post-operative language or memory deficits. We concluded that the ICA and PCA Wada tests are useful for preoperative evaluation of medically intractable epilepsy, and the PCA Wada test is valuable in memory evaluation in some patients who have high risk of postoperative global amnesia after temporal lobectomy following equivocal results of memory function by the ICA Wada test.

Language proficiency and the international postgraduate student experience

OpenAIRE

Weaver, M

2016-01-01

In an increasingly competitive environment, with reduced government funding, full fee-paying international students are an important source of revenue for higher education institutions (HEIs). Although many previous studies have focused on the role of English language proficiency on academic success, there is little known about the extent to which levels of English language proficiency affect these non-native English speaking students’ overall course experience. There have been a wealth of st...

Language and memory abilities of internationally adopted children from China: evidence for early age effects.

Science.gov (United States)

Delcenserie, Audrey; Genesee, Fred

2014-11-01

The goal of the present study was to examine if internationally adopted (IA) children from China (M = 10;8) adopted by French-speaking families exhibit lags in verbal memory in addition to lags in verbal abilities documented in previous studies (Gauthier & Genesee, 2011). Tests assessing verbal and non-verbal memory, language, non-verbal cognitive ability, and socio-emotional development were administered to thirty adoptees. Their results were compared to those of thirty non-adopted monolingual French-speaking children matched on age, gender, and socioeconomic status. The IA children scored significantly lower than the controls on language, verbal short-term memory, verbal working memory, and verbal long-term memory. No group differences were found on non-verbal memory, non-verbal cognitive ability, and socio-emotional development, suggesting language-specific difficulties. Despite extended exposure to French, adoptees may experience language difficulties due to limitations in verbal memory, possibly as a result of their delayed exposure to that language and/or attrition of the birth language.

Language standardization in sociolinguistics and international business: Theory and practice across the table

DEFF Research Database (Denmark)

Linn, Andrew; Sanden, Guro Refsum; Piekkari, Rebecca

2018-01-01

Haugen to explain the history of modern Norwegian. The table is then turned and a model from international business by Piekkari, Welch and Welch is used to illuminate recent Norwegian language planning. It is found that the Grundfos case works well with the Haugen model, and the international business......This chapter addresses the issue of language standardization from two perspectives, bringing together a theoretical perspective offered by the discipline of sociolinguistics with a practical example from international business. We introduce the broad concept of standardization and embed the study...... of language standardization in the wider discussion of standards as a means of control across society. We analyze the language policy and practice of the Danish multinational, Grundfos, and use it as a “sociolinguistic laboratory” to “test” the theory of language standardization initially elaborated by Einar...

Computers in Language Testing: Present Research and Some Future Directions.

Science.gov (United States)

Brown, James Dean

1997-01-01

Explores recent developments in the use of computers in language testing in four areas: (1) item banking; (2) computer-assisted language testing; (3) computerized-adaptive language testing; and (4) research on the effectiveness of computers in language testing. Examines educational measurement literature in an attempt to forecast the directions…

Language Equality in International Cooperation. Esperanto Documents, New Series, No. 21.

Science.gov (United States)

Harry, Ralph; Mandel, Mark

The policies of the United Nations with regard to the six official languages have left holes in the fabric of international cooperation. Maintaining language services in all six languages has proved to be an impossibility because of the scarcity of trained interpreters and translators between, for instance, Chinese and Arabic. English, French, and…

Recommendations for elaboration, transcultural adaptation and validation process of tests in Speech, Hearing and Language Pathology.

Science.gov (United States)

Pernambuco, Leandro; Espelt, Albert; Magalhães, Hipólito Virgílio; Lima, Kenio Costa de

2017-06-08

to present a guide with recommendations for translation, adaptation, elaboration and process of validation of tests in Speech and Language Pathology. the recommendations were based on international guidelines with a focus on the elaboration, translation, cross-cultural adaptation and validation process of tests. the recommendations were grouped into two Charts, one of them with procedures for translation and transcultural adaptation and the other for obtaining evidence of validity, reliability and measures of accuracy of the tests. a guide with norms for the organization and systematization of the process of elaboration, translation, cross-cultural adaptation and validation process of tests in Speech and Language Pathology was created.

Beyond Host Language Proficiency: Coping Resources Predicting International Students' Satisfaction

Science.gov (United States)

Mak, Anita S.; Bodycott, Peter; Ramburuth, Prem

2015-01-01

As international students navigate in a foreign educational environment, having higher levels of coping or stress-resistance resources--both internal and external--could be related to increased satisfaction with personal and university life. The internal coping resources examined in this study were host language proficiency, self-esteem,…

Discipline-Specific Language Instruction for International Students in Introductory Economics

Science.gov (United States)

Nguyen, Trien T.; Williams, Julia; Trimarchi, Angela

2015-01-01

This paper explores student perceptions of the effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL) tutorials to a small group of ten international students taking first-year introductory…

Adaptation of a Vocabulary Test from British Sign Language to American Sign Language

Science.gov (United States)

Mann, Wolfgang; Roy, Penny; Morgan, Gary

2016-01-01

This study describes the adaptation process of a vocabulary knowledge test for British Sign Language (BSL) into American Sign Language (ASL) and presents results from the first round of pilot testing with 20 deaf native ASL signers. The web-based test assesses the strength of deaf children's vocabulary knowledge by means of different mappings of…

Adapting tests of sign language assessment for other sign languages--a review of linguistic, cultural, and psychometric problems.

Science.gov (United States)

Haug, Tobias; Mann, Wolfgang

2008-01-01

Given the current lack of appropriate assessment tools for measuring deaf children's sign language skills, many test developers have used existing tests of other sign languages as templates to measure the sign language used by deaf people in their country. This article discusses factors that may influence the adaptation of assessment tests from one natural sign language to another. Two tests which have been adapted for several other sign languages are focused upon: the Test for American Sign Language and the British Sign Language Receptive Skills Test. A brief description is given of each test as well as insights from ongoing adaptations of these tests for other sign languages. The problems reported in these adaptations were found to be grounded in linguistic and cultural differences, which need to be considered for future test adaptations. Other reported shortcomings of test adaptation are related to the question of how well psychometric measures transfer from one instrument to another.

Development of a test and flight engineering oriented language, phase 3

Science.gov (United States)

Kamsler, W. F.; Case, C. W.; Kinney, E. L.; Gyure, J.

1970-01-01

Based on an analysis of previously developed test oriented languages and a study of test language requirements, a high order language was designed to enable test and flight engineers to checkout and operate the proposed space shuttle and other NASA vehicles and experiments. The language is called ALOFT (a language oriented to flight engineering and testing). The language is described, its terminology is compared to similar terms in other test languages, and its features and utilization are discussed. The appendix provides the specifications for ALOFT.

34 CFR 658.4 - What definitions apply to the Undergraduate International Studies and Foreign Language Program?

Science.gov (United States)

2010-07-01

... International Studies and Foreign Language Program? 658.4 Section 658.4 Education Regulations of the Offices of... UNDERGRADUATE INTERNATIONAL STUDIES AND FOREIGN LANGUAGE PROGRAM General § 658.4 What definitions apply to the Undergraduate International Studies and Foreign Language Program? The definitions in 34 CFR 655.4 apply to this...

Proceedings of the 5th International Workshop on Constraints and Language Processing (CSLP 2008)

DEFF Research Database (Denmark)

This research report constitutes the proceedings of the 5th International Workshop on Constraints and Language Processing (CSLP 2008) which is part of the European Summer School in Logic, Language, and Information (ESSLLI 2008), Hamburg, Germany, August 2008.......This research report constitutes the proceedings of the 5th International Workshop on Constraints and Language Processing (CSLP 2008) which is part of the European Summer School in Logic, Language, and Information (ESSLLI 2008), Hamburg, Germany, August 2008....

Phonology in English language teaching an international approach

CERN Document Server

Pennington, Martha C

2014-01-01

Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom.An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a pre

International Collegium of Rehabilitative Audiology (ICRA) recommendations for the construction of multilingual speech tests. ICRA Working Group on Multilingual Speech Tests.

Science.gov (United States)

Akeroyd, Michael A; Arlinger, Stig; Bentler, Ruth A; Boothroyd, Arthur; Dillier, Norbert; Dreschler, Wouter A; Gagné, Jean-Pierre; Lutman, Mark; Wouters, Jan; Wong, Lena; Kollmeier, Birger

2015-01-01

To provide guidelines for the development of two types of closed-set speech-perception tests that can be applied and interpreted in the same way across languages. The guidelines cover the digit triplet and the matrix sentence tests that are most commonly used to test speech recognition in noise. They were developed by a working group on Multilingual Speech Tests of the International Collegium of Rehabilitative Audiology (ICRA). The recommendations are based on reviews of existing evaluations of the digit triplet and matrix tests as well as on the research experience of members of the ICRA Working Group. They represent the results of a consensus process. The resulting recommendations deal with: Test design and word selection; Talker characteristics; Audio recording and stimulus preparation; Masking noise; Test administration; and Test validation. By following these guidelines for the development of any new test of this kind, clinicians and researchers working in any language will be able to perform tests whose results can be compared and combined in cross-language studies.

Recommendations for translation and reliability testing of International Spinal Cord Injury Data Sets.

Science.gov (United States)

Biering-Sørensen, F; Alexander, M S; Burns, S; Charlifue, S; DeVivo, M; Dietz, V; Krassioukov, A; Marino, R; Noonan, V; Post, M W M; Stripling, T; Vogel, L; Wing, P

2011-03-01

To provide recommendations regarding translation and reliability testing of International Spinal Cord Injury (SCI) Data Sets. The Executive Committee for the International SCI Standards and Data Sets. Translations of any specific International SCI Data Set can be accomplished by translation from the English version into the target language, and be followed by a back-translation into English, to confirm that the original meaning has been preserved. Another approach is to have the initial translation performed by translators who have knowledge of SCI, and afterwards controlled by other person(s) with the same kind of knowledge. The translation process includes both language translation and cultural adaptation, and therefore shall not be made word for word, but will strive to include conceptual equivalence. At a minimum, the inter-rater reliability should be tested by no less than two independent observers, and preferably in multiple countries. Translations must include information on the name, role and background of everyone involved in the translation process, and shall be dated and noted with a version number. By following the proposed guidelines, translated data sets should assure comparability of data acquisition across countries and cultures. If the translation process identifies irregularities or misrepresentation in either the original English version or the target language, the working group for the particular International SCI Data Set shall revise the data set accordingly, which may include re-wording of the original English version in order to accomplish a compromise in the content of the data set.

Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children With Intellectual Disability and Language Difficulties.

Science.gov (United States)

Rhodes, Katherine T; Branum-Martin, Lee; Morris, Robin D; Romski, MaryAnn; Sevcik, Rose A

2015-11-01

Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a sample of 264 children, in grades 2-5. Using confirmatory factor analysis, the hypothesis that the KM-R would demonstrate discriminant validity with measures of language abilities in a two-factor model was compared to two plausible alternative models. Results indicated that KM-R did not have discriminant validity with measures of children's language abilities and was a multidimensional test of both mathematics and language abilities for this population of test users. Implications are considered for test development, interpretation, and intervention.

Relationships between narrative language samples and norm-referenced test scores in language assessments of school-age children.

Science.gov (United States)

Danahy Ebert, Kerry; Scott, Cheryl M

2014-10-01

Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. The study is a retrospective analysis of clinical records from 73 school-age children. Participants had completed an oral narrative language sample and at least one norm-referenced language test. Correlations between microstructural language sample measures and norm-referenced test scores were compared for younger (6- to 8-year-old) and older (9- to 12-year-old) children. Contingency tables were constructed to compare the 2 types of tools, at 2 different cutpoints, in terms of which children were identified as having a language disorder. Correlations between narrative language sample measures and norm-referenced tests were stronger for the younger group than the older group. Within the younger group, the level of language assessed by each measure contributed to associations among measures. Contingency analyses revealed moderate overlap in the children identified by each tool, with agreement affected by the cutpoint used. Narrative language samples may complement norm-referenced tests well, but age combined with narrative task can be expected to influence the nature of the relationship.

Diagnostic work up for language testing in patients undergoing awake craniotomy for brain lesions in language areas.

Science.gov (United States)

Bilotta, Federico; Stazi, Elisabetta; Titi, Luca; Lalli, Diana; Delfini, Roberto; Santoro, Antonio; Rosa, Giovanni

2014-06-01

Awake craniotomy is the technique of choice in patients with brain tumours adjacent to primary and accessory language areas (Broca's and Wernicke's areas). Language testing should be aimed to detect preoperative deficits, to promptly identify the occurrence of new intraoperative impairments and to establish the course of postoperative language status. Aim of this case series is to describe our experience with a dedicated language testing work up to evaluate patients with or at risk for language disturbances undergoing awake craniotomy for brain tumour resection. Pre- and intra operative testing was accomplished with 8 tests. Intraoperative evaluation was accomplished when patients were fully cooperative (Ramsey awake craniotomy for brain tumour resection with preoperative language disturbances or at risk for postoperative language deficits. This approach allows a systematic evaluation and recording of language function status and can be accomplished even when a neuropsychologist or speech therapist are not involved in the operation crew.

Grammar tests increase the ability to lateralize language function in the Wada test.

Science.gov (United States)

Połczyńska, Monika; Curtiss, Susan; Walshaw, Particia; Siddarth, Prabha; Benjamin, Chris; Moseley, Brian D; Vigil, Celia; Jones, Michael; Eliashiv, Dawn; Bookheimer, Susan

2014-12-01

Grammar is a core component of the language system, yet it is rarely assessed during the Wada (intracarotid amobarbital) test. It is hypothesized that adding grammar tests to the recovery phase of the Wada test will increase our ability to lateralize language function. Sixteen individuals (nine females, fifteen right-handed, mean age 38.4 years, SD=10.7) with medically refractory temporal lobe epilepsy participated in the study. On EEG ten patients had seizures originating in the left hemisphere (LH), five in the right hemisphere (RH), and one was insufficiently lateralized. We included only patients who were LH-dominant on the standard test in the encoding phase of the Wada test. In the recovery phase of Wada testing the participants underwent evaluation with a standard language and a new test of grammar, the CYCLE-N. Ten patients underwent bilateral injections, six unilateral (one RH, five LH). As expected, injection in the LH decreased language performance to a greater extent than injection to the RH on both tests. However, the CYCLE-N produced more profound language deficits in the injected LH compared to the RH (p=0.01), whereas the standard tests did not cause such pronounced differences (p=0.2). The results suggest that the standard tests did not significantly differentiate the effects of the injections and the CYCLE-N, for the most part, did. Our results are of particular relevance to patients who are too obtunded to speak in the encoding phase. In sum, the CYCLE-N may be helpful in assessing hemispheric dominance for language. Copyright © 2014 Elsevier B.V. All rights reserved.

Linguistic Diversity in the International Workplace: Language Ideologies and Processes of Exclusion

Science.gov (United States)

Lønsmann, Dorte

2014-01-01

This article draws on a study of language choice and language ideologies in an international company in Denmark. It focuses on the linguistic and social challenges that are related to the diversity of language competences among employees in the modern workplace. Research on multilingualism at work has shown that employees may be excluded from…

Internal and External Factors That Support Children's Minority First Language and English.

Science.gov (United States)

Pham, Giang; Tipton, Timothy

2018-05-22

Sequential bilingual children in the United States often speak 2 languages that have different social statuses (minority-majority) and separate contexts for learning (home-school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English. Participants included 69 children, aged 5-8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output). Vietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes. Vietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.

Organizational Issues in International and Second Language Education.

Science.gov (United States)

Adelman, Clifford

One of 10 studies commissioned to investigate research needs and to stimulate planning activities, this paper concerns the structures, processes, interrelationships, governance, finance, and workforces of institutions and organizations as they are engaged in international and second language education. After noting the field of instruction and…

Test of user- and system programs coded in real time languages - requirements on program language and testing tool

International Nuclear Information System (INIS)

Hertlin, J.; Mackert, M.

1979-01-01

In the present paper the functions are presented, which should be part of a test system for user programs in a higher treat time programming language, taking into account time sequences and competitive processes. As can be shown by the problem of testing, use of higher level real time programming languages renders the task of program development essentially easier, however performance of test procedures without appropriate test systems is very difficult. After the presentation of notions and methods for the testing of programs, general requirements on testing tools are described and the test system functions for a program test, beeing uncritical with respect to time, are placed together. Thereby, for every individual function, the interface between the test system, the program under test, and the residual program-generation system (compiler, binder, operating system, delay-time system, and loader) is given too. For the time-critical test, a series of desirable functions are described, which can be implemented with acceptable expense. (orig.) [de

Maternal communicative functions and mind-mindedness at 16 months as predictors of children's internal and non-internal language at 20 months.

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Longobardi, Emiddia; Spataro, Pietro; Colonnesi, Cristina

2018-02-01

The effects of Communicative functions and Mind-Mindedness on children's language development have been typically investigated in separate studies. The present longitudinal research was therefore designed to yield new insight into the simultaneous impact of these two dimensions of maternal responsiveness on the acquisition of expressive language skills in a sample of 25 mother-child dyads. The frequencies of five communicative functions (Tutorial, Didactic, Conversational, Control and Asynchronous) and two types of mind-related comments (attuned vs. non-attuned) were assessed from a 15-min play session at 16 months. Children's expressive language was examined at both 16 months (number of word types and tokens produced, and number of words attributed to the child in the Questionnaire for Communication and Early Language development) and 20 months (number of internal and non-internal words attributed to the child in the Italian version of the Mac Arthur-Bates Communicative Development Inventory). The main finding was that mothers' use of attuned mind-related comments at 16 months predicted internal state language at 20 months, above and beyond the effects of CFs and children's linguistic ability at 16 months; in addition, mothers' Tutorial function at 16 months marginally predicted non-internal state language at 20 months, after controlling for MM and children's linguistic ability at 16 months. These results suggest that different expressions of maternal responsiveness influence distinct aspects of children's expressive language in the second year of life, although the effects of MM appear to be more robust. Copyright © 2017 Elsevier Inc. All rights reserved.

Language Testing Courses: What Are They in 2007?

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Brown, James Dean; Bailey, Kathleen M.

2008-01-01

In 1996, we published an article that investigated the characteristics of basic language testing courses in terms of the instructors, course characteristics, and students. The present study is designed to describe the same characteristics of basic language testing courses in 2007 and to examine how such courses have changed since 1996. To those…

The International Language Esperanto 1887-1987: Towards the Second Century. Esperanto Documents 39A.

Science.gov (United States)

Tonkin, Humphrey

A discussion of Esperanto in the modern world outlines the rationale for the use of an international language, the role of Esperanto in promoting international communication, Esperanto-related organizations and services, and the characteristics of the language that make it useful and easy to teach. Also included are a fact sheet describing the…

The Language Problem in Science and the Role of the International Language Esperanto. Esperanto Documents 38 A.

Science.gov (United States)

Wendao, Ouyang; Sherwood, Bruce A.

Two essays discuss the need for improved international transfer of scientific and technical information and propose the international language Esperanto for that purpose. "The Role of Esperanto" by Ouyang Wendao suggests that the burden of time and energy spent in translating scientific literature quickly and well and the difficulties of…

Aligning English grammar testing with European language standards

Directory of Open Access Journals (Sweden)

Bodrič Radmila

2015-01-01

Full Text Available In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001 (CEFR, a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a determining which particular areas of grammar need to be learned by students at level B2, (b formulating grammatical descriptors for each individual area of grammar, (c determining the test’s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.

Validity of the American Sign Language Discrimination Test

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Bochner, Joseph H.; Samar, Vincent J.; Hauser, Peter C.; Garrison, Wayne M.; Searls, J. Matt; Sanders, Cynthia A.

2016-01-01

American Sign Language (ASL) is one of the most commonly taught languages in North America. Yet, few assessment instruments for ASL proficiency have been developed, none of which have adequately demonstrated validity. We propose that the American Sign Language Discrimination Test (ASL-DT), a recently developed measure of learners' ability to…

Foreign Language Classroom Anxiety among China Chinese Students Undergoing the Laureate English Programme in INTI International University, Malaysia

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Ampalagan, Meghavaani d/o; Sellupillai, Mogana d/o; Yap, Sze Sze

2014-01-01

The purpose of this study was to investigate the relationship between foreign language classroom anxiety (communication apprehension, test anxiety and fear of negative evaluation) among Mainland Chinese students undergoing the Laureate English Programme in INTI International University, Malaysia. The participants of this study consisted of 75…

GSFC Systems Test and Operation Language (STOL) functional requirements and language description

Science.gov (United States)

Desjardins, R.; Hall, G.; Mcguire, J.; Merwarth, P.; Mocarsky, W.; Truszkowski, W.; Villasenor, A.; Brosi, F.; Burch, P.; Carey, D.

1978-01-01

The Systems Tests and Operation Language (STOL) provides the means for user communication with payloads, applications programs, and other ground system elements. It is a systems operation language that enables an operator or user to communicate a command to a computer system. The system interprets each high level language directive from the user and performs the indicated action, such as executing a program, printing out a snapshot, or sending a payload command. This document presents the following: (1) required language features and implementation considerations; (2) basic capabilities; (3) telemetry, command, and input/output directives; (4) procedure definition and control; (5) listing, extension, and STOL nucleus capabilities.

Testing as an inevitable instrument in today's language learning ...

African Journals Online (AJOL)

In the foregoing analysis, we have unequivocably declared that testing or assessment is an inevitable instrument in present day's language learning environment and that testing is the other side of teaching itself. In teaching any aspect of language, learner must be tested to determine the progress made so far as well as ...

Language standardization in sociolinguistics and international business: Theory and practice across the table

DEFF Research Database (Denmark)

Linn, Andrew; Sanden, Guro Refsum; Piekkari, Rebecca

2018-01-01

Haugen to explain the history of modern Norwegian. The table is then turned and a model from international business by Piekkari, Welch and Welch is used to illuminate recent Norwegian language planning. It is found that the Grundfos case works well with the Haugen model, and the international business...... model provides a valuable practical lesson for national language planners, both showing that a “comparative standardology” is a valuable undertaking. More voices “at the table” will allow both theory and practice to be further refined and for the role of standards across society to be better understood.......This chapter addresses the issue of language standardization from two perspectives, bringing together a theoretical perspective offered by the discipline of sociolinguistics with a practical example from international business. We introduce the broad concept of standardization and embed the study...

The Unified Language Testing Plan: Speaking Proficiency Test. Spanish and English Pilot Validation Studies. Report Number 1.

Science.gov (United States)

Thornton, Julie A.

This report describes one segment of the Federal Language Testing Board's Unified Language Testing Plan (ULTP), the validation of speaking proficiency tests in Spanish and English. The ULTP is a project to increase standardization of foreign language proficiency measurement and promote sharing of resources among testing programs in the federal…

Methods and characteristics of assembly language software testing

International Nuclear Information System (INIS)

Wang Lingfang

2001-01-01

Single chip micro-controllers are widely implemented to the controlling and testing products in industrial controlling and national defence embedded controlling systems. The invalidation of the source programs could lead to the unreliability of the whole systems, even to cause fatal results. Therefore, software testing is the necessary measures to reduce the mistakes and to improve the quality of the software. In the paper, the development of the software testing is presented. The distinctions between the assembly language testing and those of the high level languages is introduced. And the essential flow and methods of software testing are discussed in detail

Experimental Applications of Automatic Test Markup Language (ATML)

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Lansdowne, Chatwin A.; McCartney, Patrick; Gorringe, Chris

2012-01-01

The authors describe challenging use-cases for Automatic Test Markup Language (ATML), and evaluate solutions. The first case uses ATML Test Results to deliver active features to support test procedure development and test flow, and bridging mixed software development environments. The second case examines adding attributes to Systems Modelling Language (SysML) to create a linkage for deriving information from a model to fill in an ATML document set. Both cases are outside the original concept of operations for ATML but are typical when integrating large heterogeneous systems with modular contributions from multiple disciplines.

ISO 639-1 and ISO 639-2: International Standards for Language Codes. ISO 15924: International Standard for Names of Scripts.

Science.gov (United States)

Byrum, John D.

This paper describes two international standards for the representation of the names of languages. The first (ISO 639-1), published in 1988, provides two-letter codes for 136 languages and was produced primarily to meet terminological needs. The second (ISO 639-2) appeared in late 1998 and includes three-letter codes for 460 languages. This list…

Language policy and the disengagement of the international academic elite

Directory of Open Access Journals (Sweden)

John Harbord

2018-02-01

Full Text Available This paper explores the phenomena of academic multiliteracy (the habit of writing academically in more than one language and of L2 monoliteracy (that of only writing academically in a language that is not one’s own and their impact on policy. Based on interviews and surveys conducted with 33 multiliterate and 15 L2 monoliterate scholars connected to one university in Central Europe between 2010 and 2014, I show how incentives to publish in English constructed by educational policies often push ambitious young researchers whose first language is not English away from engaging in academic and societal debates in their first language community. They may thus disengage from the national community, with negative consequences for the interaction between global and local that is essential for good governance. To overcome the difficulty young scholars encounter in writing in their native languages, they should be taught writing both in their native language and in English. Furthermore, university and state policies should reward scholars for writing not only for the international community but also for local society.

Content validation: clarity/relevance, reliability and internal consistency of enunciative signs of language acquisition.

Science.gov (United States)

Crestani, Anelise Henrich; Moraes, Anaelena Bragança de; Souza, Ana Paula Ramos de

2017-08-10

To analyze the results of the validation of building enunciative signs of language acquisition for children aged 3 to 12 months. The signs were built based on mechanisms of language acquisition in an enunciative perspective and on clinical experience with language disorders. The signs were submitted to judgment of clarity and relevance by a sample of six experts, doctors in linguistic in with knowledge of psycholinguistics and language clinic. In the validation of reliability, two judges/evaluators helped to implement the instruments in videos of 20% of the total sample of mother-infant dyads using the inter-evaluator method. The method known as internal consistency was applied to the total sample, which consisted of 94 mother-infant dyads to the contents of the Phase 1 (3-6 months) and 61 mother-infant dyads to the contents of Phase 2 (7 to 12 months). The data were collected through the analysis of mother-infant interaction based on filming of dyads and application of the parameters to be validated according to the child's age. Data were organized in a spreadsheet and then converted to computer applications for statistical analysis. The judgments of clarity/relevance indicated no modifications to be made in the instruments. The reliability test showed an almost perfect agreement between judges (0.8 ≤ Kappa ≥ 1.0); only the item 2 of Phase 1 showed substantial agreement (0.6 ≤ Kappa ≥ 0.79). The internal consistency for Phase 1 had alpha = 0.84, and Phase 2, alpha = 0.74. This demonstrates the reliability of the instruments. The results suggest adequacy as to content validity of the instruments created for both age groups, demonstrating the relevance of the content of enunciative signs of language acquisition.

Acceptance Testing Of Web Applications With Test Description Language

Directory of Open Access Journals (Sweden)

Łukasz Olek

2014-01-01

Full Text Available Acceptance tests are usually created by a client after a part of a system is implemented. However, some methodologies propose the elaboration of test cases before implementing a system. This approach increases the probability of system implementation that fulfills requirements, but may be problematic for customers and testers. To allow acceptance testing in such conditions, we propose to define test cases by recording them on an interactive mockup (a low detailed user-interface prototype. The paper focuses on Test Description Language, a notation used to store test cases.

Handbook for Classroom Testing in Peace Corps Language Programs. Manual T0068.

Science.gov (United States)

Anderson, Neil J.

This manual provides instructors in Peace Corps language training programs with information about two kinds of classroom testing: formative, ongoing testing and summative testing that occurs at the end of an instructional period. The first of the manual's four chapters on the purposes of language testing, discusses language testing within a…

Mixing Languages during Learning? Testing the One Subject—One Language Rule

Science.gov (United States)

2015-01-01

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish—adults (Experiment 1) and children (Experiment 2)—learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject—one language rule. PMID:26107624

Mixing Languages during Learning? Testing the One Subject-One Language Rule.

Directory of Open Access Journals (Sweden)

Eneko Antón

Full Text Available In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish-adults (Experiment 1 and children (Experiment 2-learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish; while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish. Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject-one language rule.

Intercultural Communication and Teaching Russian to International Students at Language Summer Courses

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Yuriy A. Romanov

2017-09-01

Full Text Available Introduction: the article considers the content and methods of teaching Russian as a foreign language at language summer courses with due account to (as a form of study-abroad training the motives of intercultural communication. The specifics of teaching Russian to international students in the cultural field of Ukraine is revealed. The timeliness of the study is determined by constantly increasing academic mobility of students and the need for the development of modern educational technologies. The main purpose of the article is to present an integrated approach to Russian as a foreign language teaching at language summer courses, when cultural needs of the trainees and the motives of intercultural communication are considered. Materials and Methods: teaching methodology draws on specific methods of teaching Russian as a foreign language and models of intercultural competence development. Educational materials for practical teaching of the Russian language are presented; qualitative and quantitative methods to research intercultural communication motives (written questionnaires and interviews on key topics are used. Results: through working with the learners of language courses – students of Austrian universities – the data on the learners’ motivation factors, the most relevant topics for intercultural dialogue, some important aspects of Russian grammar, and also the data on the most popular knowledge about Ukraine are obtained and carefully analysed. The analysis of the obtained data, carried out by the authors of the study, allowed to optimise the content of the educational process and to incre ase its effectiveness. Discussion and Conclusions: teaching Russian to foreigners, showing a keen interest in the cultural values of Ukraine, suggests a parallel formation of intercultural competence based on understanding the local cultural realities. The presented approach to RFL teaching within the framework of the language summer courses

Constructing an Online Test Framework, Using the Example of a Sign Language Receptive Skills Test

Science.gov (United States)

Haug, Tobias; Herman, Rosalind; Woll, Bencie

2015-01-01

This paper presents the features of an online test framework for a receptive skills test that has been adapted, based on a British template, into different sign languages. The online test includes features that meet the needs of the different sign language versions. Features such as usability of the test, automatic saving of scores, and score…

Sign language: an international handbook

NARCIS (Netherlands)

Pfau, R.; Steinbach, M.; Woll, B.

2012-01-01

Sign language linguists show here that all the questions relevant to the linguistic investigation of spoken languages can be asked about sign languages. Conversely, questions that sign language linguists consider - even if spoken language researchers have not asked them yet - should also be asked of

Examining Test Speededness by Native Language

Science.gov (United States)

Talento-Miller, Eileen; Guo, Fanmin; Han, Kyung T.

2013-01-01

When power tests include a time limit, it is important to assess the possibility of speededness for examinees. Past research on differential speededness has examined gender and ethnic subgroups in the United States on paper and pencil tests. When considering the needs of a global audience, research regarding different native language speakers is…

Communicative Language Testing: Implications for Computer Based Language Testing in French for Specific Purposes

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García Laborda, Jesús; López Santiago, Mercedes; Otero de Juan, Nuria; Álvarez Álvarez, Alfredo

2014-01-01

Current evolutions of language testing have led to integrating computers in FSP assessments both in oral and written communicative tasks. This paper deals with two main issues: learners' expectations about the types of questions in FSP computer based assessments and the relation with their own experience. This paper describes the experience of 23…

At the Interface between Language Testing and Second Language Acquisition: Language Ability and Context of Learning

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Gu, Lin

2014-01-01

This study investigated the relationship between latent components of academic English language ability and test takers' study-abroad and classroom learning experiences through a structural equation modeling approach in the context of TOEFL iBT® testing. Data from the TOEFL iBT public dataset were used. The results showed that test takers'…

Methodological and Theoretical Issues in the Adaptation of Sign Language Tests: An Example from the Adaptation of a Test to German Sign Language

Science.gov (United States)

Haug, Tobias

2012-01-01

Despite the current need for reliable and valid test instruments in different countries in order to monitor the sign language acquisition of deaf children, very few tests are commercially available that offer strong evidence for their psychometric properties. This mirrors the current state of affairs for many sign languages, where very little…

Coupling ontology driven semantic representation with multilingual natural language generation for tuning international terminologies.

Science.gov (United States)

Rassinoux, Anne-Marie; Baud, Robert H; Rodrigues, Jean-Marie; Lovis, Christian; Geissbühler, Antoine

2007-01-01

The importance of clinical communication between providers, consumers and others, as well as the requisite for computer interoperability, strengthens the need for sharing common accepted terminologies. Under the directives of the World Health Organization (WHO), an approach is currently being conducted in Australia to adopt a standardized terminology for medical procedures that is intended to become an international reference. In order to achieve such a standard, a collaborative approach is adopted, in line with the successful experiment conducted for the development of the new French coding system CCAM. Different coding centres are involved in setting up a semantic representation of each term using a formal ontological structure expressed through a logic-based representation language. From this language-independent representation, multilingual natural language generation (NLG) is performed to produce noun phrases in various languages that are further compared for consistency with the original terms. Outcomes are presented for the assessment of the International Classification of Health Interventions (ICHI) and its translation into Portuguese. The initial results clearly emphasize the feasibility and cost-effectiveness of the proposed method for handling both a different classification and an additional language. NLG tools, based on ontology driven semantic representation, facilitate the discovery of ambiguous and inconsistent terms, and, as such, should be promoted for establishing coherent international terminologies.

Study Guide for Teacher Certification Test in Speech and Language Pathology.

Science.gov (United States)

Umberger, Forrest G.

This study guide is designed for individuals preparing to take the Georgia Teacher Certification Test (TCT) in speech and language pathology. The test covers five subareas: (1) fundamentals of speech and language; (2) speech and language disorders; (3) related handicapping conditions; (4) hearing impairment; and (5) program management and…

Barriers of Culture, Networks, and Language in International Migration: A Review

Directory of Open Access Journals (Sweden)

Zhiling Wang

2018-05-01

Full Text Available Along with the increasing pace of globalization, recent decades faced a dramatically increase in international migrant flows as well. Compared to the flows of trade, capital and knowledge, we observe that contemporaneous complex institutional differences, historical backgrounds, and individuals' diverse socio-demographic characteristics make the migrant workers' choice of destination arguably much more uncontrollable. This study shows that migration is in a complex way intertwined with culture, networks and language, (i by reviewing related studies on the barriers of culture, networks and language in international labor mobility, and (ii by exploring missing gaps and prospective avenues for research. Nowadays, the migration pressure on Europe and the United states has created substantial challenges, leading to an urgent need to address the economic assimilation and social integration of migrants. Against this background, we emphasize that these non-economic factors have played an increasingly critical role in shaping international migration and its future socio-economic consequences for destination countries.

Longitudinal Comparison of the Speech and Language Performance of United States-Born and Internationally Adopted Toddlers with Cleft Lip and Palate: A Pilot Study.

Science.gov (United States)

Scherer, Nancy J; Baker, Shauna; Kaiser, Ann; Frey, Jennifer R

2018-01-01

Objective This study compares the early speech and language development of children with cleft palate with or without cleft lip who were adopted internationally with children born in the United States. Design Prospective longitudinal description of early speech and language development between 18 and 36 months of age. Participants This study compares four children (age range = 19 to 38 months) with cleft palate with or without cleft lip who were adopted internationally with four children (age range = 19 to 38 months) with cleft palate with or without cleft lip who were born in the United States, matched for age, gender, and cleft type across three time points over 10 to 12 months. Main Outcome Measures Children's speech-language skills were analyzed using standardized tests, parent surveys, language samples, and single-word phonological assessments to determine differences between the groups. Results The mean scores for the children in the internationally adopted group were lower than the group born in the United States at all three time points for expressive language and speech sound production measures. Examination of matched pairs demonstrated observable differences for two of the four pairs. No differences were observed in cognitive performance and receptive language measures. Conclusions The results suggest a cumulative effect of later palate repair and/or a variety of health and environmental factors associated with their early circumstances that persist to age 3 years. Early intervention to address the trajectory of speech and language is warranted. Given the findings from this small pilot study, a larger study of the long-term speech and language development of children who are internationally adopted and have cleft palate with or without cleft lip is recommended.

A Framework for International Student Participation in Postsecondary U.S. English Language Programs

Science.gov (United States)

Colón, Valeriana

2016-01-01

Postsecondary English language education is a growing field in the United States. While there has been considerable research on international student mobility in higher education, there is limited research on the population's participation in U.S. English language programs (ELPs). This study examined literature in related fields to create a…

Testing the Claims of Asylum Seekers: The Role of Language Analysis

Science.gov (United States)

Eades, Diana

2009-01-01

Language tests in immigration contexts typically perform a gate-keeping role in decisions about whether an applicant should be granted residence or citizenship in a new country. In refugee contexts, so-called language tests or language analyses also play a gate-keeping role, but a more ambitious one; namely that of providing answers to questions…

Discipline-Specific Language Instruction for International Students in Introductory Economics

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Trien T. Nguyen

2015-12-01

Full Text Available This paper explores student perceptions of the effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL tutorials to a small group of ten international students taking first-year introductory economics courses. These voluntary participants completed pre- and post-treatment assessments with exit interviews at the end of the project. Assessment results and interviews suggest that students perceive that discipline-specific language instruction such as our EAL tutorials assists in the development of increased content and language proficiency. They also believe that vocabulary development is one of the most critical activities to support these goals; reading skills are also important but require more time and commitment than students can afford to give. Despite the students’ interest in the project, their heavy class schedules prevented many from participating; our group was limited to ten students which precludes any assurance of statistical significance. In spite of the limitations, we believe that the project can still contribute valuable qualitative lessons to the literature of content-based language instruction in which the discipline of economics has not been well represented.

Comparison of the reliability of parental reporting and the direct test of the Thai Speech and Language Test.

Science.gov (United States)

Prathanee, Benjamas; Angsupakorn, Nipa; Pumnum, Tawitree; Seepuaham, Cholada; Jaiyong, Pechcharat

2012-11-01

To find reliability of parental or caregiver's report and testing of the Thai Speech and Language Test for Children Aged 0-4 Years Old. Five investigators assessed speech and language abilities from video both contexts: parental or caregivers' report and test forms of Thai Speech and Language Test for Children Aged 0-4 Years Old. Twenty-five normal and 30 children with delayed development or risk for delayed speech and language skills were assessed at age intervals of 3, 6, 9, 12, 15, 18, 24, 30, 36 and 48 months. Reliability of parental or caregivers' testing and reporting was at a moderate level (0.41-0.60). Inter-rater reliability among investigators was excellent (0.86-1.00). The parental or caregivers' report form of the Thai Speech and Language test for Children aged 0-4 years old was an indicator for success at a moderate level. Trained professionals could use both forms of this test as reliable tools at an excellent level.

34 CFR 658.1 - What is the Undergraduate International Studies and Foreign Language Program?

Science.gov (United States)

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What is the Undergraduate International Studies and... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UNDERGRADUATE INTERNATIONAL STUDIES AND FOREIGN LANGUAGE PROGRAM General § 658.1 What is the Undergraduate International Studies and...

Promoting international mobility in The Degree of Speech and Language Therapy: a case of an educational good practice

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Nieves Mendizábal de la Cruz

2015-05-01

Full Text Available The constant modification of teaching and learning methods require the design of innovative strategies and the identification of educational good practices. The Degree of Speech and Language Therapy at theUniversityofValladolidhas developed various actions to promote international mobility of students and staff members, within the framework of interuniversity innovative educational projects. The objectives are: to make students aware of the role of the international dimension to increase the quality of their training; to expose innovative educational strategies to promote the international mobility; to foster internationalization of studies as a driver of research in this field; to establish Spanish as the language of reference in speech and language therapy. Descriptive methodology of performed actions was used. Results included: questionnaire sent to speech and language therapists in order to know their language skills and to enhance their importance, participation in courses, workshops and meetings, as well as in international mobility programs and exchange of experiences, teaching of subjects in English, publication of multilingual educational materials, contacts with American and European institutions and participation in international networks, blogging. It is concluded that the whole educative community should help to provide university programs of an international identity, and mobility should be provided of a social sense promoting equal opportunities for all groups.

Natural language processing techniques for automatic test ...

African Journals Online (AJOL)

Natural language processing techniques for automatic test questions generation using discourse connectives. ... PROMOTING ACCESS TO AFRICAN RESEARCH. AFRICAN JOURNALS ... Journal of Computer Science and Its Application.

Determining the Association between Language and Cognitive Tests in Poststroke Aphasia

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Kylie J. Wall

2017-05-01

Full Text Available BackgroundIndividuals with aphasia are often excluded from studies exploring poststroke cognition because so many of the standard cognitive assessments rely on language ability. Our primary objective was to examine the association between performance on cognitive tests and performance on comprehension and naming tests in poststroke aphasia. Second, we aimed to determine the association between language performance and a real-life measure of cognition (Kettle Test. Third, we explored the feasibility of administering cognitive tests in aphasia.MethodsThirty-six participants with poststroke aphasia and 32 controls were assessed on a battery of pen-and-paper cognitive tests recommended in stroke. Auditory comprehension was measured using the Comprehensive Aphasia Test and naming was measured using the Boston Naming Test. Twenty-two community dwelling participants with aphasia and controls were also asked to complete the Kettle Test. Multiple linear regressions were used to explore the relationship between language performance and performance on the cognitive tests. Feasibility was determined by quantifying missing data.ResultsThe cognitive tests with the highest variance accounted for by auditory comprehension and naming were animal fluency (R2 = 0.67, R2 = 0.78 and the Hopkins Verbal Learning Test (recognition discrimination index (R2 = 0.65, R2 = 0.78. All cognitive tests were significantly associated with auditory comprehension and naming, except for the Star Cancellation Test and the Kettle Test. Thirty-three percent of participants with aphasia were unable to complete all the cognitive tests.ConclusionLanguage and non-linguistic cognitive processes are often interrelated. Most pen-and-paper cognitive tests were significantly associated with both auditory comprehension and naming, even in tests that do not require a verbal response. Language performance was not significantly associated with a real-life cognitive performance measure. Task

Population Size and the Rate of Language Evolution: A Test Across Indo-European, Austronesian, and Bantu Languages

Science.gov (United States)

Greenhill, Simon J.; Hua, Xia; Welsh, Caela F.; Schneemann, Hilde; Bromham, Lindell

2018-01-01

What role does speaker population size play in shaping rates of language evolution? There has been little consensus on the expected relationship between rates and patterns of language change and speaker population size, with some predicting faster rates of change in smaller populations, and others expecting greater change in larger populations. The growth of comparative databases has allowed population size effects to be investigated across a wide range of language groups, with mixed results. One recent study of a group of Polynesian languages revealed greater rates of word gain in larger populations and greater rates of word loss in smaller populations. However, that test was restricted to 20 closely related languages from small Oceanic islands. Here, we test if this pattern is a general feature of language evolution across a larger and more diverse sample of languages from both continental and island populations. We analyzed comparative language data for 153 pairs of closely-related sister languages from three of the world's largest language families: Austronesian, Indo-European, and Niger-Congo. We find some evidence that rates of word loss are significantly greater in smaller languages for the Indo-European comparisons, but we find no significant patterns in the other two language families. These results suggest either that the influence of population size on rates and patterns of language evolution is not universal, or that it is sufficiently weak that it may be overwhelmed by other influences in some cases. Further investigation, for a greater number of language comparisons and a wider range of language features, may determine which of these explanations holds true. PMID:29755387

Marine Language Exchange Program: A 21st Century International and Interdisciplinary Partnership

Science.gov (United States)

Robigou, V.; Nichols-Pecceu, M.

2001-12-01

The ability of scientists to communicate across cultural and linguistic barriers is crucial for the global economic sustainability and protection of the world\\'{}s oceans. Yet students with majors in the sciences and engineering constitute less than 2% of those who study abroad each year. And even rarer are students who study in countries where English is not the first language. The Marine Language Exchange program is a case study of an international and interdisciplinary collaboration between faculties in the languages and the sciences who address this gap. A consortium of U.S. and European institutions including Eckerd College (Florida), University of Washington (Washington), University of Hilo (Hawaii), Université de la Rochelle (France), Université de Liège (Belgium), and Universidad de Las Palmas (Spain) is developing a multilingual, marine sciences exchange program in an effort to internationalize their Marine Sciences departments. The program includes a three-week, intensive "bridge" course designed to reinforce second language skills in the context of marine sciences, and prepare undergraduate students for the cultural and educational differences of their host country. Following this immersion experience students from each institution enroll in courses abroad including marine sciences specialization for full academic credit. This session will review the Marine Language Exchange program activities since 2000 and will discuss the ideological and practical aspects of the program. The program successes, difficulties and future directions will also be presented. Different disciplinary approaches -Second Language Acquisition, English as a Second Language and Marine Science- prepare science students to contribute to the study and the management of the world\\'{}s oceans with an awareness of the cultural issues reflected by national marine policies. Based on this case study, other universities could initiate their own international and interdisciplinary

THEORY AND PRACTICE OF DESIGNING COURSES ON LANGUAGE TESTING AND ASSESSMENT

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Olha Kvasova

2016-12-01

Full Text Available The paper considers the theoretical underpinnings and practices of designing courses on language testing and assessment for pre-service FL teacher training. The author analyses definitions of assessment literacy offered in the studies of world experts including teaching content and objectives of such long implemented courses. She further reasons the urgent need in introducing courses on language testing and assessment in Ukrainian universities; specifies the goal of the courses which lies in training student teachers in developing quality tests and administering assessments on the outset of their teaching career; outlines the content area to be covered in the course placing emphasis on its being based on professional needs; specifies course objectives such as building students’ awareness of key concepts and principles of language testing, developing ability to critically analyze available ready-made tests and make decisions about their fitting particular assessment needs, building skills to develop own or adapt ready-made tests and tailor them to the educational context; discusses preconditions of efficient running and attaining good outcomes of such courses which, in her view, are predetermined by traditionally high standards of teaching language pedagogy in Ukraine. An innovative structure of the course based on principles of testing cycle as well as interactive and constructivist methods of teaching language testing and assessment to student teachers are offered in the article.

Refining English Language Tests for University Admission: A Malaysian Example

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Arshad Abd Samad

2008-06-01

Full Text Available English has now become the lingua franca of much of technological, business and academic endeavours. Consequently, learning the English language is now seen as vital, especially at the university level where proficiency in the language has become a selection criterion. At present, the Malaysian University English Test (MUET has been adopted by Malaysian public universities as an indicator of English language proficiency. A student’s overall result depends on all the four language components of the MUET and often determines the number and nature of the English language courses he or she has to attend at university. This study seeks to examine whether MUET is an accurate predictor of performance and success at university and how the MUET can be finetuned as an entry level English language test. It was carried out among 52 third year undergraduates of the Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia, admitted into the Teaching English as a Second Language (TESL programme. The findings of the study do not offer conclusive evidence about the validity of MUET as a predictor of academic success. However, six models of various combinations of scores on language components on the MUET scores are examined in terms of their effectiveness in increasing the accuracy in selecting students for the TESL programme. The correlations obtained using these models indicate that the combination of various components of the MUET can be used to more accurately predict student achievement at tertiary level than the cumulative MUET score itself. The results of these correlations and their implications in using language tests as admission requirements in general are also discussed

DEVELOPING COMMUNICATIVE LANGUAGE TESTS FOR SENIOR HIGH SCHOOL

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Y. M. Harsono

2005-01-01

Full Text Available The Communicative Approach of teaching English in senior high school in Indonesia has been adopted since the implementation of The 1984 Curriculum, but the tests–the communicative language tests–(CL Tests have not been developed and used properly. The objective of the study is to develop CL Tests for senior high school. The procedure of conducting the study consists of three major steps, that is, identifying the objectives, developing the test specification, and developing the CL Tests. The development of the CL Tests in detail consists of fifteen sub-steps from determining what language skills tested, selecting the suitable source materials, up to rewriting the CL Tests to be used as CL Tests alternative for senior high school. The results of the test development reveal that there are fifteen CL Tests consisting of three tests of listening, three reading, three speaking, and three writing tests. The whole tests have construct and content validity, no complete evidence of concurrent validity with report marks and semester test scores, high to very high inter-rater reliability, and no complete practicality.

Computer-Adaptive Testing in Second Language Contexts.

Science.gov (United States)

Chalhoub-Deville, Micheline; Deville, Craig

1999-01-01

Provides a broad overview of computerized testing issues with an emphasis on computer-adaptive testing (CAT). A survey of the potential benefits and drawbacks of CAT are given, the process of CAT development is described; and some L2 instruments developed to assess various language skills are summarized. (Author/VWL)

Scripting language design and the implementation test for PSO-GA ...

African Journals Online (AJOL)

... the Characters of Code (COC) are measured in order to test the easiness of the programming language. The results show that across all algorithms, the scripting language is anticipated to enable easy programming which has been presented by the very less number of COC compared to the JAVA programming language.

Psychometric properties of a sign language version of the Mini International Neuropsychiatric Interview (MINI)

OpenAIRE

Øhre, Beate; Saltnes, Hege; von Tetzchner, Stephen; Falkum, Erik

2014-01-01

Background There is a need for psychiatric assessment instruments that enable reliable diagnoses in persons with hearing loss who have sign language as their primary language. The objective of this study was to assess the validity of the Norwegian Sign Language (NSL) version of the Mini International Neuropsychiatric Interview (MINI). Methods The MINI was translated into NSL. Forty-one signing patients consecutively referred to two specialised psychiatric units were assessed with a diagnos...

Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011

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Surette van Staden

2016-11-01

Full Text Available This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner’s home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analyses show that testing in African languages predicts significantly lower results as compared to English, but that exponentially worse results by as much as 0.29 points lower of a standard deviation can be expected when the African language of the test did not coincide with the learners’ home language. Findings from the current study provide evidence that African children stand to be disadvantaged the most when a strong mother tongue base has not been developed and when education for children between Grade 1 and 3 is only available through a medium of instruction other than the mother tongue. Evidence that exposure to a language that at least shares linguistic similarities to the home language could have a positive effect.

Language development of internationally adopted children: Adverse early experiences outweigh the age of acquisition effect.

Science.gov (United States)

Rakhlin, Natalia; Hein, Sascha; Doyle, Niamh; Hart, Lesley; Macomber, Donna; Ruchkin, Vladislav; Tan, Mei; Grigorenko, Elena L

2015-01-01

We compared English language and cognitive skills between internationally adopted children (IA; mean age at adoption=2.24, SD=1.8) and their non-adopted peers from the US reared in biological families (BF) at two time points. We also examined the relationships between outcome measures and age at initial institutionalization, length of institutionalization, and age at adoption. On measures of general language, early literacy, and non-verbal IQ, the IA group performed significantly below their age-peers reared in biological families at both time points, but the group differences disappeared on receptive vocabulary and kindergarten concept knowledge at the second time point. Furthermore, the majority of children reached normative age expectations between 1 and 2 years post-adoption on all standardized measures. Although the age at adoption, age of institutionalization, length of institutionalization, and time in the adoptive family all demonstrated significant correlations with one or more outcome measures, the negative relationship between length of institutionalization and child outcomes remained most robust after controlling for the other variables. Results point to much flexibility and resilience in children's capacity for language acquisition as well as the potential primacy of length of institutionalization in explaining individual variation in IA children's outcomes. (1) Readers will be able to understand the importance of pre-adoption environment on language and early literacy development in internationally adopted children. (2) Readers will be able to compare the strength of the association between the length of institutionalization and language outcomes with the strength of the association between the latter and the age at adoption. (3) Readers will be able to understand that internationally adopted children are able to reach age expectations on expressive and receptive language measures despite adverse early experiences and a replacement of their first

Young language learner (YLL research: An overview of some international and national approaches

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Ion Drew

2008-06-01

Full Text Available Growing attention is being given to young language learners (YLL, following a global trend to introduce foreign languages at earlier stages of the curriculum. This article provides an overview of some recent international YLL research and follows this up by comparing it to current YLL research in Norway. A YLL research network has recently been established in Norway in order to share and promote research in the field. Eight Norwegian YLL research projects, involving both English and other foreign languages, are presented. The scope of this research in Norway is compared with international research being conducted in the field. Although the Norwegian YLL research is active in certain areas, such as starting age of second foreign languages, teachers’ practices and attitudes, the use of extensive reading, vocabulary and the analysis of written texts, there appear to be gaps in other areas. These include research into the effects of story-telling and drama in the classroom, processes in writing, pupils’ cognitive skills, the use of textbooks and the effect of the curriculum. The establishment of a YLL network is considered as an important step in both consolidating current YLL research in Norway and initiating new research projects.

Nation Building, English as an International Language, Medium of Instruction, and Language Debate: Malaysia and Possible Ways Forward

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Phan Le Ha

2013-10-01

Full Text Available In this article, we discuss Malaysia's major language policies surrounding Bahasa Malaysia and English as medium of instruction (MOI since its independence. We show how issues involving a national language vis a vis English are shaped by different ethnic and social groups' competing views regarding these languages. We argue that the language debate in Malaysia is largely an emotive one that carries a historical baggage which no one is yet ready to discard and until such time, it will continue to represent a nation divided by nationalism, race-based politics and globalisation. However, we also interpret the Malaysian government's termination of English as the MOI in certain key school subjects starting in 2012 as not necessarily an arbitrary rejection of English but as a positive move, given the many problems associated with the over-reliance on English in education and language policies throughout Asia. We, thus, see the most recent act known as 'To Uphold Bahasa Malaysia & To Strengthen the English Language' (MBMMBI as a necessary, firm, strategic and timely response by the Malaysian government to globalisation, nation building, the increasing international role of English, and the pressure to produce knowledge and maintain national cultural identity in today's world.

World Englishes, English as an International Language and Applied Linguistics

Science.gov (United States)

Kilickaya, Ferit

2009-01-01

The paper discusses World Englishes (WEs) in relation to English as an International Language (EIL) and Applied Linguistics. Taking into account Kachru's interesting but at the same time controversial debate about the status of English in its varieties, which are commonly called WEs and the opposing ideas presented by Quirk, it is aimed to present…

A Chinese version of the Language Screening Test (CLAST for early-stage stroke patients.

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Hongyan Yang

Full Text Available There is a severe lack of aphasia screening tools for bedside use in Chinese. A number of aphasia assessment tools have recently been developed abroad, but some of these scales were not suitable for patients with acute stroke. The Language Screening Test (which includes two parallel versions [a/b] in French has been proven to be an effective and time-saving aphasia screening scale for early-stage stroke patients. Therefore, we worked out a Chinese version of the LAST taking into consideration Chinese language and culture. Two preliminary parallel versions (a/b were tested on 154 patients with stroke at acute phase and 107 patients with stroke at non-acute phase, with the Western Aphasia Battery serving as a gold standard. The equivalence between the two parallel versions and the reliability/validity of each version were assessed. The median time to complete one preliminary Chinese version (each had some item redundancy was 98 seconds. Two final parallel versions were established after adjustment/elimination of the redundant items and were found to be equivalent (intra-class correlation coefficient: 0.991. Internal consistency is(Cronbach α for each version [a/b] was 0.956 and 0.965, respectively good. Internal validity was fine: (a no floor or ceiling effect/item redundancy; (b construct validity revealed a 1-dimension structure, just like the French version. The higher educated subjects scored higher than their lower educated counterparts (p<0.01. The external validity: at the optimum cut-off point where the score of version a/b <14 in higher educated group(<13 in lower: the specificity of each version was 0.878/0.902(1/1 in lower and sensitivity was 0.972/0.944(0.944/0.944 in lower. Inter-rater equivalence (intra-class correlation coefficient was 1. The Chinese version of the Language Screening Test was proved to be an efficient and time-saving bedside aphasia screening tool for stroke patients at acute phase and can be used by an average

Language Differences and Operation Mode

DEFF Research Database (Denmark)

Dasi, Angels; Pedersen, Torben

2013-01-01

Language serves different purposes depending on the international activity in question. Language has many dimensions and firms’ communicative requirements vary by operational platform. We argue that different dimensions of language vary in their importance depending on the operation mode chosen...... for a foreign market, so that language distance matters in the case of a home-based sales force, while language incidence is key when operating through a local agent. The hypotheses are tested on a large data set encompassing 462 multinational corporations headquartered in Finland, South Korea, New Zealand......, and Sweden that have undertaken a business operation in a foreign country....

The Relative Importance of Persons, Items, Subtests, and Languages to TOEFL Test Variance.

Science.gov (United States)

Brown, James Dean

1999-01-01

Explored the relative contributions to Test of English as a Foreign Language (TOEFL) score dependability of various numbers of persons, items, subtests, languages, and their various interactions. Sampled 15,000 test takers, 1000 each from 15 different language backgrounds. (Author/VWL)

Is there a language divide in pap test use?

Science.gov (United States)

Ponce, Ninez A; Chawla, Neetu; Babey, Susan H; Gatchell, Melissa S; Etzioni, David A; Spencer, Benjamin A; Brown, E Richard; Breen, Nancy

2006-11-01

We sought to determine whether primary language use, measured by language of interview, is associated with disparities in cervical cancer screening. We undertook a secondary data analysis of a pooled sample of the 2001 and 2003 California Health Interview Surveys. The surveys were conducted in English, Spanish, Cantonese, Mandarin, Korean, and Vietnamese. The study was a cross-sectional analysis of 3-year Pap test use among women ages 18 to 64, with no reported cervical cancer diagnosis or hysterectomy (n = 38,931). In addition to language of interview, other factors studied included race/ethnicity, marital status, income, educational attainment, years lived in the United States, insurance status, usual source of care, smoking status, area of residence, and self-rated health status. We fit weighted multivariate logit models predicting 3-year Pap test use as a function of language of interview, adjusting for the effects of specified covariates. Compared with the referent English interview group, women who interviewed in Spanish were 1.65 times more likely to receive a Pap test in the past 3 years. In contrast, we observed a significantly reduced risk of screening among women who interviewed in Vietnamese (odds ratio [OR] 0.67; confidence interval [CI] 0.48-0.93), Cantonese (OR 0.44; 95% CI 0.30-0.66), Mandarin (OR 0.48; 95% CI 0.33-0.72), and Korean (OR 0.62; 0.40-0.98). Improved language access could reduce cancer screening disparities, especially in the Asian immigrant community.

Language

DEFF Research Database (Denmark)

Sanden, Guro Refsum

2016-01-01

Purpose: – The purpose of this paper is to analyse the consequences of globalisation in the area of corporate communication, and investigate how language may be managed as a strategic resource. Design/methodology/approach: – A review of previous studies on the effects of globalisation on corporate...... communication and the implications of language management initiatives in international business. Findings: – Efficient language management can turn language into a strategic resource. Language needs analyses, i.e. linguistic auditing/language check-ups, can be used to determine the language situation...... of a company. Language policies and/or strategies can be used to regulate a company’s internal modes of communication. Language management tools can be deployed to address existing and expected language needs. Continuous feedback from the front line ensures strategic learning and reduces the risk of suboptimal...

Language Ideologies in a Danish Company with English as a Corporate Language

DEFF Research Database (Denmark)

Lønsmann, Dorte

2015-01-01

with Danish. While previous studies of English as an international language have tended to focus on the consequences for the local language, this article also includes a discussion of the role of English in relation to other international languages. English is constructed as the international language......With the spread of English as a global language, concerns have been voiced over the impact of English on local languages. This article presents results from an ethnographic study of language ideologies in a Danish workplace with a particular focus on ideologies of English in relation to the local...... language and to other foreign languages. In this international company, conflicting ideologies construct the local language Danish on the one hand as the natural language in Denmark, but as unimportant compared to English on the other hand. English is constructed as prestigious and powerful in contrast...

The Effect of English Language on Multiple Choice Question Scores of Thai Medical Students.

Science.gov (United States)

Phisalprapa, Pochamana; Muangkaew, Wayuda; Assanasen, Jintana; Kunavisarut, Tada; Thongngarm, Torpong; Ruchutrakool, Theera; Kobwanthanakun, Surapon; Dejsomritrutai, Wanchai

2016-04-01

Universities in Thailand are preparing for Thailand's integration into the ASEAN Economic Community (AEC) by increasing the number of tests in English language. English language is not the native language of Thailand Differences in English language proficiency may affect scores among test-takers, even when subject knowledge among test-takers is comparable and may falsely represent the knowledge level of the test-taker. To study the impact of English language multiple choice test questions on test scores of medical students. The final examination of fourth-year medical students completing internal medicine rotation contains 120 multiple choice questions (MCQ). The languages used on the test are Thai and English at a ratio of 3:1. Individual scores of tests taken in both languages were collected and the effect of English language on MCQ was analyzed Individual MCQ scores were then compared with individual student English language proficiency and student grade point average (GPA). Two hundred ninety five fourth-year medical students were enrolled. The mean percentage of MCQ scores in Thai and English were significantly different (65.0 ± 8.4 and 56.5 ± 12.4, respectively, p English was fair (Spearman's correlation coefficient = 0.41, p English than in Thai language. Students were classified into six grade categories (A, B+, B, C+, C, and D+), which cumulatively measured total internal medicine rotation performance score plus final examination score. MCQ scores from Thai language examination were more closely correlated with total course grades than were the scores from English language examination (Spearman's correlation coefficient = 0.73 (p English proficiency score was very high, at 3.71 ± 0.35 from a total of 4.00. Mean student GPA was 3.40 ± 0.33 from a possible 4.00. English language MCQ examination scores were more highly associated with GPA than with English language proficiency. The use of English language multiple choice question test may decrease scores

Expanding Horizons and Unresolved Conundrums: Language Testing and Assessment

Science.gov (United States)

Leung, Constant; Lewkowicz, Jo

2006-01-01

Since the last "TESOL Quarterly" commemorative issue 15 years ago, there have been too many important developments in language testing and assessment for all of them to be discussed in a single article. Therefore, this article focuses on issues that we believe are integrally linked to pedagogic and curriculum concerns of English language teaching.…

Teaching Statistics in Language Testing Courses

Science.gov (United States)

Brown, James Dean

2013-01-01

The purpose of this article is to examine the literature on teaching statistics for useful ideas that teachers of language testing courses can draw on and incorporate into their teaching toolkits as they see fit. To those ends, the article addresses eight questions: What is known generally about teaching statistics? Why are students so anxious…

Development of a Language for International Law: The Experience of Esperanto.

Science.gov (United States)

Harry, Ralph L.

1989-01-01

Recounts the history of interest in developing Esperanto as a lingua franca for international law and diplomacy, beginning with Zamenhof's development of Esperanto and proceeding through the development of a lexicon for the language and through its application to legal issues. Prospects for the future of Esperanto are discussed. (DJD)

On JALT 95: Curriculum and Evaluation. Proceedings of the JALT International Conference on Language Teaching/Learning (22nd, Nagoya, Japan, November 1995). Section Seven: Testing and Evaluation.

Science.gov (United States)

Brown, James Dean; And Others

This section contains conference papers on testing and evaluation in second language teaching. They include: "English Language Entrance Examinations in Japan: Problems and Solutions" (James Dean Brown); "Reliability and a Learner Style Questionnaire" (Dale T. Griffee); "Does It Work?" Evaluating Language Learning Tasks" (Rod Ellis); "Communicative…

Early childhood language memory in the speech perception of international adoptees.

Science.gov (United States)

Oh, Janet S; Au, Terry Kit-Fong; Jun, Sun-Ah

2010-11-01

It is as yet unclear whether the benefits of early linguistic experiences can be maintained without at least some minimal continued exposure to the language. This study compared 12 adults adopted from Korea to the US as young children (all but one prior to age one year) to 13 participants who had no prior exposure to Korean to examine whether relearning can aid in accessing early childhood language memory. All 25 participants were recruited and tested during the second week of first-semester college Korean language classes. They completed a language background questionnaire and interview, a childhood slang task and a Korean phoneme identification task. Results revealed an advantage for adoptee participants in identifying some Korean phonemes, suggesting that some components of early childhood language memory can remain intact despite many years of disuse, and that relearning a language can help in accessing such a memory.

International Undergraduate English Language Learners' Perception of Language and Academic Acquisition through Online Learning: A Qualitative Phenomenological Study

Science.gov (United States)

De Jesus, Olga Noemi

2014-01-01

Many institutional programs are changing to incorporate more online opportunities as a way to meet the needs of their students. Therefore, international English language learners are being encouraged to take online courses in order to complete their programs of study at United States colleges or universities (Tan, Lee, & Steven, 2010). In this…

An Investigation into the Validity of the TOEFL iBT Speaking Test for International Teaching Assistant Certification

Science.gov (United States)

Farnsworth, Timothy L.

2013-01-01

This study examined the construct validity of the TOEFL iBT Speaking subsection for the purposes of international teaching assistant (ITA) certification, a purpose for which it was not specifically designed. The factor structure of the new TOEFL was compared with that of another language performance test in use at a major American research…

Test Anxiety among Foreign Language Learners: A Review of Literature

Directory of Open Access Journals (Sweden)

Selami Aydın

2009-04-01

Full Text Available The findings obtained from previous research indicate that test anxiety has significant effects on the foreign language learning process. Thus, this paper aims to present a synthesis of research results on the sources and effects of test anxiety among foreign language learners. The results of the studies reviewed in the paper were mainly categorized under two sub-sections: the sources and effects of test anxiety. It is expected that the study will not only contribute to the limited research on the subject in Turkey, but also help increase the awareness among target groups such as learners, teacher and examiners.

3rd international software language engineering conference (SLE) : pre-proceedings, October 12-13, 2010, Eindhoven, the Netherlands

OpenAIRE

Brand, van den, M.G.J.; Malloy, B.; Staab, S.

2010-01-01

We are pleased to present the proceedings of the Third International Conference on Software Language Engineering (SLE 2010). The conference will be held in Eindhoven, the Netherlands during October 12-13, 2010 and will be co-located with The Ninth International Conference on Generative Programming and Component Engineering (GPCE'10), and The Workshop on Feature-Oriented Software Development (FOSD). An important goal of SLE is to integrate the different sub-communities of the software-language...

Brief International Cognitive Assessment for MS (BICAMS): international standards for validation.

Science.gov (United States)

Benedict, Ralph H B; Amato, Maria Pia; Boringa, Jan; Brochet, Bruno; Foley, Fred; Fredrikson, Stan; Hamalainen, Paivi; Hartung, Hans; Krupp, Lauren; Penner, Iris; Reder, Anthony T; Langdon, Dawn

2012-07-16

An international expert consensus committee recently recommended a brief battery of tests for cognitive evaluation in multiple sclerosis. The Brief International Cognitive Assessment for MS (BICAMS) battery includes tests of mental processing speed and memory. Recognizing that resources for validation will vary internationally, the committee identified validation priorities, to facilitate international acceptance of BICAMS. Practical matters pertaining to implementation across different languages and countries were discussed. Five steps to achieve optimal psychometric validation were proposed. In Step 1, test stimuli should be standardized for the target culture or language under consideration. In Step 2, examiner instructions must be standardized and translated, including all information from manuals necessary for administration and interpretation. In Step 3, samples of at least 65 healthy persons should be studied for normalization, matched to patients on demographics such as age, gender and education. The objective of Step 4 is test-retest reliability, which can be investigated in a small sample of MS and/or healthy volunteers over 1-3 weeks. Finally, in Step 5, criterion validity should be established by comparing MS and healthy controls. At this time, preliminary studies are underway in a number of countries as we move forward with this international assessment tool for cognition in MS.

The Future of World Englishes in Language Testing

Science.gov (United States)

Brown, James Dean

2014-01-01

This article begins by defining "world Englishes" (WEs) and the related paradigm of inner-, outer-, and expanding-circle English(es). The discussion then turns to the central concerns of the WEs and language testing (LT) communities with regard to how English tests can best be constructed to include various WEs by discussing (a) what…

Techniques for Automated Testing of Lola Industrial Robot Language Parser

Directory of Open Access Journals (Sweden)

M. M. Lutovac

2014-06-01

Full Text Available The accuracy of parsing execution directly affects the accuracy of semantic analysis, optimization and object code generation. Therefore, parser testing represents the basis of compiler testing. It should include tests for correct and expected, but also for unexpected and invalid cases. Techniques for testing the parser, as well as algorithms and tools for test sentences generation, are discussed in this paper. The methodology for initial testing of a newly developed compiler is proposed. Generation of negative test sentences by modifying the original language grammar is described. Positive and negative test cases generated by Grow, Purdom’s algorithm with and without length control, CDRC-P algorithm and CDRC-P algorithm with length control are applied to the testing of L-IRL robot programming language. For this purpose two different tools for generation of test sentences are used. Based on the presented analysis of possible solutions, the appropriate method can be chosen for testing the parser for smaller grammars with many recursive rules.

Internal and External Dynamics in Language: Evidence from Verb Regularity in a Historical Corpus of English

Science.gov (United States)

Cuskley, Christine F.; Pugliese, Martina; Castellano, Claudio; Colaiori, Francesca; Loreto, Vittorio; Tria, Francesca

2014-01-01

Human languages are rule governed, but almost invariably these rules have exceptions in the form of irregularities. Since rules in language are efficient and productive, the persistence of irregularity is an anomaly. How does irregularity linger in the face of internal (endogenous) and external (exogenous) pressures to conform to a rule? Here we address this problem by taking a detailed look at simple past tense verbs in the Corpus of Historical American English. The data show that the language is open, with many new verbs entering. At the same time, existing verbs might tend to regularize or irregularize as a consequence of internal dynamics, but overall, the amount of irregularity sustained by the language stays roughly constant over time. Despite continuous vocabulary growth, and presumably, an attendant increase in expressive power, there is no corresponding growth in irregularity. We analyze the set of irregulars, showing they may adhere to a set of minority rules, allowing for increased stability of irregularity over time. These findings contribute to the debate on how language systems become rule governed, and how and why they sustain exceptions to rules, providing insight into the interplay between the emergence and maintenance of rules and exceptions in language. PMID:25084006

Effects of tonal language background on tests of temporal sequencing in children.

Science.gov (United States)

Mukari, Siti Zamratol-Mai S; Yu, Xuan; Ishak, Wan Syafira; Mazlan, Rafidah

2015-01-01

The aims of the present study were to determine the effects of language background on the performance of the pitch pattern sequence test (PPST) and duration pattern sequence test (DPST). As temporal order sequencing may be affected by age and working memory, these factors were also studied. Performance of tonal and non-tonal language speakers on PPST and DPST were compared. Twenty-eight native Mandarin (tonal language) speakers and twenty-nine native Malay (non-tonal language) speakers between seven to nine years old participated in this study. The results revealed that relative to native Malay speakers, native Mandarin speakers demonstrated better scores on the PPST in both humming and verbal labeling responses. However, a similar language effect was not apparent in the DPST. An age effect was only significant in the PPST (verbal labeling). Finally, no significant effect of working memory was found on the PPST and the DPST. These findings suggest that the PPST is affected by tonal language background, and highlight the importance of developing different normative values for tonal and non-tonal language speakers.

English Language Apprehension and Relationship Building Bonding among International Students in the College of Arts and Sciences at University Utara Malaysia

OpenAIRE

Mohammad Idris

2015-01-01

The purpose of this study is to examine the English language apprehension and interpersonal communication for 170 international postgraduate students, who study in the College of Art and Science, University of Utara Malaysia. The research objectives are: firstly, to determine to what extent international postgraduate students‘ attitudes influence English language pronunciation for interpersonal communication. Secondly, to examine the relationship between attitudes and English language apprehe...

An Exploration of Language Anxiety in L2 Academic Context for Chinese International Students in U.S. Universities

Science.gov (United States)

Zhao, Qing

2013-01-01

This mix-methods study examined the language anxiety levels that the Chinese international students perceived in second language (L2) academic context at four universities in the northeastern region of the United States of America; it explored the impact of language anxiety that these students perceived on their academic learning; it also…

Language and functionality of post-stroke adults: evaluation based on International Classification of Functioning, Disability and Health (ICF).

Science.gov (United States)

Santana, Maria Tereza Maynard; Chun, Regina Yu Shon

2017-03-09

Cerebrovascular accident is an important Public Health problem because of the high rates of mortality and sequelae such as language disorders. The conceptual health changes have led to the incorporation of functional and social aspects in the assessments as proposed by the World Health Organization in the International Classification of Functioning, Disability and Health. The purpose was to evaluate and classify language aspects, functionality and participation of post-stroke individuals based on the concepts of the International Classification of Functioning, Disability and Health and characterize the sociodemographic profile of participants. Data collection was carried out through the application of a clinical instrument to evaluate language, participation and functionality in fifty individuals based on the International Classification of Functioning, Disability and Health. The age of the participants varied between 32 and 88 years, and the majority were elderly men. Among body functions, the participants reported more difficulties in "memory functions". As for activity and participation, more difficulties were reported in "recreation and leisure". As for environmental factors, the component "healthcare professionals" was indicated as a facilitator by the majority of participants. The results show the impact of language difficulties in the lives of post-stroke adults and reinforce the applicability of the International Classification of Functioning, Disability and Health as an important complementary tool for assessing language, functionality and participation in a comprehensive and humane approach, towards the improvement of health assistance in ambulatory care.

Testing foreign language impact on engineering students' scientific problem-solving performance

Science.gov (United States)

Tatzl, Dietmar; Messnarz, Bernd

2013-12-01

This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in the Degree Programme of Aviation at the FH JOANNEUM University of Applied Sciences, Graz, Austria. Half of each test group were given a set of 12 physics problems described in German, the other half received the same set of problems described in English. It was the goal to test linguistic reading comprehension necessary for scientific problem solving instead of physics knowledge as such. The results imply that written undergraduate English-medium engineering tests and examinations may not require additional examination time or language-specific aids for students who have reached university-entrance proficiency in English as a foreign language.

"Language," "Communication," and the Longing for the Authentic in LSP Testing

Science.gov (United States)

Hoekje, Barbara

2016-01-01

This commentary argues that the OET research raises inescapable contradictions in trying to separate "language" from "communication" within a weak performance test and advocates for reconceptualizing the legitimate domain of "language" more widely, reclaiming the full potential of the communicative competence…

Development and Validation of Extract the Base: An English Derivational Morphology Test for Third through Fifth Grade Monolingual Students and Spanish-Speaking English Language Learners

Science.gov (United States)

Goodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria; Malabonga, Valerie; Kenyon, Dorry; Louguit, Mohammed; August, Diane

2012-01-01

This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure,…

The irreversibility of sensitive period effects in language development: evidence from second language acquisition in international adoptees.

Science.gov (United States)

Norrman, Gunnar; Bylund, Emanuel

2016-05-01

The question of a sensitive period in language acquisition has been subject to extensive research and debate for more than half a century. While it has been well established that the ability to learn new languages declines in early years, the extent to which this outcome depends on biological maturation in contrast to previously acquired knowledge remains disputed. In the present study, we addressed this question by examining phonetic discriminatory abilities in early second language (L2) speakers of Swedish, who had either maintained their first language (L1) (immigrants) or had lost it (international adoptees), using native speaker controls. Through this design, we sought to disentangle the effects of the maturational state of the learner on L2 development from the effects of L1 interference: if additional language development is indeed constrained by an interfering L1, then adoptees should outperform immigrant speakers. The results of an auditory lexical decision task, in which fine vowel distinctions in Swedish had been modified, showed, however, no difference between the L2 groups. Instead, both L2 groups scored significantly lower than the native speaker group. The three groups did not differ in their ability to discriminate non-modified words. These findings demonstrate that L1 loss is not a crucial condition for successfully acquiring an L2, which in turn is taken as support for a maturational constraints view on L2 acquisition. A video abstract of this article can be viewed at: https://youtu.be/1J9X50aePeU. © 2015 John Wiley & Sons Ltd.

Integrating Foreign Languages and Cultures into U.S. International Business Programs: Best Practices and Future Considerations

Science.gov (United States)

Sacco, Steven J.

2014-01-01

This paper describes the importance of foreign languages and cultures and their integration into U.S. international business programs. The author juxtaposes globalization strategies of European and American business schools and highlights pre-university foreign language study in Europe and the U.S. The paper goes on to describe model U.S.…

Acculturation and Linguistic Factors on International Students' Self-Esteem and Language Confidence

Science.gov (United States)

Lopez, Iris Y.; Bui, Ngoc H.

2014-01-01

Acculturation and linguistic factors were examined as predictors of self-esteem and language confidence among 91 international college students. The majority of participants were Asian (64.8%), female (59.3%), and graduate students (76.9%). Assimilative (adopting host cultural values) and integrative (blending both host and home cultural values)…

Early phonology revealed by international adoptees' birth language retention.

Science.gov (United States)

Choi, Jiyoun; Broersma, Mirjam; Cutler, Anne

2017-07-11

Until at least 6 mo of age, infants show good discrimination for familiar phonetic contrasts (i.e., those heard in the environmental language) and contrasts that are unfamiliar. Adult-like discrimination (significantly worse for nonnative than for native contrasts) appears only later, by 9-10 mo. This has been interpreted as indicating that infants have no knowledge of phonology until vocabulary development begins, after 6 mo of age. Recently, however, word recognition has been observed before age 6 mo, apparently decoupling the vocabulary and phonology acquisition processes. Here we show that phonological acquisition is also in progress before 6 mo of age. The evidence comes from retention of birth-language knowledge in international adoptees. In the largest ever such study, we recruited 29 adult Dutch speakers who had been adopted from Korea when young and had no conscious knowledge of Korean language at all. Half were adopted at age 3-5 mo (before native-specific discrimination develops) and half at 17 mo or older (after word learning has begun). In a short intensive training program, we observe that adoptees (compared with 29 matched controls) more rapidly learn tripartite Korean consonant distinctions without counterparts in their later-acquired Dutch, suggesting that the adoptees retained phonological knowledge about the Korean distinction. The advantage is equivalent for the younger-adopted and the older-adopted groups, and both groups not only acquire the tripartite distinction for the trained consonants but also generalize it to untrained consonants. Although infants younger than 6 mo can still discriminate unfamiliar phonetic distinctions, this finding indicates that native-language phonological knowledge is nonetheless being acquired at that age.

Linguistic Ecosystems for Foreign-Language Learning in Canada and Japan: An International Comparison of Where Language-Learning Beliefs Come from

Science.gov (United States)

Kouritzin, Sandra; Nakagawa, Satoru

2011-01-01

We report on international research that compares linguistic ecosystems, that is, socially constructed public attitudes and ideologies concerned with foreign-language (FL) learning, in Canada and Japan. Analyzing responses to three interview questions from 125 interviews with five categories of respondent in each country, we suggest that there are…

Internationally adopted children in the early school years: relative strengths and weaknesses in language abilities.

Science.gov (United States)

Glennen, Sharon

2015-01-01

This study aimed to determine the relative strengths and weaknesses in language and verbal short-term memory abilities of school-age children who were adopted from Eastern Europe. Children adopted between 1;0 and 4;11 (years;months) of age were assessed with the Clinical Evaluation of Language Fundamentals-Preschool, Second Edition (CELF-P2) and the Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4) at age 5 and ages 6-7. Language composites and subtests were compared across time. All CELF-P2 and CELF-4 mean scores fell in the average range. Receptive composites were 102.74 and 103.86, and expressive composites were 100.58 and 98.42, at age 5 and ages 6-7, respectively. Age of adoption did not correlate to test scores. At ages 6-7, receptive language, sentence formulation, and vocabulary were areas of strength, with subtest scores significantly better than test norms. Verbal short-term memory and expressive grammar subtest scores were within the average range but significantly worse than test norms. A high percentage of children scored 1 standard deviation below the mean on these 2 subtests (27.3%-34.1%). Eastern European adoptees had average scores on a variety of language tests. Vocabulary was a relative strength; enriching the environment substantially improved this language area. Verbal short-term memory and expressive grammar were relative weaknesses. Children learning a language later in life may have difficulty with verbal short-term memory, which leads to weaknesses in expressive syntax and grammar.

Does the Test Work? Evaluating a Web-Based Language Placement Test

Science.gov (United States)

Long, Avizia Y.; Shin, Sun-Young; Geeslin, Kimberly; Willis, Erik W.

2018-01-01

In response to the need for examples of test validation from which everyday language programs can benefit, this paper reports on a study that used Bachman's (2005) assessment use argument (AUA) framework to examine evidence to support claims made about the intended interpretations and uses of scores based on a new web-based Spanish language…

Conformance test development with the Java modeling language

DEFF Research Database (Denmark)

Søndergaard, Hans; Korsholm, Stephan E.; Ravn, Anders P.

2017-01-01

In order to claim conformance with a Java Specification Request, a Java implementation has to pass all tests in an associated Technology Compatibility Kit (TCK). This paper presents a model-based development of a TCK test suite and a test execution tool for the draft Safety-Critical Java (SCJ......) profile specification. The Java Modeling Language (JML) is used to model conformance constraints for the profile. JML annotations define contracts for classes and interfaces. The annotations are translated by a tool into runtime assertion checks.Hereby the design and elaboration of the concrete test cases...

Development of a test and flight engineering oriented language. Phase 3: Presentation

Science.gov (United States)

Kamsler, W. F.; Case, C. W.; Kinney, E. L.; Gyure, J.

1970-01-01

The format material used in an oral presentation of the phase 3 study effort is given. The material includes a description of the language ALOFT and a terminology comparison with other test languages.

Language lateralization by functional MRI : a comparison with wada test-preliminary results

International Nuclear Information System (INIS)

Ryoo, Jae Wook; Na, Dong Gyu; Byun, Hong Sik

1999-01-01

To evaluate the usefulness of functional MR imaging (fMRI) for the determination of language dominance and to assess differences in language lateralization according to activation task or activated area. Functional maps of the language area were obtained during word generation tasks(noun and verb) and a reading task in ten patients (9 right handed, 1 left handed) who had undergone the Wada test. MR examinations were performed using a 1.5T scanner and the EPI BOLD technique. The SPM program was employed for the postprocessing of images and the threshold for significance was set at p<0.001 or p<0.01. A lateralization index was calculated from the number of activated pixels in three hemispheric regions (whole hemisphere, frontal lobe, and temporoparietal lobe), and the results were compared with those of Wada tests. The results for lateralization of language area were compared among stimulation tasks and regions and used for calculation of lateralization indices. During the Wada test, nine patients were left dominant and one patient was right dominant for language. Language dominance based on activated signals in each hemisphere was consistent with the results of the Wada test in 87.5% (verb and noun generation tasks) and 90% (reading task) of patients. Language dominance determined by activated signals in the frontal lobe was consistent in 87.5%, 75%, and 80% of patients in each stimulation task (verb generation, noun generation, and reading), respectively. The consistency rate of activated signals in the temporoparietal lobe was 87.5%, 87.5% and 80% of patients in each task. the mean value of the lateralization index, calculated on the basis of activated signals in the temporoparietal lobe was higher than that in the hemisphere or frontal lobe. The verb generation task showed a higher lateralization index than the noun generation or reading task. The lateralization index was higher in the verb generation task and in the region of the temporoparietal lobe than in

Language lateralization by functional MRI : a comparison with wada test-preliminary results

Energy Technology Data Exchange (ETDEWEB)

Ryoo, Jae Wook; Na, Dong Gyu; Byun, Hong Sik [Samsung Medical Center, Sungkyunkwan Univ. School of Medicine, Seoul (Korea, Republic of)] (and others)

1999-05-01

To evaluate the usefulness of functional MR imaging (fMRI) for the determination of language dominance and to assess differences in language lateralization according to activation task or activated area. Functional maps of the language area were obtained during word generation tasks(noun and verb) and a reading task in ten patients (9 right handed, 1 left handed) who had undergone the Wada test. MR examinations were performed using a 1.5T scanner and the EPI BOLD technique. The SPM program was employed for the postprocessing of images and the threshold for significance was set at p<0.001 or p<0.01. A lateralization index was calculated from the number of activated pixels in three hemispheric regions (whole hemisphere, frontal lobe, and temporoparietal lobe), and the results were compared with those of Wada tests. The results for lateralization of language area were compared among stimulation tasks and regions and used for calculation of lateralization indices. During the Wada test, nine patients were left dominant and one patient was right dominant for language. Language dominance based on activated signals in each hemisphere was consistent with the results of the Wada test in 87.5% (verb and noun generation tasks) and 90% (reading task) of patients. Language dominance determined by activated signals in the frontal lobe was consistent in 87.5%, 75%, and 80% of patients in each stimulation task (verb generation, noun generation, and reading), respectively. The consistency rate of activated signals in the temporoparietal lobe was 87.5%, 87.5% and 80% of patients in each task. the mean value of the lateralization index, calculated on the basis of activated signals in the temporoparietal lobe was higher than that in the hemisphere or frontal lobe. The verb generation task showed a higher lateralization index than the noun generation or reading task. The lateralization index was higher in the verb generation task and in the region of the temporoparietal lobe than in

English as an international language of science and its effect on Nordic terminology: the view of scientists

OpenAIRE

Hultgren, Anna Kristina

2015-01-01

This chapter is concerned with attitudes to English as an international language of science among Nordic scientists. It reports on a questionnaire completed by 200+ physicists, chemists and computer scientists at universities in five Nordic countries: Iceland, Norway, Denmark, Sweden and Finland. The purpose is two-fold: First, it investigates if claims made primarily by representatives of the national language councils about a lack of local language terminology are corroborated by scientists...

Integrating Online Discussion in an Australian Intensive English Language Course.

Science.gov (United States)

Sutherland-Smith, Wendy

2002-01-01

Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

The Empirical Dimension of Communicative Language Tests: The Case of Selected Philippine Universities

Science.gov (United States)

Bernardo, Alejandro S.

2011-01-01

This study examined the "communicativeness" of 22 English language tests designed and administered by 22 English instructors from 22 different colleges and universities in the Philippines. Its key objective was to answer the question "How communicative are the language tests used in assessing students' competence (knowledge of the…

The acculturation, language and learning experiences of international nursing students: Implications for nursing education.

Science.gov (United States)

Mitchell, Creina; Del Fabbro, Letitia; Shaw, Julie

2017-09-01

International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing

Improving the Traditional Testing Methods in Learning Foreign Languages

DEFF Research Database (Denmark)

Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana

2012-01-01

A model for gathering oral answers as part of testing the speaker skills (i.e. command of language, native or foreign) is presented, as well as the software used in the experimentation. The research presented here is a result of more than six (6) months’ work with TESOL experts, based on 60 test...

Implications from the Use of ICT by Language Teachers--Participants of International Projects

Science.gov (United States)

Gajek, Elzbieta

2015-01-01

Telecollaboration in international school projects requires various competences from the participating teachers. A combination of intercultural, linguistic, technical and subject competences builds ground for successful team work with foreign partners. This article presents a survey on the use of ICT by language teachers, their attitudes to ICT…

Translation and Adaptation of Tests: Lessons Learned and Recommendations for Countries Participating in timss, pisa and other International Comparisons

Directory of Open Access Journals (Sweden)

Guillermo Solano-Flores

2006-11-01

Full Text Available In this paper we present a conceptual model and methodology for the review of translated tests in the context of such international comparisons as the Trends in International Mathematics and Science Study (TIMSS and the Programme for International Student Assessment (PISA. We also present the results of an investigation into the quality of the Mexican translation of the TIMSS-1995 into the Spanish language. We identified translation errors in a significant percentage of the items, as well as relatively high correlations between the severity of translation errors and the items’ p-values. These findings indicate that our error-coding system is highly sensitive to test-translation error. The results underscore the need for improved translation and translation-review procedures in international comparisons. In our opinion, to implement the guidelines properly for test translation in international comparisons, each participating country needs to have internal procedures that would ensure a rigorous review of its own translations. The article concludes with four recommendations for countries participating in international comparisons. These recommendations relate to: (a the characteristics of the individuals in charge of translating instruments; (b the use of review, not simply at the end of the process, but during the process of test translation; (c the minimum time needed for various translation review iterations to take place; and (d the need for proper documentation of the entire process of test translation.

Computer-Based English Language Testing in China: Present and Future

Science.gov (United States)

Yu, Guoxing; Zhang, Jing

2017-01-01

In this special issue on high-stakes English language testing in China, the two articles on computer-based testing (Jin & Yan; He & Min) highlight a number of consistent, ongoing challenges and concerns in the development and implementation of the nationwide IB-CET (Internet Based College English Test) and institutional computer-adaptive…

Language Teachers' Target Language Project: Language for Specific Purposes of Language Teaching

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Korenev, Alexey; Westbrook, Carolyn; Merry, Yvonne; Ershova, Tatiana

2016-01-01

The Language Teachers' Target Language project (LTTL) aims to describe language teachers' target language use domain (Bachman & Palmer 2010) and to develop a language test for future teachers of English. The team comprises four researchers from Moscow State University (MSU) and Southampton Solent University.

Training Senior Teachers in Compulsory Computer Based Language Tests

Science.gov (United States)

Laborda, Jesus Garcia; Royo, Teresa Magal

2009-01-01

The IBT TOEFL has become the principal example of online high stakes language testing since 2005. Most instructors who do the preparation for IBT TOEFL face two main realities: first, students are eager and highly motivated to take the test because of the prospective implications; and, second, specific studies would be necessary to see if…

Language Testing: The State of the Art. An Online Interview with James Dean Brown

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Brown, James Dean; Salmani Nodoushan, Mohammad Ali

2015-01-01

In this interview, JD Brown reflects on language testing/assessment. He suggests that language testing can be seen as a continuum with hard core positivist approaches at one end and post modernist interpretive perspectives at the other, and also argues that norm referencing (be it proficiency, placement, or aptitude testing) and criterion…

Effects of computer-based immediate feedback on foreign language listening comprehension and test-associated anxiety.

Science.gov (United States)

Lee, Shu-Ping; Su, Hui-Kai; Lee, Shin-Da

2012-06-01

This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.

TEST OF ENGLISH FOR AVIATION PERSONNEL TO MEET ICAO LANGUAGE PROFICIENCY REQUIREMENTS

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Olena Petrashchuk

2012-10-01

Full Text Available  The article is devoted to the actual problem of the assessment of English language proficiency of aviation personnel. The paper presents an English language test, which is used for professional pilots and air traffic controllers.

Developing Testing Accommodations for English Language Learners: Illustrations as Visual Supports for Item Accessibility

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Solano-Flores, Guillermo; Wang, Chao; Kachchaf, Rachel; Soltero-Gonzalez, Lucinda; Nguyen-Le, Khanh

2014-01-01

We address valid testing for English language learners (ELLs)--students in the United States who are schooled in English while they are still acquiring English as a second language. Also, we address the need for procedures for systematically developing ELL testing accommodations--changes in tests intended to support ELLs to gain access to the…

Washback to Learning Outcomes: A Comparative Study of IELTS Preparation and University Pre-Sessional Language Courses

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Green, Anthony

2007-01-01

This study investigated whether dedicated test preparation classes gave learners an advantage in improving their writing test scores. Score gains following instruction on a measure of academic writing skills--the International English Language Testing System (IELTS) academic writing test--were compared across language courses of three types; all…

Transcription and the IELTS Speaking Test: Facilitating Development

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Stones, Thomas P.

2013-01-01

This article describes a transcription task cycle that was designed to facilitate the development of skills for the IELTS (International English Language Testing System) speaking test at a language school in Japan. The cycle involved practice test, transcription, student correction, teacher correction, and retrial of the original test and…

Now What? Think Fast: Using Healthcare Clinics as Universal Language to Maximize Learning for International Students in a Graduate Classroom

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Sanda Katila

2016-12-01

Full Text Available International students in Masters programs come to the US optimistic and willing to learn. Upon arrival and entrance into programs, they often encounter unexpected environments. Culture shock and language barriers may seem like obvious hurdles, but work ethic and scope of visual knowledge also pose unique challenges for both students and design educators. Although all students share new challenges in graduate school, international students face tougher impediments in studio environments where they express themselves both visually and verbally. Additionally, much of design uses humor, idioms, and visual clues only understood in English. So how do educators help international students build on what they already know? How do educators break barriers between domestic and international students so they may teach one another through a shared language? In fall 2015, my Conceptual Development and Implementation class was struggling to exchange ideas in the classroom. We moved through that struggle by developing a shared language around each student's experiences with healthcare clinics in their country of origin. Students explained what makes healthcare clinics reputable; how people access information in India, China, small towns and larger urban areas; and where people look for trustworthy information. This paper discusses how one educator used student experience of healthcare clinics to find a universal language to maximize learning for international students in design education.

3rd international software language engineering conference (SLE) : pre-proceedings, October 12-13, 2010, Eindhoven, the Netherlands

NARCIS (Netherlands)

Brand, van den M.G.J.; Malloy, B.; Staab, S.

2010-01-01

We are pleased to present the proceedings of the Third International Conference on Software Language Engineering (SLE 2010). The conference will be held in Eindhoven, the Netherlands during October 12-13, 2010 and will be co-located with The Ninth International Conference on Generative Programming

Testing Practices and Attitudes Toward Tests and Testing: An International Survey

Czech Academy of Sciences Publication Activity Database

Evers, A.; McCormick, C. M.; Hawley, L. R.; Muñiz, J.; Balboni, G.; Bartram, D.; Boben, D.; Egeland, J.; El-Hassan, K.; Fernández-Hermida, J.R.; Fine, S.; Frans, Ö.; Gintiliéne, G.; Hagemeister, C.; Halama, P.; Iliescu, D.; Jaworowska, A.; Jiménez, P.; Manthouili, M.; Matesic, K.; Michaelsen, L.; Mogaji, A.; Morley-Kirk, J.; Rózsa, S.; Rowlands, L.; Schittekatte, M.; Sümer, H.C.; Suwartono, T.; Urbánek, Tomáš; Wechsler, S.; Zelenevska, T.; Zanev, S.; Zhang, J.

2017-01-01

Roč. 17, č. 2 (2017), s. 158-190 ISSN 1530-5058 Institutional support: RVO:68081740 Keywords : psychological testing * testing practices * test use * International Test Commission * European Federation of Psychologists' Associations Subject RIV: AN - Psychology OBOR OECD: Psychology (including human - machine relations)

Language (In)competency, Communication Strategies, and the Development of an International Academic Teacher Identity: Becoming an Audible Minority

Science.gov (United States)

McAllum, Kirstie

2017-01-01

Despite universities' enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has…

Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives

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Zascerinska, Jelena

2010-01-01

Introduction. The use of three-five languages is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. Aim of the paper is to analyze the synergy between language acquisition and language learning. Materials and Methods. The search for the synergy between language acquisition and language…

External and Internal Conditionality of Language Borrowing

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Лилия Михайловна Букина

2016-12-01

Full Text Available This article looks at the factors that condition borrowings in language. The exposure of borrowings in the language system is based on precise differentiation of intralinguistic and extralinguistic factors. The theoretical basis for this study were the works of Russian and foreign scientists (Bagana Zh., Breiter M.A., Crystal D., Kryisin L.P., et al who were interested in such diversified phenomena as borrowings, in general, and in particular the reasons for them. Research is being conducted on the basis of the French language, certain illustrative units derived empirically in the process of researching these French websites: http://www.linternaute.com, http://www.elle.fr, http://www.wuzz.fr, http://www.eurosport.fr, etc. Borrowing can occur on all levels of language, but we considered the factors that facilitate borrowing and assimilation in the recipient language of lexical borrowings. The research is aimed at considering points of view of different linguists on the problem of borrowing into the recipient language and revealing similarities and differences in the views of scientists. Notwithstanding the fact that external reasons are acting as stimuli for borrowing, there are many linguistic research works that highlight their importance in the appearance and customization of foreign words in the recipient language. Intralinguistic factors dominate in the process of adopting a foreign word into the vocabulary of another language. Psychological factors play one of the key roles in the appearance of borrowings, as language contact is performed when bilingual speakers who have separate linguistic identities communicate. During the research the following methods were used: continuous sampling method, descriptive and analytical method, method of semantic analysis, method of comparison and contrasting.

Moving beyond the language barrier: the communication strategies used by international medical graduates in intercultural medical encounters.

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Jain, Parul; Krieger, Janice L

2011-07-01

To understand the communication strategies international medical graduates use in medical interactions to overcome language and cultural barriers. In-depth interviews were conducted with 12 international physicians completing their residency training in internal medicine in a large hospital in Midwestern Ohio. The interview explored (a) barriers participants encountered while communicating with their patients regarding language, affect, and culture, and (b) communication convergence strategies used to make the interaction meaningful. International physicians use multiple convergence strategies when interacting with their patients to account for the intercultural and intergroup differences, including repeating information, changing speaking styles, and using non-verbal communication. Understanding barriers to communication faced by international physicians and recognizing accommodation strategies they employ in the interaction could help in training of future international doctors who come to the U.S. to practice medicine. Early intervention could reduce the time international physicians spend navigating through the system and trying to learn by experimenting with different strategies which will allow these physicians to devote more time to patient care. We recommend developing a training manual that is instructive of the socio-cultural practices of the region where international physician will start practicing medicine. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children with Intellectual Disability and Language Difficulties

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Rhodes, Katherine T.; Branum-Martin, Lee; Morris, Robin D.; Romski, MaryAnn; Sevcik, Rose A.

2015-01-01

Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a…

The differential item functioning and structural equivalence of a nonverbal cognitive ability test for five language groups

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Pieter Schaap

2011-10-01

Research purpose: The aim of the study was to determine the differential item functioning (DIF and structural equivalence of a nonverbal cognitive ability test (the PiB/SpEEx Observance test [401] for five South African language groups. Motivation for study: Cultural and language group sensitive tests can lead to unfair discrimination and is a contentious workplace issue in South Africa today. Misconceptions about psychometric testing in industry can cause tests to lose credibility if industries do not use a scientifically sound test-by-test evaluation approach. Research design, approach and method: The researcher used a quasi-experimental design and factor analytic and logistic regression techniques to meet the research aims. The study used a convenience sample drawn from industry and an educational institution. Main findings: The main findings of the study show structural equivalence of the test at a holistic level and nonsignificant DIF effect sizes for most of the comparisons that the researcher made. Practical/managerial implications: This research shows that the PIB/SpEEx Observance Test (401 is not completely language insensitive. One should see it rather as a language-reduced test when people from different language groups need testing. Contribution/value-add: The findings provide supporting evidence that nonverbal cognitive tests are plausible alternatives to verbal tests when one compares people from different language groups.

Psychometric properties of a sign language version of the Mini International Neuropsychiatric Interview (MINI).

Science.gov (United States)

Øhre, Beate; Saltnes, Hege; von Tetzchner, Stephen; Falkum, Erik

2014-05-22

There is a need for psychiatric assessment instruments that enable reliable diagnoses in persons with hearing loss who have sign language as their primary language. The objective of this study was to assess the validity of the Norwegian Sign Language (NSL) version of the Mini International Neuropsychiatric Interview (MINI). The MINI was translated into NSL. Forty-one signing patients consecutively referred to two specialised psychiatric units were assessed with a diagnostic interview by clinical experts and with the MINI. Inter-rater reliability was assessed with Cohen's kappa and "observed agreement". There was 65% agreement between MINI diagnoses and clinical expert diagnoses. Kappa values indicated fair to moderate agreement, and observed agreement was above 76% for all diagnoses. The MINI diagnosed more co-morbid conditions than did the clinical expert interview (mean diagnoses: 1.9 versus 1.2). Kappa values indicated moderate to substantial agreement, and "observed agreement" was above 88%. The NSL version performs similarly to other MINI versions and demonstrates adequate reliability and validity as a diagnostic instrument for assessing mental disorders in persons who have sign language as their primary and preferred language.

Psychometric properties of a sign language version of the Mini International Neuropsychiatric Interview (MINI)

Science.gov (United States)

2014-01-01

Background There is a need for psychiatric assessment instruments that enable reliable diagnoses in persons with hearing loss who have sign language as their primary language. The objective of this study was to assess the validity of the Norwegian Sign Language (NSL) version of the Mini International Neuropsychiatric Interview (MINI). Methods The MINI was translated into NSL. Forty-one signing patients consecutively referred to two specialised psychiatric units were assessed with a diagnostic interview by clinical experts and with the MINI. Inter-rater reliability was assessed with Cohen’s kappa and “observed agreement”. Results There was 65% agreement between MINI diagnoses and clinical expert diagnoses. Kappa values indicated fair to moderate agreement, and observed agreement was above 76% for all diagnoses. The MINI diagnosed more co-morbid conditions than did the clinical expert interview (mean diagnoses: 1.9 versus 1.2). Kappa values indicated moderate to substantial agreement, and “observed agreement” was above 88%. Conclusion The NSL version performs similarly to other MINI versions and demonstrates adequate reliability and validity as a diagnostic instrument for assessing mental disorders in persons who have sign language as their primary and preferred language. PMID:24886297

Elite Bilingualism? Language Use among Multilingual Teenagers of Swedish Background in European Schools and International Schools in Europe

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Rydenvald, Marie

2015-01-01

This article explores the language use and language attitudes as reported by a number of multilingual teenagers with a Swedish background in European Schools and international schools in Europe. Special attention is given to the concepts of Third Culture Kids and elite bilingualism in relation to teenagers' multilingualism. This study is based on…

Shaping Tourist LL: Language Display and the Sociolinguistic Background of an International Multilingual Readership

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Bruyèl-Olmedo, Antonio; Juan-Garau, Maria

2015-01-01

Linguistic landscape studies increasingly focus on the variables that intertwine to generate the meaning of texts on display. International tourist resorts, largely multilingual, reveal how languages in signage combine and respond to the sociolinguistic profile of their readership. However, these settings have received scant attention in the…

Arguing about How the World Is or How the World Should Be: The Role of Argument in IELTS Tests

Science.gov (United States)

Coffin, Caroline

2004-01-01

Non native speakers of English wishing to study at tertiary level in English speaking countries are increasingly required to prove their English language competence by taking an internationally recognised test such as the Test of English as a Foreign Language (TOEFL) and the International English Language Testing Systems (IELTS). This article…

Does the speaker's voice quality influence children's performance on a language comprehension test?

Science.gov (United States)

Lyberg-Åhlander, Viveka; Haake, Magnus; Brännström, Jonas; Schötz, Susanne; Sahlén, Birgitta

2015-02-01

A small number of studies have explored children's perception of speakers' voice quality and its possible influence on language comprehension. The aim of this explorative study was to investigate the relationship between the examiner's voice quality, the child's performance on a digital version of a language comprehension test, the Test for Reception of Grammar (TROG-2), and two measures of cognitive functioning. The participants were (n = 86) mainstreamed 8-year old children with typical language development. Two groups of children (n = 41/45) were presented with the TROG-2 through recordings of one female speaker: one group was presented with a typical voice and the other with a simulated dysphonic voice. Significant associations were found between executive functioning and language comprehension. The results also showed that children listening to the dysphonic voice achieved significantly lower scores for more difficult sentences ("the man but not the horse jumps") and used more self-corrections on simpler sentences ("the girl is sitting"). Findings suggest that a dysphonic speaker's voice may force the child to allocate capacity to the processing of the voice signal at the expense of comprehension. The findings have implications for clinical and research settings where standardized language tests are used.

Screening for Specific Language Impairment in Preschool Children: Evaluating a Screening Procedure Including the Token Test

Science.gov (United States)

Willinger, Ulrike; Schmoeger, Michaela; Deckert, Matthias; Eisenwort, Brigitte; Loader, Benjamin; Hofmair, Annemarie; Auff, Eduard

2017-01-01

Specific language impairment (SLI) comprises impairments in receptive and/or expressive language. Aim of this study was to evaluate a screening for SLI. 61 children with SLI (SLI-children, age-range 4-6 years) and 61 matched typically developing controls were tested for receptive language ability (Token Test-TT) and for intelligence (Wechsler…

Developmental aspects of English argument structure constructions for Korean-speaking second language learners: Usage-based constructional approaches to language development

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Gyu-Ho Shin

2017-01-01

Full Text Available This study investigates developmental aspects of English Argument Structure Constructions (ASCs for Korean-speaking second language (L2 learners, providing evidence of how they manifest human domain-general cognitive systems during language acquisition via usage-based constructional approaches to language development. Participants were instructed on six English ASC types with their representative verbs for three months. The data from grammaticality preference tasks, writing tests, and free-writing tasks were analysed. Comprehension data from the grammaticality preference tasks showed significant improvement in understanding ASCs after instruction, supporting sentence-level generalisations for language comprehension independent of individual verbs. The production data from the writing tests demonstrated more frequent use of two-argument constructions than three-argument ones, which indicates the internal complexity between ASC types. The results of the writing tests also displayed skewed exploitation of verbs representative of the target ASCs, implying a frequency-sensitive nature of language acquisition. All production data further revealed active use of prefabricated chunks and incorporation of new and old language items. Taken all together, these observations suggest language learners’ merging narrowly stabilised L2 routines with other (non-linguistic resources as necessary, sustaining efficiency in a sentence-building process, under the superintendence of cognitive factors when satisfying communicative intents.

Le Rapport langue-culture dans les organisations internationales: Pour Une Sociologie des organisations internationales (The Relationship between Language and Culture in International Organizations: Toward a Sociology of International Organizations).

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Jastrab de Saint Robert, de Marie-Josee

1988-01-01

Understanding the work of international organizations requires an understanding of the relationship between language and culture, a relationship evident in the activities of the international organizations. This relationship is partly responsible for the negative image of such organizations. Research in the sociology of international organizations…

Language Planning at the International Level. Report of the Annual Conference of the Center for Research and Documentation on World Language Problems (3rd, New York, New York, December 14, 1984).

Science.gov (United States)

Tonkin, Humphrey, Ed.; Johnson-Weiner, Karen, Ed.

The proceedings of the conference include the opening address (Francoise Cestac) and these papers: "False Friendship in International Language Planning" (Joseph L. Malone); "Guidelines for Terminology Standardization at the United Nations" (Marie-Josee Jastrab); "Language Policy at the Agence de Cooperation Culturelle et…

AMSTERDAM-NIJMEGEN EVERYDAY LANGUAGE TEST - CONSTRUCTION, RELIABILITY AND VALIDITY

NARCIS (Netherlands)

BLOMERT, L; KEAN, ML; KOSTER, C; SCHOKKER, J

1994-01-01

The Amsterdam-Nijmegen Everyday Language Test (ANELT) is designed to measure, first, the level of verbal communicative abilities of aphasic patients and, second, changes in these abilities over time. The level of communicative effectiveness is determined by the adequacy of bringing a message across.

Computer Testing as a Form of Accommodation for English Language Learners

Science.gov (United States)

Abedi, Jamal

2009-01-01

This study compared performance of both English language learners (ELLs) and non-ELL students in Grades 4 and 8 under accommodated and nonaccommodated testing conditions. The accommodations used in this study included a computerized administration of a math test with a pop-up glossary, a customized English dictionary, extra testing time, and…

International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders: development of a position paper.

Science.gov (United States)

McLeod, Sharynne; Verdon, Sarah; Bowen, Caroline

2013-01-01

A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the "linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele" (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists' (SLPs') facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs' assessment and intervention, (c) SLPs' professional

Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect between U.S. Policy Makers and Test Developers

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Spaulding, Tammie J.; Szulga, Margaret Swartwout; Figueroa, Cecilia

2012-01-01

Purpose: The purpose of this study was to identify various U.S. state education departments' criteria for determining the severity of language impairment in children, with particular focus on the use of norm-referenced tests. A secondary objective was to determine if norm-referenced tests of child language were developed for the purpose of…

The Internet, Language Learning, And International Dialogue: 
Constructing Online Foreign Language Learning Websites

OpenAIRE

KARTAL, Erdogan; UZUN, Levent

2015-01-01

In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants ...

An Outsider View: The Perceptions of Visiting International Students on Teaching, Language and Culture

Science.gov (United States)

Bavli, Bünyamin

2017-01-01

This study investigates how international visitor students studying temporarily at a public university in Turkey perceive teaching, language and culture. Qualitative explanatory single case study method was employed in the study. The data were obtained through face to face interview with 10 participants, and a focus group interview with 3…

Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

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Weger, Heather D.

2013-01-01

The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

The Internet, Language Learning, and International Dialogue: Constructing Online Foreign Language Learning Websites

Science.gov (United States)

Kartal, Erdogan; Uzun, Levent

2010-01-01

In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign…

Reliability test for reactor internals rejuvenation technology

International Nuclear Information System (INIS)

Uchiyama, Junichi

1998-01-01

41 transparencies were presented on the subject of 'Reliability test for reactor internals rejuvenation technology'. The items presented give an introduction on the management of plant life in Japan and introduce the Nuclear Power Engineering Corporation (NUPEC). The question of what reliability tests for rejuvenation of reactor internals are is discussed in some detail and an outline of each test is given. Altogether six methods to rejuvenate reactor internals are presented, two of which have already been applied to actual plants. The presentation was supported by many detailed drawings and images

The Importance of English Language Competency in the Academic Success of International Accounting Students

Science.gov (United States)

Morris, Michael; Maxey, Shirley

2014-01-01

The authors investigate the information content of two commonly used admission tests, namely the Graduate Management Admission Test and the Test of English as a Foreign Language (TOEFL). The analysis extends prior research by investigating the incremental information content of individual components from one admission test conditional on the…

LANGUAGE CHANGE AND DEVELOPMENT: HISTORICAL LINGUISTICS

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Trisna Dinillah Dinillah Harya

2016-04-01

Full Text Available Language can change and develop by itself slowly. Language can change and development because of adaptation of development and pattern change and system of society life, such as level of education, social, culture and technology mastery. Language change and development can occur internally and externally. In this article the changes internally and language development will be reviewed by looking through the study of historical change and development language based on the history of its development. While changes in external and development will be explored through the study of Sociolinguistics by examining and looking at changes and developments that language is influenced by socio-cultural factors that occur in society. Changes internally initially occurred in the behavior of speakers in their everyday lives to adjust to each other, and followed by a tendency to innovate in groups of people who are already familiar, then followed by other changes in sequence, which ultimately makes a language different each other, although originally derived from a single language family. Changes in the external language change and language development is caused by the contact of a language with other languages, where humans as social beings who have been cultured either interconnected or inter-ethnic nations in the world in a country. Key words: Language Changes, Internal Change, External Change, Historical linguistics

Crosslinguistic Developmental Consistency in the Composition of Toddlers’ Internal State Vocabulary: Evidence from Four Languages

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Susanne Kristen

2014-01-01

Full Text Available Mental state language, emerging in the second and third years of life in typically developing children, is one of the first signs of an explicit psychological understanding. While mental state vocabulary may serve a variety of conversational functions in discourse and thus might not always indicate psychological comprehension, there is evidence for genuine references to mental states (desires, knowledge, beliefs, and emotions early in development across languages. This present study presents parental questionnaire data on the composition of 297 toddler-aged (30-to 32-month-olds children’s internal state vocabulary in four languages: Italian, German, English, and French. The results demonstrated that across languages expressions for physiological states (e.g., hungry and tired were among the most varied, while children’s vocabulary for cognitive entities (e.g., know and think proved to be least varied. Further, consistent with studies on children’s comprehension of these concepts, across languages children’s mastery of volition terms (e.g., like to do and want preceded their mastery of cognition terms. These findings confirm the cross-linguistic consistency of children’s emerging expression of abstract psychological concepts.

Language Testing in the Military: Problems, Politics and Progress

Science.gov (United States)

Green, Rita; Wall, Dianne

2005-01-01

There appears to be little literature available -- either descriptive or research-related -- on language testing in the military. This form of specific purposes assessment affects both military personnel and civilians working within the military structure in terms of posting, promotion and remuneration, and it could be argued that it has serious…

Performance-intensity functions of Mandarin word recognition tests in noise: test dialect and listener language effects.

Science.gov (United States)

Liu, Danzheng; Shi, Lu-Feng

2013-06-01

This study established the performance-intensity function for Beijing and Taiwan Mandarin bisyllabic word recognition tests in noise in native speakers of Wu Chinese. Effects of the test dialect and listeners' first language on psychometric variables (i.e., slope and 50%-correct threshold) were analyzed. Thirty-two normal-hearing Wu-speaking adults who used Mandarin since early childhood were compared to 16 native Mandarin-speaking adults. Both Beijing and Taiwan bisyllabic word recognition tests were presented at 8 signal-to-noise ratios (SNRs) in 4-dB steps (-12 dB to +16 dB). At each SNR, a half list (25 words) was presented in speech-spectrum noise to listeners' right ear. The order of the test, SNR, and half list was randomized across listeners. Listeners responded orally and in writing. Overall, the Wu-speaking listeners performed comparably to the Mandarin-speaking listeners on both tests. Compared to the Taiwan test, the Beijing test yielded a significantly lower threshold for both the Mandarin- and Wu-speaking listeners, as well as a significantly steeper slope for the Wu-speaking listeners. Both Mandarin tests can be used to evaluate Wu-speaking listeners. Of the 2, the Taiwan Mandarin test results in more comparable functions across listener groups. Differences in the performance-intensity function between listener groups and between tests indicate a first language and dialectal effect, respectively.

MULTICULTURAL EDUCATION AND ITS IMPACT ON LANGUAGE DEVELOPMENT: THE CASE OF MILITARY CADETS AT TMA

Directory of Open Access Journals (Sweden)

Hakan Hilmi Demirel

2016-04-01

Full Text Available The purpose of the study was three-fold: First, to determine the perspectives of the international and Turkish military cadets at Turkish Military Academy (TMA towards multicultural learning environment and cultural diversity. Second, to analyze to what extent the multicultural learning environment affects the language development of both international and Turkish cadets. Third, to identify the observations and suggestions of language instructors about the best practices that should be applied in multicultural learning setting. A questionnaire and two proficiency tests were conducted on 80 cadets for quantitative data. Qualitative data was gathered from 13 language instructors studying at TMA. It was found that the perspectives of the cadets towards multicultural learning setting were positive. Moreover, the international cadets’ language proficiency developed more than the Turkish cadets. Analysis of the interviews with the language instructors provided important insights into the issue.

The Short International Physical Activity Questionnaire: cross-cultural adaptation, validation and reliability of the Hausa language version in Nigeria.

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Oyeyemi, Adewale L; Oyeyemi, Adetoyeje Y; Adegoke, Babatunde O; Oyetoke, Fatima O; Aliyu, Habeeb N; Aliyu, Salamatu U; Rufai, Adamu A

2011-11-22

Accurate assessment of physical activity is important in determining the risk for chronic diseases such as cardiovascular disease, stroke, type 2 diabetes, cancer and obesity. The absence of culturally relevant measures in indigenous languages could pose challenges to epidemiological studies on physical activity in developing countries. The purpose of this study was to translate and cross-culturally adapt the Short International Physical Activity Questionnaire (IPAQ-SF) to the Hausa language, and to evaluate the validity and reliability of the Hausa version of IPAQ-SF in Nigeria. The English IPAQ-SF was translated into the Hausa language, synthesized, back translated, and subsequently subjected to expert committee review and pre-testing. The final product (Hausa IPAQ-SF) was tested in a cross-sectional study for concurrent (correlation with the English version) and construct validity, and test-retest reliability in a sample of 102 apparently healthy adults. The Hausa IPAQ-SF has good concurrent validity with Spearman correlation coefficients (ρ) ranging from 0.78 for vigorous activity (Min Week-1) to 0.92 for total physical activity (Metabolic Equivalent of Task [MET]-Min Week-1), but poor construct validity, with cardiorespiratory fitness (ρ = 0.21, p = 0.01) and body mass index (ρ = 0.22, p = 0.04) significantly correlated with only moderate activity and sitting time (Min Week-1), respectively. Reliability was good for vigorous (ICC = 0.73, 95% C.I = 0.55-0.84) and total physical activity (ICC = 0.61, 95% C.I = 0.47-0.72), but fair for moderate activity (ICC = 0.33, 95% C.I = 0.12-0.51), and few meaningful differences were found in the gender and socioeconomic status specific analyses. The Hausa IPAQ-SF has acceptable concurrent validity and test-retest reliability for vigorous-intensity activity, walking, sitting and total physical activity, but demonstrated only fair construct validity for moderate and sitting activities. The Hausa IPAQ-SF can be used for

Reliability tests for reactor internals replacement technology

International Nuclear Information System (INIS)

Fujimaki, K.; Uchiyama, J.; Ohtsubo, T.

2000-01-01

Structural damage due to aging degradation of LWR reactor internals has been reported in several nuclear plants. NUPEC has started a project to test the reliability of the technology for replacing reactor internals, which was directed at preventive maintenance before damage and repair after damage for the aging degradation. The project has been funded by the Ministry of International Trade and Industry (MITI) of Japan since 1995, and it follows the policy of a report that the MITI has formally issued in April 1996 summarizing the countermeasures to be considered for aging nuclear plants and equipment. This paper gives an outline of the whole test plans and the test results for the BWR reactor internals replacement methods; core shroud, ICM housing, and CRD Housing and stub tube. The test results have shown that the methods were reliable and the structural integrity was appropriate based on the evaluation. (author)

Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University

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Hiratsuka, Hiroyoshi

2016-01-01

In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational…

Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

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Tsai, Cheng-Hui; Wang, Chuan Po

2015-01-01

Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

Development of a KSC test and flight engineering oriented computer language, Phase 1

Science.gov (United States)

Case, C. W.; Kinney, E. L.; Gyure, J.

1970-01-01

Ten, primarily test oriented, computer languages reviewed during the phase 1 study effort are described. Fifty characteristics of ATOLL, ATLAS, and CLASP are compared. Unique characteristics of the other languages, including deficiencies, problems, safeguards, and checking provisions are identified. Programming aids related to these languages are reported, and the conclusions resulting from this phase of the study are discussed. A glossary and bibliography are included. For the reports on phase 2 of the study, see N71-35027 and N71-35029.

An Argument against Using Standardized Test Scores for Placement of International Undergraduate Students in English as a Second Language (ESL) Courses

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Kokhan, Kateryna

2013-01-01

Development and administration of institutional ESL placement tests require a great deal of financial and human resources. Due to a steady increase in the number of international students studying in the United States, some US universities have started to consider using standardized test scores for ESL placement. The English Placement Test (EPT)…

Language Planning, English Language Education and Development Aid in Bangladesh

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Erling, Elizabeth J.

2017-01-01

The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and…

Discount method for programming language evaluation

DEFF Research Database (Denmark)

Kurtev, Svetomir; Christensen, Tommy Aagaard; Thomsen, Bent

2016-01-01

This paper presents work in progress on developing a Discount Method for Programming Language Evaluation inspired by the Discount Usability Evaluation method (Benyon 2010) and the Instant Data Analysis method (Kjeldskov et al. 2004). The method is intended to bridge the gap between small scale...... internal language design evaluation methods and large scale surveys and quantitative evaluation methods. The method is designed to be applicable even before a compiler or IDE is developed for a new language. To test the method, a usability evaluation experiment was carried out on the Quorum programming...... language (Stefik et al. 2016) using programmers with experience in C and C#. When comparing our results with previous studies of Quorum, most of the data was comparable though not strictly in agreement. However, the discrepancies were mainly related to the programmers pre-existing expectations...

Binding Task-Based Language Teaching and Task-Based Language Testing: A Survey into EFL Teachers and Learners' Views of Task-Based Approach

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Panahi, Ali

2012-01-01

In most settings, task-based language teaching and testing have been dissociated from each other. That is why this study came to rethink of the learners' views towards awareness and implementation of task-based language teaching through IELTS listening tasks. To these objectives, after sketching instrumentation, the learners were divided into…

Reliability tests for reactor internals rejuvenation technology

International Nuclear Information System (INIS)

Fujimaki, Katsumi; Hitoki, Yoichi; Otsubo, Toru; Uchiyama, Junichi

1998-01-01

Structural damage due to aging degradation of LWR reactor internals has been reported in several nuclear plants. NUPEC has started a project to test the reliability of the technology for rejuvenating reactor internals which has been funded by the Ministry of International Trade and Industry (MITI) of Japan since 1995. The project follows the policy of a report that the MITI has formally issued in April 1996 summarizing the countermeasures to be considered for aging nuclear plants and equipment. This paper gives an outline of the test plans and results which are directed at preventive maintenance before damage and repair after damage for reactor internals aging degradation. The test results for the replacement methods of ICM housing and BWR core shroud have shown that the methods were reliable and the structural integrity was appropriate based on the evaluation. (author)

The Sindhi Hindus of London − Language Maintenance or Language Shift?

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Maya Khemlani David

2001-09-01

Full Text Available The linguistic situation of the Sindhi language in London is examined with a view to determining whether the community is maintaining the use of its ethnic language. The Sindhi Hindus of London are a language community, which have never been researched. The language choice of the community in different domains and for a range of language functions is discussed. Both external and internal factors of language shift have weakened the linguistic and communicative competence of Sindhi speakers in the language contact situation of the United Kingdom.

The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners.

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Sparks, R; Ganschow, L; Pohlman, J; Skinner, S; Artzer, M

1992-12-01

Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.

Do children with autism have a theory of mind? A non-verbal test of autism vs. specific language impairment.

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Colle, Livia; Baron-Cohen, Simon; Hill, Jacqueline

2007-04-01

Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with specific language impairment (SLI). This raises the possibility that a non-verbal FB test would distinguish children with autism vs. children with SLI. The present study tested two predictions: (1) FB understanding is to some extent independent of language ability; and (2) Children with autism with low language levels show specific impairment in theory of mind. Results confirmed both predictions. Results are discussed in terms of the role of language in the development of mindreading.

Effects of age, gender, education and race on two tests of language ability in community-based older adults.

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Snitz, Beth E; Unverzagt, Frederick W; Chang, Chung-Chou H; Bilt, Joni Vander; Gao, Sujuan; Saxton, Judith; Hall, Kathleen S; Ganguli, Mary

2009-12-01

Neuropsychological tests, including tests of language ability, are frequently used to differentiate normal from pathological cognitive aging. However, language can be particularly difficult to assess in a standardized manner in cross-cultural studies and in patients from different educational and cultural backgrounds. This study examined the effects of age, gender, education and race on performance of two language tests: the animal fluency task (AFT) and the Indiana University Token Test (IUTT). We report population-based normative data on these tests from two combined ethnically divergent, cognitively normal, representative population samples of older adults. Participants aged > or =65 years from the Monongahela-Youghiogheny Healthy Aging Team (MYHAT) and from the Indianapolis Study of Health and Aging (ISHA) were selected based on (1) a Clinical Dementia Rating (CDR) score of 0; (2) non-missing baseline language test data; and (3) race self-reported as African-American or white. The combined sample (n = 1885) was 28.1% African-American. Multivariate ordinal logistic regression was used to model the effects of demographic characteristics on test scores. On both language tests, better performance was significantly associated with higher education, younger age, and white race. On the IUTT, better performance was also associated with female gender. We found no significant interactions between age and sex, and between race and education. Age and education are more potent variables than are race and gender influencing performance on these language tests. Demographically stratified normative tables for these measures can be used to guide test interpretation and aid clinical diagnosis of impaired cognition.

[Hemispheric asymmetry modulation for language processing in aging: meta-analysis of studies using the dichotic listening test].

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Vanhoucke, Elodie; Cousin, Emilie; Baciu, Monica

2013-03-01

Growing evidence suggests that age impacts on interhemispheric representation of language. Dichotic listening test allows assessing language lateralization for spoken language and it generally reveals right-ear/left-hemisphere (LH) predominance for language in young adult subjects. According to reported results, elderly would display increasing LH predominance in some studies or stable LH language lateralization for language in others ones. The aim of this study was to depict the main pattern of results in respect with the effect of normal aging on the hemisphere specialization for language by using dichotic listening test. A meta-analysis based on 11 studies has been performed. The inter-hemisphere asymmetry does not seem to increase according to age. A supplementary qualitative analysis suggests that right-ear advantage seems to increase between 40 and 49 y old and becomes stable or decreases after 55 y old, suggesting right-ear/LH decline.

Translation Accommodations Framework for Testing English Language Learners in Mathematics

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Solano-Flores, Guillermo

2012-01-01

The present framework is developed under contract with the Smarter Balanced Assessment Consortium (SBAC) as a conceptual and methodological tool for guiding the reasonings and actions of contractors in charge of developing and providing test translation accommodations for English language learners. The framework addresses important challenges in…

Results of assembly test of HTTR reactor internals

International Nuclear Information System (INIS)

Maruyama, S.; Saikusa, A.; Shiozawa, S.; Tsuji, N.; Miki, T.

1996-01-01

The assembly test of the HTTR actual reactor internals had been carried out at the works, prior to their installation in the actual reactor pressure vessel(RPV) at the construction site. The assembly test consists of several items such as examining fabricating precision of each component and alignment of piled-up structures, measuring circumferential coolant velocity profile in the passage between the simulated RPV and the reactor internals as well as under the support plates, measuring by-pass flow rate through gaps between the reactor internals, and measuring the binding force of the core restraint mechanism. Results of the test showed good performance of the HTTR reactor internals. Installation of the reactor internals in the actual RPV was started at the construction site of HTTR in April, 1995. In the installation process, main items of the assembly test at the works were repeated to investigate the reproducibility of installation. (author). 5 refs, 11 figs

Knowledge, Education, and Attitudes of International Students to IELTS: A Case of Australia

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Ata, Abe W.

2015-01-01

The main objective of this study is to determine the knowledge, education and attitudes of Chinese, Indian and Arab speaking students in Australia towards the International English Language Testing System (IELTS) test. A questionnaire was administered to 200 students at six university language centers to investigate their overall response towards…

Semiotic Structure and Meaning Making: The Performance of English Language Learners on Mathematics Tests

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Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R.

2013-01-01

We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…

Managing Internal Marketing in a New Zealand Language School: Some Important Lessons for All Educational Leaders

Science.gov (United States)

Stachowski, Christopher Allen

2008-01-01

In New Zealand, private language schools, although controversial, are popular for international travellers who want to study and travel simultaneously. These alternative schools are run in a business-like fashion and their educational administrators have embraced the use of marketing as part of their everyday educational management practice. Even…

How appropriate are the English language test requirements for non-UK-trained nurses? A qualitative study of spoken communication in UK hospitals.

Science.gov (United States)

Sedgwick, Carole; Garner, Mark

2017-06-01

Non-native speakers of English who hold nursing qualifications from outside the UK are required to provide evidence of English language competence by achieving a minimum overall score of Band 7 on the International English Language Testing System (IELTS) academic test. To describe the English language required to deal with the daily demands of nursing in the UK. To compare these abilities with the stipulated levels on the language test. A tracking study was conducted with 4 nurses, and focus groups with 11 further nurses. The transcripts of the interviews and focus groups were analysed thematically for recurrent themes. These findings were then compared with the requirements of the IELTS spoken test. The study was conducted outside the participants' working shifts in busy London hospitals. The participants in the tracking study were selected opportunistically;all were trained in non-English speaking countries. Snowball sampling was used for the focus groups, of whom 4 were non-native and 7 native speakers of English. In the tracking study, each of the 4 nurses was interviewed on four occasions, outside the workplace, and as close to the end of a shift as possible. They were asked to recount their spoken interactions during the course of their shift. The participants in the focus groups were asked to describe their typical interactions with patients, family members, doctors, and nursing colleagues. They were prompted to recall specific instances of frequently-occurring communication problems. All interactions were audio-recorded, with the participants' permission,and transcribed. Nurses are at the centre of communication for patient care. They have to use appropriate registers to communicate with a range of health professionals, patients and their families. They must elicit information, calm and reassure, instruct, check procedures, ask for and give opinions,agree and disagree. Politeness strategies are needed to avoid threats to face. They participate in medical

Validation of Linguistic and Communicative Oral Language Tests for Spanish-English Bilingual Programs.

Science.gov (United States)

Politzer, Robert L.; And Others

1983-01-01

The development, administration, and scoring of a communicative test and its validation with tests of linguistic and sociolinguistic competence in English and Spanish are reported. Correlation with measures of home language use and school achievement are also presented, and issues of test validation for bilingual programs are discussed. (MSE)

Competing Desires and Realities: Language Policies in the French-Language Classroom

Directory of Open Access Journals (Sweden)

Angela Giovanangeli

2009-03-01

Full Text Available French language policy has historically centred on ways French can be considered a dominant and influential language. It has done this since the Middle Ages, by allowing the French language to serve as a political tool. On an international level, language was a way of subjugating conquered peoples (former colonies. It promoted France’s international status (by the 18th century French was the diplomatic language of Europe. On a national level, the French language was one of the ways governments were able to centralise political power (suppression of regional languages. One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178. Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France. This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of

Policies of Global English Tests: Test-Takers' Perspectives on the IELTS Retake Policy

Science.gov (United States)

Hamid, M. Obaidul

2016-01-01

Globalized English proficiency tests such as the International English Language Testing System (IELTS) are increasingly playing the role of gatekeepers in a globalizing world. Although the use of the IELTS as a "policy tool" for making decisions in the areas of study, work and migration impacts on test-takers' lives and life chances, not…

Effect of education and language on baseline concussion screening tests in professional baseball players.

Science.gov (United States)

Jones, Nathaniel S; Walter, Kevin D; Caplinger, Roger; Wright, Daniel; Raasch, William G; Young, Craig

2014-07-01

The purpose of the present study was to investigate the possible effects of sociocultural influences, specifically pertaining to language and education, on baseline neuropsychological concussion testing as obtained via immediate postconcussion assessment and cognitive testing (ImPACT) of players from a professional baseball team. A retrospective chart review. Baseline testing of a professional baseball organization. Four hundred five professional baseball players. Age, languages spoken, hometown country location (United States/Canada vs overseas), and years of education. The 5 ImPACT composite scores (verbal memory, visual memory, visual motor speed, reaction time, impulse control) and ImPACT total symptom score from the initial baseline testing. The result of t tests revealed significant differences (P education, the significant differences (P < 0.05) remained in some scores. Sociocultural differences may result in differences in computer-based neuropsychological testing scores.

Corporate Language Policies

DEFF Research Database (Denmark)

Sanden, Guro Refsum

This paper offers a review of literature dealing with language policies in general and corporate language policies in particular. Based on a discussion of various definitions of these concepts within two research traditions, i.e. sociolinguistics and international management, a three......-level definition of corporate language policies is presented, emphasising that a corporate language policy is a context-specific policy about language use. The three-level definition is based on the argument that in order to acquire a complete understanding of what corporate language policies involve, one needs...... to consider three progressive questions; 1) what is a policy? 2) what is a language policy?, and ultimately, 3) what is a corporate language policy?...

Corporate Language Policies

DEFF Research Database (Denmark)

Sanden, Guro Refsum

2015-01-01

This paper offers a review of literature dealing with language policies in general and corporate language policies in particular. Based on a discussion of various definitions of these concepts within two research traditions, i.e. sociolinguistics and international management, a three......-level definition of corporate language policies is presented, emphasising that a corporate language policy is a context-specific policy about language use. The three-level definition is based on the argument that in order to acquire a complete understanding of what corporate language policies involve, one needs...... to consider three progressive questions; 1) what is a policy? 2) what is a language policy?, and ultimately, 3) what is a corporate language policy?...

CANTAB object recognition and language tests to detect aging cognitive decline: an exploratory comparative study

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Cabral Soares F

2014-12-01

Full Text Available Fernanda Cabral Soares,1 Thaís Cristina Galdino de Oliveira,1 Liliane Dias e Dias de Macedo,1 Alessandra Mendonça Tomás,1 Domingos Luiz Wanderley Picanço-Diniz,2 João Bento-Torres,1,3 Natáli Valim Oliver Bento-Torres,1,3 Cristovam Wanderley Picanço-Diniz1 1Universidade Federal do Pará, Instituto de Ciências Biológicas, Hospital Universitário João de Barros Barreto, Laboratório de Investigações em Neurodegeneração e Infecção Belém, Pará, Brazil; 2Universidade Federal do Oeste do Pará, Núcleo Universitário de Oriximiná, Oriximiná, Pará, Brazil; 3Faculdade de Fisioterapia e Terapia Ocupacional, Universidade Federal do Pará, Belém, Pará, BrazilObjective: The recognition of the limits between normal and pathological aging is essential to start preventive actions. The aim of this paper is to compare the Cambridge Neuropsychological Test Automated Battery (CANTAB and language tests to distinguish subtle differences in cognitive performances in two different age groups, namely young adults and elderly cognitively normal subjects.Method: We selected 29 young adults (29.9±1.06 years and 31 older adults (74.1±1.15 years matched by educational level (years of schooling. All subjects underwent a general assessment and a battery of neuropsychological tests, including the Mini Mental State Examination, visuospatial learning, and memory tasks from CANTAB and language tests. Cluster and discriminant analysis were applied to all neuropsychological test results to distinguish possible subgroups inside each age group.Results: Significant differences in the performance of aged and young adults were detected in both language and visuospatial memory tests. Intragroup cluster and discriminant analysis revealed that CANTAB, as compared to language tests, was able to detect subtle but significant differences between the subjects.Conclusion: Based on these findings, we concluded that, as compared to language tests, large-scale application

Language Planning and Planned Languages: How Can Planned Languages Inform Language Planning?

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Humphrey Tonkin

2015-04-01

Full Text Available The field of language planning (LP has largely ignored planned languages. Of classic descriptions of LP processes, only Tauli (preceded by Wüster suggests that planned languages (what Wüster calls Plansprache might bear on LP theory and practice. If LP aims "to modify the linguistic behaviour of some community for some reason," as Kaplan and Baldauf put it, creating a language de novo is little different. Language policy and planning are increasingly seen as more local and less official, and occasionally more international and cosmopolitan. Zamenhof's work on Esperanto provides extensive material, little studied, documenting the formation of the language and linking it particularly to issues of supranational LP. Defining LP decision-making, Kaplan & Baldauf begin with context and target population. Zamenhof's Esperanto came shortly before Ben-Yehuda's revived Hebrew. His target community was (mostly the world's educated elite; Ben-Yehuda's was worldwide Jewry. Both planners were driven not by linguistic interest but by sociopolitical ideology rooted in reaction to anti-Semitism and imbued with the idea of progress. Their territories had no boundaries, but were not imaginary. Function mattered as much as form (Haugen's terms, status as much as corpus. For Zamenhof, status planning involved emphasis on Esperanto's ownership by its community - a collective planning process embracing all speakers (cf. Hebrew. Corpus planning included a standardized European semantics, lexical selectivity based not simply on standardization but on representation, and the development of written, and literary, style. Esperanto was successful as linguistic system and community language, less as generally accepted lingua franca. Its terminology development and language cultivation offers a model for language revival, but Zamenhof's somewhat limited analysis of language economy left him unprepared to deal with language as power.

[TUBERCULOSIS SCREENING BY CHEST RADIOGRAPHY AMONG INTERNATIONAL STUDENTS AT JAPANESE LANGUAGE SCHOOLS IN OSAKA CITY].

Science.gov (United States)

Tsuda, Yuko; Matsumoto, Kenji; Komukai, Jun; Furukawa, Kanae; Saito, Kazumi; Shimouchi, Akira

2015-10-01

With a broader aim of controlling pulmonary tuberculosis (TB) among foreigners, here, we have reported the findings of chest radiography screening for TB among international students at Japanese language schools in Osaka city. Between April 2011 and December 2013, 4,529 international students from 19 Japanese language schools in Osaka city underwent chest radiography for TB screening. The chest radiographs were studied in reference to the student's sex, age, nationality, and date of entry to Japan as well as any health conditions present at the time of screening. We further analyzed the bacterial information and pulmonary TB classification based on chest radiography findings of students who were identified to be positive for TB. Information on the implementation of health education was also gathered. The results revealed that 52.5% of the students who underwent chest radiography came from China, 20.3 % from South Korea, and 16.3% from Vietnam. Of the students, 52.9% were male and 47.1% were female. The median age of students was 23 years (range: 14-70 years). The median number of days from the first date of entry to Japan up until the radiography screening was 63 days. Based on the chest radiography findings, 71 students (1.6%) were suspected to have TB; however, further detailed examination confirmed that 19 students (0.4%) had active TB. This percentage is significantly higher than the 0.1% TB identification rate among residents in Osaka city of the same time period (Pschools (for a total of 12 times) in the 3-year period. A total of 257 language school staff and students attended the health education seminars. The identification rate of TB positive students in Japanese language schools was higher than that of the general residents in Osaka city. In addition, most of these students came to Japan within 1 year. It is also important to note that the majority of TB positive students had sputum smear negative results. This study proves that medical examination after

LANGUAGE REORIENTATION AND POLICY IMPLEMENTATION ...

African Journals Online (AJOL)

Chinwe Ugochukwu

building and leadership challenge; language reorientation; conclusion and ... Igbo land, for example, many students enrol to study foreign languages, but the reverse is the ... Following the lead of Franz Boas, such a view is no longer relevant. ... Consequently, on International Mother Language Day, all languages share.

First Language Proficiency and Successful Foreign Language Learning: The Case of High School Students Learning French as a Foreign Language

Science.gov (United States)

Gnintedem, Antoine

2014-01-01

This study investigated whether there was a correlation between first language proficiency as measured by the Mississippi Curriculum Test (MCT II) Reading and Language Arts and foreign language proficiency as measured by the French Language Proficiency Test. Data for the independent variable, first language proficiency, was collected from the…

Near-infrared spectroscopic study and the Wada test for presurgical evaluation of expressive and receptive language functions in glioma patients: with a case report of dissociated language functions.

Science.gov (United States)

Sato, Yosuke; Uzuka, Takeo; Aoki, Hiroshi; Natsumeda, Manabu; Oishi, Makoto; Fukuda, Masafumi; Fujii, Yukihiko

2012-02-29

Near-infrared spectroscopy (NIRS) has proven to be useful for the evaluation of language lateralization in healthy subjects, infants, and epileptic patients. This study for the first time investigated the expressive and receptive language functions separately, using NIRS in presurgical glioma patients. We also describe a special case with dissociated pattern of language functions. Ten glioma patients were examined. Using NIRS, the hemodynamic changes during a verb generation task or story listening task were measured in the cerebral hemisphere on either side covering the language areas. Following the NIRS study, the Wada test was performed in all the patients. The NIRS study revealed increases of oxyhemoglobin and decreases of deoxyhemoglobin in the language areas elicited by both tasks. In 9 patients, who were all right-handed, the expressive and receptive language functions were lateralized to the left hemisphere. The results of the NIRS study were completely consistent with those of the Wada test. In the remaining 1 patient with a right sided insular glioma, who was right-handed, the NIRS study revealed stronger activation of the right inferior frontal region during the verb generation task, and stronger activation of the left superior temporal region during the story listening task. This dissociated language function was validated by the Wada test and the postoperative neurological course. These results demonstrate that a NIRS study using our technique is extremely valuable for preoperative assessment of the language functions and exemplifies how a preoperative NIRS study can allow detection of unforeseen language lateralization. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Language, culture and international exchange of virtual patients.

Science.gov (United States)

Muntean, Valentin; Calinici, Tudor; Tigan, Stefan; Fors, Uno G H

2013-02-11

Language and cultural differences could be a limiting factor for the international exchange of Virtual Patients (VPs), especially for small countries and languages of limited circulation. Our research evaluated whether it would be feasible to develop a VP based educational program in our Romanian institution, with cases in English and developed in a non-Romanian setting. The participants in the research comprised 4th year Romanian medical students from the Faculty of Medicine in Cluj-Napoca, Romania, with previous training exclusively in Romanian, good English proficiency and no experience with VPs. The students worked on eight VPs in two identical versions, Romanian and English. The first group (2010) of 136 students worked with four VPs developed in Cluj and the second group (2011) of 144 students with four VPs originally developed at an US University. Every student was randomly assigned two different VPs, one in Romanian and another in English. Student activity throughout the case, the diagnosis, therapeutic plan and diagnosis justification were recorded. We also compared student performance on the two VPs versions, Romanian and English and the student performance on the two sets of cases, originally developed in Romania, respectively USA. We found no significant differences between the students' performance on the Romanian vs. English version of VPs. Regarding the students' performance on the two sets of cases, in those originally developed in Romania, respectively in the USA, we found a number of statistically significant differences in the students' activity through the cases. There were no statistically significant differences in the students' ability to reach the correct diagnosis and therapeutic plan. The development of our program with VPs in English would be feasible, cost-effective and in accordance with the globalization of medical education.

Language, culture and international exchange of virtual patients

Directory of Open Access Journals (Sweden)

Muntean Valentin

2013-02-01

Full Text Available Abstract Background Language and cultural differences could be a limiting factor for the international exchange of Virtual Patients (VPs, especially for small countries and languages of limited circulation. Our research evaluated whether it would be feasible to develop a VP based educational program in our Romanian institution, with cases in English and developed in a non-Romanian setting. Method The participants in the research comprised 4th year Romanian medical students from the Faculty of Medicine in Cluj-Napoca, Romania, with previous training exclusively in Romanian, good English proficiency and no experience with VPs. The students worked on eight VPs in two identical versions, Romanian and English. The first group (2010 of 136 students worked with four VPs developed in Cluj and the second group (2011 of 144 students with four VPs originally developed at an US University. Every student was randomly assigned two different VPs, one in Romanian and another in English. Student activity throughout the case, the diagnosis, therapeutic plan and diagnosis justification were recorded. We also compared student performance on the two VPs versions, Romanian and English and the student performance on the two sets of cases, originally developed in Romania, respectively USA. Results We found no significant differences between the students’ performance on the Romanian vs. English version of VPs. Regarding the students’ performance on the two sets of cases, in those originally developed in Romania, respectively in the USA, we found a number of statistically significant differences in the students’ activity through the cases. There were no statistically significant differences in the students’ ability to reach the correct diagnosis and therapeutic plan. Conclusion The development of our program with VPs in English would be feasible, cost-effective and in accordance with the globalization of medical education.

Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of IELTS; Learners' Attitude in Focus

Science.gov (United States)

Khoshsima, Hooshang; Saed, Amin; Mousaei, Fatemeh

2018-01-01

Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS) or Teaching English as a Foreign Language (TOEFL), play a crucial role in the test-takers' lives. Because of increasing demands on…

iSTAR: The International STudy on Astronomy Reasoning

Science.gov (United States)

Tatge, Coty B.; Slater, Timothy F.; Slater, Stephanie J.

2015-08-01

This paper reports the first steps taken in the International STudy on Astronomy Reasoning (iSTAR). The iSTAR Project is an attempt to look beyond traditional wisdom and practices in astronomy education, to discover the ways in which cognitive abilities and human culture interact to impact individuals’ understanding of and relationship to astronomy content knowledge. In contrast to many international studies that seek to rank nations by student performance on standardized tests, the iSTAR Project seeks to find ways that culture may unexpectedly enhance performance in astronomy. Using the Test of Astronomy Standards (TOAST) as a reasonable, initial proxy for the content knowledge a well educated person might know in astronomy, the iSTAR team then defined culture as a construct with five components: practices, traditional knowledge, historical and genealogical relationships, place-based knowledge, and language. Given the complexity of this construct, Stage 1 of the project focuses on the cultural component of language, and assumed that prior to the collection of data from students, the process of translating the TOAST could provide valuable expert-based information on the impact of language on astronomy knowledge. As such, the work began with a study of the translation process. For each of the languages used in the testing phase of the iSTAR protocol, a succession of translators and analysts were engaged, including two educated, non-astronomer native speakers, a native speaking astronomer, and a native speaking linguistics expert. Multiple translations were analyzed in order to make relevant meaning of differences in the translations, and provide commentary on the ways in which metaphor, idiom, cultural history are embedded in the language, providing potential advantages in the learning of astronomy. The first test languages were German, Hawaiian, and American Sign Language, and initial findings suggest that each of these languages provide specific advantages

An Overview of the Needs of Technology in Language Testing in Spain

Science.gov (United States)

Garcia Laborda, Jesus; Magal Royo, Teresa; Barcena Madera, Elena

2015-01-01

Over the few years, computer based language testing has become prevailing worldwide. The number of institutions the use computers as the main means of delivery has increased dramatically. Many students face each day tests for well-known high-stakes decisions which imply the knowledge and ability to use technology to provide evidence of language…

Computer Assisted Language Learning (CALL): Using Internet for Effective Language Learning

NARCIS (Netherlands)

Kremenska, Anelly

2006-01-01

Please, cite this publication as: Kremenska, A. (2006). Computer Assisted Language Learning (CALL): Using Internet for Effective Language Learning. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia,

language and identity: a case of igbo language, nigeria igbokwe

African Journals Online (AJOL)

The Concept of Language. Language is ... International Journal of Development and Management Review (INJODEMAR) Vol. 8, No 1 ... fully and wholly all concepts, precepts, phenomena and value systems ... love and hospitality for visitors. The Igbo ..... the Igbo people ideological and strategic intellectual substance in.

The Ostomy Adjustment Scale: translation into Norwegian language with validation and reliability testing.

Science.gov (United States)

Indrebø, Kirsten Lerum; Andersen, John Roger; Natvig, Gerd Karin

2014-01-01

The purpose of this study was to adapt the Ostomy Adjustment Scale to a Norwegian version and to assess its construct validity and 2 components of its reliability (internal consistency and test-retest reliability). One hundred fifty-eight of 217 patients (73%) with a colostomy, ileostomy, or urostomy participated in the study. Slightly more than half (56%) were men. Their mean age was 64 years (range, 26-91 years). All respondents had undergone ostomy surgery at least 3 months before participation in the study. The Ostomy Adjustment Scale was translated into Norwegian according to standard procedures for forward and backward translation. The questionnaire was sent to the participants via regular post. The Cronbach alpha and test-retest were computed to assess reliability. Construct validity was evaluated via correlations between each item and score sums; correlations were used to analyze relationships between the Ostomy Adjustment Scale and the 36-item Short Form Health Survey, the Quality of Life Scale, the Hospital Anxiety & Depression Scale, and the General Self-Efficacy Scale. The Cronbach alpha was 0.93, and test-retest reliability r was 0.69. The average correlation quotient item to sum score was 0.49 (range, 0.31-0.73). Results showed moderate negative correlations between the Ostomy Adjustment Scale and the Hospital Anxiety and Depression Scale (-0.37 and -0.40), and moderate positive correlations between the Ostomy Adjustment Scale and the 36-item Short Form Health Survey, the Quality of Life Scale, and the General Self-Efficacy Scale (0.30-0.45) with the exception of the pain domain in the Short Form 36 (0.28). Regression analysis showed linear associations between the Ostomy Adjustment Scale and sociodemographic and clinical variables with the exception of education. The Norwegian language version of the Ostomy Adjustment Scale was found to possess construct validity, along with internal consistency and test-retest reliability. The instrument is

Comparison of the Reynell Developmental Language Scale II and the Galker test of word-recognition-in-noise in Danish day-care children

DEFF Research Database (Denmark)

Lous, Jørgen; Glenn Lauritsen, Maj Britt

2018-01-01

Objective: To search for predictive factors for language development measured by two receptive language tests for children, the Galker test (a word-recognition-in-noise test) testing hearing and vocabulary, and the Danish version of Reynell Developmental Language Scale (2nd revision, RDLS II) test...... in terms of the degree to which variables were able to predict test scores at the age of three to five years. Methods: All children aged three and five years attending 20 day-care centres for children without cognitive development issues from the Municipality of Hillerød, Denmark, were invited......, a language comprehension test. The study analysed if information about background variables and parents and pre-school teachers was predictive for test scores; if earlier middle ear disease, actual hearing loss and tympanometry was important for language development; and if the two receptive tests differed...

Language Learning Motivation and Language Attitudes in Multilingual Spain from an International Perspective

Science.gov (United States)

Lasagabaster, David

2017-01-01

In Spain, more than 40% of the population lives in officially bilingual regions in which the minority language is used as a means of instruction at school and university. In addition, the increasing importance attached to learning English has led to the proliferation of multilingual school programs in which different languages are used to teach…

Non-destructive testing - Industrial X-ray and gamma-ray radiology - Vocabulary. 1. ed.

International Nuclear Information System (INIS)

1997-01-01

This International Standard defines terms used in industrial radiographic testing. In addition to terms and definitions given in two of the three official ISO languages (English and French) this International Standard also gives the equivalent terms and definitions in the German language; these are published under the responsibility of the member body for Germany (DIN). Only the terms given in the official ISO languages are considered ISO terms and definitions

Perceptions of the Selection Criteria of Omani English Language Teachers: Implications for Policy Reconsideration

Science.gov (United States)

Al-Issa, Ali; Al-Bulushi, Ali; Al-Zadjali, Rima

2017-01-01

Proficiency in the English language has been described as central for determining Non-Native English Speaking Teachers (N-NESTs) selection for joining the profession. The Ministry of Education in the Sultanate of Oman decided to set the score of Band 6 on the International English Language Testing System (IELTS) for accepting the English Language…

What To Look for in ESL Admission Tests: Cambridge Certificate Exams, IELTS, and TOEFL.

Science.gov (United States)

Chalhoub-Deville, Micheline; Turner, Carolyn E.

2000-01-01

Familiarizes test users with issues to consider when employing assessments for screening and admission purposes. Examines the purpose, content, and scoring methods of three English-as-a-Second-Language admissions tests--the Cambridge certificate exams, International English Language Teaching System, and Test of English as a Foreign…

METHODS IN THE POST-METHODS ERA. REPORT ON AN INTERNATIONAL SURVEY ON LANGUAGE TEACHING METHODS'

Directory of Open Access Journals (Sweden)

Jun Liu

2004-06-01

Full Text Available Do methods still have a place in 21" century language teaching? To answer this question, an international survey was conducted in the surnmer of 1999. A sample of 800 language teachers world-wide randomly drawn from 17,800 TESOLers were each given a 2-page survey. The return rate was 58.5% with the actual usable data set of448, which was analyzed by using both descriptive and inferential statistics. Among the ten commonly recognized teaching methods surveyed, both the Communicative Language Teaching Approach and an eclectic method seem to have the highest rate in familiarity, preference, and use. But when multiple factors, such as teaching contexts, instructional settings, learners' proficiency levels, class size, teaching experience and educational backgrounds of the teachers, and the status of being a native or nonnative English speaking professional were taken into consideration, various patterns and themes emerged. One interesting finding is that Grammar Translation is still used in EFL contexts, in larger classes, and with learners at low proficiency levels, though the ratio between the actual use of this method and teachers' preference does not match. Based on the results of the survey, a new theoretical framework is proposed to conceptualize language teaching methods in the post-methods era.

The Perception of Malaysian ESL Tertiary Level Students on the IELTS Test

Science.gov (United States)

Zahari, Dhiya Amalina; Dhayaalan, Jeremiah Dhayaalan Jackson

2016-01-01

Currently, the most acknowledged test to qualify for overseas universities is the IELTS test which is referred to as the International English Language Testing System. It is implemented as an accreditation tool and is believed to be a reputable and trustworthy tool of language competence by tertiary institutions which employ its use. Regardless of…

Letters to a Dictionary: Competing Views of Language in the Reception of "Webster's Third New International Dictionary"

Science.gov (United States)

Bello, Anne Pence

2013-01-01

The publication of "Webster's Third New International Dictionary" in September 1961 set off a national controversy about dictionaries and language that ultimately included issues related to linguistics and English education. The negative reviews published in the press about the "Third" have shaped beliefs about the nature of…

Proceedings 10th International Workshop on the Foundations of Coordination Languages and Software Architectures (FOCLASA 2011, Aachen, Germany, September 10, 2011)

NARCIS (Netherlands)

Mousavi, M.R.; Ravara, A.

2011-01-01

Welcome to the proceedings of FOCLASA 2011, the 10th International Workshop on the Foundations of Coordination Languages and Software Architectures. FOCLASA 2011 was held in Aachen, Germany on September 10th, 2011 as a satellite event of CONCUR 2011, the 22nd International Conference on Concurrency

L'Uso dei Materiali Video nei Test Linguistici (The Use of Video Materials in Language Tests).

Science.gov (United States)

Diadori, Pierangela

1995-01-01

This article argues that a communicative language course must have communicative exams. It explains how to choose and use material to test students' listening comprehension and socio-cultural knowledge. Transcripts of a commercial, a talk show, a film, a TV news show, and a documentary are included accompanied by exercises. (CFM)

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition.

Science.gov (United States)

Gudde, Harmen B; Griffiths, Debra; Coventry, Kenny R

2018-02-19

The memory game paradigm is a behavioral procedure to explore the relationship between language, spatial memory, and object knowledge. Using two different versions of the paradigm, spatial language use and memory for object location are tested under different, experimentally manipulated conditions. This allows us to tease apart proposed models explaining the influence of object knowledge on spatial language (e.g., spatial demonstratives), and spatial memory, as well as understanding the parameters that affect demonstrative choice and spatial memory more broadly. Key to the development of the method was the need to collect data on language use (e.g., spatial demonstratives: "this/that") and spatial memory data under strictly controlled conditions, while retaining a degree of ecological validity. The language version (section 3.1) of the memory game tests how conditions affect language use. Participants refer verbally to objects placed at different locations (e.g., using spatial demonstratives: "this/that red circle"). Different parameters can be experimentally manipulated: the distance from the participant, the position of a conspecific, and for example whether the participant owns, knows, or sees the object while referring to it. The same parameters can be manipulated in the memory version of the memory game (section 3.2). This version tests the effects of the different conditions on object-location memory. Following object placement, participants get 10 seconds to memorize the object's location. After the object and location cues are removed, participants verbally direct the experimenter to move a stick to indicate where the object was. The difference between the memorized and the actual location shows the direction and strength of the memory error, allowing comparisons between the influences of the respective parameters.

Teaching and Learning English in Tanzania: Blessing or Curse? A Practical Review of Phan Le Ha's Teaching English as an International Language

Science.gov (United States)

Mtallo, Godson Robert

2015-01-01

This paper is inspired by the work of Phan Le Ha (2008) in her book titled Teaching English as an International Language: Identity, Resistance, and Negotiation in which she presented the way English language is taught in Vietnam and the emergence of conflicting classes of western-trained Vietnamese teachers of English versus non western trained…

Fuzzy Graph Language Recognizability

OpenAIRE

Kalampakas , Antonios; Spartalis , Stefanos; Iliadis , Lazaros

2012-01-01

Part 5: Fuzzy Logic; International audience; Fuzzy graph language recognizability is introduced along the lines of the established theory of syntactic graph language recognizability by virtue of the algebraic structure of magmoids. The main closure properties of the corresponding class are investigated and several interesting examples of fuzzy graph languages are examined.

Internal quality control in serological tests for syphilis.

OpenAIRE

Wasley, G D

1985-01-01

The importance of syphilis serological tests demands that laboratory reports are reliable. Internal quality control applied to the organisation of a syphilis serology service improves laboratory bench performance and reporting. Described here are internal quality control procedures of a department that serves a genitourinary medicine clinic and conducts 70 000 tests a year to investigate for syphilis.

Language Management Tools

DEFF Research Database (Denmark)

Sanden, Guro Refsum

This paper offers a review of existing literature on the topic of language management tools – the means by which language is managed – in multilingual organisations. By drawing on a combination of sociolinguistics and international business and management studies, a new taxonomy of language...... management tools is proposed, differentiating between three categories of tools. Firstly, corporate policies are the deliberate control of issues pertaining to language and communication developed at the managerial level of a firm. Secondly, corporate measures are the planned activities the firm’s leadership...... may deploy in order to address the language needs of the organisation. Finally, front-line practices refer to the use of informal, emergent language management tools available to staff members. The language management tools taxonomy provides a framework for operationalising the management of language...

ATTILA 2 S. A technical and interactive test language for architecture allowing simultaneity

International Nuclear Information System (INIS)

Batllo, M.

1980-01-01

The name ATTILA 2 S is inspired from ATLAS, test language adopted by the Department of Defence of America (D.O.D.) but cannot be implemented on our installation. ATTILA 2 S is principally characterized by: its technical vocabulary (P.O.L.), its interactivity, its simultaneity with main job (Multiprogramming and Multiprocessing allowed by multiprocessors architecture. This language has been developed for the Paris C.R.T. system (Photographies analysis system) on Control Data Cyber 72 computer [fr

Neural correlates of language variability in preschool-aged boys with autism spectrum disorder.

Science.gov (United States)

Naigles, Letitia R; Johnson, Ryan; Mastergeorge, Ann; Ozonoff, Sally; Rogers, Sally J; Amaral, David G; Nordahl, Christine Wu

2017-06-01

Children with autism vary widely in their language abilities, yet the neural correlates of this language variability remain unclear, especially early in development. Diffusion tensor imaging (DTI) was used to examine diffusivity measures along the length of 18 major fiber tracts in 104 preschool-aged boys with autism spectrum disorder (ASD). The boys were assigned to subgroups according to their level of language development (Low: no/low language, Middle: small vocabulary, High: large vocabulary and grammar), based on their raw scores on the expressive language (EL) and receptive language (RL) sections of the Mullen Scales of Early Learning (MSEL). Results indicate that the subgroups differed in fractional anisotropy (FA), mean diffusivity (MD), and radial diffusivity (RD) along the inferior longitudinal fasciculus (ILF) in both hemispheres. Moreover, FA correlated significantly with Mullen EL and RL raw scores, but not ADOS severity score, along the left and right ILF. Subgroups also differed in MD (but not FA) along the left superior longitudinal fasiculus and left corticospinal tract, but these differences were not correlated with language scores. These findings suggest that white matter microstructure in the left and right ILF varies in relation to lexical development in young males with ASD. The findings also support the use of raw scores on language-relevant standardized tests for assessing early language-brain relationships. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1107-1119. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Language Schools of MGIMO-University

Directory of Open Access Journals (Sweden)

G. I. Gladkov

2014-01-01

Full Text Available In 1943, when the Department of International Relations at MSU was established to develop one year later into the Moscow State Institute of International Relations (MGIMO, the first task of the faculty was to teach future diplomats of foreign languages, which they for the most part simply did not know. Of course, in the midst of World War II, the most important foreign language seemed to be German. But the question was in providing for language support for the system of world diplomacy of the Soviet state. And pretty soon it became clear that proficiency in two foreign languages was the main advantage of MGIMO graduates over graduates of all other national universities. The language study at MGIMO is of applied nature: while studying languages students at the same time receive other professions - a diplomat, an economist, a lawyer, a journalist. Studying a language of profession became an academic niche of MGIMO. That is why today MGIMO entered the Guinness Book of Records for the number of foreign languages studied: 53 in 2014.

International Journal of Language, Literature and Gender Studies ...

African Journals Online (AJOL)

Nneka Umera-Okeke

A sample population of ninety three students was derived in the second ... over 33% of them are English dominant and never came in contact with Igbo until they .... or Igbo language learning behaviours and how to motivate them effectively. ... eclectic method of language teaching as the practice of using features of several.

Hedges Used in Business Emails: A Corpus Study on the Language Strategy of International Business Communication Online

Science.gov (United States)

Yue, Siwei; Wang, Xuefei

2014-01-01

Based on a corpus of 296 authentic business emails produced in computer-mediated business communication from 7 Chinese international trade enterprises, this paper addresses the language strategy applied in CMC (Computer-mediated Communication) by examining the use of hedges. With the emergence of internet, a wider range of hedges are applied…

MINORITY LANGUAGES IN ESTONIAN SEGREGATIVE LANGUAGE ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Elvira Küün

2011-01-01

Full Text Available The goal of this project in Estonia was to determine what languages are spoken by students from the 2nd to the 5th year of basic school at their homes in Tallinn, the capital of Estonia. At the same time, this problem was also studied in other segregated regions of Estonia: Kohtla-Järve and Maardu. According to the database of the population census from the year 2000 (Estonian Statistics Executive Office's census 2000, there are representatives of 142 ethnic groups living in Estonia, speaking a total of 109 native languages. At the same time, the database doesn’t state which languages are spoken at homes. The material presented in this article belongs to the research topic “Home Language of Basic School Students in Tallinn” from years 2007–2008, specifically financed and ordered by the Estonian Ministry of Education and Research (grant No. ETF 7065 in the framework of an international study called “Multilingual Project”. It was determined what language is dominating in everyday use, what are the factors for choosing the language for communication, what are the preferred languages and language skills. This study reflects the actual trends of the language situation in these cities.

Language as capital in international university education

DEFF Research Database (Denmark)

Petersen, Margrethe; Shaw, Philip

be a trade-off between the fluency in a second language provided by its use as sole or parallel medium in education and educational depth in the discipline studied. This fluency may in some circumstances constitute greater capital than the disciplinary insights partially sacrificed. But this varies......As Bourdieu and Passeron noted, academic discourse is never anyone’s ‘mother tongue’. Acquisition of this discourse in one’s first language is a prime aim of undergraduate education, but there is evidence that a substantial minority of students fail to acquire it. There is strong evidence...

English as the Language of International Business Communication

Science.gov (United States)

Kuiper, Alison

2007-01-01

In teaching business communication, instructors usually can take for granted that English is the language of business communication in a globalised world. Even in a multicultural and multilinguistic country such as Malaysia, the assumption that English is the language to use is shared by those who manage programs, those who teach, and students.…

WHAT ENGLISH DO WE SPEAK IN INTERNATIONAL CONTEXTS?: A CONCRETE LANGUAGE WITH ITS PEDAGOGICAL IMPLICATIONS

Directory of Open Access Journals (Sweden)

Masina Depperu

2014-02-01

Full Text Available O conceito de ‘expressão concreta’ utilizada por Bachtin e o seu Círculo põe em questão a abordagem linguística que propõe como único modelo a língua padrão para todos os uentes. Que tipo de Inglês é o que falamos, também os falantes de outras língua maternas, para tratar de assuntos específicos -- negócios, política, formação – em contextos internacionais?É evidente que este Inglês já não transmite mais a cultura Britânica, mas aquela dos utentes locais, com acentos e vocabulário diferentes de acordo com o contexto específico e as exigências dos falantes.PALAVRAS-CHAVE: expressão concreta, língua padrão, contextos internacionais.  AbstractThe concept of ‘concrete utterance’ maintained by Bakhtin and its Circle leads to rethink the linguistic approach that proposes a model, or a standard language to all its users. The widely spread phenomenon of English used for specific purposes by speakers of other languages, in the domains of laws, business, politics, education and academics, among the many, poses a debate about what English language we speak in a global context. And consequently, what language is acceptable according to the ‘ norm’.If we consider that in international contexts only few English native-speakers, if any, are involved in the use of English as a vehicular, or a common foreign language, it is immediately evident that a new medium is in use, distant from British culture connotations, and more often locally connoted in terms of different accents, even new lexis adequately chosen by the concrete users in a given, specific, unique context.KEYWORDS: concrete utterance, standard language, global context.

The Effect of Mock Tests on Iranian EFL learners’ Test Scores

OpenAIRE

Hossein Khodabakhshzadeh; Reza Zardkanloo

2016-01-01

The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015) believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007). Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS) preparation courses on students’ overall IELTS scores. Fifty one IELTS students were selected non-randomly through ...

Testing an AAC system that transforms pictograms into natural language with persons with cerebral palsy.

Science.gov (United States)

Pahisa-Solé, Joan; Herrera-Joancomartí, Jordi

2017-10-18

In this article, we describe a compansion system that transforms the telegraphic language that comes from the use of pictogram-based augmentative and alternative communication (AAC) into natural language. The system was tested with four participants with severe cerebral palsy and ranging degrees of linguistic competence and intellectual disabilities. Participants had used pictogram-based AAC at least for the past 30 years each and presented a stable linguistic profile. During tests, which consisted of a total of 40 sessions, participants were able to learn new linguistic skills, such as the use of basic verb tenses, while using the compansion system, which proved a source of motivation. The system can be adapted to the linguistic competence of each person and required no learning curve during tests when none of its special features, like gender, number, verb tense, or sentence type modifiers, were used. Furthermore, qualitative and quantitative results showed a mean communication rate increase of 41.59%, compared to the same communication device without the compansion system, and an overall improvement in the communication experience when the output is in natural language. Tests were conducted in Catalan and Spanish.

Principals' Perceptions for Finnish- and Swedish-Language Schools in Finland: An Analysis of School-Level Indices from Programme for International Student Assessment 2009

Science.gov (United States)

Harju-Luukkainen, Heidi; Vettenranta, Jouni; Kanervio, Pekka; Pulkkinen, Seppo

2014-01-01

The Finnish educational system is known for its equality. However, in many key areas in national and international assessments, Swedish-language schools in Finland have lagged behind their Finnish-language counterparts. So far there is little research into the underlying reasons for this discrepancy. In this article, in order to illuminate the…

Using the International Classification of Functioning, Disability and Health in Assessment and Intervention of School-Aged Children With Language Impairments.

Science.gov (United States)

Westby, Carol; Washington, Karla N

2017-07-26

The aim of this tutorial is to support speech-language pathologists' (SLPs') application of the International Classification of Functioning, Disability and Health (ICF) in assessment and treatment practices with children with language impairment. This tutorial reviews the framework of the ICF, describes the implications of the ICF for SLPs, distinguishes between students' capacity to perform a skill in a structured context and the actual performance of that skill in naturalistic contexts, and provides a case study of an elementary school child to demonstrate how the principles of the ICF can guide assessment and intervention. The Scope of Practice and Preferred Practice documents for the American Speech-Language-Hearing Association identify the ICF as the framework for practice in speech-language pathology. This tutorial will facilitate clinicians' ability to identify personal and environmental factors that influence students' skill capacity and skill performance, assess students' capacity and performance, and develop impairment-based and socially based language goals linked to Common Core State Standards that build students' language capacity and their communicative performance in naturalistic contexts.

Reading Test Performance of English-Language Learners Using an English Dictionary.

Science.gov (United States)

Albus, Debra; Thurlow, Martha; Liu, Kristin; Bielinski, John

2005-01-01

The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133 Hmong ELLs from 3 urban middle schools in Minnesota. In a randomized counterbalanced design, all…

Testing Foreign Language Impact on Engineering Students' Scientific Problem-Solving Performance

Science.gov (United States)

Tatzl, Dietmar; Messnarz, Bernd

2013-01-01

This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in…

Language Planning and Development Aid: The (In)Visibility of Language in Development Aid Discourse

Science.gov (United States)

Taylor-Leech, Kerry; Benson, Carol

2017-01-01

Despite the essential role of local, regional, national and international languages in human development, there is little reference to language planning in development aid discourse. Beginning with definitions of development aid and language planning, the paper examines how the two were linked in pre- and post-colonial times, showing how language…

Is functional MR imaging assessment of hemispheric language dominance as good as the Wada test?: a meta-analysis.

Science.gov (United States)

Dym, R Joshua; Burns, Judah; Freeman, Katherine; Lipton, Michael L

2011-11-01

To perform a systematic review and meta-analysis to quantitatively assess functional magnetic resonance (MR) imaging lateralization of language function in comparison with the Wada test. This study was determined to be exempt from review by the institutional review board. A systematic review and meta-analysis were performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A structured Medline search was conducted to identify all studies that compared functional MR imaging with the Wada test for determining hemispheric language dominance prior to brain surgery. Studies meeting predetermined inclusion criteria were selected independently by two radiologists who also assessed their quality using the Quality Assessment of Diagnostic Accuracy Studies tool. Language dominance was classified as typical (left hemispheric language dominance) or atypical (right hemispheric language dominance or bilateral language representation) for each patient. A meta-analysis was then performed by using a bivariate random-effects model to derive estimates of sensitivity and specificity, with Wada as the standard of reference. Subgroup analyses were also performed to compare the different functional MR imaging techniques utilized by the studies. Twenty-three studies, comprising 442 patients, met inclusion criteria. The sensitivity and specificity of functional MR imaging for atypical language dominance (compared with the Wada test) were 83.5% (95% confidence interval: 80.2%, 86.7%) and 88.1% (95% confidence interval: 87.0%, 89.2%), respectively. Functional MR imaging provides an excellent, noninvasive alternative for language lateralization and should be considered for the initial preoperative assessment of hemispheric language dominance. Further research may help determine which functional MR methods are most accurate for specific patient populations. RSNA, 2011

Validity and reliability of Preschool Language Scale 4 for measuring language development in children 48-59 months of age

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Nuryani Sidarta

2016-04-01

Full Text Available Prevalence rates for speech and language delay have been reported across wide ranges. Speech and language delay affects 5% to 8% of preschool children, often persisting into the school years.  A cross-sectional study was conducted in 208 children aged 48-59 months to determine the validity and reliability of the Indonesian edition of the Preschool Language Scale version 4 (PLS4 as a screening tool for the identification of language development disorders. Construct validity was examined by using Pearson correlation coefficient. Internal consistency was tested and repeated measurements were taken to establish the stability coefficient and intraclass correlation coefficients (ICC for test-retest reliability. For construct validity, the Pearson correlation coefficient ranged from 0.151-0.526, indicating that all questions in this instrument were valid for measuring auditory comprehension (AC and expressive communication skills (EC. Cronbach’s alpha level ranged from 0.81-0.95 with standard error of measurement (SEM ranging from 3.1-3.3. Stability coefficients ranged from 0.98-.0.99 with ICC coefficient ranging from 0.97-0.99 both of which showed an excellent reliability. This study found that PLS-4 is a valid and reliable instrument. It is easy to handle and can be recommended for assessing language development in children aged 48-59 months.

Screening for Specific Language Impairment in Preschool Children: Evaluating a Screening Procedure Including the Token Test.

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Willinger, Ulrike; Schmoeger, Michaela; Deckert, Matthias; Eisenwort, Brigitte; Loader, Benjamin; Hofmair, Annemarie; Auff, Eduard

2017-10-01

Specific language impairment (SLI) comprises impairments in receptive and/or expressive language. Aim of this study was to evaluate a screening for SLI. 61 children with SLI (SLI-children, age-range 4-6 years) and 61 matched typically developing controls were tested for receptive language ability (Token Test-TT) and for intelligence (Wechsler Preschool-and-Primary-Scale-of-Intelligence-WPPSI). Group differences were analyzed using t tests, as well as direct and stepwise discriminant analyses. The predictive value of the WPPSI with respect to TT performance was analyzed using regression analyses. SLI-children performed significantly worse on both TT and WPPSI ([Formula: see text]). The TT alone yielded an overall classification rate of 79%, the TT and the WPPSI together yielded an overall classification rate of 80%. TT performance was significantly predicted by verbal intelligence in SLI-children and nonverbal intelligence in controls whilst WPPSI subtest arithmetic was predictive in both groups. Without further research, the Token Test cannot be seen as a valid and sufficient tool for the screening of SLI in preschool children but rather as a tool for the assessment of more general intellectual capacities. SLI-children at this age already show impairments typically associated with SLI which indicates the necessity of early developmental support or training. Token Test performance is possibly an indicator for a more general developmental factor rather than an exclusive indicator for language difficulties.

Education in the World System: The Demand for Language and International Proficiencies in Economic Development and National Security.

Science.gov (United States)

Hoegl, Juergen K.

1986-01-01

Discusses the role of second-language proficiency from international, national, and state perspectives, including consideration of the need for such proficiency in science, technology, and research for economic development. Trends indicate that a more internationalized curricula in higher education and a greater demand for second-language…

The ubuntu paradigm in curriculum work, language of instruction and assessment

Science.gov (United States)

Brock-Utne, Birgit

2016-02-01

This article discusses the concept " ubuntu", an African worldview rooted in the communal character of African life. Some of the same thinking can, however, be found in various Eurasian and Latin-American philosophies. The concept " ubuntu" is also used in language planning: here, the question of language of instruction is discussed through an ubuntu paradigm. The article focuses on policies regarding language in education, both at the micro-level, where translanguaging and code-switching are central, and at the macro-level, where Prestige Planning is discussed. The assessment practices taking place in schools are also looked at through an ubuntu lens. How far is it possible for developing countries to adhere to an education policy based on their own values when they have to participate in tests like Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) for Development?

Internationalism and Our "Strenuous Family."

Science.gov (United States)

Ashworth, Mary

1991-01-01

Explores the concept of internationalism within the context of teaching English as a Second Language, arguing that, in spite of diverse perspectives, instructors can unite internationally to advocate literacy and language education, protect multiculturalism, and support international goals. (16 references) (CB)

University Language Policies, Internationalism, Multilingualism, and Language Development in South Africa and the UK

Science.gov (United States)

Balfour, Robert J.

2007-01-01

This paper examines legislation concerning language policy and language choice in the UK and South Africa. In particular an account of the pressures and imperatives to which such policy development must respond is provided. The paper suggests that the comparison between South Africa and the UK is relevant and compelling, not least because both…

Roget's international thesaurus

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Chapman, Robert L

2001-01-01

A classic reference book that has been used by millions all over the world, Roget's International Thesaurus is the product of more than a century and a half of continuous expansion, reorganization, and improvement. Today, this book is not only the most time-tested and bestselling thesaurus ever, but, newly revised, it is also the most up-to-date and comprehensive reflection of the English language as it is currently used.

Strangers in Stranger Lands: Language, Learning, Culture

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Hong Li

2007-02-01

Full Text Available This study investigates international students’ perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have mastered the English language before they start their study in America. Most international students experience an overload of English language input upon arrival in the United States. Cultural differences influence international students’ learning of English in other ways, including international students’ isolation within their communities and America’s lack of teaching listening skills to its own students. Other factors also affect international students’ learning of English, such as the many forms of informal English spoken in the USA, as well as a variety of dialects. Moreover, since most international students have learned English in an environment that precluded much contact with spoken English, they often speak English with an accent that reveals their own language. This study offers informed insight into the complicated process of simultaneously learning the language and culture of another country. Readers will find three main voices in addition to the international students who “speak” (in quotation marks throughout this article. Hong Li, a Chinese doctoral student in English Education at the University of Missouri-Columbia, authored the “regular” text. Second, Roy F. Fox’s voice appears in italics. Fox is Professor of English Education and Chair of the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia. Third, Dario J. Almarza’s voice appears in boldface. Almarza, a native of Venezuela, is an Assistant Professor of Social Studies Education at the same institution.

The Impact of Academic Self-Efficacy, Acculturation Difficulties, and Language Abilities on Procrastination Behavior in Chinese International Students

Science.gov (United States)

Lowinger, Robert Jay; He, Zhaomin; Lin, Miranda; Chang, Mei

2014-01-01

This study examined the role of academic self-efficacy, acculturation difficulties, and language abilities on procrastination behavior using a convenience sample of 264 Chinese international students studying at three public universities in the United States. While there were no significant mean gender differences on any of the measures, results…

Languages: The Next Generation. The Final Report and Recommendations of the Nuffield Languages Inquiry.

Science.gov (United States)

Nuffield Foundation, London (England).

This report examines the United Kingdom's (UK) capability in foreign languages and reports on what the nation should do to improve the situation. It is argued that despite the fact that English is rapidly becoming an even more dominant language in the world--it is clearly the international language of science, law, banking, business,…

Use of Mobile Testing System PeLe for Developing Language Skills

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Titova, Svetlana

2015-01-01

One of the objectives of this paper is to investigate the pedagogical impact of both the mobile testing system PeLe (Norway, HiST) and the enquiry-based learning approach on language skills development in the context of mobile-assisted learning. The research aims to work out a methodological framework of PeLe implementation into the language…

First-language raters’ opinions when validating word recordings for a newly developed speech reception threshold test

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Seema Panday

2018-03-01

Full Text Available Background: The purpose of this study was to consider the value of adding first-language speaker ratings to the process of validating word recordings for use in a new speech reception threshold (SRT test in audiology. Previous studies had identified 28 word recordings as being suitable for use in a new SRT test. These word recordings had been shown to satisfy the linguistic criteria of familiarity, phonetic dissimilarity and tone, and the psychometric criterion of homogeneity of audibility.   Objectives: The aim of the study was to consider the value of adding first-language speakers’ ratings when validating word recordings for a new SRT test.   Method: A single observation, cross-sectional design was used to collect and analyse quantitative data in this study. Eleven first-language isiZulu speakers, purposively selected, were asked to rate each of the word recordings for pitch, clarity, naturalness, speech rate and quality on a 5-point Likert scale. The percent agreement and Friedman test were used for analysis.   Results: More than 20% of these 11 participants rated the three-word recordings below ‘strongly agree’ in the category of pitch or tone, and one-word recording below ‘strongly agree’ in the categories of pitch or tone, clarity or articulation and naturalness or dialect.   Conclusion: The first-language speaker ratings proved to be a valuable addition to the process of selecting word recordings for use in a new SRT test. In particular, these ratings identified potentially problematic word recordings in the new SRT test that had been missed by the previously and more commonly used linguistic and psychometric selection criteria.

First-language raters' opinions when validating word recordings for a newly developed speech reception threshold test.

Science.gov (United States)

Panday, Seema; Kathard, Harsha; Pillay, Mershen; Wilson, Wayne

2018-03-29

 The purpose of this study was to consider the value of adding first-language speaker ratings to the process of validating word recordings for use in a new speech reception threshold (SRT) test in audiology. Previous studies had identified 28 word recordings as being suitable for use in a new SRT test. These word recordings had been shown to satisfy the linguistic criteria of familiarity, phonetic dissimilarity and tone, and the psychometric criterion of homogeneity of audibility. Objectives: The aim of the study was to consider the value of adding first-language speakers' ratings when validating word recordings for a new SRT test. Method: A single observation, cross-sectional design was used to collect and analyse quantitative data in this study. Eleven first-language isiZulu speakers, purposively selected, were asked to rate each of the word recordings for pitch, clarity, naturalness, speech rate and quality on a 5-point Likert scale. The percent agreement and Friedman test were used for analysis. Results: More than 20% of these 11 participants rated the three-word recordings below 'strongly agree' in the category of pitch or tone, and one-word recording below 'strongly agree' in the categories of pitch or tone, clarity or articulation and naturalness or dialect. Conclusion: The first-language speaker ratings proved to be a valuable addition to the process of selecting word recordings for use in a new SRT test. In particular, these ratings identified potentially problematic word recordings in the new SRT test that had been missed by the previously and more commonly used linguistic and psychometric selection criteria.

Points in the set-up of tests for fMRI. Toward the delineation of language-competent areas in clinical practice

International Nuclear Information System (INIS)

Takashima, Hisaharu; Ejima, Mitsuhiro; Takeyama, Mamoru; Yamaguchi, Masami; Sato, Yoshino

2001-01-01

This hospital has performed fMRI of language-competent areas of the brain to identify the language-dominant hemisphere and obtain the configuration of the focus in the language-dominant side of the brain. Until now, signals have been detected in only two of fifteen patients who were diagnosed by language tests of a last-syllable word chain. In the present experiment, we tried to have subjects select the type of test. The result was that changes in signals were detected in eight of ten patients. Although the set-up of tests for fMRI is said to hold significant value, clear-cut studies to back this up have rarely been seen. Because clinical medicine treats patients who have difficulty in communication or suffer from aphasia, it is important to take into consideration individual variations and to set up a test suitable for, or achievable by, these individuals. The present method enabled us to avoid failure in examination caused by unsuccessful tests. (author)

Points in the set-up of tests for fMRI. Toward the delineation of language-competent areas in clinical practice

Energy Technology Data Exchange (ETDEWEB)

Takashima, Hisaharu; Ejima, Mitsuhiro; Takeyama, Mamoru; Yamaguchi, Masami; Sato, Yoshino [Tokyo Women' s Medical Coll. (Japan). Hospital

2001-06-01

This hospital has performed fMRI of language-competent areas of the brain to identify the language-dominant hemisphere and obtain the configuration of the focus in the language-dominant side of the brain. Until now, signals have been detected in only two of fifteen patients who were diagnosed by language tests of a last-syllable word chain. In the present experiment, we tried to have subjects select the type of test. The result was that changes in signals were detected in eight of ten patients. Although the set-up of tests for fMRI is said to hold significant value, clear-cut studies to back this up have rarely been seen. Because clinical medicine treats patients who have difficulty in communication or suffer from aphasia, it is important to take into consideration individual variations and to set up a test suitable for, or achievable by, these individuals. The present method enabled us to avoid failure in examination caused by unsuccessful tests. (author)

Video Streaming for Creative Writing at International Elementary School

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Deni Darmawan

2013-02-01

Full Text Available This study aims at overcoming difficulty in learning language, both in Indonesian Language and English at international elementary school, especially in creative writing. Creative writing as part of human activity is creativity with language medium as prose (narrative, description, poem (old, new and modern, as well as drama (dialogue, role play, and sosio drama. Specific target to be achieved is the design of Video Streaming for all kinds of creative writing in the language of Indonesian and English. This investigation is a continuation of the previos investigation that has managed to make a video leaning in English for Math and Science as integrated learning to early class at international elementary school. The method used follow the principles of developmental reasearch. The firts stage is script writing video streaming through brainstorming with teachers, lecturers, teams of investigators Indonesia (UPI and Malaysia (USM. The second stage manuscript, making finalization Video Streaming, make the Web, media experts and creative writing material team investigators. The third stage, testing the Video Streaming, Web and dissemination of results into all the international elementary school in Indonesia and Malaysia.

A Note on Internationalisation, Internationalism and Language Teaching and Learning

Science.gov (United States)

Byram, Michael

2012-01-01

In the editorial of "The Language Learning Journal" of July 2011, readers' attention is drawn to the decline in language teaching and learning in British schools and universities, and to the attempt of the British Academy to promote language teaching against this decline. The British Academy paper makes seven recommendations of which the…

Making a Difference: Language Teaching for Intercultural and International Dialogue

Science.gov (United States)

Byram, Michael; Wagner, Manuela

2018-01-01

Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as…

International Meeting on Languages, Applied Linguistics and Translation

OpenAIRE

Guerra, Luis

2012-01-01

This meeting aims at providing an overview of the current theory and practice, exploring new directions and emerging trends, sharing good practice, and exchanging information regarding foreign languages, applied linguistics and translation. The meeting is an excellent opportunity for the presentation of current or previous language learning and translation projects funded by the European Commission or by other sources. Proposals are invited for one or more of the following topics, in any of t...

Differential Item Functioning (DIF) among Spanish-Speaking English Language Learners (ELLs) in State Science Tests

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Ilich, Maria O.

Psychometricians and test developers evaluate standardized tests for potential bias against groups of test-takers by using differential item functioning (DIF). English language learners (ELLs) are a diverse group of students whose native language is not English. While they are still learning the English language, they must take their standardized tests for their school subjects, including science, in English. In this study, linguistic complexity was examined as a possible source of DIF that may result in test scores that confound science knowledge with a lack of English proficiency among ELLs. Two years of fifth-grade state science tests were analyzed for evidence of DIF using two DIF methods, Simultaneous Item Bias Test (SIBTest) and logistic regression. The tests presented a unique challenge in that the test items were grouped together into testlets---groups of items referring to a scientific scenario to measure knowledge of different science content or skills. Very large samples of 10, 256 students in 2006 and 13,571 students in 2007 were examined. Half of each sample was composed of Spanish-speaking ELLs; the balance was comprised of native English speakers. The two DIF methods were in agreement about the items that favored non-ELLs and the items that favored ELLs. Logistic regression effect sizes were all negligible, while SIBTest flagged items with low to high DIF. A decrease in socioeconomic status and Spanish-speaking ELL diversity may have led to inconsistent SIBTest effect sizes for items used in both testing years. The DIF results for the testlets suggested that ELLs lacked sufficient opportunity to learn science content. The DIF results further suggest that those constructed response test items requiring the student to draw a conclusion about a scientific investigation or to plan a new investigation tended to favor ELLs.

The Qur’anic Language in a Linguistic Perspective: The Language Engineering Viewpoint

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Mohammed Akram A.M. Sa‘Adeddin

1994-06-01

Full Text Available This article is an attempt to draw a plan for developing curricula for teaching the Qur’anic Language at the International Islamic University Malaysia (IIUM. The article is in four sections. The first offers an overview of Language Engineering, the language profile in Malaysia, the Qur 'anic Language teaching situation at IIUM, and the conditions for competent Corpus Planning. The second discusses the significance of the Qur’anic Language, and the Islamic semantic affinity between the Qur’anic Language and Bahasa Melayu. The third focuses on the implications of the Qur’anic language Corpus Planning for language teachers, materials writers and curriculum designers. The fourth briefly introduces our theory of interpretive reading, goes on to apply it to an active reading of sūratu likhlās, and considers the implications of this type of reading for the Qur’anic Language syllabus design.

Language Management x 3

DEFF Research Database (Denmark)

Sanden, Guro Refsum

2017-01-01

The term ‘language management’ has become a widely used expression in the sociolinguistic literature. Originally introduced by Jernudd and Neustupný in 1987, as a novel continuation of the language planning tradition stemming from the 1960/70s, language management along these lines has developed...... from the international management discipline, appear to have taken an interest in language as a variable in business and corporate management. It is also common to refer to this research field as language management. This conceptual article offers a theoretically based comparison of the three...... into the Language Management Theory (LMT). A second definition of language management, diverting from LMT, can be found in the work of Spolsky, who treats language management as a theoretical component of the wider concept of language policy. Furthermore, over the past 15 years a number of scholars, particularly...

English, a Tonal Language? | Pam | AFRREV IJAH: An International ...

African Journals Online (AJOL)

Tone is associated with lexical meaning, distinguishing one word from another. Diacritical marks are used for indicating tone to eliminate confusion.The general conclusion is English, is not a tonal language. English is an intonation language which expresses syntactic, discourse, grammatical and attitudinal functions.

Cross-linguistic and cross-cultural effects on verbal working memory and vocabulary: testing language-minority children with an immigrant background.

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de Abreu, Pascale M J Engel; Baldassi, Martine; Puglisi, Marina L; Befi-Lopes, Debora M

2013-04-01

In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language-minority children were also compared with multilingual language-majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1 words relevant to the home context were considered. The study indicates that linguistic and cognitive assessments for language-minority children require careful choice among measures to ensure valid results. Implications for testing culturally and linguistically diverse children are discussed.

Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language

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Kauschke, Christina; van der Beek, Bettina; Kamp-Becker, Inge

2016-01-01

Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and…

The Impact of Locus of Control on Language Achievement

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Nodoushan, Mohammad Ali Salmani

2012-01-01

This study hypothesized that students' loci of control affected their language achievement. 198 (N = 198) EFL students took the Rotter's (1966) locus of control test and were classified as locus-internal (ni = 78), and locus-external (ne = 120). They then took their ordinary courses and at the end of the semester, they were given their exams.…

Intercultural Exposure through English Language Teaching: An Analysis of an English Language Textbook in Bangladesh

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Siddiqie, Shamsun Akhter

2011-01-01

The treatment of culture in foreign language textbooks is comparatively a new trend in English Language Teaching (ELT) which is based on the growing consensus that language textbooks should attempt to raise students' awareness of international culture as well as that of their own. Being influenced by this thought, Bangladesh too like many other…

Signed languages and globalization

NARCIS (Netherlands)

Hiddinga, A.; Crasborn, O.

2011-01-01

Deaf people who form part of a Deaf community communicate using a shared sign language. When meeting people from another language community, they can fall back on a flexible and highly context-dependent form of communication called international sign, in which shared elements from their own sign

Language management : in multinational companies

OpenAIRE

Gundersen, Sigrid Louise

2009-01-01

The aim of the present thesis is to explain the concept of strategic language management and why this field of study deserves increased attention in international business. It is argued that Language Management deserves increased attention from business managers since language management may contribute to their firms' competitive advantage. A survey among Norwegian companies in Belgium was undertaken to assess the current situation of language issues. The survey results show that while employ...

Neoliberal Paradoxes of Language Learning: Xenophobia and International Communication

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Kubota, Ryuko

2016-01-01

Neoliberal ideology compels people to develop language skills as human capital. As English is considered to be the most useful language for global communication, learning, and teaching, English has been promoted in many countries. However, the belief that English connects people from diverse linguistic backgrounds in a borderless society…

Database Programming Languages

DEFF Research Database (Denmark)

This volume contains the proceedings of the 11th International Symposium on Database Programming Languages (DBPL 2007), held in Vienna, Austria, on September 23-24, 2007. DBPL 2007 was one of 15 meetings co-located with VLBD (the International Conference on Very Large Data Bases). DBPL continues...

Retrieval of bilingual autobiographical memories: effects of cue language and cue imageability.

Science.gov (United States)

Mortensen, Linda; Berntsen, Dorthe; Bohn, Ocke-Schwen

2015-01-01

An important issue in theories of bilingual autobiographical memory is whether linguistically encoded memories are represented in language-specific stores or in a common language-independent store. Previous research has found that autobiographical memory retrieval is facilitated when the language of the cue is the same as the language of encoding, consistent with language-specific memory stores. The present study examined whether this language congruency effect is influenced by cue imageability. Danish-English bilinguals retrieved autobiographical memories in response to Danish and English high- or low-imageability cues. Retrieval latencies were shorter to Danish than English cues and shorter to high- than low-imageability cues. Importantly, the cue language effect was stronger for low-than high-imageability cues. To examine the relationship between cue language and the language of internal retrieval, participants identified the language in which the memories were internally retrieved. More memories were retrieved when the cue language was the same as the internal language than when the cue was in the other language, and more memories were identified as being internally retrieved in Danish than English, regardless of the cue language. These results provide further evidence for language congruency effects in bilingual memory and suggest that this effect is influenced by cue imageability.

Resourcing speech-language pathologists to work with multilingual children.

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McLeod, Sharynne

2014-06-01

Speech-language pathologists play important roles in supporting people to be competent communicators in the languages of their communities. However, with over 7000 languages spoken throughout the world and the majority of the global population being multilingual, there is often a mismatch between the languages spoken by children and families and their speech-language pathologists. This paper provides insights into service provision for multilingual children within an English-dominant country by viewing Australia's multilingual population as a microcosm of ethnolinguistic minorities. Recent population studies of Australian pre-school children show that their most common languages other than English are: Arabic, Cantonese, Vietnamese, Italian, Mandarin, Spanish, and Greek. Although 20.2% of services by Speech Pathology Australia members are offered in languages other than English, there is a mismatch between the language of the services and the languages of children within similar geographical communities. Australian speech-language pathologists typically use informal or English-based assessments and intervention tools with multilingual children. Thus, there is a need for accessible culturally and linguistically appropriate resources for working with multilingual children. Recent international collaborations have resulted in practical strategies to support speech-language pathologists during assessment, intervention, and collaboration with families, communities, and other professionals. The International Expert Panel on Multilingual Children's Speech was assembled to prepare a position paper to address issues faced by speech-language pathologists when working with multilingual populations. The Multilingual Children's Speech website ( http://www.csu.edu.au/research/multilingual-speech ) addresses one of the aims of the position paper by providing free resources and information for speech-language pathologists about more than 45 languages. These international

An Investigation of the Learning Strategies as Bias Factors in Second Language Cloze Tests

Science.gov (United States)

Ajideh, Parviz; Yaghoubi-Notash, Massoud; Khalili, Abdolreza

2017-01-01

The present study investigated the contribution of the EFL students' learning strategies to the explanation of the variance in their results on language tests. More specifically, it examined the role of these strategies as bias factors in the results of English cloze tests. Based on this aim, first, 158 intermediate EFL learners were selected from…

Do Children with Autism Have a Theory of Mind? A Non-Verbal Test of Autism vs. Specific Language Impairment

Science.gov (United States)

Colle, Livia; Baron-Cohen, Simon; Hill, Jacqueline

2007-01-01

Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with specific language impairment (SLI). This raises the…

The Teaching of English as an International Language in Japan: An Answer to the Dilemma of Indigenous Values and Global Needs in the Expanding Circle

Science.gov (United States)

Hino, Nobuyuki

2009-01-01

This paper explores the ambivalent nature of Japanese attitudes toward English vis-a-vis the Japanese language, followed by a discussion of Japanese efforts in incorporating the concept of English as an International Language (EIL) into their educational system and teaching practice as a solution to this dilemma. While the Japanese have an…

The Effect of Mock Tests on Iranian EFL learners’ Test Scores

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Hossein Khodabakhshzadeh

2016-07-01

Full Text Available The effect of using tests in test preparation courses has been subject to debate. While some scholars such as Yang and Badger (2015 believe it is a cause of positive washback effect, others argue that this issue is tentative and context-bound (Green, 2007. Therefore, this study investigated the effect of using Mock tests in International English Language Testing System (IELTS preparation courses on students’ overall IELTS scores. Fifty one IELTS students were selected non-randomly through the quota sampling approach out of 76 students at Mahan Language Institute in Birjand, Iran.  These participants were distributed into Group 1 (n=25 and Group 2 (n=26. A complete IELTS test was administered to ensure that the Groups were homogeneous and to serve as pretest. After 10 sessions of intervention, a different IELTS test was administered as posttest. The results of between subject analysis through independent samples t-test revealed that using Mock tests in the IELTS preparation courses can positively affect the participants scores on IELTS exam. Pedagogical implications are discussed.

A Critical Review of the IELTS Writing Test

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Uysal, Hacer Hande

2010-01-01

Administered at local centres in 120 countries throughout the world, IELTS (International English Language Testing System) is one of the most widely used large-scale ESL tests that also offers a direct writing test component. Because of its popularity and its use for making critical decisions about test takers, it is crucial to draw attention to…

Utilizing the Fast Flux Test Facility for international passive safety testing

International Nuclear Information System (INIS)

Shen, P.K.; Padilla, A.; Lucoff, D.M.; Waltar, A.E.

1991-01-01

A two-phased approach has been undertaken in the Fast Flux Test Facility (FFTF) to conduct passive safety testing. Phase I (1986 to 1987) was structured to obtain an initial understanding of the reactivity feedback components. The planned Phase II (1992 to 1993) international program will extend the testing to include static and dynamic feedback measurements, transient and demonstration tests, and gas expansion module (GEM) reactivity tests. The primary objective is to meet the needs for safety analysis code validation, with particular emphasis on reducing the uncertainties associated with structure reactivity feedback. Program scope and predicted FFTF responses are discussed and illustrated. (author)

Design Of Computer Based Test Using The Unified Modeling Language

Science.gov (United States)

Tedyyana, Agus; Danuri; Lidyawati

2017-12-01

The Admission selection of Politeknik Negeri Bengkalis through interest and talent search (PMDK), Joint Selection of admission test for state Polytechnics (SB-UMPN) and Independent (UM-Polbeng) were conducted by using paper-based Test (PBT). Paper Based Test model has some weaknesses. They are wasting too much paper, the leaking of the questios to the public, and data manipulation of the test result. This reasearch was Aimed to create a Computer-based Test (CBT) models by using Unified Modeling Language (UML) the which consists of Use Case diagrams, Activity diagram and sequence diagrams. During the designing process of the application, it is important to pay attention on the process of giving the password for the test questions before they were shown through encryption and description process. RSA cryptography algorithm was used in this process. Then, the questions shown in the questions banks were randomized by using the Fisher-Yates Shuffle method. The network architecture used in Computer Based test application was a client-server network models and Local Area Network (LAN). The result of the design was the Computer Based Test application for admission to the selection of Politeknik Negeri Bengkalis.

Are Females Better Than Males In Communication In Second Language?

Directory of Open Access Journals (Sweden)

IEVA RUDZINSKA

2013-12-01

Full Text Available Although research in education, including worldwide Programme for International Student Assessment (PISA by the Organisation for Economic Co-operation and Development (OECD and Progress in International Reading Literacy Study (PIRLS by the International Association for the Evaluation of Educational Achievement, shows that female language learners outdo their male counterparts in the development of verbal skills, a number of researchers have strongly challenged that claim. The aim of this paper is to find out whether professional foreign language competence in a higher education institution (HEI in Latvia is different between females and males. In order to determine this, we have analyzed final grades and presentation scores (lecturer, peer and self-assessment of students in an ESP (English for Specific Purposes, in our case: Sport English course, as well as their levels of second language acquisition, obtained in centralized secondary school leaving exams, which serves as the basis for further development of professional foreign language competence in a sport related HEI. Whereas grades, scores and levels are considered in the present paper as dependent variables, gender constitutes an independent variable. A series of Mann-Whitney U tests has revealed no significant difference in male and female achievement in centralized school leaving exam in second language (English; in final grades, obtained by students in an ESP course; and in lecturer assessment of student presentations in the ESP course. However, the analysis of peer assessment of student presentations in the ESP course reveals that females tend to overestimate themselves and their peers. The latter observation, as this paper argues, may result from the fact that sport related HEI students are characterized by increased self-esteem (Rudzinska, 2007.

Oral and Written Language Development of Children Adopted from China

Science.gov (United States)

Scott, Kathleen A.; Roberts, Jenny A.; Krakow, Rena

2008-01-01

Purpose: The sharp increase in the number of international adoptions in the United States has prompted a heightened interest in the language development of internationally adopted children. Although recent studies have investigated the early language development of adoptees, little is known about the school-age language and literacy skills of…

Effects of International Student Counselors' Broaching Statements about Cultural and Language Differences on Participants' Perceptions of the Counselors

Science.gov (United States)

Choi, Gahee; Mallinckrodt, Brent; Richardson, John D.

2015-01-01

Undergraduates (N = 135) evaluated 1 of 4 simulated 1st counseling sessions. Two international counselors (Canadian and Korean) alternated between making or not making broaching statements about their language and cultural differences. Significant main effects for counselor nationality and interaction effects between counselor nationality and…

Using Quality Management Systems to Improve Test Development and Standards and to Promote Good Practice: A Case Study of Testing Italian as a Foreign Language

Science.gov (United States)

Grego Bolli, Giuliana

2014-01-01

This article discusses the problem of quality in the production of language tests in the context of Italian language examinations. The concept of quality is closely related to the application of stated standards and related procedures. These standards, developed over the last thirty years, are mainly related to the concepts of the accountability…

Communicative competences and language learning in an ecological perspective

DEFF Research Database (Denmark)

Bundsgaard, Jeppe; Lindø, Anna Vibeke; Bang, Jørgen Chr.

2012-01-01

In this paper we discuss the basic question of language education: How can language education (mother tongue, second language, international language, foreign language) contribute to friendly and fair cooperation within and across places, regions and nations, ethnicity, gender/sex and age and to ...

Immigration, language proficiency, and autobiographical memories: Lifespan distribution and second-language access.

Science.gov (United States)

Esposito, Alena G; Baker-Ward, Lynne

2016-08-01

This investigation examined two controversies in the autobiographical literature: how cross-language immigration affects the distribution of autobiographical memories across the lifespan and under what circumstances language-dependent recall is observed. Both Spanish/English bilingual immigrants and English monolingual non-immigrants participated in a cue word study, with the bilingual sample taking part in a within-subject language manipulation. The expected bump in the number of memories from early life was observed for non-immigrants but not immigrants, who reported more memories for events surrounding immigration. Aspects of the methodology addressed possible reasons for past discrepant findings. Language-dependent recall was influenced by second-language proficiency. Results were interpreted as evidence that bilinguals with high second-language proficiency, in contrast to those with lower second-language proficiency, access a single conceptual store through either language. The final multi-level model predicting language-dependent recall, including second-language proficiency, age of immigration, internal language, and cue word language, explained ¾ of the between-person variance and (1)/5 of the within-person variance. We arrive at two conclusions. First, major life transitions influence the distribution of memories. Second, concept representation across multiple languages follows a developmental model. In addition, the results underscore the importance of considering language experience in research involving memory reports.

Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language-Minority Children with an Immigrant Background

Science.gov (United States)

Engel de Abreu, Pascale M. J.; Baldassi, Martine; Puglisi, Marina L.; Befi-Lopes, Debora M.

2013-01-01

Purpose: In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Method: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary…

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

Science.gov (United States)

Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

[The Russian-language version of the matrix test (RUMatrix) in free field in patients after cochlear implantation in the long term].

Science.gov (United States)

Goykhburg, M V; Bakhshinyan, V V; Petrova, I P; Wazybok, A; Kollmeier, B; Tavartkiladze, G A

The deterioration of speech intelligibility in the patients using cochlear implantation (CI) systems is especially well apparent in the noisy environment. It explains why phrasal speech tests, such as a Matrix sentence test, have become increasingly more popular in the speech audiometry during rehabilitation after CI. The Matrix test allows to estimate speech perception by the patients in a real life situation. The objective of this study was to assess the effectiveness of audiological rehabilitation of CI patients using the Russian-language version of the matrix test (RUMatrix) in free field in the noisy environment. 33 patients aged from 5 to 40 years with a more than 3 year experience of using cochlear implants inserted at the National Research Center for Audiology and Hearing Rehabilitation were included in our study. Five of these patients were implanted bilaterally. The results of our study showed a statistically significant improvement of speech intelligibility in the noisy environment after the speech processor adjustment; dynamics of the signal-to-noise ratio changes was -1.7 dB (planguages makes possible its application in international multicenter studies.

Space-Based Reconfigurable Software Defined Radio Test Bed Aboard International Space Station

Science.gov (United States)

Reinhart, Richard C.; Lux, James P.

2014-01-01

The National Aeronautical and Space Administration (NASA) recently launched a new software defined radio research test bed to the International Space Station. The test bed, sponsored by the Space Communications and Navigation (SCaN) Office within NASA is referred to as the SCaN Testbed. The SCaN Testbed is a highly capable communications system, composed of three software defined radios, integrated into a flight system, and mounted to the truss of the International Space Station. Software defined radios offer the future promise of in-flight reconfigurability, autonomy, and eventually cognitive operation. The adoption of software defined radios offers space missions a new way to develop and operate space transceivers for communications and navigation. Reconfigurable or software defined radios with communications and navigation functions implemented in software or VHDL (Very High Speed Hardware Description Language) provide the capability to change the functionality of the radio during development or after launch. The ability to change the operating characteristics of a radio through software once deployed to space offers the flexibility to adapt to new science opportunities, recover from anomalies within the science payload or communication system, and potentially reduce development cost and risk by adapting generic space platforms to meet specific mission requirements. The software defined radios on the SCaN Testbed are each compliant to NASA's Space Telecommunications Radio System (STRS) Architecture. The STRS Architecture is an open, non-proprietary architecture that defines interfaces for the connections between radio components. It provides an operating environment to abstract the communication waveform application from the underlying platform specific hardware such as digital-to-analog converters, analog-to-digital converters, oscillators, RF attenuators, automatic gain control circuits, FPGAs, general-purpose processors, etc. and the interconnections among

Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese.

Science.gov (United States)

Rossi, Natalia Freitas; Lindau, Tâmara de Andrade; Gillam, Ronald Bradley; Giacheti, Célia Maria

To accomplish the translation and cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese. The TNL is a formal instrument which assesses narrative comprehension and oral narration of children between the ages of 5-0 and 11-11 (years-months). The TNL translation and adaptation process had the following steps: (1) translation into the target language; (2) summary of the translated versions; (3) back-translation; (4) checking of the conceptual, semantics and cultural equivalence process and (5) pilot study (56 children within the test age range and from both genders). The adapted version maintained the same structure as the original version: number of tasks (both, three comprehension and oral narration), narrative formats (no picture, sequenced pictures and single picture) and scoring system. There were no adjustments to the pictures. The "McDonald's Story" was replaced by the "Snack Bar History" to meet the semantic and experiential equivalence of the target population. The other stories had semantic and grammatical adjustments. Statistically significant difference was found when comparing the raw score (comprehension, narration and total) of age groups from the adapted version. Adjustments were required to meet the equivalence between the original and the translated versions. The adapted version showed it has the potential to identify differences in oral narratives of children in the age range provided by the test. Measurement equivalence for validation and test standardization are in progress and will be able to supplement the study outcomes.

Analysis of brief language tests in the detection of cognitive decline and dementia

Directory of Open Access Journals (Sweden)

Marcia Radanovic

Full Text Available Abstract Lexical access difficulties are frequent in normal aging and initial stages of dementia. Verbal fluency tests are valuable to detect cognitive decline, evidencing lexico-semantic and executive dysfunction. Objectives: To establish which language tests can contribute in detecting dementia and to verify schooling influence on subject performance. Method: 74 subjects: 33 controls, 17 Clinical Dementia Rating (CDR 0.5 and 24 (Brief Cognitive Battery - BCB e Boston Naming Test - BNT 1 were compared in tests of semantic verbal fluency (animal and fruit, picture naming (BCB and BNT and the language items of Mini Mental State Examination (MMSE. Results: There were significant differences between the control group and both CDR 0.5 and CDR 1 in all tests. Cut-off scores were: 11 and 10 for animal fluency, 8 for fruit fluency (in both, 8 and 9 for BCB naming. The CDR 0.5 group performed better than the CDR 1 group only in animal fluency. Stepwise multiple regression revealed fruit fluency, animal fluency and BCB naming as the best discriminators between patients and controls (specificity: 93.8%; sensitivity: 91.3%. In controls, comparison between illiterates and literates evidenced schooling influence in all tests, except for fruit fluency and BCB naming. In patients with dementia, only fruit fluency was uninfluenced by schooling. Conclusion: The combination of verbal fluency tests in two semantic categories along with a simple picture naming test is highly sensitive in detecting cognitive decline. Comparison between literate and illiterate subjects shows a lesser degree of influence of schooling on the selected tests, thus improving discrimination between low performance and incipient cognitive decline.

Language loss and language processing : three generations of Dutch migrants in New Zealand

NARCIS (Netherlands)

Hulsen, Madeleine Elisabeth Helena

2000-01-01

This dissertation investigates the relationship between language shift, language loss, and language processing. Three generations of Dutch immigrants to New Zealand were tested to investigate intra- and intergenerational patterns of language use, social networks, perceived ethnolinguistic vitality,

Toward an English Proficiency Test for Postgraduates in Malaysia

Directory of Open Access Journals (Sweden)

Saidatul Akmar Zainal Abidin

2015-08-01

Full Text Available Malaysia is fast becoming a major attraction for candidates from all over the world to pursue their higher education. Currently students (local and international who pursue postgraduate (hereafter, PG education in Malaysia use the Test of English as a Foreign Language (TOEFL or International English Language Testing System (IELTS scores as indicators of their English ability. These are tests from the United States and the United Kingdom, respectively, tailor-made for university education in those countries. Recent literature in testing and evaluation describes the need for more localized tests, developed for the “local” context of a particular country. Thus, the need for a test that could be utilized and customized to the needs of the students studying in Malaysia is foreseeable. This is in line with the concept of test localization. It stipulates that for a test to be valid, its design and development must take into consideration the population, context, and the domain in which the test is used. A project was undertaken where a new English test named Graduate Admission Test of English (GATE was developed for PG admission into universities in Malaysia. This article describes the process of developing a new test that measures English language competency of PG students who intend to pursue their studies in Malaysia. It includes the use of a test specification/blueprint that contains validity elements adopted from a test validation framework developed by Weir. The article emphasizes the rigor of developing such a test, which includes aspects of test development, operation, analysis, and validation.

Language Policy in Canada: Current Issues. A Selection of the Proceedings of the Papers Dealing with Language Policy Issues in Canada at the Conference "Language Policy and Social Problems" (Curacao, Venezuela, December, 1983). Publication B-150.

Science.gov (United States)

Cobarrubias, Juan, Ed.

The papers related to Canadian language policy at an international conference are presented: "Language Policy in Canada: Current Issues" (Juan Cobarrubias); "Multiculturalism and Language Policy in Canada" (Jim Cummins, Harold Troper); "Defining Language Policy in a Nationalistic Milieu and in a Complex Industrialized…

International Research and Studies Program

Science.gov (United States)

Office of Postsecondary Education, US Department of Education, 2012

2012-01-01

The International Research and Studies Program supports surveys, studies, and instructional materials development to improve and strengthen instruction in modern foreign languages, area studies, and other international fields. The purpose of the program is to improve and strengthen instruction in modern foreign languages, area studies and other…

AFRREV LALIGENS: An International Journal of Language ...

African Journals Online (AJOL)

Rationalisation and Intertextuality: An Analysis of the Language of Men's Reactions to Gender Equality in Zulu Sofola's The Sweet Trap · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. E N Ugwu, S N Kpolugbo, 87-96 ...

Language Planning in the Spanish-Speaking World.

Science.gov (United States)

Sanchez, Aquilino; Duenas, Maria

2002-01-01

Reviews diffusion and promotion of the Spanish language from the first Spanish colonizers in the Americas to the present. Describes the situation of Spanish within Spain as a form of internal colonialization and reviews language policies. Analyzes present-day institutional efforts at maintaining language co-existence within different autonomous…

A Global Approach to Foreign Language Education.

Science.gov (United States)

Conner, Maurice W., Ed.

The papers collected here are largely devoted to foreign language education as a means of increasing international and cross-cultural understanding. Titles include: (1) "Language Is the Medium, Culture Is the Message: Globalizing Foreign Languages" (Lorraine A. Strasheim); (2) "Cultural Understanding for Global Citizenship: An Inservice Model"…

International students of speech and language therapy in the UK: do we meet their needs?

Science.gov (United States)

Marshall, Julie; Goldbart, Juliet; Evans, Ruth

2004-01-01

Informal evidence suggests that many Speech and Language Therapy (SLT) students from outside of the UK and/or Republic of Ireland who come to the UK either do not return to their home country on qualification or do not practise as SLTs in the public sector. Many factors may contribute to this situation. Concern that it may result in part from a poor match between UK SLT education and the demands of the role in other countries led the Royal College of Speech and Language Therapists (RCSLT) to fund a study of international SLT students' experiences of UK qualifying courses. To discover and describe the experiences, views and expectations of current and past international students studying SLT in the UK and past international students' experiences, views and expectations of practising as SLTS, both inside and outside the UK. To consider the implications of the findings for (1) international students planning to work as SLTs; (2) UK SLT students planning to practise outside the UK; and (3) all those involved in SLT education: educational institutions; supervising SLTs; RCSLT. The study involved distributing 166 postal questionnaires (some directly to (ex)students and some to their Higher Education Institutes, or HEIs) and carrying out 23 interviews, with both current students and those qualifying since May 1994. Quantitative analysis was carried out using SPSS using descriptive statistics. Qualitative analysis used content and thematic analyses. Seventy-one questionnaires were received from current and past students, representing a minimum response rate of 43%. (It was not possible to verify exactly how many questionnaires were distributed by HEIs.) The results describe the diverse range of respondents' experiences of studying and working in the UK, their views of working in their home countries and the UK, and their suggestions about strategies that might be adopted to support them further. The results revealed that students come from a wide diversity of countries

The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.

Directory of Open Access Journals (Sweden)

Wayne E. Wright

2006-05-01

Full Text Available This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB; and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of

The Relationship of Language and Emotion: N400 Support for an Embodied View of Language Comprehension

NARCIS (Netherlands)

Chwilla, D.J.; Virgillito, D.; Vissers, C.T.W.M.

2011-01-01

According to embodied theories, the symbols used by language are meaningful because they are grounded in perception, action, and emotion. In contrast, according to abstract symbol theories, meaning arises from the syntactic combination of abstract, amodal symbols. If language is grounded in internal

Exploring Perception and Use of Everyday Language and Medical Terminology among International Medical Graduates in a Medical ESP Course in Australia

Science.gov (United States)

Dahm, Maria R.

2011-01-01

Language and communication skills are among the greatest challenges that non-native-English speaking international medical graduates (IMGs) face in English medical consultations. Especially when patients use unfamiliar everyday expressions or attach different meanings to medical terminology, the communicative burden on doctor-patient communication…

The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners: A replication and follow-up study.

Science.gov (United States)

Sparks, R L; Ganschow, L

1993-12-01

According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group's pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors' Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity.

Attitudine Linguistica e Memoria. Alcune Considerazioni sul MLAT. (Modern Language Aptitude Test). (Linguistic Aptitude and Memory. Some Considerations on the MLAT).

Science.gov (United States)

Sorace, Antonella

1982-01-01

Examines the Modern Language Aptitude Test and identifies as the lowest common denominator in three of its four parts an individual's short-term Memory capability. Concludes that this test cannot indicate an individual's linguistic aptitude because it does not take into consideration the role of two key aspects of language learning: long-term…

Language switching-but not foreign language use per se-reduces the framing effect.

Science.gov (United States)

Oganian, Y; Korn, C W; Heekeren, H R

2016-01-01

Recent studies reported reductions of well-established biases in decision making under risk, such as the framing effect, during foreign language (FL) use. These modulations were attributed to the use of FL itself, which putatively entails an increase in emotional distance. A reduced framing effect in this setting, however, might also result from enhanced cognitive control associated with language-switching in mixed-language contexts, an account that has not been tested yet. Here we assess predictions of the 2 accounts in 2 experiments with over 1,500 participants. In Experiment 1, we tested a central prediction of the emotional distance account, namely that the framing effect would be reduced at low, but not high, FL proficiency levels. We found a strong framing effect in the native language, and surprisingly also in the foreign language, independent of proficiency. In Experiment 2, we orthogonally manipulated foreign language use and language switching to concurrently test the validity of both accounts. As in Experiment 1, foreign language use per se had no effect on framing. Crucially, the framing effect was reduced following a language switch, both when switching into the foreign and the native language. Thus, our results suggest that reduced framing effects are not mediated by increased emotional distance in a foreign language, but by transient enhancement of cognitive control, putting the interplay of bilingualism and decision making in a new light. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

LANGUAGE POLICY IN THE CONTEMPORARY WORLD: MONOLINGUALISM AND BILINGUALISM PRACTICE AND LANGUAGE ASSIMILATION

Directory of Open Access Journals (Sweden)

Vladimir M. Alpatov

2013-01-01

Full Text Available Much of what previously characterized the language situation and language policy within states is transferred to the international level due to globalization. We are facing the growing importance of world languages, especially English. However, globalization (at least in the form in which it exists now does not satisfy the need of identitification for the majority people (except, of course, those for whom English is a mother tongue. This situation can lead to conflicts and even question the effectiveness of globalization processes.

Ergonomics Factors in English as a Foreign Language Testing: The Case of PLEVALEX

Science.gov (United States)

Garcia Laborda, Jesus; Magal-Royo, Teresa; de Siqueira Rocha, Jose Macario; Alvarez, Miguel Fernandez

2010-01-01

Although much has been said about ergonomics in interface and in computer tools and interface design, very few articles in major journals have addressed this topic in relation to language testing. This article describes an experiment carried out at the Polytechnic University of Valencia, Spain, in which 27 Media and Communication students provided…

Southeast Asian Languages Proficiency Examinations.

Science.gov (United States)

Brown, James Dean; And Others

The design, administration, revision, and validation of the Southeast Asian Summer Studies Institute proficiency examinations are reported. The examinations were created as parallel language proficiency tests in each of five languages: Indonesian, Khmer, Tagalog, Thai, and Vietnamese. Four tests were developed in each language: multiple-choice…

Technologies for Language Assessment.

Science.gov (United States)

Burstein, Jill; And Others

1996-01-01

Reviews current and developing technology uses that are relevant to language assessment and discusses examples of recent linguistic applications from the laboratory at the Educational Testing Service. The processes of language test development are described and the functions they serve from the perspective of a large testing organization are…

Internal Universes in Models of Homotopy Type Theory

DEFF Research Database (Denmark)

Licata, Daniel R.; Orton, Ian; Pitts, Andrew M.

2018-01-01

We show that universes of fibrations in various models of homotopy type theory have an essentially global character: they cannot be described in the internal language of the presheaf topos from which the model is constructed. We get around this problem by extending the internal language with a mo...... that the interval in cubical sets does indeed have. This leads to a completely internal development of models of homotopy type theory within what we call crisp type theory.......We show that universes of fibrations in various models of homotopy type theory have an essentially global character: they cannot be described in the internal language of the presheaf topos from which the model is constructed. We get around this problem by extending the internal language...

International testing of a Mars rover prototype

Science.gov (United States)

Kemurjian, Alexsandr Leonovich; Linkin, V.; Friedman, L.

1993-03-01

Tests on a prototype engineering model of the Russian Mars 96 Rover were conducted by an international team in and near Death Valley in the United States in late May, 1992. These tests were part of a comprehensive design and testing program initiated by the three Russian groups responsible for the rover development. The specific objectives of the May tests were: (1) evaluate rover performance over different Mars-like terrains; (2) evaluate state-of-the-art teleoperation and autonomy development for Mars rover command, control and navigation; and (3) organize an international team to contribute expertise and capability on the rover development for the flight project. The range and performance that can be planned for the Mars mission is dependent on the degree of autonomy that will be possible to implement on the mission. Current plans are for limited autonomy, with Earth-based teleoperation for the nominal navigation system. Several types of television systems are being investigated for inclusion in the navigation system including panoramic camera, stereo, and framing cameras. The tests used each of these in teleoperation experiments. Experiments were included to consider use of such TV data in autonomy algorithms. Image processing and some aspects of closed-loop control software were also tested. A micro-rover was tested to help consider the value of such a device as a payload supplement to the main rover. The concept is for the micro-rover to serve like a mobile hand, with its own sensors including a television camera.

Families' perception of children / adolescents with language impairment through the International Classification of Functioning, Disability, and Health (ICF-CY).

Science.gov (United States)

Ostroschi, Daniele Theodoro; Zanolli, Maria de Lurdes; Chun, Regina Yu Shon

2017-05-22

To investigate the perception of family members regarding linguistic conditions and social participation of children and adolescents with speech and language impairments using the International Classification of Functioning, Disability and Health - Children and Youth Version (ICF-CY). Quali-quantitative approach research, in which a survey of medical records of 24 children/adolescents undergoing speech-language therapy and interviews with their family members was conducted. A descriptive analysis of the participants' profiles was performed, followed by a categorization of responses using the ICF-CY. All family members mentioned various aspects of speech/language categorized by the ICF-CY. Initially, they approached it as an organic issue, categorized under the component of Body Functions and Structures. Most reported different repercussions of the speech-language impairments on the domains, such as dealing with stress and speaking, qualified from mild to severe. Participants reported Environmental Factors categorized as facilitators in the immediate family's attitudes and as barriers in the social attitudes. These findings, according to the use of the ICF-CY, demonstrate that the children/adolescents' speech-language impairments, from the families' perception, are primarily understood in the body dimension. However, guided by a broader approach to health, the findings in the Activities and Participation and Environmental Factors demonstrate a broader understanding of the participants of the speech-language impairments. The results corroborate the importance of using the ICF-CY as a health care analysis tool, by incorporating functionality and participation aspects and providing subsidies for the construction of unique therapeutic projects in a broader approach to the health of the group studied.

Language Play in a Second Language: Social Media as Contexts for Emerging Sociopragmatic Competence

Science.gov (United States)

Lantz-Andersson, Annika

2018-01-01

The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project…

How much does language proficiency by non-native listeners influence speech audiometric tests in noise?

Science.gov (United States)

Warzybok, Anna; Brand, Thomas; Wagener, Kirsten C; Kollmeier, Birger

2015-01-01

The current study investigates the extent to which the linguistic complexity of three commonly employed speech recognition tests and second language proficiency influence speech recognition thresholds (SRTs) in noise in non-native listeners. SRTs were measured for non-natives and natives using three German speech recognition tests: the digit triplet test (DTT), the Oldenburg sentence test (OLSA), and the Göttingen sentence test (GÖSA). Sixty-four non-native and eight native listeners participated. Non-natives can show native-like SRTs in noise only for the linguistically easy speech material (DTT). Furthermore, the limitation of phonemic-acoustical cues in digit triplets affects speech recognition to the same extent in non-natives and natives. For more complex and less familiar speech materials, non-natives, ranging from basic to advanced proficiency in German, require on average 3-dB better signal-to-noise ratio for the OLSA and 6-dB for the GÖSA to obtain 50% speech recognition compared to native listeners. In clinical audiology, SRT measurements with a closed-set speech test (i.e. DTT for screening or OLSA test for clinical purposes) should be used with non-native listeners rather than open-set speech tests (such as the GÖSA or HINT), especially if a closed-set version in the patient's own native language is available.

From Language Learner to Language User in English-Medium Higher Education: Language Development Brokers outside the Language Classroom

Science.gov (United States)

Blaj-Ward, Lia

2017-01-01

This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students'…

Internal Impingement of the Shoulder: A Risk of False Positive Test Outcomes in External Impingement Tests?

Directory of Open Access Journals (Sweden)

Tim Leschinger

2017-01-01

Full Text Available Background. External impingement tests are considered as being particularly reliable for identifying subacromial and coracoid shoulder impingement mechanisms. The purpose of the present study was to evaluate if these tests are likely to provoke an internal shoulder impingement mechanism which, in cases of a pathologic condition, can lead to a positive test result. Method. In 37 subjects, the mechanical contact between the glenoid rim and the rotator cuff (RC was measured quantitatively and qualitatively in external impingement test positions using an open MRI system. Results. Mechanical contact of the supraspinatus with the posterosuperior glenoid was present in 30 subjects in the Neer test. In the Hawkins test, the subscapularis was in contact with the anterosuperior glenoid in 33 subjects and the supraspinatus in 18. In the horizontal impingement test, anterosuperior contact of the supraspinatus with the glenoid was identified in 35 subjects. Conclusion. The Neer, Hawkins, and horizontal impingement tests are likely to provoke the mechanism of an internal shoulder impingement. A posterosuperior internal impingement mechanism is being provoked predominately in the Neer test. The Hawkins test narrows the distance between the insertions of the subscapularis and supraspinatus and the anterosuperior labrum, which leads to an anterosuperior impingement mechanism.

The Cognitive Processing of Candidates during Reading Tests: Evidence from Eye-Tracking

Science.gov (United States)

Bax, Stephen

2013-01-01

The research described in this article investigates test takers' cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The…

Hardware synthesis from DDL. [Digital Design Language for computer aided design and test of LSI

Science.gov (United States)

Shah, A. M.; Shiva, S. G.

1981-01-01

The details of the digital systems can be conveniently input into the design automation system by means of Hardware Description Languages (HDL). The Computer Aided Design and Test (CADAT) system at NASA MSFC is used for the LSI design. The Digital Design Language (DDL) has been selected as HDL for the CADAT System. DDL translator output can be used for the hardware implementation of the digital design. This paper addresses problems of selecting the standard cells from the CADAT standard cell library to realize the logic implied by the DDL description of the system.

34 CFR 655.3 - What regulations apply to the International Education Programs?

Science.gov (United States)

2010-07-01

... Foreign Language and Area Studies or Foreign Language and International Studies); (2) 34 CFR part 657 (Foreign Language and Area Studies Fellowships Program); (3) 34 CFR part 658 (Undergraduate International Studies and Foreign Language Program); (4) 34 CFR part 660 (International Research and Studies Program...

Examination of the TIMSS 2011 Fourth Grade Mathematics Test in Terms of Cross-Cultural Measurement Invariance

Science.gov (United States)

Karakoc Alatli, Betul; Ayan, Cansu; Polat Demir, Betul; Uzun, Gulcin

2016-01-01

Problem Statement: Student achievement is considered an indicator of the quality of education, and achievement tests are applied to assess student achievement. International tests are adapted into different languages and cultures with the aim of assessing student achievement on an international level and comparing the achievements of different…

English Language Proficiency and Test Performance: An Evaluation of Bilingual Students with the Woodcock-Johnson III Tests of Cognitive Abilities

Science.gov (United States)

Sotelo-Dynega, Marlene; Ortiz, Samuel O.; Flanagan, Dawn P.; Chaplin, William F.

2013-01-01

In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty-one second-grade…

Políticas de promoção internacional da língua portuguesa: ações na américa latina Language policies for international promotion of portuguese language: actions in latin america

Directory of Open Access Journals (Sweden)

Simone da Costa Carvalho

2012-12-01

Full Text Available Este trabalho tem como objetivo traçar um panorama de ações na área de políticas linguísticas relacionadas à promoção e ao ensino do português como língua adicional no Brasil e fora do país, bem como refletir sobre alguns de seus impactos. Primeiramente, são apresentados o conceito de política linguística (COOPER, 1989 e as noções de valor e de mercado linguístico a partir da Nova Economia (OLIVEIRA, 2010. A seguir, apresenta-se um panorama de ações políticas de promoção internacional da língua portuguesa, focalizando naquelas desenvolvidas nos âmbitos do Mercosul e da América Latina. Conclui-se fazendo uma reflexão sobre possíveis implicações dessas ações no ensino e aprendizagem de português como língua adicional, bem como na difusão internacional da língua portuguesa.This paper aims at drawing an overview of actions in the field of language policies related to Portuguese promotion and teaching, as an additional language, in Brazil and abroad, as well as reflecting about some of the impacts of that. First of all, the concept of language planning (COOPER, 1989 will be presented, as well as the notion of value and linguistic market based on the New Economy (OLIVEIRA, 2010. Next, an overview of politic actions for promoting Portuguese Language internationally will be presented, specially the ones developed in Mercosul and Latin America contexts. In the end, possible implications of these actions for the teaching and learning and international promotion of Portuguese as an additional language are discussed.

Language shift, bilingualism and the future of Britain's Celtic languages.

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Kandler, Anne; Unger, Roman; Steele, James

2010-12-12

'Language shift' is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100-120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a function both of internal recruitment (as the net outcome of birth, death, immigration and emigration rates of native speakers), and of gains and losses owing to language shift. We examine two models: a basic model in which bilingualism is simply the transitional state for households moving between alternative monolingual states, and a diglossia model in which there is an additional demand for the endangered language as the preferred medium of communication in some restricted sociolinguistic domain, superimposed on the basic shift dynamics. Fitting our models to census data, we successfully reproduce the demographic trajectories of both languages over the past century. We estimate the rates of recruitment of new Scottish Gaelic speakers that would be required each year (for instance, through school education) to counteract the 'natural wastage' as households with one or more Gaelic speakers fail to transmit the language to the next generation informally, for different rates of loss during informal intergenerational transmission.

Language shift, bilingualism and the future of Britain's Celtic languages

Science.gov (United States)

Kandler, Anne; Unger, Roman; Steele, James

2010-01-01

‘Language shift’ is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100–120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a function both of internal recruitment (as the net outcome of birth, death, immigration and emigration rates of native speakers), and of gains and losses owing to language shift. We examine two models: a basic model in which bilingualism is simply the transitional state for households moving between alternative monolingual states, and a diglossia model in which there is an additional demand for the endangered language as the preferred medium of communication in some restricted sociolinguistic domain, superimposed on the basic shift dynamics. Fitting our models to census data, we successfully reproduce the demographic trajectories of both languages over the past century. We estimate the rates of recruitment of new Scottish Gaelic speakers that would be required each year (for instance, through school education) to counteract the ‘natural wastage’ as households with one or more Gaelic speakers fail to transmit the language to the next generation informally, for different rates of loss during informal intergenerational transmission. PMID:21041210

International Business Culture: Merging Business with Foreign Language Cultural Expertise.

Science.gov (United States)

Hovsepian, Kristen B.

This report considers how the different departments of business administration and foreign languages can cooperate to create coursework that will benefit students in both areas of study. The ignorance many U.S. citizens have of the world is taken into consideration. Although foreign language majors have greater exposure to the world, this…

Feminist Language Planning in Sweden

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Milles, Karin

2011-01-01

The international literature has often described linguistic authorities as being opposed to the idea of changing language in the name of feminism. However, in Sweden, many linguistic authorities have been active agents in adopting feminist language reforms. This is probably due to Sweden's long tradition of political feminist efforts and to the…

Electrocorticographic language mapping with a listening task consisting of alternating speech and music phrases.

Science.gov (United States)

Mooij, Anne H; Huiskamp, Geertjan J M; Gosselaar, Peter H; Ferrier, Cyrille H

2016-02-01

Electrocorticographic (ECoG) mapping of high gamma activity induced by language tasks has been proposed as a more patient friendly alternative for electrocortical stimulation mapping (ESM), the gold standard in pre-surgical language mapping of epilepsy patients. However, ECoG mapping often reveals more language areas than considered critical with ESM. We investigated if critical language areas can be identified with a listening task consisting of speech and music phrases. Nine patients with implanted subdural grid electrodes listened to an audio fragment in which music and speech alternated. We analysed ECoG power in the 65-95 Hz band and obtained task-related activity patterns in electrodes over language areas. We compared the spatial distribution of sites that discriminated between listening to speech and music to ESM results using sensitivity and specificity calculations. Our listening task of alternating speech and music phrases had a low sensitivity (0.32) but a high specificity (0.95). The high specificity indicates that this test does indeed point to areas that are critical to language processing. Our test cannot replace ESM, but this short and simple task can give a reliable indication where to find critical language areas, better than ECoG mapping using language tasks alone. Copyright © 2015 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Ingestion of Nevada Test Site Fallout: Internal dose estimates

International Nuclear Information System (INIS)

Whicker, F.W.; Kirchner, T.B.; Anspaugh, L.R.

1996-01-01

This paper summarizes individual and collective dose estimates for the internal organs of hypothetical yet representative residents of selected communities that received measurable fallout from nuclear detonations at the Nevada Test Site. The doses, which resulted from ingestion of local and regional food products contaminated with over 20 radionuclides, were estimated with use of the PATHWAY food-chain-transport model to provide estimates of central tendency and uncertainty. The thyroid gland received much higher doses than other internal organs and tissues. In a avery few cases, infants might have received thyroid doses in excess of 1 Gy, depending on location, diet, and timing of fallout. 131 I was the primary thyroid dose contributor, and fresh milk was the main exposure pathway. With the exception of the thyroid, organ doses from the ingestion pathway were much smaller (<3%) than those from external gamma exposure to deposited fallout. Doses to residents living closest to the Nevada Test Site were contributed mainly by a few fallout events; doses to more distantly located people were generally smaller, but a greater number of events provided measurable contributions. The effectiveness of different fallout events in producing internal organ doses through ingestion varied dramatically with seasonal timing of the test, with maximum dose per unit fallout occurring for early summer depositions when milk cows were on pasture and fresh, local vegetables were used. Within specific communities, internal doses differed by age, sex, and lifestyle. Collective internal dose estimates for specific geographic areas are provided

Error-analysis Based Second Language Teaching Strategies ...

African Journals Online (AJOL)

This study has shed light on the manner in which students internalize the rules of the target language, which is English. Such an insight into language learning problems is useful to teachers because it provides information on the common trouble-spots in language learning which can be used in the preparation of effective ...

A method of language sampling

DEFF Research Database (Denmark)

Rijkhoff, Jan; Bakker, Dik; Hengeveld, Kees

1993-01-01

In recent years more attention is paid to the quality of language samples in typological work. Without an adequate sampling strategy, samples may suffer from various kinds of bias. In this article we propose a sampling method in which the genetic criterion is taken as the most important: samples...... created with this method will reflect optimally the diversity of the languages of the world. On the basis of the internal structure of each genetic language tree a measure is computed that reflects the linguistic diversity in the language families represented by these trees. This measure is used...... to determine how many languages from each phylum should be selected, given any required sample size....

Testing Alternative Hypotheses Regarding the Association between Behavioral Inhibition and Language Development in Toddlerhood

Science.gov (United States)

Watts, Ashley K. Smith; Patel, Deepika; Corley, Robin P.; Friedman, Naomi P.; Hewitt, John K.; Robinson, JoAnn L.; Rhee, Soo H.

2014-01-01

Studies have reported an inverse association between language development and behavioral inhibition or shyness across childhood, but the direction of this association remains unclear. This study tested alternative hypotheses regarding this association in a large sample of toddlers. Data on behavioral inhibition and expressive and receptive…

The role of language in international migration

DEFF Research Database (Denmark)

Adsera, Alicia; Pytlikova, Mariola

Fluency in (or ease to quickly learn) the language of the destination country plays a key role in the transfer of human capital from the source country to another country and boosts the immigrant’s rate of success at the destination’s labor market. This suggests that the ability to learn and spea...

The Effect of a Simplified English Language Dictionary on a Reading Test. LEP Projects Report 1.

Science.gov (United States)

Albus, Deb; Bielinski, John; Thurlow, Martha; Liu, Kristin

This study was conducted to examine whether using a monolingual, simplified English dictionary as an accommodation on a reading test with limited-English-proficient (LEP) Hmong students improved test performance. Hmong students were chosen because they are often not literate in their first language. For these students, bilingual dictionaries are…

Investigating the Relationship between Test-Taker Background Characteristics and Test Performance in a Heterogeneous English-as-a-Second-Language (ESL) Test Population: A Factor Analytic Approach. Research Report. ETS RR-15-25

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Manna, Venessa F.; Yoo, Hanwook

2015-01-01

This study examined the heterogeneity in the English-as-a-second-language (ESL) test population by modeling the relationship between test-taker background characteristics and test performance as measured by the "TOEFL iBT"® using a confirmatory factor analysis (CFA) with covariate approach. The background characteristics studied…

The Common Language Question Before International Organizations

Science.gov (United States)

Lapenna, Ivo

1971-01-01

Third report on a petition submitted to the United Nations by the Universal Esperanto Association (UEA) in 1950 to promote Esperanto as the universal language. The petition was forwarded for action to Unesco which in 1954 resolved to support any efforts in this direction undertaken within a member state. Available from Humanities Press, Inc.,…

New generation - new methods of foreign language teaching

OpenAIRE

KAPPAS A.ZH.

2017-01-01

Nowadays, there is a need to fit into a world increasingly globalized, in which communication and foreign languages have more importance than some years ago. The English language is the language of international communication. Present day English is the simplest adaptation of a very old language and yet it is still difficult to teach this language effectively, especially to those who speak English as a second or even third language. Teaching only the rules is found to be boring by most studen...

Pragmatics & Language Learning. Volume 14

Science.gov (United States)

Bardovi-Harlig, Kathleen, Ed.; Félix-Brasdefer, J. César, Ed.

2016-01-01

This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is…

Gender | Page 179 | IDRC - International Development Research ...

International Development Research Centre (IDRC) Digital Library (Canada)

... et font connaître des solutions pratiques pour la culture des légumineuses à ... Language French ... Language French ... Language French ... Language French ... A project supported by the Canadian International Food Security Research ...

Language Planning for Venezuela: The Role of English.

Science.gov (United States)

Kelsey, Irving; Serrano, Jose

A rationale for teaching foreign languages in Venezuelan schools is discussed. An included sociolinguistic profile of Venezuela indicates that Spanish is the sole language of internal communication needs. Other languages spoken in Venezuela serve primarily a group function among the immigrant and indigenous communities. However, the teaching of…

Parental Ethnotheories and Family Language Policy in Transnational Adoptive Families

Science.gov (United States)

Fogle, Lyn Wright

2013-01-01

Family language policy refers to explicit and overt decisions parents make about language use and language learning as well as implicit processes that legitimize certain language and literacy practices over others in the home. Studies in family language policy have emphasized the ways in which family-internal processes are shaped by and shape…

Assessment Measures for Specific Contexts of Language Use.

Science.gov (United States)

Chalhoub-Deville, Micheline; Tarone, Elaine

A discussion of second language testing focuses on the need for collaboration among researchers in second language learning, teaching, and testing concerning development of context-appropriate language tests. It is argued that the nature of the proficiency construct in language is not constant, but that different linguistic, functional, and…

Probabilistic Approaches to Examining Linguistic Features of Test Items and Their Effect on the Performance of English Language Learners

Science.gov (United States)

Solano-Flores, Guillermo

2014-01-01

This article addresses validity and fairness in the testing of English language learners (ELLs)--students in the United States who are developing English as a second language. It discusses limitations of current approaches to examining the linguistic features of items and their effect on the performance of ELL students. The article submits that…

Employing mobile technology to improve language skills of young students with language-based disabilities.

Science.gov (United States)

Rodríguez, Cathi Draper; Cumming, Therese M

2017-01-01

This exploratory study investigated the effects of a language building iPad application on the language skills (i.e., receptive vocabulary, expressive vocabulary, and sentence formation) of young students with language-based disabilities. The study utilized a pre-test-post-test control group design. Students in the treatment group used the iPad language building application, Language Builder, for 30 minutes a day. Participants were 31 first-grade to third-grade students with identified language-based disabilities. Students were assigned to two groups for the 8-week intervention. Data indicated that students in the treatment group made significantly greater gains in the area of sentence formation than the control group. Results revealed no significant difference between the two groups in the areas of expressive and receptive vocabulary. A short intervention of using Language Builder via the iPad may increase the sentence formation skills of young students with language delays. Additionally, discussion regarding the usefulness of iPad applications in education is presented.

So You Were a Language Major: Corporate Interviewing and Training in Foreign Languages and Cross-Cultural Skills.

Science.gov (United States)

Seabrook, Roberta; Valdes, Berardo

A study of the attitudes and practices in multinational corporations concerning second language and intercultural skills as criteria for employment of international managers consisted of three elements: (1) a survey of corporations; (2) followup interviews with respondents and with commercial language schools and cross-cultural training…

An Investigation to Validate the Grammar and Phonology Screening (GAPS) Test to Identify Children with Specific Language Impairment

Science.gov (United States)

van der Lely, Heather K. J.; Payne, Elisabeth; McClelland, Alastair

2011-01-01

Background The extraordinarily high incidence of grammatical language impairments in developmental disorders suggests that this uniquely human cognitive function is “fragile”. Yet our understanding of the neurobiology of grammatical impairments is limited. Furthermore, there is no “gold-standard” to identify grammatical impairments and routine screening is not undertaken. An accurate screening test to identify grammatical abilities would serve the research, health and education communities, further our understanding of developmental disorders, and identify children who need remediation, many of whom are currently un-diagnosed. A potential realistic screening tool that could be widely administered is the Grammar and Phonology Screening (GAPS) test – a 10 minute test that can be administered by professionals and non-professionals alike. Here we provide a further step in evaluating the validity and accuracy (sensitivity and specificity) of the GAPS test in identifying children who have Specific Language Impairment (SLI). Methods and Findings We tested three groups of children; two groups aged 3;6–6:6, a typically developing (n = 30) group, and a group diagnosed with SLI: (n = 11) (Young (Y)-SLI), and a further group aged 6;9–8;11 with SLI (Older (O)-SLI) (n = 10) who were above the test age norms. We employed a battery of language assessments including the GAPS test to assess the children's language abilities. For Y-SLI children, analyses revealed a sensitivity and specificity at the 5th and 10th percentile of 1.00 and 0.98, respectively, and for O-SLI children at the 10th and 15th percentile .83 and .90, respectively. Conclusions The findings reveal that the GAPS is highly accurate in identifying impaired vs. non-impaired children up to 6;8 years, and has moderate-to-high accuracy up to 9 years. The results indicate that GAPS is a realistic tool for the early identification of grammatical abilities and impairment in young children. A larger

International Journal of Language, Literature and Gender Studies ...

African Journals Online (AJOL)

Nneka Umera-Okeke

Previous researches and prevalent issues have revealed that the world has indeed ... primacy, especially in the formation of political and educational system as a .... associations being made are the perceived benefits to which the language ...

The Role of English Language and International Media as Agents of Cultural Globalisation and Their Impact on Identity Formation in Kuwait

Science.gov (United States)

Hasanen, Mohammed M.; Al-Kandari, Ali A.; Al-Sharoufi, Hussain

2014-01-01

This study examines the influence of English language usage and international media on the strength of either national or global identity. The regression analysis of 354 responses reveals that individuals who studied at universities that use English as a medium of instruction show significant differences in the extent to which they embrace a…

Authentic Language Input Through Audiovisual Technology and Second Language Acquisition

Directory of Open Access Journals (Sweden)

Taher Bahrani

2014-09-01

Full Text Available Second language acquisition cannot take place without having exposure to language input. With regard to this, the present research aimed at providing empirical evidence about the low and the upper-intermediate language learners’ preferred type of audiovisual programs and language proficiency development outside the classroom. To this end, 60 language learners (30 low level and 30 upper-intermediate level were asked to have exposure to their preferred types of audiovisual program(s outside the classroom and keep a diary of the amount and the type of exposure. The obtained data indicated that the low-level participants preferred cartoons and the upper-intermediate participants preferred news more. To find out which language proficiency level could improve its language proficiency significantly, a post-test was administered. The results indicated that only the upper-intermediate language learners gained significant improvement. Based on the findings, the quality of the language input should be given priority over the amount of exposure.

How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?

Science.gov (United States)

Cattani, Allegra; Abbot-Smith, Kirsten; Farag, Rafalla; Krott, Andrea; Arreckx, Frédérique; Dennis, Ian; Floccia, Caroline

2014-11-01

Bilingual children are under-referred due to an ostensible expectation that they lag behind their monolingual peers in their English acquisition. The recommendations of the Royal College of Speech and Language Therapists (RCSLT) state that bilingual children should be assessed in both the languages known by the children. However, despite these recommendations, a majority of speech and language professionals report that they assess bilingual children only in English as bilingual children come from a wide array of language backgrounds and standardized language measures are not available for the majority of these. Moreover, even when such measures do exist, they are not tailored for bilingual children. It was asked whether a cut-off exists in the proportion of exposure to English at which one should expect a bilingual toddler to perform as well as a monolingual on a test standardized for monolingual English-speaking children. Thirty-five bilingual 2;6-year-olds exposed to British English plus an additional language and 36 British monolingual toddlers were assessed on the auditory component of the Preschool Language Scale, British Picture Vocabulary Scale and an object-naming measure. All parents completed the Oxford Communicative Development Inventory (Oxford CDI) and an exposure questionnaire that assessed the proportion of English in the language input. Where the CDI existed in the bilingual's additional language, these data were also collected. Hierarchical regression analyses found the proportion of exposure to English to be the main predictor of the performance of bilingual toddlers. Bilingual toddlers who received 60% exposure to English or more performed like their monolingual peers on all measures. K-means cluster analyses and Levene variance tests confirmed the estimated English exposure cut-off at 60% for all language measures. Finally, for one additional language for which we had multiple participants, additional language CDI production scores were

MODERN METHODOLOGICAL TOOLS FOR STUDENTS’ LANGUAGE SKILLS SELF-ASSESSMENT

Directory of Open Access Journals (Sweden)

A. N. Astanina

2017-01-01

Full Text Available Introduction. Nowadays, the problem of standardization of foreign language training at the higher school is becoming currently topical. With regard to the processes of globalization, the international educational projects and students exchange programs gain greater international recognition. Such international programmes involve foreign language knowledge graded as not only high certified academic levels but also as basic language skills. The lack of foreign language competence becomes the obstacle for successful training, depriving a future graduate of a part of chances to become the competitive and popular expert in the chosen profession. The success of a foreign language course completion among students depends on many factors; the most important factor is motivation which can affect self-assessment of training results. The aim of the study is to describe possibilities of the CanDos tools implementation for the organization of students self-consciousness and self-assessment of own achievements in order to influence the motivation for mastering a foreign language.Methodology and research methods. The research is based on competencybased approach. The methods involve comparative analysis, synthesis, and generalization.Results and scientific novelty. The questionnaire developed for the experiment helped to collect the data concerning the effectiveness of the CanDos software implementation for self-assessment of students’ foreign language skills. The corresponding self-assessment helps students to carry out a self-reflection of own knowledge and abilities, and to find “weak points” in language proficiency which need additional practice and improvement. By regularly using CanDos software as self-assessment tools, students learn to identify the correspondence of their language competence to the external requirements and standards of education. Orientation to training results will help future experts to create self-motivation that positively

Is it culture or is it language? Examination of language effects in cross-cultural research on categorization.

Science.gov (United States)

Ji, Li-Jun; Zhang, Zhiyong; Nisbett, Richard E

2004-07-01

Differences in reasoning styles between Chinese and European Americans held even when controlling for the language of testing. Bilingual Chinese organized objects in a more relational and less categorical way than European Americans, whether tested in English or in Chinese. Thus, culture affects categorization independent of the testing language. Nevertheless, language affected some Chinese bilinguals' categorization. The responses of Chinese from the Mainland and Taiwan were more relational when tested in Chinese than when tested in English. Responses of Chinese from Hong Kong and Singapore were equally relational when tested in Chinese and in English. Age and context of learning English are discussed to explain the differential language effects among different Chinese groups. Theoretical and methodological implications are discussed. Copyright 2004 American Psychological Association

Automatically Detecting Authors’ Native Language

Science.gov (United States)

2011-03-01

exploring stylistic idiosyncrasies in the author’s writing [15]. Kop- pel used the data from International Corpus of Learner English version 1, which is... stylistic feature sets such as function words, letter n-grams, and er- rors and idiosyncrasies [15]. 1. Function words: 400 specific function words were...language on the choice of written second language words. Proceedings of the Workshop on Cognitive Aspects of Computation Language Acquisition, pp. 9–16