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Sample records for swahili language training

  1. ENGLISH LOANS IN SWAHILI NEWSPAPER FOOTBALL LANGUAGE

    African Journals Online (AJOL)

    Dr. Josephine Dzahene-Quarshie

    ENGLISH LOANS IN SWAHILI NEWSPAPER FOOTBALL. LANGUAGE. Josephine Dzahene-Quarshie. Abstract. It has been inferred that to some extent some football terminologies tend to be cross-linguistic, stemming from the fact that many languages borrow football vocabulary from English. Thus within the field of football, ...

  2. Swahili Learners' Views on the Need for a Monolingual Swahili ...

    African Journals Online (AJOL)

    b) Different spellings for a headword will confuse the learners. c). Slang is shortlived, it is better to get the preferred spellings. d) A void alternative spellings because some of them are influenced by ethnic languages. e). The objective of a Swahili dictionary is to teach the standard Swahili. 8.6 Pronunciation guide in a Swahili ...

  3. English loans in Swahili newspaper football language | Dzahene ...

    African Journals Online (AJOL)

    It has been inferred that to some extent some football terminologies tend to be cross-linguistic, stemming from the fact that many languages borrow football vocabulary from English. Thus within the field of football, the influence of English is significant. Football in Tanzania dates back to the 1920s and is becoming more and ...

  4. Imagining Unmediated Early Swahili Narratives in Abdulrazak ...

    African Journals Online (AJOL)

    Gurnah's strategy in the novel imbues Swahili storytellers with interiority and agency denied by the European mediators who transcribed their stories. Rather than naively imagine unmediated access to late nineteenth-century Swahili storytellers, Gurnah embraces his fraught project as an English language mediator with ...

  5. The Role of Vernacularization in Tanzania: Swahili as Political Tool.

    Science.gov (United States)

    Russell, Joan

    A discussion of the role of Swahili in Tanzania looks at its elaboration as an indigenous language, involving both internal modification of the written language and the extension of its institutionalized domains of use. Because of its role as the lingua franca of the independence movement, Swahili became a vehicle for national political…

  6. Swahili Loanwords and their Semantic Nativisations into African ...

    African Journals Online (AJOL)

    The present paper, however, articulates the semantic and pragmatic issues emanating from the Swahili loanwords into the morphology of most African languages in Tanzania. The focus is mainly on the influence of Swahili into the different semantic fields in ten Bantu languages in the country. Data of 500 lexical words is ...

  7. Language Training

    CERN Multimedia

    Françoise Benz

    2006-01-01

    General and Professional French Courses The next session will take place from 8 May to 30 June (or 7 July) 2006. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 10 April to 19 June 2006. This course is designed for people with a good level of spoken French. Duration: 24 hours Price: 528 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  8. LANGUAGE TRAINING

    CERN Multimedia

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. LANGUAGE TRAINING Françoise Benz tel. 73127 language.training@cern.ch FRENCH TRAINING General and Professional French Courses The next session will take place from 26 January to 02 April 2004. These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 26 January to 02 April 2004. This course is designed for peop...

  9. LANGUAGE TRAINING

    CERN Multimedia

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. LANGUAGE TRAINING Françoise Benz tel. 73127 language.training@cern.ch FRENCH TRAINING General and Professional French Courses The next session will take place from 26 January to 02 April 2004. These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. Writing Professional Documents in French The next session will take place from 26 January to 02 April 2004. This course is designed for people wi...

  10. Problems in Swahili Lexicography!

    African Journals Online (AJOL)

    Although the history of Swahili dictionary compilation seems to have survived a number of years, the field of lexicography is still a very new field in relation to what has been done by Tanzanians in this field. The first Swahili monolingual dictionary by a team of Tanzanian amateurs in dictionary compilation was published in ...

  11. Language Training

    CERN Multimedia

    HR Department

    Permanence A "permanence" for language Training has been set up. If anyone has a question or requires information on any aspect of English or French training please come to our office 5 4-016 at the following times. Lucette Fournier - French courses Monday 13.30 - 15.30 Tuesday\t10.30 - 12.30 Tessa Osborne - English courses Wednesday\t12.00 - 14.00 Thursday\t11.00 - 13.00   New courses Specific English and French courses - Exam preparation/ We are now offering specific courses in English and French leading to a recognised external examination (e.g. Cambridge, DELF, DALF). If you are interested in following one of these courses and have at least an upper intermediate level of English or French, please enrol through the following link:  English courses French courses Or contact: Tessa Osborne 72957 (English courses) Lucette Fournier 73483 (French courses) Language Training Nathalie Dumeaux Tel. 78144 nathalie.dumeaux@cern.ch

  12. Language Training

    CERN Multimedia

    HR Department

    2009-01-01

    PermanenceA "permanence" for language Training has been set up. If anyone has a question or requires information on any aspect of English or French training please come to our office 5 4-016 at the following times. Lucette Fournier French courses Monday 13.30 - 15.30 Tuesday\t10.30 - 12.30 Tessa Osborne English courses Wednesday\t12.00 - 14.00 Thursday\t11.00 - 13.00 New courses Specific English and French courses - Exam preparation/ We are now offering specific courses in English and French leading to a recognised external examination (e.g. Cambridge, DELF and BULATS). If you are interested in following one of these courses and have at least an upper intermediate level of English or French, please enrol through the following link: http://English courses http://French courses Or contact: Tessa Osborne 72957 (English courses) Lucette Fournier 73483 (French courses) Language Training Nathalie Dumeaux Tel. 78144 mailto:nathalie.dumeaux@cern.ch

  13. Language training: French training

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional French Courses The next session will take place from 30 January to 07 April 2006. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 30 January to 07 April 2006. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  14. Language Training: French Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional French Courses The next session will take place from 11 October to 17 December 2004. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Fontbonne: Tel. 72844. Writing Professional Documents in French This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Fontbonne: tel. 72844. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  15. Language Training: French Training

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional French Courses The next session will take place from 18 April to 30 June 2005. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 18 April to 30 June 2005. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  16. Swahili Learners' Views on the Need for a Monolingual Swahili ...

    African Journals Online (AJOL)

    hence it is logical that some Swahili grammatical aspects are incorporated into the dictionary: noun class system, concordial ..... included in a Swahili learners' dictionary, e.g. spelling, pronunciation, some grammatical information, meaning, etc. 5. ... Pronunciation of Swahili words is rule-governed. The syllable always ends.

  17. Problems in Swahili Lexicography! | Chuwa | Lexikos

    African Journals Online (AJOL)

    Due to inexperience in the field of lexicography the compilers have been facing various kinds of problems arising either from the technical level (whereby solutions for such problems are ... 2 The choice of language (standard versus non-standard varieties) inhibits the expansion of existing vocabulary in Swahili dictionaries.

  18. Dictionaries and the Standardization of Spelling in Swahili | Mdee ...

    African Journals Online (AJOL)

    ... to adhere to the standard orthography. Keywords: standardization of spelling, spelling conventions, standard ortifography, swahili alphabet, dialectical variations, catchwords, phonetic transcriptions, standard language, spelling system, nonstandard ortifography, standardization process, word-list, lexicon and dictionary ...

  19. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  20. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  1. Language training

    CERN Multimedia

    Françoise Benz

    2006-01-01

    If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training'form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a goo...

  2. Language Training

    CERN Document Server

    Françoise Benz

    2005-01-01

    If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place: from end of September 2005 to middle of February 2006 (2/ 3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from end of September to December 2005. This course is intended for people with a good knowledge of English who want to practise and maintain the...

  3. Language training

    CERN Document Server

    2006-01-01

    If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a good knowl...

  4. Language training

    CERN Multimedia

    2008-01-01

    General and Professional French Courses The next session will take place from 14 April to 27 June 2008. These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs Nathalie Dumeaux: Tel. 78144. Writing Professional Documents in French The next session will take place from 14 April to 27 June 2008. This course is designed for people with a good level of spoken French. Duration: 30 hours. Price: 660 CHF. For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs Nathalie Dumeaux: Tel. 78144.

  5. Language training

    CERN Multimedia

    2015-01-01

    If one of your New Year’s resolutions is to learn a language, there is no excuse any more.    You can attend one of our English or French courses and you can practise the language with a tandem partner!   General & Professional French courses The next General & Professional French course will start on 26 January. These collective courses aim to bring participants who have at least level A1 to higher levels (up to C2). Each level consists of a combination of face-to-face sessions (40 hours) with personal work (20 hours) following a specially designed programme. A final progress test takes place at the end of the term. Please note that it is mandatory to take the placement test. Please sign up here. French courses for beginners The aim of this course is to give some basic skills to beginners in order to communicate in simple everyday situations in both social and professional life. These courses can start at any time during the year, as soon as a group of beg...

  6. Language Training

    CERN Multimedia

    2003-01-01

    Formation en anglais Cours d'anglais général et professionnel La prochaine session se déroulera: du 06 octobre 2003 au 13 février 2004 (interruption de 3/4 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web: http://cern.ch/Training Vous pouvez aussi contacter Mme Benz, tél. 73127 ou Mr Liptow, tél. 72957. General and Professional English Courses The next session will take place: from 06 October 2003 to 13 February 2004 (3/4 weeks break at Christmas). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: tel. 73127 or Mr. Liptow: tel. 72957. Writing Professional Documents in Engl...

  7. Language Training

    CERN Multimedia

    2003-01-01

    Formation en anglais Cours d'anglais général et professionnel La prochaine session se déroulera: du 06 octobre 2003 au 13 février 2004 (interruption de 3/4 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web: http://cern.ch/Training Vous pouvez aussi contacter M. Liptow, tél. 72957. General and Professional English Courses The next session will take place: from 06 October 2003 to 13 February 2004 (3/4 weeks break at Christmas). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Writing Professional Documents in English This course is designed for people with a good level of...

  8. Language Training

    CERN Multimedia

    2003-01-01

    Formation en anglais Cours d'anglais général et professionnel La prochaine session se déroulera: du 06 octobre 2003 au 13 février 2004 (interruption de 3/4 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web: http://cern.ch/Training Vous pouvez aussi contacter Mme Benz, tél. 73127 ou Mr Liptow, tél. 72957. General and Professional English Courses The next session will take place: from 06 October 2003 to 13 February 2004 (3/4 weeks break at Christmas). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: tel. 73127 or Mr. Liptow: tel. 72957. Writing Professional Documents in English This course is designed for people with a good level of spoken English. Duration: 20 hours (2 hours a week) Price: ...

  9. Language training

    CERN Document Server

    2006-01-01

    General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next ses...

  10. Language training

    CERN Multimedia

    2007-01-01

    General and Professional English Courses The next session will take place from 26 February or 5 March to end of June 2007 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Françoise Benz, tel. 73127. Oral Expression The next session will take place from 26 February or 5 March to end of June 2007 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will take place from 26 February or...

  11. Language training

    CERN Multimedia

    2007-01-01

    General and Professional English Courses The next session will take place: from 26 February or 5 March to end of June 2007 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Françoise Benz, tel. 73127. Oral Expression The next session will take place from 26 February or 5 March to end of June 2007 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will take place from 26 February or 5 M...

  12. Language training

    CERN Document Server

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place: from end of September 2005 to middle of February 2006 (2/ 3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression in English The next session will take place from end of September to December 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from end of September 2005 to middle of Feb...

  13. Language Training

    CERN Document Server

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place: from end of September 2005 to middle of February 2006 (2/ 3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression in English The next session will take place from end of September to December 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from end of September 2005 to middle of Febr...

  14. Cinq actes de soumission en swahili en caractères arabes du ...

    African Journals Online (AJOL)

    Though these documents were normally written in European languages, Swahili written in Arabic alphabet has been used for at least five of them, coming from Marungu. Up to now, they are the oldest known Congolese documents written in Swahili with Arabic alphabet. Keywords : Marungu; Mpala; Tanganyika; submission ...

  15. Swahili Speech Development: Preliminary Normative Data from Typically Developing Pre-School Children in Tanzania

    Science.gov (United States)

    Gangji, Nazneen; Pascoe, Michelle; Smouse, Mantoa

    2015-01-01

    Background: Swahili is widely spoken in East Africa, but to date there are no culturally and linguistically appropriate materials available for speech-language therapists working in the region. The challenges are further exacerbated by the limited research available on the typical acquisition of Swahili phonology. Aim: To describe the speech…

  16. Language Training: English Training

    CERN Document Server

    Françoise Benz

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in...

  17. Sign Language Interpreters' Training

    OpenAIRE

    Andriakopoulou, Eirini; Bouras, Christos; Giannaka, Eri

    2007-01-01

    Nowadays, the evolution of technology and the increasing use of computers gave the opportunity for developing new methods of education of deaf individuals and sign language interpreters. The e-learning environments that have been developed for the education of sign language provide web-based courses, designed to effectively teach to anyone the Sign Language. Recognizing the difficulties and barriers of sign language training as well as the importance of sign language interpreters for the comm...

  18. Language Training - French Training

    CERN Multimedia

    HR Department

    2008-01-01

    General and Professional French Courses The next session will take place from 26 January to 3rd April 2009. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Nathalie Dumeaux : Tel. 78144. Writing Professional Documents in French The next session will take place from 26 January to 3rd April 2009. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Nathalie Dumeaux : Tel. 78144. Nathalie Dumeaux Tel. 78144 mailto:nathalie.dumeaux@cern.ch

  19. Language Training - French Training

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional French Courses The next session will take place from 26 January to 3rd April 2009. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Nathalie Dumeaux : Tel. 78144. Writing Professional Documents in French The next session will take place from 26 January to 3rd April 2009. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Nathalie Dumeaux : Tel. 78144. Nathalie Dumeaux Tel. 78144 mailto:nathalie.dumeaux@cern.ch

  20. Language training: French training

    CERN Multimedia

    2008-01-01

    General and professional french coursesThe next session will take place from 14 April to 27 June 2008. These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs Nathalie Dumeaux: Tel. 78144. Writing Professional Documents in French The next session will take place from 14 April to 27 June 2008. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs Nathalie Dumeaux: Tel. 78144.

  1. Language Training - French Training

    CERN Multimedia

    2007-01-01

    General and Professional French Courses The next session will take place from 29 January to 30 March 2007. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 29 January to 30 March 2007. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF (for 8 students) For further information and registration, please consult our Web pages:   http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in English The next session will take place from January to June 2007 (break at Easter). This course is designed for people with a good level of spoken English. Duration: 30 hours Price: 660 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registratio...

  2. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    La prochaine session se déroulera du 04 octobre 2004 au 11 février 2005 (interruption de 3 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web : http://cern.ch/Training Vous pouvez aussi contacter M. Liptow, tél. 72957. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants ...

  3. Language Training - English Training

    CERN Document Server

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants per class. Speaking activities will include discussions, meeting simulations, role-plays, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people ...

  4. Language Training - English Training

    CERN Document Server

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people w...

  5. General types of idiomatic verbal units in English and Swahili

    Directory of Open Access Journals (Sweden)

    Людмила Алексеевна Семенкова

    2012-09-01

    Full Text Available The article deals with the comparative analysis of the idiomatic verbal units-word combination of the two typologically different languages - English and Swahili: As a result a number of general syntactic types of their idiomatic verbal units are determined.

  6. Characteristics of Swahili-English bilingual agrammatic spontaneous speech and the consequences for understanding agrammatic aphasia

    NARCIS (Netherlands)

    Abuom, Tom O.; Bastiaanse, Roelien

    Most studies on spontaneous speech of individuals with agrammatism have focused almost exclusively on monolingual individuals. There is hardly any previous research on bilinguals, especially of structurally different languages; and none on characterization of agrammatism in Swahili. The current

  7. Code-switched English pronunciation modeling for Swahili spoken term detection

    CSIR Research Space (South Africa)

    Kleynhans, N

    2016-05-01

    Full Text Available We investigate modeling strategies for English code-switched words as found in a Swahili spoken term detection system. Code switching, where speakers switch language in a conversation, occurs frequently in multilingual environments, and typically...

  8. Kirkeby's English–Swahili Dictionary

    African Journals Online (AJOL)

    rbr

    numbering in Arabic numerals only begins with the main text, Kirkeby starts off with Arabic numbering from the first page so that the main section of the dictionary only begins on page 13. Kirkeby (2000) ...... used variants. Since Swahili has dialects, variant pronunciations are inevitable. A pedagogical dictionary should aim ...

  9. Language Training: French

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional French Courses The next session will take place from 18 April to 30 June 2005. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 18 April to 30 June 2005. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  10. Language training: French courses

    CERN Multimedia

    Françoise Benz

    2006-01-01

    General and Professional French Courses The next session will take place from 30 January to 07 April 2006. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 30 January to 07 April 2006. This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  11. Language Training: French

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional French Courses The next session will take place from 24 January to 18 March 2005. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://www.cern.ch/Training/ or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 24 January to 18 March 2005. This course is designed for people with a good level of spoken French. Duration: 24 hours Price: 528 CHF (for 8 students) For further information and registration, please consult our Web pages: http://www.cern.ch/Training/ or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  12. Language Training: French

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional French Courses The next session will take place from 24 January to 18 March 2005. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. Writing Professional Documents in French The next session will take place from 24 January to 18 March 2005. This course is designed for people with a good level of spoken French. Duration: 24 hours Price: 528 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  13. Code-switched English Pronunciation Modeling for Swahili Spoken Term Detection (Pub Version, Open Access)

    Science.gov (United States)

    2016-05-03

    contained Swahili sub-word pattern detection and vowel pair detection rules. These rules were excluded, however, as they generated many false positives...text-based language identification was used to identify English words, and an English-specific L2P map applied. For one of the sets (eng-tagged) vowels ...modeled using the closest Swahili vowel or vowel combination. In both cases these English L2P predictions were added to a dictionary as variants to swa

  14. Language Training: French courses

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional French Courses The next session will take place from 27 April to 26 June 2009. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Nathalie Dumeaux : Tel. 78144. Writing Professional Documents in French The next session will take place from 27 April to 26 June 2009. This course is designed for people with a good level of spoken French. For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Nathalie Dumeaux : Tel. 78144. Language Training French Training Nathalie Dumeaux Tel. 78144 mailto:nathalie.dumeaux@cern.ch

  15. Recall and response time norms for English-Swahili word pairs and facts about Kenya.

    Science.gov (United States)

    Bangert, Ashley S; Heydarian, Nazanin M

    2017-02-01

    In the vast literature exploring learning, many studies have used paired-associate stimuli, despite the fact that real-world learning involves many different types of information. One of the most popular materials used in studies of learning has been a set of Swahili-English word pairs for which Nelson and Dunlosky (Memory 2; 325-335, 1994) published recall norms two decades ago. These norms involved use of the Swahili words as cues to facilitate recall of the English translation. It is unclear whether cueing in the opposite direction (from English to Swahili) would lead to symmetric recall performance. Bilingual research has suggested that translation in these two different directions involves asymmetric links that may differentially impact recall performance, depending on which language is used as the cue (Kroll & Stewart, Journal of Memory and Language 33; 149-174,1994). Moreover, the norms for these and many other learning stimuli have typically been gathered from college students. In the present study, we report recall accuracy and response time norms for Swahili words when they are cued by their English translations. We also report norms for a companion set of fact stimuli that may be used along with the Swahili-English word pairs to assess learning on a broader scale across different stimulus materials. Data were collected using Amazon's Mechanical Turk to establish a sample that was diverse in both age and ethnicity. These different, but related, stimulus sets will be applicable to studies of learning, metacognition, and memory in diverse samples.

  16. Language Training: English

    CERN Multimedia

    Françoise Benz

    2005-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langu...

  17. Language Training: English

    CERN Multimedia

    Françoise Benz

    2004-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  18. Swahili speech development: preliminary normative data from typically developing pre-school children in Tanzania.

    Science.gov (United States)

    Gangji, Nazneen; Pascoe, Michelle; Smouse, Mantoa

    2015-01-01

    Swahili is widely spoken in East Africa, but to date there are no culturally and linguistically appropriate materials available for speech-language therapists working in the region. The challenges are further exacerbated by the limited research available on the typical acquisition of Swahili phonology. To describe the speech development of 24 typically developing first language Swahili-speaking children between the ages of 3;0 and 5;11 years in Dar es Salaam, Tanzania. A cross-sectional design was used with six groups of four children in 6-month age bands. Single-word speech samples were obtained from each child using a set of culturally appropriate pictures designed to elicit all consonants and vowels of Swahili. Each child's speech was audio-recorded and phonetically transcribed using International Phonetic Alphabet (IPA) conventions. Children's speech development is described in terms of (1) phonetic inventory, (2) syllable structure inventory, (3) phonological processes and (4) percentage consonants correct (PCC) and percentage vowels correct (PVC). Results suggest a gradual progression in the acquisition of speech sounds and syllables between the ages of 3;0 and 5;11 years. Vowel acquisition was completed and most of the consonants acquired by age 3;0. Fricatives/z, s, h/ were later acquired at 4 years and /θ/and /r/ were the last acquired consonants at age 5;11. Older children were able to produce speech sounds more accurately and had fewer phonological processes in their speech than younger children. Common phonological processes included lateralization and sound preference substitutions. The study contributes a preliminary set of normative data on speech development of Swahili-speaking children. Findings are discussed in relation to theories of phonological development, and may be used as a basis for further normative studies with larger numbers of children and ultimately the development of a contextually relevant assessment of the phonology of Swahili

  19. Projects-based Language Training

    Directory of Open Access Journals (Sweden)

    Marina Y. Vaslyayeva

    2014-03-01

    Full Text Available The article deals with the importance of appliance of project-based method during the language learning process. The key thing is that the appliance of project-based method during the language training helps to concentrate the learner’s attention on the issue itself, but not on the language structure, to go right into the core of the issue, to address the problems, using the language as a tool. The article uncovers the core of this method: students rethink new facts and ideas by themselves. Theydon’tgetthemfromlecturers. Besides, the authors accept the need for such project as a tool of activation of cognitive activities when forming s critical opinion. According to authors, the project differs from other methods through the ability by students to create a specific product showing their ability to use the hands-on experience while creating such product. The article shows that the appliance of project-based method during the language training is aimed at such abilities as development of foreign language competence (including speech, language, linguistic, sociocultural and scientific competence, the ability to encourage students to learn the languages in modern society as a tool of communication, cognition and social adaptation.

  20. (AJST) SWAHILI TEXT-TO-SPEECH SYSTEM

    African Journals Online (AJOL)

    machines; the part of speech technology, which is concerned with automatically .... combined to build up a given word. Swahili phoneme is divided ... Vowel clusters. Unlike in English, two (or three) written vowels that follow each other never merge together to form a single sound. Each keeps its own sound. Example : 'ou' is ...

  1. Language Training: French

    CERN Multimedia

    2007-01-01

    General and Professional French Courses The next session will take place from 30 April to 29 June 2007. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. Writing Professional Documents in French The next session will take place from 30 April to 29 June 2007. This course is designed for people with a good level of spoken French. Duration: 24 hours Price: 528 CHF (for 8 students) For further information and registration, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127.

  2. Language Training: English

    CERN Document Server

    Françoise Benz

    2005-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from Januar...

  3. When Did the Swahili Become Maritime?

    Science.gov (United States)

    Fleisher, Jeffrey; Lane, Paul; LaViolette, Adria; Horton, Mark; Pollard, Edward; Quintana Morales, Eréndira; Vernet, Thomas; Christie, Annalisa; Wynne-Jones, Stephanie

    2015-03-01

    In this article, we examine an assumption about the historic Swahili of the eastern African coast: that they were a maritime society from their beginnings in the first millennium C.E. Based on historical and archaeological data, we suggest that, despite their proximity to and use of the sea, the level of maritimity of Swahili society increased greatly over time and was only fully realized in the early second millennium C.E. Drawing on recent theorizing from other areas of the world about maritimity as well as research on the Swahili, we discuss three arenas that distinguish first- and second-millennium coastal society in terms of their maritime orientation. These are variability and discontinuity in settlement location and permanence; evidence of increased engagement with the sea through fishing and sailing technology; and specialized architectural developments involving port facilities, mosques, and houses. The implications of this study are that we must move beyond coastal location in determining maritimity; consider how the sea and its products were part of social life; and assess whether the marine environment actively influences and is influenced by broader patterns of sociocultural organization, practice, and belief within Swahili and other societies. [ maritime, fishing and sailing, long-distance trade, Swahili, eastern Africa ]. En este artículo, evaluamos la hipótesis de que los pueblos Swahili de la costa oriental africana fueron una sociedad marítima a partir del primer milenio E.C. Basados en información histórica y arqueológica, proponemos que la asociación de la sociedad Swahili con el mar incrementó considerablemente con el tiempo y se manifestó de una forma significativa particularmente desde principios del segundo milenio E.C. Utilizando teorías recientes sobre maritimidad en otras áreas del mundo, así como investigaciones sobre los Swahili, discutimos tres temas que marcan las diferencias del nivel de orientación marítima de esta

  4. Language Training: Formation en anglais

    CERN Multimedia

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. LANGUAGE TRAINING Françoise Benz tel. 73127 language.training@cern.ch Cours d'anglais général et professionnel La prochaine session se déroulera: du 1er mars au 25 juin 2004 (interruption de 2 semaines à Pâques). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web: http://cern.ch/Training. Vous pouvez aussi contacter M. Liptow, tél. 7295...

  5. Language Training: English Courses

    CERN Document Server

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

  6. Language Training: English Courses

    CERN Document Server

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

  7. Assessment of speech in neurological disorders: development of a Swahili screening test.

    Science.gov (United States)

    Miller, Nick; Mshana, Gerry; Msuya, Oliva; Dotchin, Catherine; Walker, Richard; Aris, Eric

    2012-12-01

    Assessments for acquired motor-speech disorders that look at movements of the articulators would appear at first glance to be universal. This may be true for the most basic non-speech aspects of movement. We argue that assessments for speech motor control must be attuned to language-specific variables to be fully valid. We describe the rationale for, and development of a motor-speech-disorder screening test for Swahili speakers which includes impairment measures as well as measures of intelligibility and speech-voice naturalness. We further describe its initial validation in terms of content validity, feasibility of administration and scoring without requirements for lengthy training and technical expertise and application to groups of people with and without Parkinson's disease in Tanzania. Results indicate that the protocol is ready to use in so far as it is acceptable to users (clinicians, patients), is feasible to use, shows good interrater reliability, and is capable of differentiating performance in healthy speakers and those whose speech is disordered. We highlight needs for further development, including issues around training, development of local norms for healthy speakers and for speakers with a variety of neurological disturbances, and extension of the tool to cover culturally valid assessment of impact of communication disorders.

  8. Language Training : English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  9. Language Teaching Models in Teacher Training Programs

    OpenAIRE

    Aslan, Alper

    2016-01-01

    Any language teacher who has gone through some kind of training program for the teaching of English should be familiar with various specific language teaching models that constitute the core of the training process. A language teaching model is a guide that helps the trainee to sequence the activities designed for the expectations and needs of learners in a lesson. This paper reviews the common language teaching models in teacher training programs (PPP, OHE, III, TTT, TBLT, ESA, ARC) and disc...

  10. Swahili Learners' Views on the Need for a Monolingual Swahili ...

    African Journals Online (AJOL)

    noun class system, concordial agreements, the morphology of the language, etc. The paper is based on the .... A noun class is a group of nouns which has common morphological and / or syntactic characteristics, e.g. m-toto ..... order to differentiate a compound nasal pronounced as a unit, from a syllabic nasai followed by a ...

  11. Language Learning Strategies and Its Training Model

    Science.gov (United States)

    Liu, Jing

    2010-01-01

    This paper summarizes and reviews the literature regarding language learning strategies and it's training model, pointing out the significance of language learning strategies to EFL learners and an applicable and effective language learning strategies training model, which is beneficial both to EFL learners and instructors, is badly needed.

  12. Religion and the Development of Swahili Political Poetry | Simala ...

    African Journals Online (AJOL)

    This article is not simply an exercise in practical criticism, rather it has an underlying polemical purpose: to show that Swahili poetry has always been engaged with African history. With the burden of humanizing society, Swahili poetry has the proper and essential role of giving its audience a sense of community.

  13. Learner features in a new corpus-based Swahili dictionary

    African Journals Online (AJOL)

    user

    treatment of derivatives in Swahili dictionaries. Based on such data we intend to expand or modify the existing electronic dictionary to adapt to users' level of grammar and dictionary structure knowledge. During this research we identified a list of lemma lacuna that cause the majority of unsuccessful Swahili searches.

  14. Patterns of Swahili Verbal Derivatives: An Analysis of their Formation

    African Journals Online (AJOL)

    This paper examines Swahili verbal derived forms in order to find out the formative suffixes which they can take and try to establish their pattern. Of interest to us here is to look at the rule governing the formation of Swahili verbal derivatives, and the extent to which such words have been activated by the speakers of the ...

  15. Language Training: French course for beginners

    CERN Multimedia

    Françoise Benz

    2005-01-01

    A French course for beginners (level 0) will take place from 18 July to 31 August 2005. Timetable: Monday 08:30 to 10:30 Tuesday 08:30 to 10:30 Wednesday 11:00 to 13:00 Thursday 15:00 to 17:00 Duration: 54 hours Price: 702 CHF. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz : Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

  16. Language Training: English & French courses

    CERN Multimedia

    Françoise Benz

    2006-01-01

    If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skil...

  17. Globalization of an African Language: Truth or Fiction? | Dzahene ...

    African Journals Online (AJOL)

    In contemporary times, discourse on the Swahili language has emerged again, but this time it centres on the question of globalization of the Swahili language. This recent development therefore is the motivation for this paper. We seek to bring to light paradoxes that emanate from the debate and quest for the globalization of ...

  18. GLOBALIZATION OF AN AFRICAN LANGUAGE: TRUTH OR ...

    African Journals Online (AJOL)

    Dr. Josephine Dzahene-Quarshie is a Lecturer in the Department of Modem Languages (Swahili Section),. University of Ghana. 69 ... term globalization is used, communication plays a vital role. In other words, .... the city of Nairobi both Swahili and English are used in most public and private institutions. In religious settings ...

  19. The Use of Speech Technology in Foreign Language Pronunciation Training

    National Research Council Canada - National Science Library

    Demenko, Grażyna; Wagner, Agnieszka; Cylwik, Natalia

    2010-01-01

    .... The paper discusses the use of speech technology in the training of foreign languages' pronunciation and prosody and defines pedagogical requirements for an effective training with CAPT systems...

  20. Swahili Loanwords in Gorwaa and Iraqw: Phonological and ...

    African Journals Online (AJOL)

    Phonologically, non-native phonemes are typically replaced by native sounds, which are featurally similar to the original Swahili phoneme, and where no such similar phoneme exists, the non-native sound is tolerated. In order to repair words whose etymon begins with a syllabic nasal, either a vowel is inserted to break up ...

  1. Swahili taraab: from traditional orality to a globalized art form ...

    African Journals Online (AJOL)

    “Taarab” may simply be defined as a popular form of Swahili music that combines the singing of poetry with the accompaniment of instruments. This paper takes its focal point from the view advanced by Obiechina that it is no longer possible to undertake a meaningful criticism of African literature in indigenous or foreign ...

  2. Improving the Computational Morphological Analysis of a Swahili ...

    African Journals Online (AJOL)

    approach to the morphological analysis of Swahili. We particularly focus our discussion on its ability to retrieve lemmas for word forms and evaluate it as a tool for corpus-based dictionary compilation. Keywords: LEXICOGRAPHY, MORPHOLOGY, CORPUS ANNOTATION, LEMMATIZATION, MACHINE LEARNING, SWAHILI ...

  3. Language training: English & French courses

    CERN Document Server

    Françoise Benz

    2006-01-01

    General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from Ma...

  4. An experimental approach to language training in second language acquisition: Focus on negation.

    Science.gov (United States)

    Madrid, D; Torres, I

    1986-01-01

    The effect of negation training in a second language on the expression of negation in the native language was investigated. Four-year-old children from bilingual (Spanish/English) homes who showed no expressive or receptive ability in Spanish negation and were either proficient or nonproficient in English negation received Spanish negation training. Children who were proficient in English negation maintained correct responses in English and showed increased correct responses in Spanish following simultaneous training in both languages or in Spanish alone. Children who were nonproficient in English negation demonstrated a decrease in correct English responses following training in Spanish alone; however, children who received training in English and Spanish simultaneously showed increases in correct responses in both languages. These findings suggest that language training programs with children learning a second language should consider the relationship of the two language training conditions (simultaneous vs. independent) with the child's level of native language proficiency.

  5. Medical training and English language proficiency.

    Science.gov (United States)

    Hayes, S C; Farnill, D

    1993-01-01

    Concern is often expressed about the English language proficiency (ELP) of students engaged in professional training. This report assesses the ELP of the 1990 and 1991 intakes into medicine at the University of Sydney. A quick screening test and individual in-depth tests were used in a two-stage design. Admission to the course is highly competitive and most students are selected from the top 0.75% of Higher School Certificate results but 15% and 19% of the year cohorts were found to be below average in ELP. English proficiency was found to be consistently correlated with first- and second-year university results. Initiatives taken to support students with language disadvantages and to ensure that graduates will be able to communicate effectively with patients are outlined.

  6. Activity markers and household space in Swahili urban contexts: An integrated geoarchaeological approach

    DEFF Research Database (Denmark)

    Wynne-Jones, Stephanie; Sulas, Federica

    , this paper draws from recent work at a Swahili urban site to illustrate the potential and challenges of an integrated geoarchaeological approach to the study of household space. The site of Songo Mnara (14th–16thc. AD) thrived as a Swahili stonetown off the coast of Tanzania. Here, our work has concentrated...

  7. the present state of swahili literature as an artistic and social

    African Journals Online (AJOL)

    Frederick Iraki

    1) Swahili literature in this study largely refers to modern creative writing in Swahili lan- guage in two East African ... same time, certain 'purely' literary aspects will also be highlighted; and, on top of this, I will try to outline certain .... article I conditionally called “drama of manners” and “school political drama”. Generally, when,.

  8. The Intellectual Training Environment for Prolog Programming Language

    OpenAIRE

    Serghei PELIN

    2007-01-01

    In this work is described a new complex training system, named SPprolog, intended for training and self-training in logic programming language - Prolog. This system includes elements related to Prolog and logic programming, and the elements of independent, complex, self-sufficient training system which is capable considerably to increase the quality of self-training, and to be effective assistant in training. The most useful application of the system can be in distance education and self-trai...

  9. Sign Language Interpreter Training, Testing, and Accreditation: An International Comparison

    Science.gov (United States)

    Napier, Jemina

    2004-01-01

    The article explores sign language interpreter training, testing, and accreditation in three major English-speaking countries, Australia, the United Kingdom, and the United States, by providing an overview of the training and assessment of sign language interpreters in each country. The article highlights the reasons these countries can be…

  10. Tact Training versus Bidirectional Intraverbal Training in Teaching a Foreign Language

    Science.gov (United States)

    Dounavi, Katerina

    2014-01-01

    The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal…

  11. Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory Survey.

    Science.gov (United States)

    Kubota, Ryuko; Austin, Theresa; Saito-Abbott, Yoshiko

    2003-01-01

    Investigated diversity in the classroom, student background and learning experiences, and perceptions about the relationship between foreign language learning and issues of race, gender, class, and social justice among university students studying Spanish, Japanese, and Swahili. Found more racial diversity in Japanese and Swahili classes and in…

  12. The teaching of African languages to European students: the role of ...

    African Journals Online (AJOL)

    The teaching of African languages to European students: the role of linguistic pragmatics illustrated by Swahili1. Reinhard Klein-Arendt. Goal of the article. In this article I intend to compare lexical and grammatical features of Swahili in dictionaries and learning grammars with the linguistic facts used in everyday.

  13. Predicting the Proficiency of Arabic and Persian Linguists Trained at the Defense Language Institute Foreign Language Center

    National Research Council Canada - National Science Library

    DeRamus, Nicole

    1999-01-01

    The mission of the Defense Language Institute Foreign Language Center (DLIFLC) is to train, sustain, and evaluate foreign language skills of linguists under the guidelines of the Defense Foreign Language Program (DFLP...

  14. Written Language Disorders: Speech-Language Pathologists' Training, Knowledge, and Confidence

    Science.gov (United States)

    Blood, Gordon W.; Mamett, Callie; Gordon, Rebecca; Blood, Ingrid M.

    2010-01-01

    Purpose: This study examined speech-language pathologists' (SLPs') perceptions of their (a) educational and clinical training in evaluating and treating written language disorders, (b) knowledge bases in this area, (c) sources of knowledge about written language disorders, (d) confidence levels, and (e) predictors of confidence in working with…

  15. Training Cyber Warriors: What Can Be Learned from Defense Language Training?

    Science.gov (United States)

    2015-01-01

    given level of proficiency.13 For example, Spanish and Portuguese , which take less time to learn , are in Category 1, while Chinese and Arabic, which...C O R P O R A T I O N Training Cyber Warriors What Can Be Learned from Defense Language Training? Jennifer J. Li, Lindsay Daugherty Report...3. DATES COVERED 00-00-2015 to 00-00-2015 4. TITLE AND SUBTITLE Training Cyber Warriors: What Can Be Learned from Defense Language Training

  16. Professional Training of Foreign Languages Teachers in Austria

    Directory of Open Access Journals (Sweden)

    Byndas Olena

    2014-06-01

    Full Text Available The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations

  17. Assessment of speech in neurological disorders: development of a Swahili screening test

    National Research Council Canada - National Science Library

    Nick Miller; Gerry Mshana; Oliva Msuya; Catherine Dotchin; Richard Walker; Eric Aris

    2012-01-01

    .... We describe the rationale for, and development of a motor-speech-disorder screening test for Swahili speakers which includes impairment measures as well as measures of intelligibility and speech-voice naturalness...

  18. Language Enabled Airmen Program: Language Intensive Training Events 2011 Results

    Science.gov (United States)

    2013-07-01

    reading. If teachers do not know how to teach listening, they require information and skills in this area. Macaro, Graham, and Vanderplank (2007), Rost ...assessment in second language testing: A meta-analysis and analysis of experiential factors. Language Testing, 15, 1-20. Rost , M. (2010). Teaching and...interactions, including those where leadership is required • Can respond effectively to verbal and nonverbal forms of communication • Can

  19. Tact training versus bidirectional intraverbal training in teaching a foreign language.

    Science.gov (United States)

    Dounavi, Katerina

    2014-01-01

    The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal training resulted in the emergence of a greater number of untrained responses, and may thus be more efficient than foreign-to-native intraverbal training. © Society for the Experimental Analysis of Behavior.

  20. Professional Training of Foreign Languages Teachers in Austria

    OpenAIRE

    Byndas Olena

    2014-01-01

    The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training,...

  1. AI Tools for Foreign Language Training

    Science.gov (United States)

    1989-07-01

    being to the need to explore the utility of these representation schemes for instructional purlxpoes. However, orik on techniques for describing...provides may advantages for its use in natural language (corcisewaus of the representation and coceptual effectiveness) and an deal with ccmplex...for developing intelli- gent CALL. Not only will we explore the potential of these technologies for language learning, but basic cognitive and

  2. TEACHER TRAINING IN THE AREA OF LANGUAGE IN PRESCHOOL

    Directory of Open Access Journals (Sweden)

    Oralia Ortiz-Varela

    2015-07-01

    Full Text Available This research is conducted in a Kindergarden District in the Mexican educational system, because is important to improve daily practices or activities in kindergardens through an appropriate teacher training in the language area. The most important theoretical foundations are related to the definition of the approaches and models of teacher education, their processes, and the auto-trainig, hetero-training, and inter-training positions that explain them. The methodology used in this research adheres to a postpositivist paradigm, in a quantitative approach, and with a non- experimental cross design, wich has an explanatory scope that uses the survey and questionnaire as technical tool. It was found that there is a significative progress in the teacher's training throughout the practice; continuing education options do not meet the training needs of educators and their impact is not the one was expected in the fields of Language and Education. There is a significant relationship between the variables studied in this research.

  3. The Intellectual Training Environment for Prolog Programming Language

    Directory of Open Access Journals (Sweden)

    2007-01-01

    Full Text Available In this work is described a new complex training system, named SPprolog, intended for training and self-training in logic programming language - Prolog. This system includes elements related to Prolog and logic programming, and the elements of independent, complex, self-sufficient training system which is capable considerably to increase the quality of self-training, and to be effective assistant in training. The most useful application of the system can be in distance education and self-training. The main elements of SPprolog system are: Functionally expanded (in comparison with existing systems Prolog development environ-ment, with the multipurpose code editor, the automated organization system of the personal tools, automated advice mode "Expert Advice", based on the incorporated expert system for cultivated, effective and optimized programming; Link to foreign Prolog programs compiler which allow to compile the program to independent executable; Built in intellectual, interactive, multimedia Prolog interpreter integrated with expert system and the elements of the intellectuality, allowing to lead detailed program interpretation, with popular and evident, explanation of the theory and mechanisms used in it, applying audiovisual effects to increase the level of naturalness of process of explanation; Full digital training course of Prolog programming language presented in the form of the matrix of knowledge and supplied system of consecutive knowledge reproduction for self-training and evaluation; an intensive course of training to the Prolog language and Spprolog system, based on the programmed, consecutive set of actions, allowing using the previous two mechanisms of sys-tem for popular and evident explanation of the main principles of work of system and Prolog language.

  4. Review Article: Second Language Acquisition of Bantu Languages--A (Mostly) Untapped Research Opportunity

    Science.gov (United States)

    Spinner, Patti

    2011-01-01

    This review article presents a summary of research on the second language acquisition of Bantu languages, including Swahili, Zulu, Xhosa and Lingala. Although second language (L2) research on these languages is currently very limited, work in morphosyntax and phonology suggests promising directions for future study, particularly on noun class,…

  5. Andragogical Model in Language Training of Mining Specialists

    Science.gov (United States)

    Bondareva, Evgeniya; Chistyakova, Galina; Kleshevskyi, Yury; Sergeev, Sergey; Stepanov, Aleksey

    2017-11-01

    Nowadays foreign language competence is one of the main professional skills of mining engineers. Modern competitive conditions require the ability for meeting production challenges in a foreign language from specialists and managers of mining enterprises. This is the reason of high demand on foreign language training/retraining courses. Language training of adult learners fundamentally differs from children and adolescent education. The article describes the features of andragogical learning model. The authors conclude that distance learning is the most productive education form having a number of obvious advantages over traditional (in-class) one. Interactive learning method that involves active engagement of adult trainees appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning.

  6. Andragogical Model in Language Training of Mining Specialists

    Directory of Open Access Journals (Sweden)

    Bondareva Evgeniya

    2017-01-01

    Full Text Available Nowadays foreign language competence is one of the main professional skills of mining engineers. Modern competitive conditions require the ability for meeting production challenges in a foreign language from specialists and managers of mining enterprises. This is the reason of high demand on foreign language training/retraining courses. Language training of adult learners fundamentally differs from children and adolescent education. The article describes the features of andragogical learning model. The authors conclude that distance learning is the most productive education form having a number of obvious advantages over traditional (in-class one. Interactive learning method that involves active engagement of adult trainees appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning.

  7. Learning Outcomes of Chinese Language Training for Binus University Employees

    Directory of Open Access Journals (Sweden)

    Agustian Agustian

    2016-01-01

    Full Text Available This article discussed about the results of learning Chinese language for BINUS University employees. Learning method for adults and children are different, thus required teaching material and method that suit them. The aim of this research was to find out results of learning Chinese language through the material and teaching method used during training. The methods were descriptive qualitative, direct observation as trainer and collects participant test results as research data. The results show that teaching material is appropriate, however it needs to add review part. Direct method are used during the training makes the participants use Chinese language in daily conversation to achieve the goal of training. Indeed, it needs to strengthen mastery of participants’ basic Mandarin through explanation about using the vocabulary and adding the classroom activities. 

  8. Learning Outcomes of Chinese Language Training for Binus University Employees

    OpenAIRE

    Agustian, Agustian

    2016-01-01

    This article discussed about the results of learning Chinese language for BINUS University employees. Learning method for adults and children are different, thus required teaching material and method that suit them. The aim of this research was to find out results of learning Chinese language through the material and teaching method used during training. The methods were descriptive qualitative, direct observation as trainer and collects participant test results as research data. The results ...

  9. Training Literacy Skills through Sign Language

    Science.gov (United States)

    Rudner, Mary; Andin, Josefine; Rönnberg, Jerker; Heimann, Mikael; Hermansson, Anders; Nelson, Keith; Tjus, Tomas

    2015-01-01

    The literacy skills of deaf children generally lag behind those of their hearing peers. The mechanisms of reading in deaf individuals are only just beginning to be unraveled but it seems that native language skills play an important role. In this study 12 deaf pupils (six in grades 1-2 and six in grades 4-6) at a Swedish state primary school for…

  10. Community-Specific Strategies of Intergenerational Language ...

    African Journals Online (AJOL)

    These were examined to determine their influence in facilitating parents to transfer language to their descendants. The main goal was to explain how minority Ndamba language speakers in Tanzania have managed to maintain their language over time regardless of formidable influence engendered by Swahili. To answer ...

  11. INTENSIVE TRAINING FOR AN ORAL APPROACH IN LANGUAGE TEACHING.

    Science.gov (United States)

    O'CONNOR, PATRICIA; TWADDELL, W.F.

    THE 1958 ENGLISH LANGUAGE EDUCATION COUNCIL SEMINAR FOR ENGLISH TEACHERS IN JAPANESE JUNIOR HIGH SCHOOLS WAS DESIGNED TO PROVIDE, IN A VERY LIMITED TIME, BOTH INTENSIVE TRAINING IN AUDIO-LINGUAL CLASSROOM METHODS, AND A MINIMUM DEGREE OF LINGUISTIC COMPETENCE NECESSARY TO FULFILL THE TEACHER'S ROLE AS MODEL, JUDGE, AND DIRECTOR OF PRACTICE. THE…

  12. Translation in Language Teaching: Insights from Professional Translator Training

    Science.gov (United States)

    Carreres, Angeles; Noriega-Sanchez, Maria

    2011-01-01

    The past three decades have seen vast changes in attitudes towards translation, both as an academic discipline and as a profession. The insights we have gained in recent years, in particular in the area of professional translator training, call for a reassessment of the role of translation in language teaching. Drawing on research and practices in…

  13. Suggestopedia and Memory Training in the Foreign Language Classroom.

    Science.gov (United States)

    Bancroft, W. Jane

    Based on observations made in Bulgaria in the 1970s, it is proposed that the original version of Suggestopedia for second language training, used in Bulgaria and other Eastern European countries in the late 1960s and early 1970s, differs significantly from the techniques developed later, in particular in concentration on and memorization of…

  14. Memory and Language Improvements Following Cognitive Control Training

    Science.gov (United States)

    Hussey, Erika K.; Harbison, J. Isaiah; Teubner-Rhodes, Susan E.; Mishler, Alan; Velnoskey, Kayla; Novick, Jared M.

    2017-01-01

    Cognitive control refers to adjusting thoughts and actions when confronted with conflict during information processing. We tested whether this ability is causally linked to performance on certain language and memory tasks by using cognitive control training to systematically modulate people's ability to resolve information-conflict across domains.…

  15. Native language effects in learning second-language grammatical gender: a training study.

    Science.gov (United States)

    Lemhöfer, Kristin; Schriefers, Herbert; Hanique, Iris

    2010-10-01

    We investigated cross-language influences in the representation and acquisition of Dutch word gender by native speakers of German. Participants named pictures in Dutch, using gender-marked noun phrases, and were trained on this task using feedback. Nouns differed in gender compatibility and cognate status with respect to German. The results show clear effects of cross-language gender compatibility and cognate status on response accuracy, certainty, and consistency. Feedback during training reduced gender errors approximately by half, and affected the different item conditions similarly. Furthermore, relative to the initial error rates, incorrect gender responses given with great certainty were not harder to modify than those with lower certainty. The results provide insights into the nature and stability of correct and incorrect gender representations in L2, and demonstrate the pervasiveness of transfer from the first to the second language even after intensive training. Copyright © 2010 Elsevier B.V. All rights reserved.

  16. Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures

    OpenAIRE

    Johnson, W. Lewis; Valente, Andre

    2009-01-01

    The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures.  More than 40,000 learners worldwide have used TLCTS courses.  TLCTS utilizes artificial intelligence technologies during the authoring process, and at run time to process learner speech, engage in dialog, and evaluate and assess learner performance. This paper describes the architecture of TLCTS and the artificial intelligence technologies that it emp...

  17. APPLICATION OF THE EUROPEAN EXPERIENCE IN FOREIGN LANGUAGE TEACHERS’ TRAINING

    Directory of Open Access Journals (Sweden)

    Victoria Barkasi

    2016-12-01

    Full Text Available The article defines the role of the European experience in the foreign language teachers` training in the modern society, the use of International relations in education. The concept of common European education is analyzed. Due to this concept teaching and learning standards, educational models, and teaching objectives are brought together with the aim to create the common all-European educational system. In order to join this all-European scheme Ukraine needs to make modifications in its educational system. The fundamental idea is to use blended learning as the dominant instructional mode in higher education. The authors examine how the study of the leading European powers` educational experience helps to approach the problems of education in Ukraine critically. English Language Department of Mykolaiv V. Sukhomlynsky National University as a part of the consortium, composed of ten higher education institutions, takes part in the TEMPUS-project «Improving teaching European languages through the introduction of on-line technology (blended learning to train teachers." Blended learning is a powerful technology to be implemented into the modern model of Ukrainian education in order to get the level of European educational system. The article highlights how participation in the implementation of TEMPUS-project can be an effective tool for improving the training of the foreign languages teachers.

  18. Memory and language improvements following cognitive control training.

    Science.gov (United States)

    Hussey, Erika K; Harbison, J Isaiah; Teubner-Rhodes, Susan E; Mishler, Alan; Velnoskey, Kayla; Novick, Jared M

    2017-01-01

    Cognitive control refers to adjusting thoughts and actions when confronted with conflict during information processing. We tested whether this ability is causally linked to performance on certain language and memory tasks by using cognitive control training to systematically modulate people's ability to resolve information-conflict across domains. Different groups of subjects trained on 1 of 3 minimally different versions of an n-back task: n-back-with-lures (High-Conflict), n-back-without-lures (Low-Conflict), or 3-back-without-lures (3-Back). Subjects completed a battery of recognition memory and language processing tasks that comprised both high- and low-conflict conditions before and after training. We compared the transfer profiles of (a) the High- versus Low-Conflict groups to test how conflict resolution training contributes to transfer effects, and (b) the 3-Back versus Low-Conflict groups to test for differences not involving cognitive control. High-Conflict training-but not Low-Conflict training-produced discernable benefits on several untrained transfer tasks, but only under selective conditions requiring cognitive control. This suggests that the conflict-focused intervention influenced functioning on ostensibly different outcome measures across memory and language domains. 3-Back training resulted in occasional improvements on the outcome measures, but these were not selective for conditions involving conflict resolution. We conclude that domain-general cognitive control mechanisms are plastic, at least temporarily, and may play a causal role in linguistic and nonlinguistic performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  19. Community-Based Language Training for Immigrant Women and Seniors in Manitoba.

    Science.gov (United States)

    Kenny, Marilyn; Cap, Ihor

    Canada's Community-Based Language Training (CBLT) program was designed as a part-time, flexible language training response for non-confident, isolated immigrant women who required adult English-as-a-Second-Language (A/ESL) training to assist them in their daily lives. It addressed barriers to their participation in classes housed in educational…

  20. Native language effects in learning second-language grammatical gender: A training study

    NARCIS (Netherlands)

    Lemhöfer, K.M.L.; Schriefers, H.J.; Hanique, I.A.M.

    2010-01-01

    We investigated cross-language influences in the representation and acquisition of Dutch word gender by native speakers of German. Participants named pictures in Dutch, using gender-marked noun phrases, and were trained on this task using feedback. Nouns differed in gender compatibility and cognate

  1. The Language Proficiency Interview (LPI) and Its Applicability in Corporate Language Training Settings.

    Science.gov (United States)

    Stupak, Steven A.

    The Language Proficiency Interview's structure, administration, and rating scale are outlined by an officer of the organization that designed it (Educational Testing Service), and some common mistakes made in its administration are listed. The need for training in the test's administration is emphasized. Its application in the corporate situation…

  2. OUTCOMES OF ALTERNATIVE ASSESSMENT IN ADULT LANGUAGE TRAINING

    Directory of Open Access Journals (Sweden)

    Brândușa Elena Octavia ȚEICAN

    2016-06-01

    Full Text Available The purpose of this article is to highlight the switch from traditional assessment to alternative, formative assessment, in other words assessment for learning, in adult language training. We focused on two aspects of formative assessment: self-assessment and peer-assessment, methods that can be used as teaching tools in communicative language teaching in adult English classes. Reportedly, these methods lead to improved results in language learning and production, as well as in motivation and self-esteem. Based on previous studies, our aim is to present how frequent employment of formative feedback based on adult opinions and perceptions – obtained via informal interviews – and tailored to their needs, result in improved learner outcome.

  3. La représentation anti-musulmane des swahilis d'Afrique centrale ...

    African Journals Online (AJOL)

    époque; le discours moderniste, politique, pédagogique et anti-arabe de Godefroid Kurth; les différentes représentations catholiques– conservatrice et libérale – de la communauté swahili en Afrique centrale; la SAEB comme organe de propagande ...

  4. Archaeology at the micro-scale: micromorphology and phytoliths at a Swahili stonetown

    DEFF Research Database (Denmark)

    Sulas, Federica; Madella, Marco

    2012-01-01

    of ongoing research at Songo Mnara in Tanzania that combines customised intra-site soil macro- and micromorphological analyses, chemical analysis and the study of phytoliths. The research is part of a multidisciplinary project on the use of urban space in Swahili stonetowns. By eliciting multiple datasets...

  5. Are pictures good for learning new vocabulary in a foreign language? Only if you think they are not.

    Science.gov (United States)

    Carpenter, Shana K; Olson, Kellie M

    2012-01-01

    The current study explored whether new words in a foreign language are learned better from pictures than from native language translations. In both between-subjects and within-subject designs, Swahili words were not learned better from pictures than from English translations (Experiments 1-3). Judgments of learning revealed that participants exhibited greater overconfidence in their ability to recall a Swahili word from a picture than from a translation (Experiments 2-3), and Swahili words were also considered easier to process when paired with pictures rather than translations (Experiment 4). When this overconfidence bias was eliminated through retrieval practice (Experiment 2) and instructions warning participants to not be overconfident (Experiment 3), Swahili words were learned better from pictures than from translations. It appears, therefore, that pictures can facilitate learning of foreign language vocabulary--as long as participants are not too overconfident in the power of a picture to help them learn a new word.

  6. Effect of direct and indirect voice training in Speech-Language Pathology and Audiology students

    OpenAIRE

    Santos,Andréia Cristina Muznlinger dos; Borrego, Maria Cristina De Menezes; Behlau,Mara

    2015-01-01

    PURPOSE: To verify the effect of two approaches of vocal training in Speech Language Pathology and Audiology students, a direct and an indirect approach.METHODS: Participants were 25 female Speech Language Pathology and Audiology students divided into two groups: direct training with vocal exercises, DTG (n=13); and indirect training with vocal orientations, ITG (n=12). The training sessions were conducted by the same speech language pathologist in six weekly sessions of 30 minutes. Both grou...

  7. A Comparison of Innovative Training Techniques at the Defense Language Institute Foreign Language Center. Research Report 1426.

    Science.gov (United States)

    Bush, Brian J.

    A study evaluated the comparative training effectiveness of three language instruction methods: (1) suggestopedia, (2) the standard methodology used at the Defense Language Institute Foreign Language Center, a functional skill-building approach, and (3) a flexible-scheduling version of the standard methodology, with pacing based on group…

  8. Review: Lisa Mackenrodt, Swahili Spirit Possession and Islamic Healing in Contemporary Tanzania: The Jinn Fly on Friday (2011 Buchbesprechung: Lisa Mackenrodt, Swahili Spirit Possession and Islamic Healing in Contemporary Tanzania: The Jinn Fly on Friday (2011

    Directory of Open Access Journals (Sweden)

    Jigal Beez

    2013-01-01

    Full Text Available Review of the monograph:Lisa Mackenrodt, Swahili Spirit Possession and Islamic Healing in Contemporary Tanzania: The Jinn Fly on Friday, Hamburg: Verlag Dr. Kovač, 2011, ISBN 978-3-8300-5806-9, 216 pagesBesprechung der Monographie:Lisa Mackenrodt, Swahili Spirit Possession and Islamic Healing in Contemporary Tanzania: The Jinn Fly on Friday, Hamburg: Verlag Dr. Kovač, 2011, ISBN 978-3-8300-5806-9, 216 Seiten

  9. Adult Immigrants' Media Usage and Its Function in Host Language Training Opportunities: A Path Analysis

    Science.gov (United States)

    Reichenberg, Monica

    2016-01-01

    Media promotes to what extent immigrants learn the host language and cultural values. Consequently, the overall aim of this paper is to identify predictors among adult immigrants in language training and its effect on host language training. The participants (n = 186)-- many of them refugees--were recruited purposefully for the study from one…

  10. Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: a randomized controlled trial.

    Science.gov (United States)

    Starling, Julia; Munro, Natalie; Togher, Leanne; Arciuli, Joanne

    2012-10-01

    This study evaluated the efficacy of a collaborative intervention where a speech-language pathologist (SLP) trained mainstream secondary school teachers to make modifications to their oral and written instructional language. The trained teachers' uptake of techniques in their whole-class teaching practices and the impact this had on the language abilities of students with language impairment (LI) were evaluated. Two secondary schools were randomly assigned to either a trained or a control condition. A cohort of 13 teachers (7 trained and 6 control) and 43 Year 8 students with LI (21 trained and 22 control) were tested at pre, post, and follow-up times-teachers by structured interview and students by standardized spoken and written language assessments. Significantly increased use of the language modification techniques by the trained teachers was observed when compared to the control group of untrained teachers, with this increased use maintained over time. Results from the trained group of students showed a significant improvement in written expression and listening comprehension relative to the control group of students. This randomized controlled trial is one of the first investigations to evaluate a collaborative intervention that links changes in mainstream secondary teachers' instructional language practices with improvements in the language abilities of adolescents with LI.

  11. ICT AND MODERN FOREIGN LANGUAGES: LEARNING OPPORTUNITIES AND TRAINING NEEDS

    Directory of Open Access Journals (Sweden)

    Graham Davies

    2002-06-01

    Full Text Available This article is divided into two main sections. The first section considers why technology has not lived up to its expectations in bringing about improvements in language learning. Many learning opportunities are offered by new technologies but they are not fully exploited, mainly owing to the lack of relevant training offered to teachers. In addition, with the advent of the Web, there is a disturbing trend towards removing the teacher from the learning process - which is simply not acceptable. The second section of the article looks at a website that offers a considerable volume of ICT training materials or language teachers, namely the ICT4LT website: http://www.ict4lt.org. The author examines the aims behind the site as a whole and the pattern of site visits, discussing the key issues and drawing conclusions based on an analysis of the pattern of visits to different modules of the site. Some important lessons have been learned regarding the type of training that teachers appear to need, for example: the continued interest in multimedia and the high demand for introductory courses. It is also evident that Web traffic is predominantly one-way and confined to certain sectors of the world, indicating that much more has to be done in order to stimulate discussion and to make the Web accessible to underserved regions of the world.

  12. Matrix Training of Receptive Language Skills with a Toddler with Autism Spectrum Disorder: A Case Study

    Science.gov (United States)

    Curiel, Emily S. L.; Sainato, Diane M.; Goldstein, Howard

    2016-01-01

    Matrix training is a systematic teaching approach that can facilitate generalized language. Specific responses are taught that result in the emergence of untrained responses. This type of training facilitates the use of generalized language in children with autism spectrum disorder (ASD). This study used a matrix training procedure with a toddler…

  13. Scientific writing training for academic physicians of diverse language backgrounds.

    Science.gov (United States)

    Cameron, Carrie; Deming, Stephanie P; Notzon, Beth; Cantor, Scott B; Broglio, Kristine R; Pagel, Walter

    2009-04-01

    Research articles are the coin of the realm for anyone working in academia, and success or failure to publish determines a biomedical researcher's career path. At the same time, the dramatic increase in foreign faculty and trainees in U.S. academia, as well as in international scientific collaboration, adds another dimension to this developmental vacuum: limited English-language skills. Paradoxically, few programs exist to develop and support the skills needed to accomplish the vital task of writing English-language research articles, which does not come naturally to most. To better prepare all trainees for research careers, editors in the Department of Scientific Publications at The University of Texas M. D. Anderson Cancer Center created an in-depth training program that would target the writing skills gap effectively. Instruction focused on structure, rhetorical organization, and the conventions of biomedical publishing. More than 300 trainees have participated in 22 workshops. Results of a survey of 46 participants at 6 months to 2.5 years after workshop completion indicated that participants from all language backgrounds believed the course to have improved their writing (97.8% strongly agreed or agreed), made it easier to begin a manuscript (80.4%), and helped them to get published (56.8%), with nonnative speakers of English reporting somewhat greater perceived benefit than native English speakers. On the basis of these results, the authors conclude that researchers of varied linguistic backgrounds appreciate the need for, and benefit from, instruction in the conventions of scientific writing.

  14. Professional Training of Language Teachers in the Context of British Experience

    Directory of Open Access Journals (Sweden)

    Glyanenko Kateryna

    2016-09-01

    Full Text Available The article deals with revealing the peculiarities of language teachers’ professional training in the context of British experience. The notions of philology, linguistics, philologist, linguist, language studies have been outlined and specified in the article. The titles of the curricula and their meanings in reference to language training have been analyzed. The reasons for an abundance of university curricula for language training have been justified. The content of Subject Benchmark Statement on Languages, Cultures and Societies has been defined. It has been stated that such processes as enhancing social values in the society, promoting integration processes and forming positive experience in the synthesis of classical and innovative approaches to training as well as the changes in the functions of training characterize the professional training of language teachers in Great Britain. On the example of De Montfort University the peculiarities of language teachers’ professional training, in particular, ESL teachers, have been illustrated. It has been concluded that the methodological basis of future language teacher’s professional training at British universities consists of personality-based, competency-based, integrative and differentiated approaches and is characterized by the orientation of the training content to forming and developing students’ core professional competencies and rational combination of theoretical practical components.

  15. A scheme for training effective English Second Language medium of ...

    African Journals Online (AJOL)

    Effective second language medium of instruction refers to an instructional approach that differs from that of regular, first language content instruction or a language across the curriculum approach. This approach uses language teaching strategies in subjects other than the formal language classes, to promote both ...

  16. VR-Based Gamification of Communication Training and Oral Examination in a Second Language

    Science.gov (United States)

    Reitz, Liesa; Sohny, Aline; Lochmann, Gerrit

    2016-01-01

    The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack of time, resources and innovation, the language classroom is limited in its possibilities of promoting authentic communication. Therefore, the…

  17. The Language of Teaching Coordination: Suzuki Training Meets the Alexander Technique.

    Science.gov (United States)

    Madden, Catherine

    2002-01-01

    Details an investigation of the language of Suzuki instruction and the students' interpretation of that language. Describes the Alexander Technique and Suzuki training and provides specific examples illustrating the interaction of language and coordination in this context. Proposes that teachers of movement, voice and acting can benefit from these…

  18. Increasing Early Childhood Educators' Use of Communication-Facilitating and Language-Modelling Strategies: Brief Speech and Language Therapy Training

    Science.gov (United States)

    McDonald, David; Proctor, Penny; Gill, Wendy; Heaven, Sue; Marr, Jane; Young, Jane

    2015-01-01

    Intensive Speech and Language Therapy (SLT) training courses for Early Childhood Educators (ECEs) can have a positive effect on their use of interaction strategies that support children's communication skills. The impact of brief SLT training courses is not yet clearly understood. The aims of these two studies were to assess the impact of a brief…

  19. The effect of socio-affective language learning strategies and emotional intelligence training on English as a foreign language (EFL) learners' foreign language anxiety in speaking classes

    OpenAIRE

    Gürman-Kahraman, Fatma

    2013-01-01

    Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2013. Thesis (Master's) -- Bilkent University, 2013. Includes bibliographical references leaves 132-144. The study aims to explore the possible effects of socio-affective language learning strategies (LLSs) and emotional intelligence (EI) training on EFL students‟ foreign language anxiety (FLA) in speaking courses. With this aim, the study was carried out with 50 elementary level EFL lear...

  20. Dietary Diversity on the Swahili Coast: The Fauna from Two Zanzibar Trading Locales.

    Science.gov (United States)

    Prendergast, M E; Quintana Morales, E M; Crowther, A; Horton, M C; Boivin, N L

    2017-01-01

    Occupants of coastal and island eastern Africa-now known as the 'Swahili coast'-were involved in long-distance trade with the Indian Ocean world during the later first millennium CE. Such exchanges may be traced via the appearance of non-native animals in the archaeofaunal record; additionally, this record reveals daily culinary practises of the members of trading communities and can thus shed light on subsistence technologies and social organisation. Yet despite the potential contributions of faunal data to Swahili coast archaeology, few detailed zooarchaeological studies have been conducted. Here, we present an analysis of faunal remains from new excavations at two coastal Zanzibar trading locales: the small settlement of Fukuchani in the north-west and the larger town of Unguja Ukuu in the south-west. The occurrences of non-native fauna at these sites-Asian black rat (Rattus rattus) and domestic chicken (Gallus gallus), as well as domestic cat (Felis catus)-are among the earliest in eastern Africa. The sites contrast with one another in their emphases on wild and domestic fauna: Fukuchani's inhabitants were economically and socially engaged with the wild terrestrial realm, evidenced not only through diet but also through the burial of a cache of wild bovid metatarsals. In contrast, the town of Unguja Ukuu had a domestic economy reliant on caprine herding, alongside more limited chicken keeping, although hunting or trapping of wild fauna also played an important role. Occupants of both sites were focused on a diversity of near-shore marine resources, with little or no evidence for the kind of venturing into deeper waters that would have required investment in new technologies. Comparisons with contemporaneous sites suggest that some of the patterns at Fukuchani and Unguja Ukuu are not replicated elsewhere. This diversity in early Swahili coast foodways is essential to discussions of the agents engaged in long-distance maritime trade. © 2017 The Authors

  1. DIGITAL NARRATIVES IN FUTURE UKRAINIAN LANGUAGE AND LITERATURE TEACHERS TRAINING

    Directory of Open Access Journals (Sweden)

    Olena Semenoh

    2017-04-01

    Full Text Available In the article on the basis of analyzing theoretical sources and practical experience some scientists’ works are disclosed, which deal with using and designing digital narratives in future Ukrainian language and literature teachers’ training, to develop a personality’s information and digital competence. It is reported that the themes, which are focused on postgraduate students’ acquainting with digital technologies of studying linguistic subjects at university, in specialized classes in secondary school, and a new type of educational institutions, should be introduced into language and methodological training. The author emphasizes on the relevance and importance of using digital narratives for democratization and humanization, the inspiration of the educational process. Narratives (stories in literary works, letters, confessions, biographies, diaries, comments, portrait sketches, pedagogical aphorisms, scripts, summaries of lessons with notes in the margins and others, biographical and pedagogical narratives provide information about the events, situations, taking into account individual reflexed experience of outstanding teachers. If students have an opportunity to develop skills of making narratives, they will gradually get communicative competences and feeling of confidence in their own ability that are necessary in the life. The works by M. Leshchenko and L. Tymchuk that are devoted to studying biography narratives are overviewed. The author suggests her own works of studying biography narratives of outstanding personalities (O. Zakharenko, I. Ziaziun, N. Voloshyna, L. Matsko and others. Digital narrative is characterized as a dynamic means of sending information messages in which a word, an image and sound are expressed in a joint digital code; as multimedia project that combines text, a picture, audio and video files in a short video clip. It is spoken in detail that digital narratives that are used or made together with students

  2. The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages

    Science.gov (United States)

    Pei, Zhengwei; Wu, Yidi; Xiang, Xiaocui; Qian, Huimin

    2016-01-01

    This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart…

  3. Short-Term Second Language and Music Training Induces Lasting Functional Brain Changes in Early Childhood

    Science.gov (United States)

    Moreno, Sylvain; Lee, Yunjo; Janus, Monika; Bialystok, Ellen

    2015-01-01

    Immediate and lasting effects of music or second-language training were examined in early childhood using event-related potentials. Event-related potentials were recorded for French vowels and musical notes in a passive oddball paradigm in thirty-six 4- to 6-year-old children who received either French or music training. Following training, both…

  4. The Effects of Training on Automatization of Word Recognition in English as a Foreign Language

    Science.gov (United States)

    Akamatsu, Nobuhiko

    2008-01-01

    The present study investigated the effects of word-recognition training on the word-recognition processing of learners of English as a foreign language (EFL). Providing 7-week word-recognition training, the study examined whether such training improves EFL learners' word-recognition performance. The main aspects of this study concerned word…

  5. Phonotactic spoken language identification with limited training data

    CSIR Research Space (South Africa)

    Peche, M

    2007-08-01

    Full Text Available The authors investigate the addition of a new language, for which limited resources are available, to a phonotactic language identification system. Two classes of approaches are studied: in the first class, only existing phonetic recognizers...

  6. Survey of Speech-Language Pathology Graduate Program Training in Outer and Middle Ear Screening.

    Science.gov (United States)

    Serpanos, Yula C; Senzer, Deborah

    2015-08-01

    The purpose of this study was to determine the national training practices of speech-language pathology graduate programs in outer and middle ear screening. Directors of all American Speech-Language-Hearing Association-accredited speech-language pathology graduate programs (N = 254; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2013) were surveyed on instructional formats in outer and middle ear screening. The graduate speech-language pathology program survey yielded 84 (33.1%) responses. Results indicated that some programs do not provide any training in the areas of conventional screening otoscopy using a handheld otoscope (15.5%; n = 13) or screening tympanometry (11.9%; n = 10), whereas close to one half (46.4%; n = 39) reported no training in screening video otoscopy. Outcomes revealed that approximately one third or more of speech-language pathology graduate programs do not provide experiential opportunities in screening handheld otoscopy (36.9%) or tympanometry (32.1%), and most (78.6%) do not provide experiential opportunities in video otoscopy. The implication from the graduate speech-language pathology program survey findings is that some speech-language pathologists will graduate from academic programs without the acquired knowledge or experiential learning required to establish skill in 1 or more areas of screening otoscopy and tympanometry. Graduate speech-language pathology programs should consider appropriate training opportunities for students to acquire and demonstrate skill in outer and middle ear screening.

  7. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

    Directory of Open Access Journals (Sweden)

    María Ángeles Martín del Pozo

    2017-07-01

    Full Text Available CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self training of those teachers who need to update their language skills for CLIL.

  8. The effects of initial education and training of future foreign language teachers

    National Research Council Canada - National Science Library

    Djordjevic, Ana

    2016-01-01

    The effects that initial education and training of future foreign language teachers have on their pedagogic convictions and practice have been of prime interest of numerous authors in the last three decades...

  9. The Methodology of Foreign Language Integrative Teaching at the Initial Stage of Interpreter Training

    Science.gov (United States)

    Vedishenkova, Marina V.; Mironina, Anna Y.

    2016-01-01

    The topicality of the research is connected with the modern requirements to the education of future interpreters who are to speak a foreign language within the professional context. For this purpose, it is necessary to focus their language training at the initial stage of learning on forming their professional thinking. This raises the need for…

  10. Evaluating Corpus Literacy Training for Pre-Service Language Teachers: Six Case Studies

    Science.gov (United States)

    Heather, Julian; Helt, Marie

    2012-01-01

    Corpus literacy is the ability to use corpora--large, principled databases of spoken and written language--for language analysis and instruction. While linguists have emphasized the importance of corpus training in teacher preparation programs, few studies have investigated the process of initiating teachers into corpus literacy with the result…

  11. A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program

    Science.gov (United States)

    Borman, Geoffrey D.; Benson, James G.; Overman, Laura

    2009-01-01

    This article describes an independent assessment of the Fast ForWord Language computer-based training program developed by Scientific Learning Corporation. Previous laboratory research involving children with language-based learning impairments showed strong effects on their abilities to recognize brief and fast sequences of nonspeech and speech…

  12. Facilitating First Language Development in Young Korean Children through Parent Training in Picture Book Interactions.

    Science.gov (United States)

    Lim, Young Sook; Cole, Kevin N.

    2002-01-01

    Eleven native-Korean-speaking, Korean-American mothers of children aged 2-4 received 1 hour of training in specific language facilitation techniques around picture-book interactions. A control group received instruction in general emergent literacy development and first language acquisition. Four weeks later, treatment-group children showed…

  13. A Survey of Language Classes in the Army Specialized Training Program.

    Science.gov (United States)

    Agard, Frederick B.; And Others

    A survey, involving visits to the 44 institutions offering the Army Specialized Training Program's (ASTP) Foreign Area and Language Study Curriculum, provides information on program structure, faculty organization, student requirements, instructional procedures for presenting language skills and grammar, instructional aids, and the result achieved…

  14. Policies and Practices regarding Students with Accents in Speech-Language Pathology Training Programs

    Science.gov (United States)

    Levy, Erika S.; Crowley, Catherine J.

    2012-01-01

    Speech-language pathology (SLP) training programs are the initial gateway for nonnative speakers of English to join the SLP profession. An anonymous web-based survey in New York State examined policies and practices implemented when SLP students have foreign accents in English or in other languages. Responses were elicited from 530 students and 28…

  15. Contact-Induced Language Alternation in Tanzanian Ngoni--An Empirical Study of Frequency and Patterns

    Science.gov (United States)

    Rosendal, Tove; Mapunda, Gastor

    2017-01-01

    The codeswitching pattern is different in rural Tanzania compared to urban agglomerations around the world. Even in very rural areas people in Tanzania are bilingual in Swahili, the national and local lingua franca, and their own first language. The result of this language contact is understudied and has only recently been focused on. This paper…

  16. MGIMO Educational Standards: Goal and Contents of Professional Language Training of IR Economics Students

    Directory of Open Access Journals (Sweden)

    Alla A. Kizima

    2015-01-01

    Full Text Available The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.

  17. Accelerating Early Language Development with Multi-Sensory Training

    Science.gov (United States)

    Bjorn, Piia M.; Kakkuri, Irma; Karvonen, Pirkko; Leppanen, Paavo H. T.

    2012-01-01

    This paper reports the outcome of a multi-sensory intervention on infant language skills. A programme titled "Rhyming Game and Exercise Club", which included kinaesthetic-tactile mother-child rhyming games performed in natural joint attention situations, was intended to accelerate Finnish six- to eight-month-old infants' language development. The…

  18. Multilingual Students and Language Acquisition: Engaging Activities for Diversity Training

    Science.gov (United States)

    Arias, J.

    2008-01-01

    High school teacher J. Arias recommends valuable activities that teachers can use to "build communities of respect, tolerance, and acceptance" for language diversity in schools. Many of the activities are directed toward helping native English speakers empathize with and better understand English language learners' experiences with language…

  19. In-service English language training for Italian Primary School Teachers An experience in syllabus design

    Directory of Open Access Journals (Sweden)

    Barbara Dawes

    2013-06-01

    Full Text Available The aim of this paper is to report on an in-service English Language Teacher Training Programme devised for the Government project to equip Italian primary school teachers  with the skills to teach English. The paper focuses on the first phase of the project which envisaged research into the best training models and the preparation of appropriate  English Language syllabuses. In  the first three sections of the paper we report on the experience of designing the language syllabus. In the last section we suggest ways of using the syllabus as a tool for self reflective professional development.

  20. Perceptual Training of Second-Language Vowels: Does Musical Ability Play a Role?

    Science.gov (United States)

    Ghaffarvand Mokari, Payam; Werner, Stefan

    2018-01-01

    The present study attempts to extend the research on the effects of phonetic training on the production and perception of second-language (L2) vowels. We also examined whether success in learning L2 vowels through high-variability intensive phonetic training is related to the learners' general musical abilities. Forty Azerbaijani learners of…

  1. Distributed Training Enhances Implicit Sequence Acquisition in Children with Specific Language Impairment

    Science.gov (United States)

    Desmottes, Lise; Meulemans, Thierry; Patinec, Marie-Aude; Maillart, Christelle

    2017-01-01

    Purpose: This study explored the effects of 2 different training structures on the implicit acquisition of a sequence in a serial reaction time (SRT) task in children with and without specific language impairment (SLI). Method: All of the children underwent 3 training sessions, followed by a retention session 2 weeks after the last session. In the…

  2. The role of the left inferior parietal lobule in second language learning: An intensive language training fMRI study.

    Science.gov (United States)

    Barbeau, Elise B; Chai, Xiaoqian J; Chen, Jen-Kai; Soles, Jennika; Berken, Jonathan; Baum, Shari; Watkins, Kate E; Klein, Denise

    2017-04-01

    Research to date suggests that second language acquisition results in functional and structural changes in the bilingual brain, however, in what way and how quickly these changes occur remains unclear. To address these questions, we studied fourteen English-speaking monolingual adults enrolled in a 12-week intensive French language-training program in Montreal. Using functional MRI, we investigated the neural changes associated with new language acquisition. The participants were scanned before the start of the immersion program and at the end of the 12 weeks. The fMRI scan aimed to investigate the brain regions recruited in a sentence reading task both in English, their first language (L1), and in French, their second language (L2). For the L1, fMRI patterns did not change from Time 1 to Time 2, while for the L2, the brain response changed between Time 1 and Time 2 in language-related areas. Of note, for the L2, there was higher activation at Time 2 compared to Time 1 in the left inferior parietal lobule (IPL) including the supramarginal gyrus. At Time 2 this higher activation in the IPL correlated with faster L2 reading speed. Moreover, higher activation in the left IPL at Time 1 predicted improvement in L2 reading speed from Time 1 to Time 2. Our results suggest that learning-induced plasticity occurred as early as 12 weeks into immersive second-language training, and that the IPL appears to play a special role in language learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Genre Interference in the Process of Foreign Language Speaking Training

    OpenAIRE

    Vavilova, Elena N.; Korneeva, Marina A.; Quy, Nguyen Ngoc

    2015-01-01

    This article is devoted to a study of speech genre competence formation in technical students studying foreign language (English or Russian as a foreign). Correlations of terms of speech genre theory and types of speech genre classification are the subject of this work; the need to form speech genre competence as a component of communicative competence during the educational process is substantiated. The authors suppose that during the process of learning a foreign language, processes not onl...

  4. Effect of direct and indirect voice training in Speech-Language Pathology and Audiology students.

    Science.gov (United States)

    Santos, Andréia Cristina Muznlinger dos; Borrego, Maria Cristina de Menezes; Behlau, Mara

    2015-01-01

    To verify the effect of two approaches of vocal training in Speech Language Pathology and Audiology students, a direct and an indirect approach. Participants were 25 female Speech Language Pathology and Audiology students divided into two groups: direct training with vocal exercises, DTG (n=13); and indirect training with vocal orientations, ITG (n=12). The training sessions were conducted by the same speech language pathologist in six weekly sessions of 30 minutes. Both groups underwent multidimensional voice assessment, pre- and post-training: vocal self-assessment; Vocal Symptoms Scale (VSS); auditory perceptual analysis of sustained vowel and connected speech; acoustic analysis of voice through the Vocal Range Profile (VRP) and Speech Range Profile (SRP); and Group Climate Questionnaire, only at the end of training. The DTG showed changes in auditory perceptual analysis of vowel, which was less diverted after training; and expansion of the voice range in the VRP and SRP, which proves best vocal performance. However, the ITG showed no changes in any of the parameters evaluated. In Group Climate, the ITG obtained the highest conflict score in comparison to the DTG, probably because the indirect approach did not favor exchange in the group and did not allow a better quality interaction. The direct approach provided greater benefits to students than the indirect approach, with significant change in voice quality, and can serve as inspiration to Speech Language Pathology and Audiology courses to prevent dysphonia.

  5. Training Of Manual Actions Improves Language Understanding of Semantically-Related Action Sentences

    Directory of Open Access Journals (Sweden)

    Matteo eLocatelli

    2012-12-01

    Full Text Available Conceptual knowledge accessed by language may involve the re-activation of the associated primary sensory-motor processes. Whether these embodied representations are indeed constitutive to conceptual knowledge is hotly debated, particularly since direct evidence that sensory-motor expertise can improve conceptual processing is scarce.In this study, we sought for this crucial piece of evidence, by training naive healthy subjects to perform complex manual actions and by measuring, before and after training, their performance in a semantic language task. 19 participants engaged in 3 weeks of motor training. Each participant was trained in 3 complex manual actions (e.g. origami. Before and after the training period, each subject underwent a series of manual dexterity tests and a semantic language task. The latter consisted of a sentence-picture semantic congruency judgment task, with 6 target congruent sentence-picture pairs (semantically related to the trained manual actions, 6 non-target congruent pairs (semantically unrelated, and 12 filler incongruent pairs.Manual action training induced a significant improvement in all manual dexterity tests, demonstrating the successful acquisition of sensory-motor expertise. In the semantic language task, the reaction times to both target and non-target congruent sentence-image pairs decreased after action training, indicating a more efficient conceptual-semantic processing. Noteworthy, the reaction times for target pairs decreased more than those for non-target pairs, as indicated by the 2x2 interaction. These results were confirmed when controlling for the potential bias of increased frequency of use of target lexical items during manual training.The results of the present study suggest that sensory-motor expertise gained by training of specific manual actions can lead to an improvement of cognitive-linguistic skills related to the specific conceptual-semantic domain associated to the trained actions.

  6. What Does It Mean to Learn Oral and Written English Language: A Case Study of a Rural Kenyan Classroom

    Science.gov (United States)

    Lisanza, Esther Mukewa

    2011-01-01

    This study was an ethnographic case study that investigated oral and written language learning in a first grade classroom in Kenya. The languages used in this classroom were Swahili and English only. Kamba the mother tongue of the majority of the children, was banned in the entire school. In this classroom there were 89 children with two teachers,…

  7. Are Pictures Good for Learning New Vocabulary in a Foreign Language? Only If You Think They Are Not

    Science.gov (United States)

    Carpenter, Shana K.; Olson, Kellie M.

    2012-01-01

    The current study explored whether new words in a foreign language are learned better from pictures than from native language translations. In both between-subjects and within-subject designs, Swahili words were not learned better from pictures than from English translations (Experiments 1-3). Judgments of learning revealed that participants…

  8. Methodological Approaches and Principles of Foreign Language Teachers’ Training to Provide Schoolchildren with Ethnic Education

    Directory of Open Access Journals (Sweden)

    Botakoz A. Zhekibaeva

    2013-01-01

    Full Text Available The article presents description of the main methodological approaches and principles of foreign language teachers’ training to provide schoolchildren with ethic education, including: person-centered, ethno-cultural, didactic, ethno-pedagogical, system, pragmatic approaches and principles of cultural conformity, dialectical unity of universal and national-ethnic, dialogue and cultural interaction. This analysis of methodological approaches and principles allowed us to define the content of foreign language teachers’ training to provide schoolchildren with ethic education, including combination of ethnic education knowledge, skills, its essence and features and to identify the forms, methods and means of teaching, enabling to train the foreign language teachers this branch of activity in the shortest time

  9. Dialogic reading and morphology training in Chinese children: effects on language and literacy.

    Science.gov (United States)

    Chow, Bonnie Wing-Yin; McBride-Chang, Catherine; Cheung, Him; Chow, Celia Sze-Lok

    2008-01-01

    This study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read. Copyright (c) 2008 APA.

  10. Training English Language Student Teachers to Become Reflective Teachers

    Science.gov (United States)

    Al-Issa, Ali; Al-Bulushi, Ali

    2010-01-01

    Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they…

  11. Morphological Analysis Training for English Language Learners with Reading Difficulties

    Science.gov (United States)

    Davidson, Sean Jeremy

    2014-01-01

    English language learners (ELLs) represent one of the fastest growing student populations in the United States, and they experience reading difficulties and increased risk for Special Education identification compared to English-only speaking students (EOs). Lack of vocabulary knowledge is a contributing factor for reading difficulties. An immense…

  12. English Language Teaching Aided by Web-Based Training in a Large Class

    OpenAIRE

    前田, 啓朗

    2009-01-01

    This paper reports on the practice of English language teaching for first-year university students, with the intention of coordinating classroom teaching and individualized learning. A Web-Based Training (WBT) system is used to overcome two problems: 1) productive skills classes are so large that language activities are often difficult to conduct: 2) receptive skills classes are still larger, such that it is often difficult to confirm each student's progress. Under the condition that the tota...

  13. The effect of domain-general inhibition-related training on language switching: An ERP study.

    Science.gov (United States)

    Liu, Huanhuan; Liang, Lijuan; Dunlap, Susan; Fan, Ning; Chen, Baoguo

    2016-01-01

    Previous studies have demonstrated that inhibitory control ability could be improved by training, and the Inhibitory Control (IC) Model implies that enhanced domain-general inhibition may elicit certain changes in language switch costs. In the present study, we aimed to examine the effects of domain-general inhibition training on performance in a language switching task, including which phase of domain-general inhibitory control benefits from training during an overt picture naming task in L1 and L2, using the event-related brain potentials (ERPs). Results showed that the language switch costs of bilinguals with high inhibitory control (high-IC) were symmetrical in both pretest and posttest, and those of bilinguals with low inhibitory control (low-IC) were asymmetrical in the pretest, but symmetrical in the posttest. Moreover, the high-IC group showed a larger LPC (late positive component) for L2 switch trials than for L1 trials in both pretest and posttest. In contrast, the low-IC group only exhibited a similar pattern of LPC in the posttest, but not in the pretest. These results indicate that inhibition training could increase the efficiency of language switching, and inhibitory control may play a key role during the lexical selection response phase. Overall, the present study is the first one to provide electrophysiological evidence for individual differences in the domain-general inhibition impact on language switching performance in low-proficient bilinguals. Copyright © 2015 Elsevier B.V. All rights reserved.

  14. The benefits of executive control training and the implications for language processing

    Directory of Open Access Journals (Sweden)

    Erika K. Hussey

    2012-05-01

    Full Text Available Recent psycholinguistics research suggests that the executive function (EF skill known as conflict resolution—the ability to adjust behavior in the service of resolving among incompatible representations—is important for several language processing tasks such as lexical and syntactic ambiguity resolution, verbal fluency, and common-ground assessment. Here, we discuss work showing that various EF skills can be enhanced through consistent practice with working memory tasks that tap these EFs, and, moreover, that improvements on the training tasks transfer across domains to novel tasks that may rely on shared underlying EFs. These findings have implications for language processing and could launch new research exploring if EF training, within a process-specific framework, could be used as a remediation tool for improving general language use. Indeed, work in our lab demonstrates that EF training that increases conflict-resolution processes has selective benefits on an untrained sentence-processing task requiring syntactic ambiguity resolution, which relies on shared conflict-resolution functions. Given claims that conflict-resolution abilities contribute to a range of linguistic skills, EF training targeting this process could theoretically yield wider performance gains beyond garden-path recovery. We offer some hypotheses on the potential benefits of EF training as a component of interventions to mitigate general difficulties in language processing. However, there are caveats to consider as well, which we also address.

  15. Integrity of the hippocampus and surrounding white matter is correlated with language training success in aphasia.

    Science.gov (United States)

    Meinzer, Marcus; Mohammadi, Siawoosh; Kugel, Harald; Schiffbauer, Hagen; Flöel, Agnes; Albers, Johannes; Kramer, Kira; Menke, Ricarda; Baumgärtner, Annette; Knecht, Stefan; Breitenstein, Caterina; Deppe, Michael

    2010-10-15

    Aphasia after middle cerebral artery (MCA) stroke shows highly variable degrees of recovery. One possible explanation may be offered by the variability of the occlusion location. Branches from the proximal portion of the MCA often supply the mesial temporal lobe including parts of the hippocampus, a structure known to be involved in language learning. Therefore, we assessed whether language recovery in chronic aphasia is dependent on the proximity of the MCA infarct and correlated with the integrity of the hippocampus and its surrounding white matter. Language reacquisition capability was determined after 2weeks of intensive language therapy and 8months after treatment in ten chronic aphasia patients. Proximity of MCA occlusion relative to the internal carotid artery was determined by magnetic resonance imaging (MRI) based on the most proximal anatomical region infarcted. Structural damage to the hippocampus was assessed by MRI-based volumetry, regional microstructural integrity of hippocampus adjacent white matter by fractional anisotropy. Language learning success for trained materials was correlated with the proximity of MCA occlusion, microstructural integrity of the left hippocampus and its surrounding white matter, but not with lesion size, overall microstructural brain integrity and a control region outside of the MCA territory. No correlations were found for untrained language materials, underlining the specificity of our results for training-induced recovery. Our results suggest that intensive language therapy success in chronic aphasia after MCA stroke is critically dependent on damage to the hippocampus and its surrounding structures. Copyright 2010 Elsevier Inc. All rights reserved.

  16. Do host country education and language training help recent immigrants exit poverty?

    Science.gov (United States)

    Kaida, Lisa

    2013-05-01

    Despite growing interest in host country-specific skills, quantitative assessments of the economic benefit of host country education and training for immigrants are limited. This study addresses this gap by evaluating the impacts of host country formal education and language training on the exit from family poverty among recently arrived immigrant adults. The bivariate probit model and propensity weighting approach are used to analyze data from the Longitudinal Survey of Immigrants to Canada. Results suggest that while English/French language training is beneficial for low income recent immigrants in general, host country education benefits only highly educated recent arrivals. This study underscores the importance of considering immigrants' selectivity into host country education and training, as simple regression analysis can improperly estimate their true benefits. Copyright © 2013 Elsevier Inc. All rights reserved.

  17. Training of Future Civil Engineers in the Area of Foreign Language: Interaction of Educational Paradigms

    Directory of Open Access Journals (Sweden)

    Nordman Irina

    2017-01-01

    Full Text Available The article deals with problems of engineers’ training in higerh school. Problems in the organization of classroom and students’ independent work, in the area of evaluation and control as well as teaching recourses and training methods are pointed out. The role of foreign language in the training of future specialists in the field of construction is highlighted. The necessity of the use of settings of traditional and innovative educational paradigms when training of students in the specialization “Industrial and civil construction” on the discipline “Foreign Language” is proved. The interaction of traditional and innovative teaching resources, trraining methods, as well as evaluation and control means is shown. The conclusions on the effectiveness of interaction of traditional and innovative educational concepts when teaching a foreign language in technical universities are drawn.

  18. Exploring the power of GPU's for training Polyglot language models

    OpenAIRE

    Kulkarni, Vivek; Al-Rfou', Rami; Perozzi, Bryan; Skiena, Steven

    2014-01-01

    One of the major research trends currently is the evolution of heterogeneous parallel computing. GP-GPU computing is being widely used and several applications have been designed to exploit the massive parallelism that GP-GPU's have to offer. While GPU's have always been widely used in areas of computer vision for image processing, little has been done to investigate whether the massive parallelism provided by GP-GPU's can be utilized effectively for Natural Language Processing(NLP) tasks. In...

  19. Overcoming language and literacy barriers in safety and health training of agricultural workers.

    Science.gov (United States)

    Arcury, Thomas A; Estrada, Jorge M; Quandt, Sara A

    2010-07-01

    The workforce in all areas of United States agriculture and forestry is becoming increasingly diverse in language, culture, and education. Many agricultural workers are immigrants who have limited English language skills and limited educational attainment. Providing safety and health training to this large, diverse, dispersed, and often transient population of workers is challenging. This review, prepared for the 2010 Agricultural Safety and Health Council of America/National Institute for Occupational Safety and Health conference, "Be Safe, Be Profitable: Protecting Workers in Agriculture," is divided into five sections. First, we describe the occupational and demographic characteristics of agricultural workers in the United States to highlight their safety and health training needs. Second, we summarize current research on the social and cultural attributes of agricultural workers and agricultural employers that affect the provision of safety and health training. Worker and employer attributes include language, literacy, financial limitations, work beliefs, and health beliefs. Third, we review current initiatives addressing safety and health training for agricultural workers that consider worker language and literacy. These initiatives are limited to a few specific topics (e.g., pesticides, heat stress); they do not provide general programs of safety training that would help establish a culture of workplace safety. However, several innovative approaches to health and safety training are being implemented, including the use of community-based participatory approaches and lay health promoter programs. Fourth, the limited industry response for safety training with this linguistically diverse and educationally limited workforce is summarized. Finally, gaps in knowledge and practice are summarized and recommendations to develop educationally, culturally, and linguistically appropriate safety and health training are presented.

  20. Working memory training to improve speech perception in noise across languages.

    Science.gov (United States)

    Ingvalson, Erin M; Dhar, Sumitrajit; Wong, Patrick C M; Liu, Hanjun

    2015-06-01

    Working memory capacity has been linked to performance on many higher cognitive tasks, including the ability to perceive speech in noise. Current efforts to train working memory have demonstrated that working memory performance can be improved, suggesting that working memory training may lead to improved speech perception in noise. A further advantage of working memory training to improve speech perception in noise is that working memory training materials are often simple, such as letters or digits, making them easily translatable across languages. The current effort tested the hypothesis that working memory training would be associated with improved speech perception in noise and that materials would easily translate across languages. Native Mandarin Chinese and native English speakers completed ten days of reversed digit span training. Reading span and speech perception in noise both significantly improved following training, whereas untrained controls showed no gains. These data suggest that working memory training may be used to improve listeners' speech perception in noise and that the materials may be quickly adapted to a wide variety of listeners.

  1. Enhancing Learners' Self-Directed Use of Technology for Language Learning: The Effectiveness of an Online Training Platform

    Science.gov (United States)

    Lai, Chun; Shum, Mark; Tian, Yan

    2016-01-01

    Enhancing self-directed use of technology for language learning is essential for maximizing the potential of technology for language learning. Understanding how to construct learner training to promote this critical competency is of great significance. This study examined the effectiveness of an online training platform aimed at enhancing the…

  2. The Development and Validation of a Spanish Elicited Imitation Test of Oral Language Proficiency for the Missionary Training Center

    Science.gov (United States)

    Thompson, Carrie A.

    2013-01-01

    The Missionary Training Center (MTC), affiliated with the Church of Jesus Christ of Latter-day Saints, needs a reliable and cost effective way to measure the oral language proficiency of missionaries learning Spanish. The MTC needed to measure incoming missionaries' Spanish language proficiency for training and classroom assignment as well as to…

  3. Foreign Language Training in U.S. Undergraduate IB Programs: Are We Providing Students What They Need to Be Successful?

    Science.gov (United States)

    Johnson, Jim

    2017-01-01

    A growing number of U.S. business schools now offer an undergraduate degree in international business (IB), for which training in a foreign language is a requirement. However, there appears to be considerable variance in the minimum requirements for foreign language training across U.S. business schools, including the provision of…

  4. Report on a Survey of Sign Language Interpreter Training and Provision within the Member Nations of the European Community.

    Science.gov (United States)

    Woll, Bencie

    1988-01-01

    Presents results of a survey of sign language interpreter training and provision in European Community countries. The questionnaire addressed such areas as: language forms used by deaf people and interpreters; training funding and priorities; interpreter evaluation, registration, availability, and salaries; and societal acceptance of sign language…

  5. TRAINING OF PROSPECTIVE TEACHERS OF FOREIGN LANGUAGE TO WORK IN INCLUSIVE CLASSES

    Directory of Open Access Journals (Sweden)

    Oksana Voloshyna

    2016-12-01

    Full Text Available The article deals with the problem of training of prospective teachers of foreign language to work in inclusive classes. The authors study and analyze normative documents concerning inclusive education in Ukrainian secondary school and point out the role of the teacher in the process of implementation of inclusion. It is investigated that the theoretical and methodological basis of training of prospective teachers of foreign languages are axiological, anthropological, holistic, student-centered, activities-based, differentiated, competency-based approaches. In the article the pedagogical conditions of formation and the high level of inclusive competence of prospective teachers of foreign language are cleared up. The researchers consider the contextual technology as a key one in formation of inclusive competence. The specific features of studying course «Methods of English Teaching in Inclusive Classes» are analyzed. The authors discuss the issue of methodological principles and propose methods, forms and techniques of teaching of foreign language in inclusive classes. The particular attention is paid to maintaining interdisciplinary connections in the process of training of prospective teachers of foreign language to work in inclusive classes.

  6. Electrocortical Dynamics in Children with a Language-Learning Impairment Before and After Audiovisual Training.

    Science.gov (United States)

    Heim, Sabine; Choudhury, Naseem; Benasich, April A

    2016-05-01

    Detecting and discriminating subtle and rapid sound changes in the speech environment is a fundamental prerequisite of language processing, and deficits in this ability have frequently been observed in individuals with language-learning impairments (LLI). One approach to studying associations between dysfunctional auditory dynamics and LLI, is to implement a training protocol tapping into this potential while quantifying pre- and post-intervention status. Event-related potentials (ERPs) are highly sensitive to the brain correlates of these dynamic changes and are therefore ideally suited for examining hypotheses regarding dysfunctional auditory processes. In this study, ERP measurements to rapid tone sequences (standard and deviant tone pairs) along with behavioral language testing were performed in 6- to 9-year-old LLI children (n = 21) before and after audiovisual training. A non-treatment group of children with typical language development (n = 12) was also assessed twice at a comparable time interval. The results indicated that the LLI group exhibited considerable gains on standardized measures of language. In terms of ERPs, we found evidence of changes in the LLI group specifically at the level of the P2 component, later than 250 ms after the onset of the second stimulus in the deviant tone pair. These changes suggested enhanced discrimination of deviant from standard tone sequences in widespread cortices, in LLI children after training.

  7. Comparing the Picture Exchange Communication System and Sign Language Training for Children with Autism

    Science.gov (United States)

    Tincani, Matt

    2004-01-01

    This study compared the effects of Picture Exchange Communication System (PECS) and sign language training on the acquisition of mands (requests for preferred items) of students with autism. The study also examined the differential effects of each modality on students' acquisition of vocal behavior. Participants were two elementary school students…

  8. Effects of Parent-based Video Home Training in children with developmental language delay

    NARCIS (Netherlands)

    Balkom, L.J.M. van; Verhoeven, L.T.W.; Weerdenburg, M.W.C. van; Stoep, J.M.G.M.

    2010-01-01

    An efficacy study of an indirect or Parent-based intervention programme involving Video Home Training (PVHT) was conducted with a focus on parental strategies to (re-)establish coherence in conversations between young children with Developmental Language Delay (DLD) and their parents or caregivers.

  9. Effects of Deinstitutionalization and Environmental Training on Functional Language, Speech, and Reading.

    Science.gov (United States)

    Reing, Alvin B.

    Ninety-seven developmentally disabled mentally retarded persons (aged 10 to 48 years) living in an institution, in group homes, or at home were trained in environmental language, speech, and reading skills using a game oriented multisensory approach. The evening tutorial program consisted of 20 sessions over a 6 month period. A pedagogic and task…

  10. Training text editors as part of a general programme in language ...

    African Journals Online (AJOL)

    Furthermore, a process-oriented approach, based on the approach outlined by Gile (1995) for the training of translators, is put forward, together with an idealised sequential model ofthe editing process that may be useful for teaching-learning purposes. Southern African Linguistics and Applied Language Studies 2007, ...

  11. Assessing the Impact of and Needs for Navy Language, Regional Expertise, and Culture Training

    Science.gov (United States)

    2012-10-01

    personnel into one of three tiers to deter- mine what level of language and cultural training they need. Most airmen are in tier 1 and receive general...LATEST DEPLOYMENT): Algeria Angola Benin Botswana Burkina Burundi Cameroon Cape Verde Central African Republic Chad Comoros Congo

  12. Building a Synchronous Virtual Classroom in a Distance English Language Teacher Training (DELTT) Program in Turkey

    Science.gov (United States)

    Aydin, Belgin; Yuzer, T. Volkan

    2006-01-01

    This paper reports a synchronous project, "the virtual classroom" prepared for the Distance English Language Teacher Training (DELTT) Program. The process of developing the synchronous project and the interface with its specific components were reported with examples and supported by theoretical background from the related literature.…

  13. THE RELIGIOUS FACTOR IN LANGUAGE NATIONALISM - THE CASE OF KISWAHILI IN KENYA

    National Research Council Canada - National Science Library

    Mazrui, Al-Amin M

    1978-01-01

    ... to their ethniceultural boundedness; and when viewed along the lines of class neutrality, the English languege appears inadequate due todits association with the elite. So all in all, Kiswahili (Swahili languoage, with the popular misconception that it is a language belonging to noautonomous definable unit, emerges as the most neutral in thes...

  14. The teaching of African languages to European students: The role of ...

    African Journals Online (AJOL)

    The teaching of African languages to European students: The role of linguistic pragmatics illustrated by Swahili. Reinhard Klein-Arendt. Abstract. No Abstract. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · AJOL African Journals Online. HOW TO USE ...

  15. Weakly supervised training of a sign language recognition system using multiple instance learning density matrices.

    Science.gov (United States)

    Kelly, Daniel; Mc Donald, John; Markham, Charles

    2011-04-01

    A system for automatically training and spotting signs from continuous sign language sentences is presented. We propose a novel multiple instance learning density matrix algorithm which automatically extracts isolated signs from full sentences using the weak and noisy supervision of text translations. The automatically extracted isolated samples are then utilized to train our spatiotemporal gesture and hand posture classifiers. The experiments were carried out to evaluate the performance of the automatic sign extraction, hand posture classification, and spatiotemporal gesture spotting systems. We then carry out a full evaluation of our overall sign spotting system which was automatically trained on 30 different signs.

  16. Linguistics courses in pre-service foreign language teacher training programs and knowledge about language

    OpenAIRE

    Hatipoğlu, Çiler

    2017-01-01

    The introductory linguistics courses have been a constant component of the pre-service English Language Teaching (ELT) curricula in Turkey since 1944 when the ELT Department at Gazi Institute of Education was establishment (Hatipoğlu 2017; Hatipoğlu & Erçetin, 2016). In Turkey, no ELT student can graduate and become a language teacher without taking and passing these courses. The aim of the linguistics courses, as defined by the Council of Higher Education (YOK 2005), is to equip futu...

  17. PRELIMINARY EVALUATION OF THE DISTANCE ENGLISH LANGUAGE TEACHER TRAINING PROGRAM (DELTTP IN ANADOLU UNIVERSITY, TURKEY

    Directory of Open Access Journals (Sweden)

    Cagri Ozkose BlYlK

    2007-01-01

    Full Text Available This paper presents a preliminary evaluation of a relatively new interactive distance learning model for training English language teachers in Turkey. The Distance English Language Teacher Training Program (DELTTP was established as a result of the contractual agreement between the Ministry of National Education and Eskisehir Anadolu University, Turkey in 2000, whose goal is to train a sufficient number of EFL teachers, in the shortest time possible, without abandoning the high quality of professional training provided heretofore (AOF, 2006. In order to seek objective information regarding their current status as well as to obtain opinion data concerning their perceptions of the adequacy of their education, 2004 and 2005 graduates of the DELTTP Program were administered questionnaires. Four interviews were conducted with different stakeholders. The results and statistics indicate that DELTTP is presently unable to train English teachers of the desired number and in a short period of time due to a variety of factors; however, the program has been successful in maintaining a high standard of quality and has not abandoned the essentials needed for foreign language teacher education.

  18. Language Assessment Training in Hong Kong: Implications for Language Assessment Literacy

    Science.gov (United States)

    Lam, Ricky

    2015-01-01

    Despite the call for using assessment to promote effective learning, most language teachers remain underprepared to conduct classroom-based formative assessment and interpret the summative assessment information for improving instruction as well as learning. Drawing upon a survey of programme and government documents, interviews, student…

  19. The impact of musical training and tone language experience on talker identification.

    Science.gov (United States)

    Xie, Xin; Myers, Emily

    2015-01-01

    Listeners can use pitch changes in speech to identify talkers. Individuals exhibit large variability in sensitivity to pitch and in accuracy perceiving talker identity. In particular, people who have musical training or long-term tone language use are found to have enhanced pitch perception. In the present study, the influence of pitch experience on talker identification was investigated as listeners identified talkers in native language as well as non-native languages. Experiment 1 was designed to explore the influence of pitch experience on talker identification in two groups of individuals with potential advantages for pitch processing: musicians and tone language speakers. Experiment 2 further investigated individual differences in pitch processing and the contribution to talker identification by testing a mediation model. Cumulatively, the results suggested that (a) musical training confers an advantage for talker identification, supporting a shared resources hypothesis regarding music and language and (b) linguistic use of lexical tones also increases accuracy in hearing talker identity. Importantly, these two types of hearing experience enhance talker identification by sharpening pitch perception skills in a domain-general manner.

  20. THE PROBLEM OF MOTIVATION AND METHODS OF ITS INCREASE AT STUDENTS OF NOT LANGUAGE TRAINING DIRECTION IN TEACHING FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Olga A. Danilova

    2016-03-01

    Full Text Available Introduction: the article is devoted to such an actual today issue as increasing of motivation of students learning foreign languages in non-language faculties of a contemporary university. The authors identify the main reasons causing the low level of language preparation among students of non-linguistic directions of preparation, which include – lack of motivation for the implementation of utterance (dominated by a strong belief that in real life it is not useful; small vocabulary; poor knowledge (or ignorance of grammar of the language being studied; the fear of making a mistake (“psycholo gical barrier”. Materials and Methods: the methodological basis of the research are scientific methods such as observation and experiment. In addition, the authors used some other methods such as study of students’ performance (written, examinations, tests, essays, dictations, summaries, etc.; method of pedagogical experiment; modeling. Results: in order to change this situation, the authors suggest to activate the teaching and speech activity of students at two levels: 1 motivation and impelling (to form among students sustained motive (need to speak and 2 tentatively and research (to train the ability to independently select and apply language and speech means appropriated to conditions and social environment. One must skillfully combine both traditional and innovative approaches and methods in the teaching of foreign languages, among which the authors identify a number of basic: the so-called gambling technology (business and role-playing games, information and communication technologies (presentations, projects, online tutorials, webinars, Internet communication with foreign counterparts, meetings and discussions with native speakers, participate in competitions and others. Their alternation on pairs will maintain the attention and interest of students at a high level. Discussion and Conclusions: it is noted that a key role in this process is

  1. The effects of initial education and training of future foreign language teachers

    Directory of Open Access Journals (Sweden)

    Đorđević Ana B.

    2016-01-01

    Full Text Available The effects that initial education and training of future foreign language teachers have on their pedagogic convictions and practice have been of prime interest of numerous authors in the last three decades. In difference to previous pessimistic conclusions in which this type of intervention was assessed as weak and stressed the persistence of preconceived notions of the candidates based on personal experiences from earlier schooling, more recent studies, in the constructivistic spirit of the change of cognition of the students - future teachers is considered more widely, not only as a complete change of the contents of their convictions, i.e. a sudden turn in their attitudes on the group level, but also as a smaller or bigger level of idiosyncratic reconstruction of the existing pedagogic convictions which happens because of acquiring new information and experiences that can reflect significantly on their future work in classroom. The aim of our research was to explore, by reviewing scientific and professional literature, the effects of the initial education and training of foreign language teachers, and focusing on different aspects of the preparation for the teacher's profession (theoretical lecturing and practical training, to find out in which ways various programs can influence the cognition of foreign language teachers and to consider pedagogic implications that these information might have for the organization of initial education and training of students.

  2. Pedagogical practices in the training of efficient readings in English language

    Directory of Open Access Journals (Sweden)

    Ana Raquel-Coraspe

    2017-01-01

    Full Text Available Reading comprehension is an important tool to professional and researchers’ training because it allows them to develop capacities, abilities and values for their efficient performance. The objective of this research is to analyze pedagogical practices in teaching of English language and its actions in the teaching-learning process, from identifying contradictions on the teaching-learning process of English reading. It will improve the didactic and methodological performance of a teacher and its social impact. This research points out the perfection of dynamics of teaching-learning process of reading written texts in English language.

  3. SOME ASPECTS OF ADVANCED FOREIGN LANGUAGE TRAINING OF STUDENTS OF NON-SPECIAL DEPARTMENTS AT HIGH SCHOOLS

    Directory of Open Access Journals (Sweden)

    Andrij Turchyn

    2017-03-01

    Full Text Available The problem of modernization of non-special departments students’ foreign language training at Ukrainian high schools has been actualized. The author has defined the basic reasons for the failing of foreign language training as follows: restricted number of foreign language classes at non-special departments; violation of the principle of continuity of foreign language training in the hierarchy “secondary school – high school”; lack of motivation. It has been proved that among the primary tasks that need solving are the following: increasing of the course scope; revision of the organization, structure and content of the foreign language training, improving students’ motivation. The necessity to perform foreign language teaching within two training courses has been substantiated: for the students studying for their Bachelor’s Degree this is the standard (during I–III academic years and advanced (during III–IV academic years as an elective component of the curriculum, as well as for the students studying for the Master’s Degree. The necessity to seek foreign experience in level-based teaching of foreign languages and differentiate the standard course of a foreign language into the elementary and basic levels; to introduce the course “Foreign Language for Beginners” as an additional educational service for alignment, adjustment and development of foreign language knowledge and skills of students at high schools has been justified. The possibility to tackle the problem of students’ motivation improving is linked to a comprehensive approach that provides for the most effective education, development and implementation of a special system of training tasks; formation of social behaviour of collaboration and communication; improvement and modernization of teaching methods; implementation of existing pedagogical innovations (independent learning and metalearning, massive open social learning, „blended” learning, „Bring your

  4. 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

  5. Effects of short-term music and second-language training on executive control.

    Science.gov (United States)

    Janus, Monika; Lee, Yunjo; Moreno, Sylvain; Bialystok, Ellen

    2016-04-01

    Separate lines of research have identified enhanced performance on nonverbal executive control (EC) tasks for bilinguals and those with music training, but little is known about the relation between them in terms of the specificity of the effects of each experience or the degree of exposure necessary to induce these changes. Using an intervention design, the current study pseudorandomly assigned 57 4- to 6-year-old children (matched on age, maternal education, and cognitive scores) to a 20-day training program offering instruction in either music or conversational French. The test battery consisted of verbal and nonverbal tasks requiring EC. All children improved on these tasks following training with some training-specific differences. No changes were observed on background or working memory measures after either training, ruling out simple practice effects. Children in both groups had better scores on the most challenging condition of a grammaticality sentence judgment task in which it was necessary to ignore conflict introduced through misleading semantic content. Children in both training groups also showed better accuracy on the easier condition of a nonverbal visual search task at post-test, but children in the French training group also showed significant improvement on the more challenging condition of this task. These results are discussed in terms of emergent EC benefits of language and music training. Copyright © 2015 Elsevier Inc. All rights reserved.

  6. Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children.

    Science.gov (United States)

    Holmer, Emil; Heimann, Mikael; Rudner, Mary

    2017-10-01

    Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development. © The Author 2017. Published by Oxford University Press.

  7. Application of demand-control theory to sign language interpreting: implications for stress and interpreter training.

    Science.gov (United States)

    Dean, R K; Pollard, R Q

    2001-01-01

    The translation work of sign language interpreters involves much more than language. The characteristics and goings-on in the physical environment, the dynamics and interactions between the people who are present, and even the "inner noise" of the interpreter contribute to the accuracy, or lack thereof, of the resulting translation. The competent interpreter must understand and respond appropriately to the language and nonlanguage aspects of each interpreting assignment. We use the framework of demand-control theory (Karasek, 1979) to examine the complex occupation of sign language interpreting. Demand-control theory is a job analysis method useful in studies of occupational stress and reduction of stress-related illness, injury, and burnout. We describe sources of demand in the interpreting profession, including demands that arise from factors other than those associated with languages (linguistic demands). These include environmental, interpersonal, and intrapersonal demands. Karasek's concept of control, or decision latitude, is also explored in relation to the interpreting profession. We discuss the prevalence of cumulative trauma disorders (CTD), turnover, and burnout in the interpreting profession in light of demand-control theory and data from interpreter surveys, including a new survey study described herein. We conclude that nonlinguistic demand factors in particular and perceived restrictions in decision latitude likely contribute to stress, CTD, burnout, and the resulting shortage of sign language interpreters. We make suggestions for improvements in interpreter education and professional development, including the institution of an advanced, supervised professional training period, modeled after internships common in other high demand professional occupations.

  8. Code-switching or lexical borrowing: Numerals in Chasu language of rural Tanzania

    Directory of Open Access Journals (Sweden)

    Rafiki Yohana Sebonde

    2014-04-01

    Full Text Available This paper addresses the complexity in distinguishing the forms of code-switching, particularly single lexeme switches, from lexical borrowing through an analysis of the numerical system in Chasu language of Same District in Kilimanjaro Tanzania. The study of language contact in this context was conducted in a multilingual rural community wherein three languages co-exist; that is Chasu the host language, English and Swahili the donor languages. Borrowed and code-switched items are all features of bilingualism which appear to be identical in their initial stage, but with different endings. Despite these distinguishing criteria, it has been difficult to ascertain whether certain forms especially single lexemes from Swahili to Chasu can either be classified as code-switched or lexical borrowings.

  9. Minyoo Matata - The Vicious Worm - A Taenia solium Computer-Based Health-Education Tool - in Swahili.

    Science.gov (United States)

    Trevisan, Chiara; Fèvre, Eric M; Owiny, Maurice; Ngere, Isaac; Vang Johansen, Maria

    2017-10-01

    Lack of knowledge is one of the main risk factors for the spread of the zoonotic parasite Taenia solium. The computer-based health-education tool 'The Vicious Worm' was developed to create awareness and provide evidence-based health education as a specific measure in control strategies. To increase the reach of the tool, a new version in Swahili was developed and can now be downloaded for free from http://theviciousworm.sites.ku.dk. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. The influence of language on theory of mind: a training study.

    Science.gov (United States)

    Hale, Courtney Melinda; Tager-Flusberg, Helen

    2003-06-01

    This study investigated the role of language in the development of theory of mind. It was hypothesized that the acquisition of the syntactic and semantic properties of sentential complements would facilitate the development of a representational theory of mind. Sixty preschoolers who failed false belief and sentential complement pretests were randomly assigned to training on false belief, sentential complements, or relative clauses (as a control group). All the children were post-tested on a set of different theory of mind tasks, sentential complements and relative clauses. The main findings were that the group trained on sentential complements not only acquired the linguistic knowledge fostered by the training, but also significantly increased their scores on a range of theory of mind tasks. In contrast, false belief training only led to improved theory of mind scores but had no influence on language. The control group, trained on relative clauses, showed no improvement on theory of mind posttests. These findings are taken as evidence that the acquisition of sentential complements contributes to the development of theory of mind in preschoolers.

  11. Building a Synchronous Virtual Classroom in a Distance English Language Teacher Training (DELTT) Program in Turkey

    OpenAIRE

    T. Volkan YUZER; Aydin, Belgin

    2006-01-01

    This paper reports a synchronous project, “the virtual classroom” prepared for the Distance English Language Teacher Training (DELTT) Program. The process of developing the synchronous project and the interface with its specific components were reported with examples and supported by theoretical background from the related literature. The evaluation of the project concludes that the virtual classroom facilitated increased authentic interaction and encouraged learners to become more autonomous...

  12. Training candidate selection for effective out-of-set rejection in robust open-set language identification.

    Science.gov (United States)

    Zhang, Qian; Hansen, John H L

    2018-01-01

    Research in open-set language identification (LID) generally focuses on in-set language modeling versus out-of-set (OOS) language rejection. However, unknown/OOS language rejection is essential for effective speech and language pre-processing. To address this, an approach for OOS language selection is proposed. Using probe OOS data, three effective OOS candidate selection methods are developed for universal OOS language coverage. The selected OOS candidates are expected to reflect the entire OOS language space for the state-of-the-art i-vector LID system followed by a Gaussian back-end. Two front-end feature selection strategies are proposed: (i) unsupervised k-means clustering and (ii) complementary candidate selection. Also, (iii) general candidate selection is proposed according to language relationship explored at the score level. All methods are evaluated on a large-scale corpus (LRE-09) containing 40 languages. The proposed selection methods reduce OOS training data diversity by 86% while achieving performance similar to closed-set using all probe OOS for training. The proposed methods also show clear benefits versus random candidate selection (i.e., the proposed solutions achieve sustained performance while employing a minimum number of effective OOS language candidates). To the best of our knowledge, this is the first major effort on effective OOS language selection and enhancement for improved OOS rejection in open-set LID.

  13. Computer-based auditory training (CBAT): benefits for children with language- and reading-related learning difficulties

    National Research Council Canada - National Science Library

    Loo, Jenny Hooi Yin; Bamiou, Doris-Eva; Campbell, Nicci; Luxon, Linda M

    2010-01-01

    This article reviews the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD...

  14. Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns.

    Science.gov (United States)

    Morgan-Short, Kara; Steinhauer, Karsten; Sanz, Cristina; Ullman, Michael T

    2012-04-01

    It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates traditional grammar-focused classroom settings) and implicit training (that approximates immersion settings) differentially affect neural (electrophysiological) and behavioral (performance) measures of syntactic processing. Results showed that performance of explicitly and implicitly trained groups did not differ at either low or high proficiency. In contrast, electrophysiological (ERP) measures revealed striking differences between the groups' neural activity at both proficiency levels in response to syntactic violations. Implicit training yielded an N400 at low proficiency, whereas at high proficiency, it elicited a pattern typical of native speakers: an anterior negativity followed by a P600 accompanied by a late anterior negativity. Explicit training, by contrast, yielded no significant effects at low proficiency and only an anterior positivity followed by a P600 at high proficiency. Although the P600 is reminiscent of native-like processing, this response pattern as a whole is not. Thus, only implicit training led to an electrophysiological signature typical of native speakers. Overall, the results suggest that adult foreign language learners can come to rely on native-like language brain mechanisms, but that the conditions under which the language is learned may be crucial in attaining this goal.

  15. Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns

    Science.gov (United States)

    Morgan-Short, Kara; Steinhauer, Karsten; Sanz, Cristina; Ullman, Michael T.

    2013-01-01

    It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates traditional grammar-focused classroom settings) and implicit training (that approximates immersion settings) differentially affect neural (electrophysiological) and behavioral (performance) measures of syntactic processing. Results showed that performance of explicitly and implicitly trained groups did not differ at either low or high proficiency. In contrast, electrophysiological (ERP) measures revealed striking differences between the groups’ neural activity at both proficiency levels in response to syntactic violations. Implicit training yielded an N400 at low proficiency, whereas at high proficiency, it elicited a pattern typical of native speakers: an anterior negativity followed by a P600 accompanied by a late anterior negativity. Explicit training, by contrast, yielded no significant effects at low proficiency and only an anterior positivity followed by a P600 at high proficiency. Although the P600 is reminiscent of native-like processing, this response pattern as a whole is not. Thus, only implicit training led to an electrophysiological signature typical of native speakers. Overall, the results suggest that adult foreign language learners can come to rely on native-like language brain mechanisms, but that the conditions under which the language is learned may be crucial in attaining this goal. PMID:21861686

  16. Interactive Technologies of Foreign Language Teaching in Future Marine Specialists’ Training: from Experience of the Danube River Basin Universities

    Directory of Open Access Journals (Sweden)

    Olga Demchenko

    2015-08-01

    Full Text Available The article deals with the investigation of the interactive technologies of foreign language teaching in future marine specialists’ training in the Danube river basin universities. The author gives definitions of the most popular interactive technologies aimed to form communicative competence as a significant component of future mariners’ key competencies. Typology and analysis of some interactive technologies of foreign language teaching in future marine specialists’ training are provided.

  17. English Language Training in Vietnam in the Era of Doi Moi. Ho Chi Minh City: A Descriptive Case Study.

    Science.gov (United States)

    Shapiro, Lawrence Avrom

    The status of English language education in Ho Chi Minh City (Vietnam) in the era of Doi Moi, or economic structuring that began in 1986, is analyzed. Background information is given on the history of English language training in Vietnam since 1975, the municipality of Ho Chi Minh City, the emergence of Doi Moi policy, policy concerning licensing…

  18. A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey

    Science.gov (United States)

    Koç, Ebru Melek

    2016-01-01

    This study presents a critical diagnosis of in-service teacher-training activities offered to English-language teachers in Turkey and aims to investigate whether those teachers are satisfied with the activities. Thirty-two English-language teachers participated in this study. Data were collected from 32 elementary-school teachers of English as a…

  19. Made to Measure: Language, Literacy and Numeracy in TCF [Textile, Clothing, and Footwear] Industry Training. A Guide for Workplace Trainers.

    Science.gov (United States)

    Patterson, Sue

    This guide is designed to help workplace trainers in the textile, clothing, and footwear (TCF) industry to become more aware of the language, literacy, and numeracy demands of training. It is divided into two main sections. Section 1, "Background Information," covers understanding language, literacy, and numeracy; understanding training…

  20. Language training

    CERN Multimedia

    2015-01-01

    General & Professional French courses The next General & Professional French course will start on 4 May. These collective courses aim to bring participants who have at least level A1 to higher levels (up to C2). The workload of each course is 60 hours and consists of a combination of face-to-face sessions (40 hours) with personal work (20 hours) following a specially designed programme. A final progress test takes place at the end of the term. If you have not followed a French course in January please sign up for a placement test! French courses for beginners The aim of this course is to give some basic skills to beginners in order to be able to communicate in simple daily life situations in both social and professional life. These courses can start at any time during the year, as soon as a group of beginners has been identified. Participants can apply for a semi-intensive (10-week courses with 6 hours of classes per week) course and choose between different schedules (morning-lunch time &...

  1. Language training

    CERN Multimedia

    2015-01-01

    General and Professional French courses The next General and Professional French course will start on 4 May. These collective courses aim to bring participants who have at least level A1 to higher levels (up to C2). The workload of each course is 60 hours and consists of a specially designed programme combining face-to-face sessions (40 hours) and indipendent study (20 hours). A final progress test takes place at the end of the term. If you did not take a French course in January, please sign up for a placement test! French courses for beginners The aim of this course is to give some basic skills to beginners in order to be able to communicate in simple daily life situations in both social and professional life. These courses can start at any time during the year, as soon as a group of beginners has been identified. Participants can apply for a semi-intensive course (10-weeks with 6 hours of classes per week) and choose between different timetables (morning-lunch time – late afternoon). If ...

  2. Language training

    CERN Multimedia

    HR Department

    2011-01-01

    General and Professional English Courses The next session will take place: from 28 February to end of June 2011 (1 week break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cta.cern.ch/cta2/f?p=110:9:230045968901998::NO::X_COURSE_ID,X_STATUS:4254%2CD or contact kerstin.fuhrmeister@cern.ch or Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 28 February to end of June 2011 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 720 CHF (for a minimum of 8 students) http://cta.cern.ch/cta2/f?p=110:9:230045968901998::NO::X_COURSE_ID,X_STATUS:4250%...

  3. An Exploration of the Relationships between Language, Culture, Safety, and Training in the Construction Workforce in New Mexico

    Science.gov (United States)

    Amezcua, Luis G.

    2013-01-01

    The purpose of safety training is to avoid or at least decrease the number of work-related accidents and deaths. This study was concerned with the role that native language plays in effective training of adult construction workers in New Mexico. Specifically, this study examined workers' and trainers' perceptions of the effectiveness of safety…

  4. RETOUR - AN INNOVATIVE RUSSIAN LANGUAGE TRAINING RESOURSE FOR TOURISM WORKERS IN THE EU

    Directory of Open Access Journals (Sweden)

    Антония Пенчева

    2017-12-01

    Full Text Available This article investigates the role of the Russian language in the tourism sector. In particular it discusses learning materials for the self-study of Russian for tourism workers initiated by the European Union. The author shows the advantages of the online course Retur, which combines traditional methods with modern interactive multimedia teaching aids: video, audio and written teaching materials. In the article methods of selection of lexical and grammatical material, choice of thematic blocks and thematic units are discussed. The author comes to the conclusion that the tourism sector in a number of European countries is interested in training tourism workers in Russian in tourist services. Here, Russian as a foreign language becomes a demanded “commodity” that provides added value, and the teaching of Russian should serve as the formation of a communicative competence in Russian for future and current employees in tourism.

  5. Music Training Program: A Method Based on Language Development and Principles of Neuroscience to Optimize Speech and Language Skills in Hearing-Impaired Children

    Directory of Open Access Journals (Sweden)

    Samaneh Sadat Dastgheib

    2013-03-01

    Full Text Available Introduction: In recent years, music has been employed in many intervention and rehabilitation program to enhance cognitive abilities in patients. Numerous researches show that music therapy can help improving language skills in patients including hearing impaired. In this study, a new method of music training is introduced based on principles of neuroscience and capabilities of Persian language to optimize language development in deaf children after implantation.    Materials and Methods: The candidate children are classified in three groups according to their hearing age and language development. The music training program is established and centered on four principles, as follows: hearing and listening to music (with special attention to boost hearing, singing, rhythmic movements with music and playing musical instruments.   Results: Recently much research has demonstrated that even after cochlear implant operation, a child cannot acquire language to the same level of detail as a normal child. As a result of this study music could compensate this developmental delay .It is known that the greater the area of the brain that is activated, the more synaptic learning and plasticity changes occur in that specific area. According to the principles of neural plasticity, music could improve language skills by activating the same areas for language processing in the brain.   Conclusion:  In conclusion, the effects of music on the human brain seem to be very promising and therapeutic in various types of disorders and conditions, including cochlear implantation.

  6. Travel Industry Specialists’ Training for Professional Activities in a Foreign Language in the North Caucasus Federal District of Russia

    Directory of Open Access Journals (Sweden)

    Elena V. Markaryan

    2013-01-01

    Full Text Available This article is devoted to the theoretical and practical aspects of foreign language teaching of the future hospitality and tourism specialists in terms of professional intercultural communication. First of all, we have analyzed the peculiarities of professional activities and job specification of tourism specialists, then on these grounds we have selected professional foreign competences, which are necessary to develop while teaching this type of specialists foreign languages. Taking into consideration the nature of the tourism specialists’ professional activities and the training objectives of professional foreign language communication, we have worked out the fundamental methodological principles of teaching foreign languages for special purposes, namely the professional communicative principle and the professional intercultural principle. At the same time, we have presented linguistic-didactic basics of tourism specialists’ language training. Particular emphasis is put on the use of the materials, containing regional component, which facilitate to develop the ability to represent native culture during professional intercultural communication.

  7. The Effects of Home-Based Cognitive Training on Verbal Working Memory and Language Comprehension in Older Adulthood

    Directory of Open Access Journals (Sweden)

    Brennan R. Payne

    2017-08-01

    Full Text Available Effective language understanding is crucial to maintaining cognitive abilities and learning new information through adulthood. However, age-related declines in working memory (WM have a robust negative influence on multiple aspects of language comprehension and use, potentially limiting communicative competence. In the current study (N = 41, we examined the effects of a novel home-based computerized cognitive training program targeting verbal WM on changes in verbal WM and language comprehension in healthy older adults relative to an active component-control group. Participants in the WM training group showed non-linear improvements in performance on trained verbal WM tasks. Relative to the active control group, WM training participants also showed improvements on untrained verbal WM tasks and selective improvements across untrained dimensions of language, including sentence memory, verbal fluency, and comprehension of syntactically ambiguous sentences. Though the current study is preliminary in nature, it does provide initial promising evidence that WM training may influence components of language comprehension in adulthood and suggests that home-based training of WM may be a viable option for probing the scope and limits of cognitive plasticity in older adults.

  8. The Effects of Home-Based Cognitive Training on Verbal Working Memory and Language Comprehension in Older Adulthood.

    Science.gov (United States)

    Payne, Brennan R; Stine-Morrow, Elizabeth A L

    2017-01-01

    Effective language understanding is crucial to maintaining cognitive abilities and learning new information through adulthood. However, age-related declines in working memory (WM) have a robust negative influence on multiple aspects of language comprehension and use, potentially limiting communicative competence. In the current study (N = 41), we examined the effects of a novel home-based computerized cognitive training program targeting verbal WM on changes in verbal WM and language comprehension in healthy older adults relative to an active component-control group. Participants in the WM training group showed non-linear improvements in performance on trained verbal WM tasks. Relative to the active control group, WM training participants also showed improvements on untrained verbal WM tasks and selective improvements across untrained dimensions of language, including sentence memory, verbal fluency, and comprehension of syntactically ambiguous sentences. Though the current study is preliminary in nature, it does provide initial promising evidence that WM training may influence components of language comprehension in adulthood and suggests that home-based training of WM may be a viable option for probing the scope and limits of cognitive plasticity in older adults.

  9. Functional plasticity in Alzheimer's disease: effect of cognitive training on language-related ERP components.

    Science.gov (United States)

    Spironelli, Chiara; Bergamaschi, Susanna; Mondini, Sara; Villani, Daniele; Angrilli, Alessandro

    2013-07-01

    Starting from the observation of a reduced gray matter in the inferior temporal regions of Alzheimer's disease (AD) patients, the present study hypothesized an altered language-related functional activity in left occipito-temporal areas in AD, and the possibility of a plastic change of these regions induced by an intensive cognitive training. To this aim, eleven mild/moderate AD underwent to a 5-week cognitive training (40 h). Before and after the training, evoked potentials were recorded from 26 scalp electrodes during a lexical decision task which required word/no-word discrimination. Stimuli included high- and low-frequency words and non-words, and the recognition potential (RP) together with the N400 have been analyzed and compared with those collected from a matched healthy control group. Results comparing controls and patients before training showed a normal RP in AD patients with a clear peak over left occipito-temporal sites. In addition, controls exhibited a left anterior lateralization of N400 component to words and an inverted pattern for non-words, whereas an altered N400 with bilateral distribution at both word and non-word conditions was found in AD patients. After the cognitive training, AD patients did not show changes in the N400, but revealed a significant enhanced amplitude of RP to high-frequency words. Behavioral responses to the lexical decision task and scores from neuropsychological tests did not evidence improvements nor worsening after training. These data point to an intact functionality of left posterior linguistic networks in mild/moderate AD, and the possibility to increase plastically their activity after a cognitive training. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey

    Directory of Open Access Journals (Sweden)

    Ebru Melek KOÇ

    2016-03-01

    Full Text Available This study presents a critical diagnosis of in-service teacher-training activities offered to English-language teachers in Turkey and aims to investigate whether those teachers are satisfied with the activities. Thirty-two English-language teachers participated in this study. Data were collected from 32 elementary-school teachers of English as a foreign language, using a general evaluation form prepared by the researcher. The results indicate that the teachers are not satisfied with their in-service teacher-training activities and that in-service training does not fulfil their needs. The study also proposes an in-service teacher training model in distance format.

  11. Treatment of primary progressive aphasias by transcranial direct current stimulation combined with language training.

    Science.gov (United States)

    Cotelli, Maria; Manenti, Rosa; Petesi, Michela; Brambilla, Michela; Cosseddu, Maura; Zanetti, Orazio; Miniussi, Carlo; Padovani, Alessandro; Borroni, Barbara

    2014-01-01

    Primary progressive aphasia (PPA) is an untreatable neurodegenerative disorder that disrupts language functions. Previous studies have demonstrated transcranial direct current stimulation (tDCS) may improve language symptoms in patients with post stroke aphasia or neurodegenerative diseases. The present study investigated whether the application of anodal tDCS (AtDCS) to the scalp overlying the left dorsolateral prefrontal cortex (DLPFC), which may increase cortical excitability, in combination with individualized speech therapy would improve naming accuracy in the agrammatic variant of PPA (avPPA). Sixteen avPPA patients were randomly allocated into two subgroups: AtDCS (n = 8) or placebo tDCS (PtDCS). tDCS was applied over the left DLPFC (BA 8/9) 25 minutes per day for two weeks (10 days). Each patient underwent 25 minutes of individualized speech therapy with either AtDCS or PtDCS during each treatment session. Neuropsychological assessment, experimental naming, and linguistic abilities in daily living were assessed at baseline (T0), after two weeks of intervention (T1) and at a 12-week follow-up (T2). Significant improvement in experimental naming was observed in both groups at T1 and T2, but this effect was significantly greater in AtDCS than PtDCS patients. Naming correctness, as assessed using the Aachener Aphasie Test, increased selectively in the AtDCS group from T0 to T1, and this effect remained significant at T2. The analysis of daily living language abilities improved selectively in AtDCS group. Our results support the beneficial effect of targeted language training in combination with brain stimulation in avPPA patients. tDCS should be considered a useful tool for the improvement of language functions in patients with neurodegenerative diseases in future trials.

  12. Artificial language training reveals the neural substrates underlying addressed and assembled phonologies.

    Directory of Open Access Journals (Sweden)

    Leilei Mei

    Full Text Available Although behavioral and neuropsychological studies have suggested two distinct routes of phonological access, their neural substrates have not been clearly elucidated. Here, we designed an artificial language (based on Korean Hangul that can be read either through addressed (i.e., whole word mapping or assembled (i.e., grapheme-to-phoneme mapping phonology. Two matched groups of native English-speaking participants were trained in one of the two conditions, one hour per day for eight days. Behavioral results showed that both groups correctly named more than 90% of the trained words after training. At the neural level, we found a clear dissociation of the neural pathways for addressed and assembled phonologies: There was greater involvement of the anterior cingulate cortex, posterior cingulate cortex, right orbital frontal cortex, angular gyrus and middle temporal gyrus for addressed phonology, but stronger activation in the left precentral gyrus/inferior frontal gyrus and supramarginal gyrus for assembled phonology. Furthermore, we found evidence supporting the strategy-shift hypothesis, which postulates that, with practice, reading strategy shifts from assembled to addressed phonology. Specifically, compared to untrained words, trained words in the assembled phonology group showed stronger activation in the addressed phonology network and less activation in the assembled phonology network. Our results provide clear brain-imaging evidence for the dual-route models of reading.

  13. Perceptual Training of Second-Language Vowels: Does Musical Ability Play a Role?

    Science.gov (United States)

    Ghaffarvand Mokari, Payam; Werner, Stefan

    2017-08-29

    The present study attempts to extend the research on the effects of phonetic training on the production and perception of second-language (L2) vowels. We also examined whether success in learning L2 vowels through high-variability intensive phonetic training is related to the learners' general musical abilities. Forty Azerbaijani learners of Standard Southern British English participated in a pre-test/training/post-test setting. Discrimination and production tests were used in pre- and post-tests. The participants' musical ability was evaluated through three musical aptitude tests. Results revealed a significant improvement in the discrimination and production of L2 vowels after training. However, the lack of a one-to-one relationship between production and perception gains suggests distinct representations underlying L2 speech perception and production. There was no significant correlation between overall musical ability scores and L2 vowel learning, however, results revealed a correlation between discrimination improvements and tonal memory. This suggests tonal memory facilitates the perceptual learning of the novel phonological structure of L2.

  14. Altered Resting Functional Connectivity of Expressive Language Regions after Speed Reading Training

    Science.gov (United States)

    Ferguson, Michael A.; Nielsen, Jared A.; Anderson, Jeffrey S.

    2014-01-01

    A goal of interventions designed to increase reading speed is to reduce the practice of articulating words in an individual’s thoughts, or subvocalization. This practice may require redundant cognitive resources, slow reading speed, and detract from efficient transfer of written words to semantic understanding. It is unclear, however, whether exercises designed to promote faster reading speed generalize to cognitive function beyond the reading task itself. To investigate this possibility, we measured resting state functional connectivity in classical language regions before and after a course of cognitive exercise designed to increase reading speed in 9 healthy adolescent female volunteers. We found significantly decreased correlation between left Broca Area and right Broca Homologue and between right Broca Homologue and right Wernicke Homologue in the resting state after the training period compared to before training. Differences in functional connectivity after training to left Broca Area showed a spatial distribution reflecting decreased correlation to memory-associated brain regions and increased correlation to auditory regions, that might be consistent with a hypothesis that such training may decrease subvocalization associated with semantic memory function during the resting state. PMID:24766286

  15. Altered resting functional connectivity of expressive language regions after speed reading training.

    Science.gov (United States)

    Ferguson, Michael A; Nielsen, Jared A; Anderson, Jeffrey S

    2014-01-01

    A goal of interventions designed to increase reading speed is to reduce the practice of articulating words in an individual's thoughts, or subvocalization. This practice may require redundant cognitive resources, slow reading speed, and detract from efficient transfer of written words to semantic understanding. It is unclear, however, whether exercises designed to promote faster reading speed generalize to cognitive function beyond the reading task itself. To investigate this possibility, we measured resting state functional connectivity in classical language regions before and after a course of cognitive exercise designed to increase reading speed in 9 healthy adolescent female volunteers. We found significantly decreased correlation between left Broca area and right Broca homologue and between right Broca homologue and right Wernicke homologue in the resting state after the training period compared to before training. Differences in functional connectivity after training to left Broca area showed a spatial distribution reflecting decreased correlation to memory-associated brain regions and increased correlation to auditory regions, which might be consistent with a hypothesis that such training may decrease subvocalization associated with semantic memory function during the resting state.

  16. Integrating dynamic stopping, transfer learning and language models in an adaptive zero-training ERP speller

    Science.gov (United States)

    Kindermans, Pieter-Jan; Tangermann, Michael; Müller, Klaus-Robert; Schrauwen, Benjamin

    2014-06-01

    Objective. Most BCIs have to undergo a calibration session in which data is recorded to train decoders with machine learning. Only recently zero-training methods have become a subject of study. This work proposes a probabilistic framework for BCI applications which exploit event-related potentials (ERPs). For the example of a visual P300 speller we show how the framework harvests the structure suitable to solve the decoding task by (a) transfer learning, (b) unsupervised adaptation, (c) language model and (d) dynamic stopping. Approach. A simulation study compares the proposed probabilistic zero framework (using transfer learning and task structure) to a state-of-the-art supervised model on n = 22 subjects. The individual influence of the involved components (a)-(d) are investigated. Main results. Without any need for a calibration session, the probabilistic zero-training framework with inter-subject transfer learning shows excellent performance—competitive to a state-of-the-art supervised method using calibration. Its decoding quality is carried mainly by the effect of transfer learning in combination with continuous unsupervised adaptation. Significance. A high-performing zero-training BCI is within reach for one of the most popular BCI paradigms: ERP spelling. Recording calibration data for a supervised BCI would require valuable time which is lost for spelling. The time spent on calibration would allow a novel user to spell 29 symbols with our unsupervised approach. It could be of use for various clinical and non-clinical ERP-applications of BCI.

  17. Addendum to "Increasing Early Childhood Educators' Use of Communication-Facilitating and Language-Modelling Strategies: Brief Speech and Language Therapy Training"

    Science.gov (United States)

    McDonald, David; Proctor, Penny; Gill, Wendy; Heaven, Sue; Marr, Jane; Young, Jane

    2015-01-01

    The purpose of this addendum is to include within our discussion the findings of Girolametto et al. (2007), a randomized controlled trial of Teacher Talk training, an adapted version of Learning Language and Loving It (LLLI) (Weitzman and Greenberg, 2002). Teacher Talk does not include the coaching and video feedback elements of LLLI. Girolametto…

  18. Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan

    Directory of Open Access Journals (Sweden)

    Erin Jacquelyn White

    2013-11-01

    Full Text Available Sensitive periods in human development have often been proposed to explain age-related differences in the attainment of a number of skills, such as a second language and musical expertise. It is difficult to reconcile the negative consequence this traditional view entails for learning after a sensitive period with our current understanding of the brain’s ability for experience-dependent plasticity across the lifespan. What is needed is a better understanding of the mechanisms underlying auditory learning and plasticity at different points in development. Drawing on research in language development and music training, this review examines not only what we learn and when we learn it, but also how learning occurs at different ages. First, we discuss differences in the mechanism of learning and plasticity during and after a sensitive period by examining how language exposure versus training forms language-specific phonetic representations in infants and adult second language learners, respectively. Second, we examine the impact of musical training that begins at different ages on behavioural and neural indices of auditory and motor processing as well as sensorimotor integration. Third, we examine the extent to which childhood training in one auditory domain can enhance processing in another domain via the transfer of learning between shared neuro-cognitive systems. Specifically, we review evidence for a potential bi-directional transfer of skills between music and language by examining how speaking a tonal language may enhance music processing and, conversely, how early music training can enhance language processing. We conclude with a discussion of the role of attention in auditory learning for learning during and after sensitive periods and outline avenues of future research.

  19. Current and future trends in educational computing: Implications for training language teachers

    Directory of Open Access Journals (Sweden)

    Jannie Botha

    2013-02-01

    Full Text Available In the first part of this paper an overview is given of the current state of educational technology as well as some future trends in this rapidly developing field. The focus is on developments with regard to hardware and software. It is pointed out that a clear distinction between hardware and software is not always possible. Specific reference is made to a Hypertext programme and the promises it holds for the future. In the second part of the paper specific guidelines for training teachers in computerassisted language instruction (CALl are given. This is done against the background given in the first part of the paper. Guidelines are proposed for the training of language teachers. In die eerste gedeelte van hierdie artikel word 'n oorsig gegee van die huidige stand van opvoedkundige tegnologie en ook sommige toekomsneigings op hierdie snelontwikkelende gebied. Die fokus vat op ontwikkelings ten opsigte van apparatuur en pro grammatuur. Daar word aangedui dat 'n duidelike onderskeid tussen apparatuur en programmatuur nie altyd moontlik is nie. Daar word spesifiek verwys na 'n hiperteksprogram en die moontlikhede wat dit vir die toekoms inhou. In die tweede gedeelte van die artikel word spesifieke riglyne vir die opleiding van rekenaargesteunde taalonderrigonderwysers (RGTO gegee. Dit word gedoen teen die agtergrond wat in die eerste gedeelte van die artikel gegee is. Riglyne vir die opleiding van taalonderwysers word voorgestel.

  20. Microteaching Experience in Distance English Language Teacher Training: A Case Study

    Directory of Open Access Journals (Sweden)

    Ali Merc

    2015-07-01

    Full Text Available The purpose of this single-subject case study was to document the experiences of a teacher trainee during a 12-week microteaching process in the Distance English Language Teacher Training program (DELT. The student teacher subject responded to questionnaires, submitted online dialogue journals, and answered open-ended questions before and after the practicum. An online interview was also conducted at the end of the practicum process. The analyses of the data suggested that distance EFL teacher trainees experienced a certain degree of foreign language teaching anxiety. It was also found that the microteaching practice in the program was useful for teacher candidates despite some problems. Assessment and evaluation via the e-portfolio system, on the other hand, was a satisfying system from the student teacher’s eyes. The analyses yielded to a brief explanation of the challenges and concerns of teacher trainees in distance context. Implications for the present and future distance teacher training programs chiefly focus on more guidance and support for the student teachers. The role of mentors are also vital for more fruitful teaching practice opportunities for the teacher candidates.

  1. Influence of musical expertise and musical training on pitch processing in music and language.

    Science.gov (United States)

    Besson, Mireille; Schön, Daniele; Moreno, Sylvain; Santos, Andréia; Magne, Cyrille

    2007-01-01

    We review a series of experiments aimed at studying pitch processing in music and speech. These studies were conducted with musician and non musician adults and children. We found that musical expertise improved pitch processing not only in music but also in speech. Demonstrating transfer of training between music and language has interesting applications for second language learning. We also addressed the issue of whether the positive effects of musical expertise are linked with specific predispositions for music or with extensive musical practice. Results of longitudinal studies argue for the later. Finally, we also examined pitch processing in dyslexic children and found that they had difficulties discriminating strong pitch changes that are easily discriminate by normal readers. These results argue for a strong link between basic auditory perception abilities and reading abilities. We used conjointly the behavioral method (Reaction Times and error rates) and the electrophysiological method (recording of the changes in brain electrical activity time-locked to stimulus presentation, Event-Related brain Potentials or ERPs). A set of common processes may be responsible for pitch processing in music and in speech and these processes are shaped by musical practice. These data add evidence in favor of brain plasticity and open interesting perspectives for the remediation of dyslexia using musical training.

  2. 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...

  3. Comparison of Grammar-Based and Statistical Language Models Trained on the Same Data

    Science.gov (United States)

    Hockey, Beth Ann; Rfayner, Manny

    2005-01-01

    This paper presents a methodologically sound comparison of the performance of grammar-based (GLM) and statistical-based (SLM) recognizer architectures using data from the Clarissa procedure navigator domain. The Regulus open source packages make this possible with a method for constructing a grammar-based language model by training on a corpus. We construct grammar-based and statistical language models from the same corpus for comparison, and find that the grammar-based language models provide better performance in this domain. The best SLM version has a semantic error rate of 9.6%, while the best GLM version has an error rate of 6.0%. Part of this advantage is accounted for by the superior WER and Sentence Error Rate (SER) of the GLM (WER 7.42% versus 6.27%, and SER 12.41% versus 9.79%). The rest is most likely accounted for by the fact that the GLM architecture is able to use logical-form-based features, which permit tighter integration of recognition and semantic interpretation.

  4. MAIN ASPECTS IN LANGUAGE TRAINING OF NON-ENGLISH SPEAKING AIRMEN

    Directory of Open Access Journals (Sweden)

    Nataliya Pazyura

    2016-12-01

    Full Text Available In the globalized world and rapid development of technical progress aviation industry has been gaining more importance for humanity and requires a deeper understanding of the English language, its basic characteristics and mechanisms of functioning. Purpose: The aim of the article is to study the influence of the proficiency of English on flight safety, to consider the main communication problems of non-English speaking aviation personnel, highlight possible directions for training English-speaking personnel. In the article the author tries to show the disadvantage at which non-English speaking airline staff work in case of emergency. The article highlights the issue about high level aviation English proficiency necessary to avoid communication problem. Methods: For the research scientific general methods have been used which are main ways of studying scientific sources, and comparative method for synchronic comparison of events in the different regions. Results: The author concludes that at the same time it is necessary for aviation personnel to master plain language for understanding context of communication, to minimize uncertainty and improve understanding between the controller and pilot. Discussion: It stresses the idea that the language proficiency level that exceeds the minimum standards according to ICAO, contributes significantly to the reduction of communication problems and in such a way ensures safety.

  5. L-dopa does not add to the success of high-intensity language training in aphasia.

    Science.gov (United States)

    Breitenstein, Caterina; Korsukewitz, Catharina; Baumgärtner, Annette; Flöel, Agnes; Zwitserlood, Pienie; Dobel, Christian; Knecht, Stefan

    2015-01-01

    L-dopa has been shown to improve outcome of moderate-intensity language training after stroke in acute aphasia. Given the critical role of training intensity we probed the effect of l-dopa in combination with high-intensity language training in chronic post-stroke aphasia. In this prospective, randomized, placebo-controlled, double-blind study, aphasia patients (>1 year post stroke) were administered 100/25 mg of l-dopa/carbidopa or placebo daily prior to four hours of language training for two weeks. Conditions were crossed-over after a wash-out period of 4 weeks. An a-priori planned interim analysis (n = 10) showed that naming performance and verbal communication improved significantly and persistently for at least 6 months in every patient, but l-dopa had no incremental effect to intensive training. High-intensity language training in chronic aphasia may take learning to a ceiling that precludes additive benefits from l-dopa. Effects of l-dopa on post-stroke recovery during less intense treatment in chronic aphasia remain to be evaluated.

  6. Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan.

    Science.gov (United States)

    White, Erin J; Hutka, Stefanie A; Williams, Lynne J; Moreno, Sylvain

    2013-11-20

    Sensitive periods in human development have often been proposed to explain age-related differences in the attainment of a number of skills, such as a second language (L2) and musical expertise. It is difficult to reconcile the negative consequence this traditional view entails for learning after a sensitive period with our current understanding of the brain's ability for experience-dependent plasticity across the lifespan. What is needed is a better understanding of the mechanisms underlying auditory learning and plasticity at different points in development. Drawing on research in language development and music training, this review examines not only what we learn and when we learn it, but also how learning occurs at different ages. First, we discuss differences in the mechanism of learning and plasticity during and after a sensitive period by examining how language exposure versus training forms language-specific phonetic representations in infants and adult L2 learners, respectively. Second, we examine the impact of musical training that begins at different ages on behavioral and neural indices of auditory and motor processing as well as sensorimotor integration. Third, we examine the extent to which childhood training in one auditory domain can enhance processing in another domain via the transfer of learning between shared neuro-cognitive systems. Specifically, we review evidence for a potential bi-directional transfer of skills between music and language by examining how speaking a tonal language may enhance music processing and, conversely, how early music training can enhance language processing. We conclude with a discussion of the role of attention in auditory learning for learning during and after sensitive periods and outline avenues of future research.

  7. Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan

    Science.gov (United States)

    White, Erin J.; Hutka, Stefanie A.; Williams, Lynne J.; Moreno, Sylvain

    2013-01-01

    Sensitive periods in human development have often been proposed to explain age-related differences in the attainment of a number of skills, such as a second language (L2) and musical expertise. It is difficult to reconcile the negative consequence this traditional view entails for learning after a sensitive period with our current understanding of the brain’s ability for experience-dependent plasticity across the lifespan. What is needed is a better understanding of the mechanisms underlying auditory learning and plasticity at different points in development. Drawing on research in language development and music training, this review examines not only what we learn and when we learn it, but also how learning occurs at different ages. First, we discuss differences in the mechanism of learning and plasticity during and after a sensitive period by examining how language exposure versus training forms language-specific phonetic representations in infants and adult L2 learners, respectively. Second, we examine the impact of musical training that begins at different ages on behavioral and neural indices of auditory and motor processing as well as sensorimotor integration. Third, we examine the extent to which childhood training in one auditory domain can enhance processing in another domain via the transfer of learning between shared neuro-cognitive systems. Specifically, we review evidence for a potential bi-directional transfer of skills between music and language by examining how speaking a tonal language may enhance music processing and, conversely, how early music training can enhance language processing. We conclude with a discussion of the role of attention in auditory learning for learning during and after sensitive periods and outline avenues of future research. PMID:24312022

  8. THE TRAINING OF FUTURE PRIMARY-SCHOOL TEACHERS FOR APPLICATION OF INFORMATION COMMUNICATION TECHNOLOGIES AT THE LANGUAGE LESSONS

    Directory of Open Access Journals (Sweden)

    I. Khizhnyak

    2012-07-01

    Full Text Available The necessity of training of the future primary-school teachers for application of information communication technologies (ICT in their professional activity is proven in the article. The author considers the essence of the teacher’s language didactic competence, reveals constituent components of the latter, and proves the urgency of the problem of introducing the future primary school teachers to the basics of electronic language didactics as a branch of education studies.

  9. THE TRAINING OF FUTURE PRIMARY-SCHOOL TEACHERS FOR APPLICATION OF INFORMATION COMMUNICATION TECHNOLOGIES AT THE LANGUAGE LESSONS

    Directory of Open Access Journals (Sweden)

    I. Khizhnyak

    2012-03-01

    Full Text Available The necessity of training of the future primary-school teachers for application of information communication technologies (ICT in their professional activity is proven in the article. The author considers the essence of the teacher’s language didactic competence, reveals constituent components of the latter, and proves the urgency of the problem of introducing the future primary school teachers to the basics of electronic language didactics as a branch of education studies.

  10. Mother-tongue training in school as a determinant of global language proficiency: A Belgian case study

    Science.gov (United States)

    Danesi, Marcel

    1988-12-01

    Experimental models of education that incorporate the mother tongue of immigrant children into the structure of their curricula constitute obvious cases-in-point for assessing the validity of bilingual or multilingual education for such children. The present case study of one such model, the so-called `Foyer Bicultural Education Project' of Brussels, is intended to shed some light on the relationship between formal mother-tongue training and the development of global language proficiency in minority-language children. Since this particular case-in-point involves three languages — Italian (the mother tongue), Flemish and French — it is especially interesting with regard to the validity of the so-called `interdependence principle', as formulated by Cummins (1979). The findings presented here confirm Cummins' principle that the development of literacy in the mother tongue is a determinant of global language proficiency in minority-language children.

  11. How Did the Teacher Training Program Change the Teacher Trainees' View of Language Education? : Based on SCAT Analysis of Essays

    OpenAIRE

    小原, 亜紀子; 稲葉, みどり

    2016-01-01

    It is necessary for teachers to respond to the increased diversity of Japanese learners in Japanese language classes. Therefore, “teacher development programs (development programs),” which are considered more effective than “teacher training programs for practical teaching methods (methodical programs),” are in their trial stage. “Methodical programs,” in this paper, is defined as teacher training which aims to promote teaching skills, whereas “development programs” emphasize improving teach...

  12. THE GENERAL METHODOLOGICAL PRINCIPLES OF COMBINED OPTIONAL ONLINE ENGLISH LANGUAGE TRAINING OF PRIMARY SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    E. I. Zadorozhnaya

    2016-01-01

    Full Text Available The aim of the publication is to demonstrate the implementation of general methodological principles of optional elementary school online foreign languages learning on an example of a virtual course for students of the second and third grades.Methods. The methods involve pedagogical modeling and projecting; the experience of foreign and Russian methodists, teachers and researchers is analysed, generalized and adjusted to the modern realias.Results and scientific novelty. On the basis of the requirements of the state educational standard and interest of pupils in computer games, the author’s technique of the combined facultative educational activities integrated to training in English at elementary school is developed. Online training in the form of games (additional to the major classroom activities gives a possibility of the choice of tasks interesting to children, studying the material at optimum comfortable and individual speed; it is possible to perform the tasks at home excluding the stressful situations that are specific to school examination, and allows pupils to master most effectively personal, metasubject and object competences. In general context of quality improvement of the general education, the modernization of educational process assumes not only justification of its new maintenance, but also restructuring of scientific and methodical support which has to meet essential needs of teachers and pupils, to facilitate access to necessary specific information. The lack of methodical base of creation of electronic distance resources for foreign-language education of younger school students has motivated the author to create own methodical concept of online training taking into account age of pupils. The complex of the general methodical principles is thoroughly considered; based on the general methodical principles, the proposed modular technique of the organization of an online class is created and implemented. Interactive blocks are

  13. From community training to university training (and vice-versa: new sign language translator and interpreter profile in the brazilian context

    Directory of Open Access Journals (Sweden)

    Vanessa Regina de Oliveira Martins

    2015-10-01

    Full Text Available This paper aims to discuss the new profile of sign language translators/interpreters that is taking shape in Brazil since the implementation of policies stimulating the training of these professionals. We qualitatively analyzed answers to a semi-open questionary given by undergraduate students from a BA course in translation and interpretation in Brazilian sign language/Portuguese. Our results show that the ones to seek for this area are not, as it used to be, the ones who have some relation with the deaf community and/or need some kind of certification for their activity as a sign language interpreter. Actually, the students’ choice for the course in discussion had to do with their score in a unified profession selection system (SISU. This contrasts with the 1980, 1990, 2000 sign language interpreter’s profile. As Brazilian Sign Language has become more popular, people search for a university degree have started to see sign language translation/interpreting as an interesting option for their career. So, we discuss here the need to take into account the need to provide students who cannot sign with the necessary pedagogical means to learn the language, which will promote the accessibility of Brazilian deaf communities.

  14. From community training to university training (and vice-versa: new sign language translator and interpreter profile in the brazilian context

    Directory of Open Access Journals (Sweden)

    Vanessa Regina de Oliveira Martins

    2015-12-01

    Full Text Available This paper aims to discuss the new profile of sign language translators/interpreters that is taking shape in Brazil since the implementation of policies stimulating the training of these professionals. We qualitatively analyzed answers to a semi-open questionary given by undergraduate students from a BA course in translation and interpretation in Brazilian sign language/Portuguese. Our results show that the ones to seek for this area are not, as it used to be, the ones who have some relation with the deaf community and/or need some kind of certification for their activity as a sign language interpreter. Actually, the students’ choice for the course in discussion had to do with their score in a unified profession selection system (SISU. This contrasts with the 1980, 1990, 2000 sign language interpreter’s profile. As Brazilian Sign Language has become more popular, people search for a university degree have started to see sign language translation/interpreting as an interesting option for their career. So, we discuss here the need to take into account the need to provide students who cannot sign with the necessary pedagogical means to learn the language, which will promote the accessibility of Brazilian deaf communities.

  15. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    Science.gov (United States)

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  16. 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…

  17. Does communication partner training improve the conversation skills of speech-language pathology students when interacting with people with aphasia?

    Science.gov (United States)

    Finch, Emma; Cameron, Ashley; Fleming, Jennifer; Lethlean, Jennifer; Hudson, Kyla; McPhail, Steven

    2017-07-01

    Aphasia is a common consequence of stroke. Despite receiving specialised training in communication, speech-language pathology students may lack confidence when communicating with People with Aphasia (PWA). This paper reports data from secondary outcome measures from a randomised controlled trial. The aim of the current study was to examine the effects of communication partner training on the communication skills of speech-language pathology students during conversations with PWA. Thirty-eight speech-language pathology students were randomly allocated to trained and untrained groups. The first group received a lecture about communication strategies for communicating with PWA then participated in a conversation with PWA (Trained group), while the second group of students participated in a conversation with the PWA without receiving the lecture (Untrained group). The conversations between the groups were analysed according to the Measure of skill in Supported Conversation (MSC) scales, Measure of Participation in Conversation (MPC) scales, types of strategies used in conversation, and the occurrence and repair of conversation breakdowns. The trained group received significantly higher MSC Revealing Competence scores, used significantly more props, and introduced significantly more new ideas into the conversation than the untrained group. The trained group also used more gesture and writing to facilitate the conversation, however, the difference was not significant. There was no significant difference between the groups according to MSC Acknowledging Competence scores, MPC Interaction or Transaction scores, or in the number of interruptions, minor or major conversation breakdowns, or in the success of strategies initiated to repair the conversation breakdowns. Speech-language pathology students may benefit from participation in communication partner training programs. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. A Preliminary Evaluation of Functional Communication Training Effectiveness and Language Preference when Spanish and English Are Manipulated

    Science.gov (United States)

    Padilla Dalmau, Yaniz C.; Wacker, David P.; Harding, Jay W.; Berg, Wendy K.; Schieltz, Kelly M.; Lee, John F.; Breznican, Gregory P.; Kramer, Abigail R.

    2011-01-01

    We evaluated whether differences in treatment effectiveness or preference between languages emerged across Spanish and English during functional communication training (FCT) for young children with developmental disabilities exposed to Spanish and English in the home environment. Participants were 2 young children with developmental disabilities…

  19. Going It Alone: New Zealand Company-Sponsored Language, Literacy and Numeracy (LLN) Training in an Era of Government Funding

    Science.gov (United States)

    Guy, Shona; Harvey, Sharon

    2013-01-01

    In this paper, we examine the nature of and reasons for employer-funded literacy, language and numeracy (LLN) workplace training in New Zealand, during a period where government funding has been available. To place these programmes in context, we give a historically nuanced account of employer-funded programmes in New Zealand and then look at the…

  20. Content Peculiarities of Master's Professional Foreign Language Training in Translation Studies and Interpretation at the Universities of Slovakia

    Science.gov (United States)

    Shumeiko, Natalia

    2016-01-01

    The article is devoted to the content analysis of peculiarities of Master's professional foreign language training in Translation Studies and Interpretation at the universities of Slovakia. In the context of globalization and integration processes the study of European countries' experience, in particular, of the Slovak Republic has been…

  1. Teaching a Child with Autism and Severe Language Delays to Reject: Direct and Indirect Effects of Functional Communication Training

    Science.gov (United States)

    Martin, Christian A.; Drasgow, Erik; Halle, James W.; Brucker, Jennifer M.

    2005-01-01

    We used functional communication training to teach Bob, a 10-year-old student with autism and severe language delays, to reject items by touching an icon. Our initial assessment revealed that Bob's behaviours serving a rejecting function consisted of pushing away, yelling, bear hugging-grabbing, and leaving. We used prompting, differential…

  2. Training and Self-Reported Confidence for Dysphagia Management among Speech-Language Pathologists in the Schools

    Science.gov (United States)

    O'Donoghue, Cynthia R.; Dean-Claytor, Ashli

    2008-01-01

    Purpose: The number of children requiring dysphagia management in the schools is increasing. This article reports survey findings relative to speech-language pathologists' (SLPs') training and self-rated confidence to treat children with swallowing and feeding disorders in the schools. Method: Surveys were completed by 222 SLPs representing…

  3. USAGE OF ANKI SPECIALISED PROGRAM APPLICATION DURING FUTURE BORDER GUARD OFFICERS’ INDEPENDENT FOREIGN LANGUAGE PROFESSIONAL TRAINING FOR PASSING STATE EXAMINATION

    Directory of Open Access Journals (Sweden)

    Ihor H. Bloshchynskyi

    2017-04-01

    Full Text Available Usage of Anki specialised program application during cadets’ independent foreign language professional training at the National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi who study on specialty «State border security and protection» according to the first (bachelor level of training of higher education for passing state examinations has been revealed in the article. Special attention is given to working out of teaching material (vocabulary decks and cards for the future border guard officers` training according to the following sections of Anki program: studying of nouns, adjectives, pronouns, verbs, word combinations, expressions for interviewing of foreign citizens, etc.

  4. Depictions and minifiction: a reflection on translation of micro-story as didactics of sign language interpreters training in colombia.

    Directory of Open Access Journals (Sweden)

    Alex Giovanny Barreto

    2015-10-01

    Full Text Available The article presents reflections on methodological translation-practice approach to sign language interpreter’s education focus in communicative competence. Implementing translation-practice approach experience started in several workshops of the Association of Translators and Interpreters of Sign Language of Colombia (ANISCOL and have now formalized in the bachelor in education degree project in signed languages, develop within Research Group UMBRAL from National Open University and Distance of Colombia-UNAD. The didactic proposal focus on the model of the efforts (Gile, specifically in the production and listen efforts. A criticism about translating competence is presented. Minifiction is literary genre with multiple semiotic and philosophical translation possibilities. These literary texts have elements with great potential to render on visual, gestural and spatial depictions of Colombian sign language which is profitable to interpreter training and education. Through El Dinosaurio sign language translation, we concludes with an outline and reflections on the pedagogical and didactic potential of minifiction and depictions in the design of training activities in sign language interpreters.

  5. Depictions and minifiction: a reflection on translation of micro-story as didactics of sign language interpreters training in colombia.

    Directory of Open Access Journals (Sweden)

    Alex Giovanny Barreto

    2015-12-01

    Full Text Available The article presents reflections on methodological translation-practice approach to sign language interpreter’s education focus in communicative competence. Implementing translation-practice approach experience started in several workshops of the Association of Translators and Interpreters of Sign Language of Colombia (ANISCOL and have now formalized in the bachelor in education degree project in signed languages, develop within Research Group UMBRAL from National Open University and Distance of Colombia-UNAD. The didactic proposal focus on the model of the efforts (Gile, specifically in the production and listen efforts. A criticism about translating competence is presented. Minifiction is literary genre with multiple semiotic and philosophical translation possibilities. These literary texts have elements with great potential to render on visual, gestural and spatial depictions of Colombian sign language which is profitable to interpreter training and education. Through El Dinosaurio sign language translation, we concludes with an outline and reflections on the pedagogical and didactic potential of minifiction and depictions in the design of training activities in sign language interpreters.

  6. Integrating Spanish language training across a Doctor of Physical Therapy curriculum: a case report of one program's evolving model.

    Science.gov (United States)

    Pechak, Celia; Diaz, Deborah; Dillon, Loretta

    2014-12-01

    As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso. The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum. Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor-rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency. The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence. © 2014

  7. Training a new generation of speech-language pathologists with competences in the management of literacy disorders and learning disabilities in Hong Kong.

    Science.gov (United States)

    Yuen, Kevin C P

    2014-01-01

    One of the recent developments in the education of speech-language pathology is to include literacy disorders and learning disabilities as key training components in the training curriculum. Disorders in reading and writing are interwoven with disorders in speaking and listening, which should be managed holistically, particularly in children and adolescents. With extensive training in clinical linguistics, language disorders, and other theoretical knowledge and clinical skills, speech-language pathologists (SLPs) are the best equipped and most competent professionals to screen, identify, diagnose, and manage individuals with literacy disorders. To tackle the challenges of and the huge demand for services in literacy as well as language and learning disorders, the Hong Kong Institute of Education has recently developed the Master of Science Programme in Educational Speech-Language Pathology and Learning Disabilities, which is one of the very first speech-language pathology training programmes in Asia to blend training components of learning disabilities, literacy disorders, and social-emotional-behavioural-developmental disabilities into a developmentally and medically oriented speech-language pathology training programme. This new training programme aims to prepare a new generation of SLPs to be able to offer comprehensive support to individuals with speech, language, literacy, learning, communication, and swallowing disorders of different developmental or neurogenic origins, particularly to infants and adolescents as well as to their family and educational team. © 2015 S. Karger AG, Basel.

  8. The offer in language training for adult immigrants in the Czech Republic and Sweden and the course participants’ use of the target language in practice

    Directory of Open Access Journals (Sweden)

    Milena Öbrink Hobzová

    2014-11-01

    Full Text Available Using the background of current offers in language training for adult foreigners, the aim is to present the results of the research which was conducted in language courses for adult immigrants in both the Czech Republic and Sweden in 2012. This aim of the research was to determine whether there were differences in the situations in which learners in the Czech Republic and Sweden use the target language. The research theory was based on the authors who deal with language education for foreigners: Carlson (2006 Lindberg & Sandwall (2007, Chvojková (2009, Hádková (2010. The sample included 95 respondents from the Czech Republic and 222 respondents from Sweden. As a method of data collection, a non-standardized questionnaire was used. To verify the stated hypothesis the chi-square test of independence and contingency tables were applied. As a result, we could state that there was a statistically significant difference in the situations in which respondents spoke the target language in the Czech Republic and Sweden.

  9. Content and Language Integrated Learning with Technologies: A Global Online Training Experience

    Science.gov (United States)

    Cinganotto, Letizia

    2016-01-01

    The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global…

  10. Heidelberg Interaction Training for Language Promotion in Early Childhood Settings (HIT)

    Science.gov (United States)

    Buschmann, Anke; Sachse, Steffi

    2018-01-01

    Beside parents, teachers in early childhood education and care have the greatest potential to foster language acquisition in children. This is especially important for children with language delays, language disorders or bi-/multilingual children. However, they present teachers with a particular challenge in language support. Therefore, integrated…

  11. Code-Switching and Code-Mixing Errors among Swahili-English ...

    African Journals Online (AJOL)

    The paper argues that code switching or mixing is not always an indication of insufficient knowledge of grammar, hence, when speakers code-switch or mix always obey the grammar of each language. However, the fact that some Tanzanian speakers have low level of English proficiency is revealed in the analysis. This is ...

  12. TwiSwahili Or KiswaTwili: A Study of Parallel Proverbs in Akan (Twi ...

    African Journals Online (AJOL)

    ... as languages of the Niger-Congo phylum. In this study, however, we will examine these proverbs in parallel or near-parallel and demonstrate that regardless of the facts of the two aforementioned lines of inquiry, they attest to a shared African worldview and can be analyzed in terms of measured proximity and similarity.

  13. Training and evaluation corpora for the extraction of causal relationships encoded in biological expression language (BEL).

    Science.gov (United States)

    Fluck, Juliane; Madan, Sumit; Ansari, Sam; Kodamullil, Alpha T; Karki, Reagon; Rastegar-Mojarad, Majid; Catlett, Natalie L; Hayes, William; Szostak, Justyna; Hoeng, Julia; Peitsch, Manuel

    2016-01-01

    Success in extracting biological relationships is mainly dependent on the complexity of the task as well as the availability of high-quality training data. Here, we describe the new corpora in the systems biology modeling language BEL for training and testing biological relationship extraction systems that we prepared for the BioCreative V BEL track. BEL was designed to capture relationships not only between proteins or chemicals, but also complex events such as biological processes or disease states. A BEL nanopub is the smallest unit of information and represents a biological relationship with its provenance. In BEL relationships (called BEL statements), the entities are normalized to defined namespaces mainly derived from public repositories, such as sequence databases, MeSH or publicly available ontologies. In the BEL nanopubs, the BEL statements are associated with citation information and supportive evidence such as a text excerpt. To enable the training of extraction tools, we prepared BEL resources and made them available to the community. We selected a subset of these resources focusing on a reduced set of namespaces, namely, human and mouse genes, ChEBI chemicals, MeSH diseases and GO biological processes, as well as relationship types 'increases' and 'decreases'. The published training corpus contains 11 000 BEL statements from over 6000 supportive text excerpts. For method evaluation, we selected and re-annotated two smaller subcorpora containing 100 text excerpts. For this re-annotation, the inter-annotator agreement was measured by the BEL track evaluation environment and resulted in a maximal F-score of 91.18% for full statement agreement. In addition, for a set of 100 BEL statements, we do not only provide the gold standard expert annotations, but also text excerpts pre-selected by two automated systems. Those text excerpts were evaluated and manually annotated as true or false supportive in the course of the BioCreative V BEL track task

  14. MULTIMEDIA COMPUTER SOFTWARE FOR THE PROFESSIONAL TRAINING OF PROSPECTIVE SPECIALISTS IN FOREIGN LANGUAGES FOR PRESCHOOL AND PRIMARY EDUCATION

    Directory of Open Access Journals (Sweden)

    Yevgeniia M. Karpenko

    2017-02-01

    Full Text Available The article deals with possible ways of phasing the use of multimedia software in the process of training of the prospective specialists in foreign languages in preschool and primary education, which correspond to innovative educational trends. The task of the teacher is to build a learning process so that the children were interested. The author analyzes the concept of multimedia software and suggests possible ways of gradual formation of skills of using multimedia software for the prospective specialists in foreign languages in preschool and primary education. This will allow prospective teachers to use self-made educational material and maximize the teaching effect.

  15. Language-trained chimpanzees (Pan troglodytes) delay gratification by choosing token exchange over immediate reward consumption.

    Science.gov (United States)

    Beran, Michael J; Evans, Theodore A

    2012-09-01

    Token exchange inherently introduces an element of delay between behavior and reward and so token studies may help us better understand delay of gratification and self-control. To examine this possibility, we presented three language-trained chimpanzees with repeated choices involving different foods that could be eaten immediately or lexigram (graphic symbol) tokens that represented (and could be traded for) foods later. When both options were foods, chimpanzees always chose more preferred foods over less preferred foods. When both options were lexigram tokens representing those same foods, performance remained the same as chimpanzees selected the higher value token and then traded it for food. Then, when faced with choosing a token that could be traded later or choosing a food item that could be eaten immediately, most chimpanzees learned to make whatever response led to the more preferred food. They did this even when that meant selecting a high value lexigram token that could be traded only 2 to 3 min later instead of a medium value, but immediately available, food item. Thus, chimpanzees flexibly selected tokens even though such selections necessarily delayed gratification and required forgoing immediately available food. This finding illustrates the utility of symbolic token exchange for assessing self-control in nonhuman animals. © 2012 Wiley Periodicals, Inc.

  16. Modeling of Future Initial Teacher of Foreign Language Training, Using Situation Analysis

    Directory of Open Access Journals (Sweden)

    Maryana М. Sidun

    2012-12-01

    Full Text Available The article discloses the content of modeling of future initial teacher of foreign language, using situation analysis, defines the stages of modeling during the professional competence formation of future teacher of foreign language: preparatory, analytical and executive.

  17. How spoken language corpora can refine current speech motor training methodologies

    OpenAIRE

    Umanski, D.; Schiller, N.O.; Sangati, F.

    2010-01-01

    The growing availability of spoken language corpora presents new opportunities for enriching the methodologies of speech and language therapy. In this paper, we present a novel approach for constructing speech motor exercises, based on linguistic knowledge extracted from spoken language corpora. In our study with the Dutch Spoken Corpus, syllabic inventories were obtained by means of automatic syllabification of the spoken language data. Our experimental syllabification method exhibited a rel...

  18. How spoken language corpora can refine current speech motor training methodologies

    NARCIS (Netherlands)

    Umanski, D.; Schiller, N.O.; Sangati, F.

    2010-01-01

    The growing availability of spoken language corpora presents new opportunities for enriching the methodologies of speech and language therapy. In this paper, we present a novel approach for constructing speech motor exercises, based on linguistic knowledge extracted from spoken language corpora. In

  19. Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction

    Science.gov (United States)

    Wang, Lih-Ching Chen; Wang, Ming-Chian Ken

    2014-01-01

    Foreign language instruction is a complex and challenging task made even more so by situations in which the learner's native language is radically different from the foreign language being mastered. Nowhere is this more evident than in the case of native English speakers seeking to learn Mandarin Chinese. The rapid increase in the availability and…

  20. Review of Non-Resident Language Training for Linguists in the U.S. Army

    Science.gov (United States)

    1986-06-01

    Methodologies - Suggestopedia Project Argy Need: To attain maximum level of student language proficiency in shortest possible time. The Defense Language...levels of proficiency and to sustain student success, i.e., decrease attrition. Objective: To assess the potential benefits of using the Suggestopedia ...method to facilitate foreign language acquisition. Specifically, to evaluate the ability of the Suggestopedia method to achieve the learning goals

  1. The model of the first-year students’ adaptation to vocational training: the example of foreign language

    Directory of Open Access Journals (Sweden)

    Galishninkova Elena M.

    2017-01-01

    Full Text Available The paper considers the problem of adaptation of the first-year students to professional activity by means of foreign language. To design the adaptation model, we developed four-block questionnaires to determine students’ readiness for adaptation. The experiment resulted in the three groups of students with high, average and low levels of adaptation. Students with low level of adaptation become the target of our research. To remove the difficulties in studying a foreign language by the third group of students, an adaptation model was elaborated. Further, we identified the conditions for the effective implementation of the adaptation model of students to vocational training. In our view, these pedagogical conditions promote a more “sparing” transition of students to their main function as first-year students and increase the level of foreign language learning as well as improve the educational indicators.

  2. Neural mechanisms of selective auditory attention are enhanced by computerized training: electrophysiological evidence from language-impaired and typically developing children.

    Science.gov (United States)

    Stevens, Courtney; Fanning, Jessica; Coch, Donna; Sanders, Lisa; Neville, Helen

    2008-04-18

    Recent proposals suggest that some interventions designed to improve language skills might also target or train selective attention. The present study examined whether six weeks of high-intensity (100 min/day) training with a computerized intervention program designed to improve language skills would also influence neural mechanisms of selective auditory attention previously shown to be deficient in children with specific language impairment (SLI). Twenty children received computerized training, including 8 children diagnosed with SLI and 12 children with typically developing language. An additional 13 children with typically developing language received no specialized training (NoTx control group) but were tested and retested after a comparable time period to control for maturational and test-retest effects. Before and after training (or a comparable delay period for the NoTx control group), children completed standardized language assessments and an event-related brain potential (ERP) measure of selective auditory attention. Relative to the NoTx control group, children receiving training showed increases in standardized measures of receptive language. In addition, children receiving training showed larger increases in the effects of attention on neural processing following training relative to the NoTx control group. The enhanced effect of attention on neural processing represented a large effect size (Cohen's d=0.8), and was specific to changes in signal enhancement of attended stimuli. These findings indicate that the neural mechanisms of selective auditory attention, previously shown to be deficient in children with SLI, can be remediated through training and can accompany improvements on standardized measures of language.

  3. IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

    Directory of Open Access Journals (Sweden)

    Nina Raud

    2017-04-01

    Full Text Available In-service training of teachers of English as a foreign language (EFL is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context.

  4. Morphological strategies training: The effectiveness and feasibility of morphological strategies training for students of English as a foreign language with and without spelling difficulties

    Directory of Open Access Journals (Sweden)

    Eleni Griva & Dimitris Anastasiou

    2009-11-01

    Full Text Available The aim of this study was primarily to investigate the effects of morphological strategies training on students with and without spelling difficulties in English as a foreign language (EFL, but also to assess the feasibility of morphological strategies training in a classroom context. The intervention was piloted in the sixth grade of a Greek primary school: 23 Greek-speaking students, aged 11-12, were assigned to the treatment group receiving explicit teaching on inflectional and derivational morphemic patterns of English words. The control group, composed of 25 Greek-speaking students of the same age, attending a different classroom of the same school, was taught English spelling in a conventional (visual-memory based way. Both quantitative and qualitative methods were employed to gain insights: a pre- and post-test, an observation schedule, a student questionnaire and a teacher interview. The pre- and post-test results indicated that the metamorphological training yielded specific effects on targeted morpheme patterns. The same results were obtained from a sub-group of nine poor spellers in the treatment group, compared to a sub-group of six poor spellers in the control one. The observation data revealed that the metamorphological training promoted students' active participation and the questionnaire data indicated that students got satisfaction from their training. Finally, interview data highlighted that teachers considered the intervention as a feasible way of improving students' morphological processing skills in spelling.

  5. Learning English vowels with different first-language vowel systems II: Auditory training for native Spanish and German speakers.

    Science.gov (United States)

    Iverson, Paul; Evans, Bronwen G

    2009-08-01

    This study investigated whether individuals with small and large native-language (L1) vowel inventories learn second-language (L2) vowel systems differently, in order to better understand how L1 categories interfere with new vowel learning. Listener groups whose L1 was Spanish (5 vowels) or German (18 vowels) were given five sessions of high-variability auditory training for English vowels, after having been matched to assess their pre-test English vowel identification accuracy. Listeners were tested before and after training in terms of their identification accuracy for English vowels, the assimilation of these vowels into their L1 vowel categories, and their best exemplars for English (i.e., perceptual vowel space map). The results demonstrated that Germans improved more than Spanish speakers, despite the Germans' more crowded L1 vowel space. A subsequent experiment demonstrated that Spanish listeners were able to improve as much as the German group after an additional ten sessions of training, and that both groups were able to retain this learning. The findings suggest that a larger vowel category inventory may facilitate new learning, and support a hypothesis that auditory training improves identification by making the application of existing categories to L2 phonemes more automatic and efficient.

  6. An Examination of the Special Education Teacher Training Programs in Turkey and European Union Member Countries in Terms of Language Development and Communication Education

    Science.gov (United States)

    Akmese, Pelin Pistav; Kayhan, Nilay

    2016-01-01

    The academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher…

  7. Bimodal bilingualism as multisensory training?: Evidence for improved audiovisual speech perception after sign language exposure.

    Science.gov (United States)

    Williams, Joshua T; Darcy, Isabelle; Newman, Sharlene D

    2016-02-15

    The aim of the present study was to characterize effects of learning a sign language on the processing of a spoken language. Specifically, audiovisual phoneme comprehension was assessed before and after 13 weeks of sign language exposure. L2 ASL learners performed this task in the fMRI scanner. Results indicated that L2 American Sign Language (ASL) learners' behavioral classification of the speech sounds improved with time compared to hearing nonsigners. Results indicated increased activation in the supramarginal gyrus (SMG) after sign language exposure, which suggests concomitant increased phonological processing of speech. A multiple regression analysis indicated that learner's rating on co-sign speech use and lipreading ability was correlated with SMG activation. This pattern of results indicates that the increased use of mouthing and possibly lipreading during sign language acquisition may concurrently improve audiovisual speech processing in budding hearing bimodal bilinguals. Copyright © 2015 Elsevier B.V. All rights reserved.

  8. The experiences and perspectives of overseas trained speech and language therapists working in the United Kingdom

    OpenAIRE

    Cocks, N.; Cruice, M.

    2010-01-01

    There is a growing body of research which has investigated the experience of the migrant health worker. However, only one of these studies has included speech and language therapists thus far, and then only with extremely small numbers. The aim of this study was to explore the experiences and perspectives of migrant speech and language therapists living in the UK. Twenty-three overseas qualified speech and language therapists living in the UK completed an online survey consisting of 36 questi...

  9. Reflecting on Western TESOL Training and Communicative Language Teaching: Bangladeshi Teachers' Voices

    Science.gov (United States)

    Chowdhury, Raqib; Ha, Phan Le

    2008-01-01

    The increasing demand for competent users of English in the era of globalisation has had a significant impact on English Language Teaching (ELT) in Bangladesh. Among a number of changes to improve the quality of ELT, teachers of English have been encouraged, even required, to adopt a communicative language teaching (CLT) approach. To facilitate…

  10. Training and Research in Phonetics for Spanish as a Second Language with Technological Support

    Science.gov (United States)

    Blanco Canales, Ana

    2013-01-01

    Foreign language acquisition must inevitably start with phonetics, an aspect of language whose importance is matched only by its neglect. Different research has shown how the systematic teaching of pronunciation is beneficial not only because it aids the comprehension of messages and their expression, but also because it diminishes the anxiety…

  11. Computer Assisted Pronunciation Training: Targeting Second Language Vowel Perception Improves Pronunciation

    Science.gov (United States)

    Thomson, Ron I.

    2011-01-01

    This paper first provides an overview of factors that constrain ultimate attainment in adult second language (L2) pronunciation, finding that first language influence and the quantity and quality of L2 phonetic input account for much of the variation in the degree of foreign accent found across adult L2 learners. The author then evaluates current…

  12. The Global Geek: Language Training for IT Students' Study Abroad in Austria and Germany

    Science.gov (United States)

    Cliver, Gwyneth E.; Khazanchi, Deepak

    2011-01-01

    Recognizing the global role of information technology, this article describes a USDOE-funded transatlantic mobility program in the area of IT project management. The project enhances intercultural as well as German language skills and promotes a mutual understanding of EU and US cultures. The relationship between IT and German-language programs…

  13. The Design and Implementation of a Holistic Training Model for Language Teacher Education in a Cyber Face-to-Face Learning Environment

    Science.gov (United States)

    Wang, Yuping; Chen, Nian-Shing; Levy, Mike

    2010-01-01

    This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the Practice, Reflection and Collaboration (PRC) model, and discusses the rationale and theoretical…

  14. Language Policy, Language Choice and Language Use in the ...

    African Journals Online (AJOL)

    by delivering his Public Day Speech in Swahili. This single act of ..... Furthermore, the freedom to code-switch does not motivate parliamentarians ..... 12. kama za Singapore au Malaysia ambao leo ni mini tigers lakini Singapore. Like of CONJ ...

  15. Language Training for EFL Teaching at the University of Toronto : Approaches and Teacher Roles

    OpenAIRE

    Kojima, Hideo; Sasaki, Hitomi

    2008-01-01

    Today, Japanese teachers of English as a foreign language (EFL) are involved in a large scale ofeducational reform. They are expected to develop their professional competence and autonomy by theJapan Ministry of Education, Culture, Science, and Technology (MEXT), which encourages them toimplement Communicative Language Teaching (CLT) in their classes. This paper focuses on languagetraining for EFL teaching at the University Toronto, and aims to examine how an instructor of thecourse (Instruct...

  16. Production and validation of Putonghua- and Cantonese-Chinese language National Institutes of Health Stroke Scale training and certification videos.

    Science.gov (United States)

    Cheung, R T F; Lyden, P D; Tsoi, T H; Huang, Y; Liu, M; Hon, S F K; Raman, R; Liu, L

    2010-04-01

    The National Institutes of Health Stroke Scale (NIHSS) is an integral part of acute stroke assessment. We report our experience with new Putonghua- and Cantonese-Chinese language NIHSS (PC-NIHSS and CC-NIHSS) training and certification videos. A professional video production company was hired to create the training and certification videos for both PC-NIHSS and CC-NIHSS. Two training and certification workshops were held in Chengdu and Beijing, and two workshops in Hong Kong. The instruction, training and group A certification videos were presented to workshop attendees. Unweighted kappa statistics were used to measure the agreement among raters, and the inter-rater agreements for PC-NIHSS and CC-NIHSS videos were compared with those of original English language NIHSS (E-NIHSS) videos. The pass rates using PC-NIHSS and CC-NIHSS videos were 79% and 82%, respectively. All possible responses on individual scale items were included. Facial palsy and limb ataxia (13%) showed poor agreement, nine (60%) to 10 (67%) items showed moderate agreement (0.4videos, the agreements on best gaze, visual fields, facial weakness and aphasia were less for PC-NIHSS videos, and the agreements on commands for level of consciousness and visual fields were less for CC-NIHSS videos. Nevertheless, there was no difference between PC-NIHSS or CC-NIHSS and E-NIHSS videos in the agreement on total score. Compared with E-NIHSS videos, PC-NIHSS and CC-NIHSS videos show good content validity and inter-rater reliability. Availability of these videos may facilitate the proper use of NIHSS among physicians and nurses in Putonghua- or Cantonese-speaking communities.

  17. Assessment of Native Languages for Food Safety Training Programs for Meat Industry Employees

    Science.gov (United States)

    Olsen, Sherrlyn S.; Cordray, Joseph C.; Sapp, Stephen; Sebranek, Joseph G.; Anderson, Barbara; Wenger, Matt

    2012-01-01

    Challenges arise when teaching food safety to culturally diverse employees working in meatpacking and food manufacturing industries. A food safety training program was developed in English, translated into Spanish, and administered to 1,265 adult learners. Assessments were conducted by comparing scores before and immediately following training.…

  18. The Plurilingual and Pluricultural Competence in Foreign Language Pre-Service Teacher Training in a Colombian Public University

    Directory of Open Access Journals (Sweden)

    Fabio Alberto Arismendi Gómez

    2016-06-01

    Full Text Available This article presents a pedagogical experience in which a teacher implemented a course called Introduction to Plurilingualism, in the undergraduate foreign language teacher program at Universidad de Antioquia, Medellín, Colombia, in order to favor the development of plurilingual and pluricultural competence in future language teachers. In order to analyze the impact of that course on students’ training, a systematic analysis was carried out from data obtained from questionnaires, a focus group, and the texts students wrote during the different versions of the course. Findings showed changes in students’ representations about bilingualism and plurilingualism. In addition, the data showed the need and importance of creating spaces to reflect on this kind of topic in the context of teacher’s training. Firstly, the theoretical framework is presented; then, the pedagogical experience and the way in which data were collected and analyzed. Finally, some of the findings of the experience and the conclusions are presented.

  19. Application of Demand-Control Theory to Sign Language Interpreting: Implications for Stress and Interpreter Training.

    Science.gov (United States)

    Dean, Robyn K.; Pollard, Robert Q., Jr.

    2001-01-01

    This article uses the framework of demand-control theory to examine the occupation of sign language interpreting. It discusses the environmental, interpersonal, and intrapersonal demands that impinge on the interpreter's decision latitude and notes the prevalence of cumulative trauma disorders, turnover, and burnout in the interpreting profession.…

  20. Improving Bilingual Higher Education: Training University Professors in Content and Language Integrated Learning

    Science.gov (United States)

    Strotmann, Birgit; Bamond, Victoria; Lopez Lago, Jose Maria; Bailen, Maria; Bonilla, Sonia; Montesinos, Francisco

    2014-01-01

    Few studies have been conducted at the tertiary level on Content and Language Integrated Learning (CLIL). The current study aims to gather and share preliminary data concerning CLIL in higher education at several universities in different countries. A questionnaire and brief description of the project and its objectives were emailed to all…

  1. An Empirical Analysis of the Relationship between Foreign Language Reading Anxiety and Reading Strategy Training

    Science.gov (United States)

    Çapan, Seyit Ahmet; Pektas, Rumeysa

    2013-01-01

    Anxiety is a psychological factor commonly associated with such feelings as fear, apprehension and uneasiness. It is an individual's affective reaction to a perceived or a real threat (MacIntyre, 1995). Foreign language reading anxiety (FLRA) refers to one's negative attitudes which may, to some extent, account for the inhibition that s/he suffers…

  2. Using ASR Technology in Language Training for Specific Purposes: A Perspective from Quebec, Canada

    Science.gov (United States)

    Walker, Nicholas R.; Trofimovich, Pavel; Cedergren, Henrietta; Gatbonton, Elizabeth

    2011-01-01

    For many patients throughout the world, access to healthcare depends on the patients" and healthcare providers' ability to communicate efficiently in each other's language. One way to reduce linguistic barriers to healthcare access is to increase the number of linguistically and culturally competent healthcare professionals. Conspicuously…

  3. The experiences and perspectives of overseas trained speech and language therapists working in the United Kingdom.

    Science.gov (United States)

    Cocks, Naomi; Cruice, Madeline

    2010-06-01

    There is a growing body of research which has investigated the experience of the migrant health worker. However, only one of these studies has included speech and language therapists thus far, and then only with extremely small numbers. The aim of this study was to explore the experiences and perspectives of migrant speech and language therapists living in the UK. Twenty-three overseas qualified speech and language therapists living in the UK completed an online survey consisting of 36 questions (31 closed question, 5 open-ended questions). The majority of participants came from Australia or the USA and moved to the UK early in their careers. Participants reported a range of benefits from working in another country and more specifically working in the UK. The findings were consistent with other research on migrant health workers regarding known pull factors of travel, finance, and career. This study suggests additional advantages to working in the UK were realized once participants had started working in the UK, such as the UK job lifestyle. Finally, the migrant speech and language therapists were similar in profile to other migrant health workers in terms of age and country of origin previously reported in the literature.

  4. Telepractice in Speech-Language Therapy: The Use of Online Technologies for Parent Training and Coaching

    Science.gov (United States)

    Snodgrass, Melinda R.; Chung, Moon Y.; Biller, Maysoon F.; Appel, Katie E.; Meadan, Hedda; Halle, James W.

    2017-01-01

    Researchers and practitioners have found that telepractice is an effective means of increasing access to high-quality services that meet children's unique needs and is a viable mechanism to deliver speech-language services for multiple purposes. We offer a framework to facilitate the implementation of practices that are used in direct…

  5. Second Language Learning with the Story Maze Task: Examining the Training Effect of Weaving through Stories

    Science.gov (United States)

    Enkin, Elizabeth

    2016-01-01

    The maze task is a psycholinguistic experimental procedure that measures real-time incremental sentence processing. The task has recently been tested as a language learning tool with promising results. Therefore, the present study examines the merits of a contextualized version of this task: the story maze. The findings are consistent with…

  6. 'new' Swahili novel

    African Journals Online (AJOL)

    Owner

    themselves from the 'well of dreams'. However, even these miserable remnants of human race are to perish in the second, more symbolic (but arguably more drastic) catastrophe of human knowledge, allegorically shown as the day of Ngoma Kuu (Great Dance) or Ungamo Kuu (Great. Confession). Both names are, in fact, ...

  7. AN INFORMATION COMPETENCE AS A COMPONENT OF LINGUISTIC AND DIDACTIC TRAINING OF FUTURE TEACHERS OF THE UKRAINIAN LANGUAGE IN THE CRIMEAN-TATAR PRIMARY SCHOOL

    Directory of Open Access Journals (Sweden)

    A. Asanova

    2015-02-01

    Full Text Available The article is deals to the problem of formation of information competence in the context of the linguistic and didactic training of future teachers of the Ukrainian language in primary school in terms of bi- and for trilingual learning environment. Also is exposed the concept of «lingo-didactic competence of future teachers of the Ukrainian language in primary school with the Crimean Tatar language of instruction» and «information competency». Proposed the ways of creation of information competence as an integral interdisciplinary in structure linguistic and didactic training of students of the specialty «A primary education». The solution to the problem of formation of information competence reflects the pedagogical, linguistic and didactic and methodological feasibility of using information technology on practical, seminar and lecture classes professionally oriented disciplines cycle. Based on the principle of interdisciplinary training of future teachers allocated to those disciplines in the study and assimilation of which management is the use of information and communication technologies. These include «Teaching methods of teaching the Ukrainian language in the primary school», «Teaching methods the Crimean Tatar language in the primary school», «Foundations of bilingual teaching languages (Ukrainian, Crimean Tatar», «Methodology of educational translation (Ukrainian/Crimean Tatar» to the specialty «A primary education» in higher pedagogical institution.

  8. FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN THE INFORMATION TRAINING ENVIRONMENT OF HIGHER EDUCATION INSTITUTION AND THE PRINCIPLES OF SOCIAL CONSTRUCTIVISM

    Directory of Open Access Journals (Sweden)

    Alla B. Nisilevich

    2014-01-01

    Full Text Available In this work timeliness of use of information and computer technologies is emphasized when forming communicative competence in a foreign language in higher education institution. Besides, as a methodological basis of the information training environment the principles of social constructivism are analyzed. The training Moodle shell program entirely meets requirements of educational process and the virtual educational environment as well, and it is also the most sensible modern system of distance learning as a whole and to foreign languages in particular.

  9. Early gamma oscillations during rapid auditory processing in children with a language-learning impairment: changes in neural mass activity after training.

    Science.gov (United States)

    Heim, Sabine; Keil, Andreas; Choudhury, Naseem; Thomas Friedman, Jennifer; Benasich, April A

    2013-04-01

    Children with language-learning impairment (LLI) have consistently shown difficulty with tasks requiring precise, rapid auditory processing. Remediation based on neural plasticity assumes that the temporal precision of neural coding can be improved by intensive training protocols. Here, we examined the extent to which early oscillatory responses in auditory cortex change after audio-visual training, using combined source modeling and time-frequency analysis of the human electroencephalogram (EEG). Twenty-one elementary school students diagnosed with LLI underwent the intervention for an average of 32 days. Pre- and post-training assessments included standardized language/literacy tests and EEG recordings in response to fast-rate tone doublets. Twelve children with typical language development were also tested twice, with no intervention given. Behaviorally, improvements on measures of language were observed in the LLI group following completion of training. During the first EEG assessment, we found reduced amplitude and phase-locking of early (45-75 ms) oscillations in the gamma-band range (29-52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. Amplitude reduction for the second tone was no longer evident for the LLI children post-intervention, although these children still exhibited attenuated phase-locking. Our findings suggest that specific aspects of inefficient sensory cortical processing in LLI are ameliorated after training. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. The Effect of Explicit Affective Strategy Training on Iranian EFL learners’ Oral Language Proficiency and Anxiety Reduction

    Directory of Open Access Journals (Sweden)

    Fatemeh Mostafavi

    2016-08-01

    control group.  The results confirm the positive effects of affective strategy instruction on oral language proficiency.  The findings of this study provide a greater understanding of affective strategy use among Iranian EFL learners.  This study might also have some implications for material developers to consider strategy use in materials development. Keywords: affective strategies, explicit strategy training, language anxiety

  11. National Languages and Teacher Training in Africa. A Methodological Guide for the Use of Teacher Training Institutes. Educational Studies and Documents No. 47.

    Science.gov (United States)

    Poth, Joseph

    Six essays on native language instruction in Africa are presented. "Why Teach in an African Language?" examines the rationale and advantages of teaching in African mother tongues, and "Why Teach an African Language as a School Subject" discusses the need for such instruction. "Do African Languages Have Sufficient Potential…

  12. Recursos/Resources: A Bibliography of Spanish-Language Family Day Care Training Materials.

    Science.gov (United States)

    California Child Care Resource and Referral Network, San Francisco.

    This bibliography provides descriptions and contact information regarding resources produced by American and Canadian family day care training projects and other educational organizations for agencies working with Spanish-speaking family day care providers. Included are resources in the following areas: (1) "Recruitment Resources"; (2)…

  13. Survey on Effects of Fairy Tales on Turkish Language Training from Secondary School Students' Perspective

    Science.gov (United States)

    Kiliç, Yasin

    2015-01-01

    Fairy tale is one of the most important genres in literature which reflects childish sensitivity, feeds child's soul, enriches his/her imagination and prepares him/her for the future. Emerging as product of oral literature, fairy tales were used as an instrument of training in the past and they still have the same function today. Educators think…

  14. The Role of Language Games in Children's Understanding of Mental States: A Training Study

    Science.gov (United States)

    Ornaghi, Veronica; Brockmeier, Jens; Grazzani Gavazzi, Ilaria

    2011-01-01

    In this study the authors investigated whether training preschool children in the use of mental state lexicon plays a significant role in bringing about advanced conceptual understanding of mental terms and improved performance on theory-of-mind tasks. A total of 70 participants belonging to two age groups (3 and 4 years old) were randomly…

  15. The Influence of Training and Experience on Rater Performance in Scoring Spoken Language

    Science.gov (United States)

    Davis, Larry

    2016-01-01

    Two factors were investigated that are thought to contribute to consistency in rater scoring judgments: rater training and experience in scoring. Also considered were the relative effects of scoring rubrics and exemplars on rater performance. Experienced teachers of English (N = 20) scored recorded responses from the TOEFL iBT speaking test prior…

  16. Mindfulness Training in Stuttering Therapy: A Tutorial for Speech-Language Pathologists

    Science.gov (United States)

    Boyle, Michael P.

    2011-01-01

    The use of mindfulness training for increasing psychological well-being in a variety of clinical and nonclinical populations has exploded over the last decade. In the area of stuttering, it has been widely recognized that effective long-term management often necessitates treatment of cognitive and affective dimensions of the disorder in addition…

  17. Spike-train acquisition, analysis and real-time experimental control using a graphical programming language (LabView).

    Science.gov (United States)

    Nordstrom, M A; Mapletoft, E A; Miles, T S

    1995-11-01

    A solution is described for the acquisition on a personal computer of standard pulses derived from neuronal discharge, measurement of neuronal discharge times, real-time control of stimulus delivery based on specified inter-pulse interval conditions in the neuronal spike train, and on-line display and analysis of the experimental data. The hardware consisted of an Apple Macintosh IIci computer and a plug-in card (National Instruments NB-MIO16) that supports A/D, D/A, digital I/O and timer functions. The software was written in the object-oriented graphical programming language LabView. Essential elements of the source code of the LabView program are presented and explained. The use of the system is demonstrated in an experiment in which the reflex responses to muscle stretch are assessed for a single motor unit in the human masseter muscle.

  18. Language-trained chimpanzees (Pan troglodytes) name what they have seen but look first at what they have not seen.

    Science.gov (United States)

    Beran, Michael J; Smith, J David; Perdue, Bonnie M

    2013-05-01

    Metacognition can be defined as knowing what one knows, and the question of whether nonhuman animals are metacognitive has driven an intense debate. We tested 3 language-trained chimpanzees in an information-seeking task in which the identity of a food item was the critical piece of information needed to obtain the food. The chimpanzees could either report the identity of the food immediately or first check a container in which the food had been hidden. In two experiments, the chimpanzees were significantly more likely to visit the container first on trials in which they could not know its contents but were more likely to just name the food item without looking into the container on trials in which they had seen its contents. Thus, chimpanzees showed efficient information-seeking behavior that suggested they knew what they had or had not already seen when it was time to name a hidden item.

  19. Parataxis, hypotaxis and para-hypotaxis in the Zamucoan languages

    Directory of Open Access Journals (Sweden)

    Pier Marco Bertinetto

    2012-01-01

    Full Text Available The term "para-hypotaxis" is commonly used by Romance linguists to refer to sentences containing a proleptic dependent clause, with the main clause introduced by a coordinator. It is thus an intermediate structure between parataxis and hypotaxis; it should not be confused, however, with seemingly analogous phenomena, such as co-subordination. Traditionally considered as an idiosyncratic feature of the Old Romance languages (as well as Biblical Hebrew, Greek and Latin, para-hypotaxis has recently been discovered in at least one modern, genetically unrelated language (Swahili. This paper shows - with illustrations mostly stemming from the Zamucoan family (Ayoreo and Chamacoco - that it is also widespread in several languages of the Chaco Boreal. The possible functional justifications of this peculiar syntactic phenomenon are discussed.

  20. TRENDS IN JOURNALISTS’ TRAINING: In the Spanish and Portuguese language environments in the 21st century

    Directory of Open Access Journals (Sweden)

    Xosé Lopes Garcia

    2008-12-01

    Full Text Available The experience gained during the last decades by the studies ofCommunication in the English-, Spanish- and Portuguese-speaking universities has had three clear consequences: a progressive incorporation of these studies by most of the higher education centers of the main countries in the world, with different programs and through very different routes; an increase in the number of research works in this sector; and an increasing interest in adapting the training to the new profiles that have appeared in the different media. The efforts made in these years in Brazil, Spain and Portugal in this field show, as we will try to present in this work resulting from a comparative study of the three cases with emphasis on the last ten years, some differences, several coincidences and a shared objective: initiatives to improve the training plans with higher quality projects.

  1. Language Choices by Teachers in EFL Classrooms in Cyprus: Bidialectism Meets Bilingualism with a Call for Teacher Training Programmes in Linguistic Variation

    Science.gov (United States)

    Yiakoumetti, Androula; Mina, Marina

    2013-01-01

    This study focuses on the interface between bidialectism and bilingualism and provides empirical support for the call for language educators to be trained in issues relating to linguistic variation. Drawing on the sociolinguistic setting of Cyprus, the study investigates the linguistic behaviour of bidialectal teachers in the English…

  2. Absence of National Culture in Foreign Language Teaching and Intercultural Communication Competence Training of College Students in China Frontier Minority Areas

    Science.gov (United States)

    Jia, Jinan

    2015-01-01

    The absence of Chinese culture in foreign language teaching has a strong impact on the exchange between different cultures, and is also an obstacle to intercultural communication competence training. In general, English teaching level in China frontier minority areas is far behind that in developed areas, and shows its own teaching and cultural…

  3. The Impact of a Training Program Based on Pedagogical Knowledge on Improving the Speaking and Writing Skills Teaching Practices of Female English Language Teachers

    Science.gov (United States)

    Weshah, Hani A.; Tomok, Tamara N.

    2011-01-01

    This study investigated the impact of a training program based on pedagogical knowledge on improving the speaking and writing skills teaching practices of female English language teachers. The participants consisted of 30 teachers: 10 as an experimental group and 20 as a control group. To answer the study questions, the researchers developed a…

  4. Personalized learning: From neurogenetics of behaviors to designing optimal language training.

    Science.gov (United States)

    Wong, Patrick C M; Vuong, Loan C; Liu, Kevin

    2017-04-01

    Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. "Personalized Learning" seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. A Natural Language Intelligent Tutoring System for Training Pathologists - Implementation and Evaluation

    Science.gov (United States)

    El Saadawi, Gilan M.; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Castine, Melissa; Fine, Jeffrey; Gormley, Robert; Crowley, Rebecca S.

    2009-01-01

    Introduction We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback. Research Questions We evaluated (1) the performance of our natural language system, (2) the effect of the system on learning (3) the effect of feedback timing on learning gains and (4) the effect of ReportTutor on performance to self-assessment correlations. Methods The study uses a crossover 2×2 factorial design. We recruited 20 subjects from 4 academic programs. Subjects were randomly assigned to one of the four conditions - two conditions for the immediate interface, and two for the delayed interface. An expert dermatopathologist created a reference standard and 2 board certified AP/CP pathology fellows manually coded the residents' assessment reports. Subjects were given the opportunity to self grade their performance and we used a survey to determine student response to both interfaces. Results Our results show a highly significant improvement in report writing after one tutoring session with 4-fold increase in the learning gains with both interfaces but no effect of feedback timing on performance gains. Residents who used the immediate feedback interface first experienced a feature learning gain that is correlated with the number of cases they viewed. There was no correlation between performance and self-assessment in either condition. PMID:17934789

  6. A taxonomy for education and training in professional psychology health service specialties: evolution and implementation of new guidelines for a common language.

    Science.gov (United States)

    Rozensky, Ronald H; Grus, Catherine L; Nutt, Roberta L; Carlson, Cindy I; Eisman, Elena J; Nelson, Paul D

    2015-01-01

    The Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties was endorsed as a policy of the American Psychological Association in 2012. These Guidelines have the potential for broad impact on the field by providing both a structure and recommendations for the consistent usage of language--definitions and terminology--to reduce current descriptive inconsistencies across education and training programs in professional psychology. The Guidelines are not designed to define specifics of the training or practice of individual psychologists; they are to be used only to describe programmatic structure in a consistent manner. This article details the developmental history of these Guidelines and highlights the strong alliance between the leaders of the various recognized specialties in professional psychology and the education and training community in health service psychology. The content, application, future dissemination and impact of the Guidelines are presented. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  7. Comparing varieties of in-service English Language Training for primary school teachers in Norway

    Directory of Open Access Journals (Sweden)

    James Coburn

    2014-09-01

    Full Text Available International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development

  8. Brain responses to language-relevant musical features in adolescent cochlear implant users before and after an intensive music training program

    DEFF Research Database (Denmark)

    Petersen, Bjørn; Weed, Ethan; Hansen, Mads

    Brain responses to language-relevant musical features in adolescent cochlear implant users before and after an intensive music training program Petersen B.1,2, Weed E.1,3, Hansen M.1,4, Sørensen S.D.3 , Sandmann P.5 , Vuust P.1,2 1Center of Functionally Integrative Neuroscience, Aarhus University...... musical training. The finding points toward the possibility of improving appreciation of music in general for adolescent CI users, and using music as a motivating element in speech therapy programs....

  9. Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System

    Science.gov (United States)

    Lu, Zhihong; Wen, Fuan; Li, Ping

    2012-01-01

    Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with…

  10. Training the Brain to Weight Speech Cues Differently: A Study of Finnish Second-language Users of English

    Science.gov (United States)

    Ylinen, Sari; Uther, Maria; Latvala, Antti; Vepsalainen, Sara; Iverson, Paul; Akahane-Yamada, Reiko; Naatanen, Risto

    2010-01-01

    Foreign-language learning is a prime example of a task that entails perceptual learning. The correct comprehension of foreign-language speech requires the correct recognition of speech sounds. The most difficult speech-sound contrasts for foreign-language learners often are the ones that have multiple phonetic cues, especially if the cues are…

  11. The implementation of industrial training in tertiary education in Malaysia: Objectives, realisations and outputs in the case of foreign language students

    Science.gov (United States)

    Machart, Régis

    2017-02-01

    The large range of jobs that Malaysian undergraduates of foreign languages are often employed in after completion of their studies (education, tourism, banking, business, management, etc.) is not necessarily related to their major field of study. This situation often makes it difficult for lecturers to develop a comprehensive professional training for their benefit. In the early 2010s, unemployment rates of Malaysian undergraduates were increasing, although the job market was quite flexible. In order to improve students' employability, Malaysian universities decided to restructure their curricula. Industrial training, or Latihan Industri (LI), became a new mandatory requirement for all future undergraduates of the new programmes from 2011. LI aims to match students' academic training with the needs of the private sector. However, most companies were not prepared to accept the first influx of trainees from all types of programmes (sciences, social sciences or the humanities) in 2014. Consequently, many students could not find an appropriate LI position in the field they were studying, and were placed in positions for which they were poorly prepared. At the end of their LI, students had to submit a logbook of their activities as well as provide a final report in which they were asked to evaluate their experiences. A content analysis of these reports from four foreign language students who did their LI in different sectors (finance, education, industry and retail) provides interesting insights into the different skills required by Malaysian employers, irrespective of their sector of activity. The analysis of the reports raises the question of the adequacy of the academic training of foreign language students for the Malaysian job market, and the transferability of their acquired language skills to their new work environment.

  12. An examination of the special education teacher training programs in Turkey and European Union member countries in terms of language development and communication education

    Directory of Open Access Journals (Sweden)

    Pelin Piştav Akmeşe,

    2016-12-01

    Full Text Available he academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. The courses in Special Education Teacher Training undergraduate programs of higher education institutions of each country stated in the reports of National Education System Descriptions have been examined to reach these data. While there are undergraduate programs for four years of study related to each disability type in Turkey, it has been seen that the department of hearing impaired education teacher training is the department which mainly includes the language development and communication skills courses among mentioned programs. The countries such as Luxemburg, Sweden, Greece, Belgium, Ireland, Finland Ireland and Lithuania give common ground courses of special education department to the preservice teachers in 6 to 7 academic terms.

  13. The impact of dialogic book-sharing training on infant language and attention: a randomized controlled trial in a deprived South African community.

    Science.gov (United States)

    Vally, Zahir; Murray, Lynne; Tomlinson, Mark; Cooper, Peter J

    2015-08-01

    Dialogic book-sharing is an interactive form of shared reading. It has been shown in high income countries (HICs) to be of significant benefit to child cognitive development. Evidence for such benefit in low and middle income countries (LMICs) is scarce, although a feasibility study of our own produced encouraging findings. Accordingly, we aimed to establish the impact on child language and attention of providing training in dialogic booksharing to carers of infants in an impoverished South African community. We conducted a randomized controlled trial in Khayelitsha, an informal settlement in South Africa. Mothers of infants aged between 14 and 16 months were recruited and randomized to either 8 weeks of manualized training in dialogic book-sharing or a no-intervention control group. Independent assessments were made of infant language and attention at baseline and following training. The trial was registered (ISRCTN39953901). Ninety one carer-infant dyads were recruited and randomized to the intervention group (n = 49) or the control group (n = 42), 82 (90%) of whom were available for follow-up assessments. On a standardized carer report of infant vocabulary, compared to those in the control group, carers who received the intervention reported a significantly greater increase in the number of words understood by their infants as well as a larger increase in the number of words that their infant understood and could vocalize. Intervention group children also showed substantially greater gains on a measure of sustained attention. In line with evidence from HICs, a dialogic book-sharing programme delivered to an impoverished South African sample was shown to be of considerable benefit to the development of child language and focussed attention. The training programme, which is simple and inexpensive to deliver, has the potential to benefit child cognitive development in LMIC contexts where such development is commonly compromised. © 2014 Association for Child

  14. Language Training Programme

    CERN Multimedia

    HR Department

    2012-01-01

    General and Professional French Courses The next session will take place from 8 October to 14 December 2012. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult this Web page. Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 8 October to 14 December 2012. For registration and further information on the courses, please consult this Web page. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 8 October to 14 December 2012. For registration and further information on the courses, please consult this Web page. General and Professional English Courses The next sessions will take place: From 1...

  15. Training Language Teachers to Sustain Self-Directed Language Learning: An Exploration of Advisers' Experiences on a Web-Based Open Virtual Learning Environment

    Science.gov (United States)

    Bailly, Sophie; Ciekanski, Maud; Guély-Costa, Eglantine

    2013-01-01

    This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we…

  16. The Language(s) of Failure? Unequal Access to Journalism Education and Training at a Former Whites-Only Afrikaans University in South Africa

    Science.gov (United States)

    Botma, Gabriel J.

    2012-01-01

    A former whites-only South African university's journalism department employs a dual-medium language policy in which Afrikaans and English alternate in classrooms, and students may use either. Admissions processes include a test of linguistic ability (general/cultural knowledge and writing skills). Citing Bourdieu, this article disputes the…

  17. A Selected Bibliography of Films and Videotapes on Foreign Language Teacher Training. CAL-ERIC/CLL Series on Languages and Linguistics, No. 8.

    Science.gov (United States)

    Eddy, Peter A., Comp.

    This bibliography was prepared for foreign language teacher trainers and curriculum specialists for use in preservice and inservice instruction. The audiovisual materials cited here have been compiled from an extensive search of AV center catalogues and periodicals in which such materials are advertised. The listings have been grouped into four…

  18. Using Visual Support for Language and Learning in Children with SLCN: A Training Programme for Teachers and Teaching Assistants

    Science.gov (United States)

    Wellington, Wendy; Stackhouse, Joy

    2011-01-01

    The majority of children with speech, language and communication needs (SLCN) are educated in mainstream classrooms where they can have difficulties with the language needed for learning. Although visual support in the classroom can help to scaffold children's learning and socialization, many teachers feel ill equipped to use this. They do not…

  19. The "Contextual Contact" in Grammar Microteachings in Teaching English as a Foreign Language: A Teacher Training Perspective

    Science.gov (United States)

    Sarigöz, Iskender Hakki

    2015-01-01

    The grammar microteachings carried out by trainees in teacher education is a critical issue due to the fact that the teaching of grammar has always been a controversial issue throughout the foreign language teaching (FLT) acculturation. There is always some negative reaction to isolated teaching of grammar in communicative language teaching…

  20. Training of verbal creativity modulates brain activity in regions associated with language- and memory-related demands.

    Science.gov (United States)

    Fink, Andreas; Benedek, Mathias; Koschutnig, Karl; Pirker, Eva; Berger, Elisabeth; Meister, Sabrina; Neubauer, Aljoscha C; Papousek, Ilona; Weiss, Elisabeth M

    2015-10-01

    This functional magnetic resonance (fMRI) study was designed to investigate changes in functional patterns of brain activity during creative ideation as a result of a computerized, 3-week verbal creativity training. The training was composed of various verbal divergent thinking exercises requiring participants to train approximately 20 min per day. Fifty-three participants were tested three times (psychometric tests and fMRI assessment) with an intertest-interval of 4 weeks each. Participants were randomly assigned to two different training groups, which received the training time-delayed: The first training group was trained between the first and the second test, while the second group accomplished the training between the second and the third test session. At the behavioral level, only one training group showed improvements in different facets of verbal creativity right after the training. Yet, functional patterns of brain activity during creative ideation were strikingly similar across both training groups. Whole-brain voxel-wise analyses (along with supplementary region of interest analyses) revealed that the training was associated with activity changes in well-known creativity-related brain regions such as the left inferior parietal cortex and the left middle temporal gyrus, which have been shown as being particularly sensitive to the originality facet of creativity in previous research. Taken together, this study demonstrates that continuous engagement in a specific complex cognitive task like divergent thinking is associated with reliable changes of activity patterns in relevant brain areas, suggesting more effective search, retrieval, and integration from internal memory representations as a result of the training. © 2015 Wiley Periodicals, Inc.

  1. Training understanding of reversible sentences: a study comparing language-impaired children with age-matched and grammar-matched controls.

    Science.gov (United States)

    Hsu, Hsinjen Julie; Bishop, Dorothy V M

    2014-01-01

    Introduction. Many children with specific language impairment (SLI) have problems with language comprehension, and little is known about how to remediate these. We focused here on errors in interpreting sentences such as "the ball is above the cup", where the spatial configuration depends on word order. We asked whether comprehension of such short reversible sentences could be improved by computerized training, and whether learning by children with SLI resembled that of younger, typically-developing children. Methods. We trained 28 children with SLI aged 6-11 years, 28 typically-developing children aged from 4 to 7 years who were matched to the SLI group for raw scores on a test of receptive grammar, and 20 typically-developing children who were matched to the SLI group on chronological age. A further 20 children with SLI were given pre- and post-test assessments, but did not undergo training. Those in the trained groups were given training on four days using a computer game adopting an errorless learning procedure, during which they had to select pictures to correspond to spoken sentences such as "the cup is above the drum" or "the bird is below the hat". Half the trained children heard sentences using above/below and the other half heard sentences using before/after (with a spatial interpretation). A total of 96 sentences was presented over four sessions. Half the sentences were unique, whereas the remainder consisted of 12 repetitions of each of four sentences that became increasingly familiar as training proceeded. Results. Age-matched control children performed near ceiling (≥ 90% correct) in the first session and were excluded from the analysis. Around half the trained SLI children also performed this well. Training effects were examined in 15 SLI and 16 grammar-matched children who scored less than 90% correct on the initial training session. Overall, children's scores improved with training. Memory span was a significant predictor of improvement, even

  2. Training understanding of reversible sentences: a study comparing language-impaired children with age-matched and grammar-matched controls

    Science.gov (United States)

    Hsu, Hsinjen Julie

    2014-01-01

    Introduction. Many children with specific language impairment (SLI) have problems with language comprehension, and little is known about how to remediate these. We focused here on errors in interpreting sentences such as “the ball is above the cup”, where the spatial configuration depends on word order. We asked whether comprehension of such short reversible sentences could be improved by computerized training, and whether learning by children with SLI resembled that of younger, typically-developing children. Methods. We trained 28 children with SLI aged 6–11 years, 28 typically-developing children aged from 4 to 7 years who were matched to the SLI group for raw scores on a test of receptive grammar, and 20 typically-developing children who were matched to the SLI group on chronological age. A further 20 children with SLI were given pre- and post-test assessments, but did not undergo training. Those in the trained groups were given training on four days using a computer game adopting an errorless learning procedure, during which they had to select pictures to correspond to spoken sentences such as “the cup is above the drum” or “the bird is below the hat”. Half the trained children heard sentences using above/below and the other half heard sentences using before/after (with a spatial interpretation). A total of 96 sentences was presented over four sessions. Half the sentences were unique, whereas the remainder consisted of 12 repetitions of each of four sentences that became increasingly familiar as training proceeded. Results. Age-matched control children performed near ceiling (≥ 90% correct) in the first session and were excluded from the analysis. Around half the trained SLI children also performed this well. Training effects were examined in 15 SLI and 16 grammar-matched children who scored less than 90% correct on the initial training session. Overall, children’s scores improved with training. Memory span was a significant predictor of

  3. Training understanding of reversible sentences: a study comparing language-impaired children with age-matched and grammar-matched controls

    Directory of Open Access Journals (Sweden)

    Hsinjen Julie Hsu

    2014-11-01

    Full Text Available Introduction. Many children with specific language impairment (SLI have problems with language comprehension, and little is known about how to remediate these. We focused here on errors in interpreting sentences such as “the ball is above the cup”, where the spatial configuration depends on word order. We asked whether comprehension of such short reversible sentences could be improved by computerized training, and whether learning by children with SLI resembled that of younger, typically-developing children.Methods. We trained 28 children with SLI aged 6–11 years, 28 typically-developing children aged from 4 to 7 years who were matched to the SLI group for raw scores on a test of receptive grammar, and 20 typically-developing children who were matched to the SLI group on chronological age. A further 20 children with SLI were given pre- and post-test assessments, but did not undergo training. Those in the trained groups were given training on four days using a computer game adopting an errorless learning procedure, during which they had to select pictures to correspond to spoken sentences such as “the cup is above the drum” or “the bird is below the hat”. Half the trained children heard sentences using above/below and the other half heard sentences using before/after (with a spatial interpretation. A total of 96 sentences was presented over four sessions. Half the sentences were unique, whereas the remainder consisted of 12 repetitions of each of four sentences that became increasingly familiar as training proceeded.Results. Age-matched control children performed near ceiling (≥ 90% correct in the first session and were excluded from the analysis. Around half the trained SLI children also performed this well. Training effects were examined in 15 SLI and 16 grammar-matched children who scored less than 90% correct on the initial training session. Overall, children’s scores improved with training. Memory span was a significant

  4. Cross-language perception and production of English vowels by Portuguese learners : the effects of perceptual training

    OpenAIRE

    Rato, Anabela Alves dos Santos

    2014-01-01

    Doctoral Dissertation in Language Sciences Specialization in English Linguistics Several studies have demonstrated that second/foreign language (L2/FL) speech learning is a challenge to late learners (i.e., adolescents or adults) in terms of perception and production of certain non-native phonemic and phonetic contrasts (Moyer, 2013). The interaction of different factors might explain learners’ difficulties, namely age of onset of learning (AOL), amount of native (L1) and no...

  5. A mixed methods approach to adapting and evaluating the functional assessment of HIV infection (FAHI, Swahili version, for use with low literacy populations.

    Directory of Open Access Journals (Sweden)

    Moses K Nyongesa

    tool were supported by acceptable factor loadings for most of the items on the respective sub-scales and confirmation of expected significant correlations of the FAHI subscale scores with scores of a measure of common mental disorders.The adapted interviewer-administered Swahili version of FAHI questionnaire showed initial strong evidence of good psychometric properties with satisfactory internal consistency and acceptable validity (content, face, and convergent validity. It gives impetus for further validation work, especially construct validity, in similar settings before it can be used for research and clinical purposes in the entire East African region.

  6. Embracing complexity across disciplines: Reflective supervision and postdegree training integrate mental health concepts with speech-language therapy and graduate education.

    Science.gov (United States)

    Shahmoon-Shanok, Rebecca; Geller, Elaine

    2009-11-01

    This article illustrates how relationship-based practice and reflective supervision can augment the practice of professionals in allied health disciplines in the earliest childhood fields. The authors describe how mental health constructs were integrated into the discipline-specific expertise of one speech-language pathologist and how, in turn, that affected her leadership as graduate program director. The article highlights the transformations that took place within one discipline through the assimilation of a transdisciplinary, relationship-based, and reflective model. The ongoing individual and group supervision of a speech-language pathologist through an intensive, reflective, 2-year experience in a postdegree certificate training program is described to explore the change process; a detailed analysis of one case is used to illustrate shifts in clinical practice and the broadening of theoretical paradigms. Further, the authors illustrate how the graduate program director implemented the use of these constructs with clinical supervisors at her university upon completion of the postdegree training program so that the supervisors could, in turn, introduce and use them with their graduate students. Finally, the benefits, concerns, and limitations of engaging in transdisciplinary work are briefly addressed. Copyright © 2009 Michigan Association for Infant Mental Health.

  7. Mental Health - Multiple Languages

    Science.gov (United States)

    ... Chin (Laiholh) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tigrinya (tigriññā / ትግርኛ) HealthReach ...

  8. Flu Shot - Multiple Languages

    Science.gov (United States)

    ... សាខ្មែរ) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Marshallese (Ebon) Modern Standard Arabic (al- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Thai ( ...

  9. Mood Disorders - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Tigrinya ( ...

  10. Meningitis - Multiple Languages

    Science.gov (United States)

    ... សាខ្មែរ) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Marshallese (Ebon) Modern Standard Arabic (al- ... Gagana Samoa) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Thai ( ...

  11. Poisoning - Multiple Languages

    Science.gov (United States)

    ... Chin (Laiholh) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Pax̌tō / پښتو ) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  12. Child Abuse - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kinyarwanda (Rwanda) Kirundi (Rundi) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tigrinya (tigriññā / ትግርኛ) Vietnamese ( ...

  13. Hurricanes - Multiple Languages

    Science.gov (United States)

    ... français) Haitian Creole (Kreyol ayisyen) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Pax̌tō / پښتو ) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Tigrinya ( ...

  14. Mental Disorders - Multiple Languages

    Science.gov (United States)

    ... Chin (Laiholh) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tigrinya (tigriññā / ትግርኛ) HealthReach ...

  15. Nutrition - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kirundi (Rundi) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Malay (Bahasa Malaysia) Modern Standard Arabic ( ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Thai ( ...

  16. Health Facilities - Multiple Languages

    Science.gov (United States)

    ... Chin (Laiholh) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Pax̌tō / پښتو ) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  17. Methamphetamine - Multiple Languages

    Science.gov (United States)

    ... Hmong (Hmoob) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Nepali (नेपाली) Russian (Русский) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Vietnamese (Tiếng Việt) HealthReach ...

  18. Meningococcal Infections - Multiple Languages

    Science.gov (United States)

    ... សាខ្មែរ) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Marshallese (Ebon) Modern Standard Arabic (al- ... Gagana Samoa) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Thai ( ...

  19. Stress - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Vietnamese ( ...

  20. Impaired Driving - Multiple Languages

    Science.gov (United States)

    ... Farsi (فارسی) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul-fuṣḥá) Nepali (नेपाली) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  1. Marijuana - Multiple Languages

    Science.gov (United States)

    ... Farsi (فارسی) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul-fuṣḥá) Nepali (नेपाली) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  2. Infection Control - Multiple Languages

    Science.gov (United States)

    ... Hmong (Hmoob) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  3. Alcohol - Multiple Languages

    Science.gov (United States)

    ... Farsi (فارسی) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul-fuṣḥá) Nepali (नेपाली) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  4. Drug Abuse - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Vietnamese ( ...

  5. Smoking - Multiple Languages

    Science.gov (United States)

    ... Chin (Laiholh) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Pax̌tō / پښتو ) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  6. CoCAR: An Online Synchronous Training Model for Empowering ICT Capacity of Teachers of Chinese as a Foreign Language

    Science.gov (United States)

    Lan, Yu-Ju; Chang, Kuo-En; Chen, Nian-Shing

    2012-01-01

    In response to the need to cultivate pre-service Chinese as a foreign language (CFL) teachers' information and communication technology (ICT) competency in online synchronous environments, this research adopted a three-stage cyclical model named "cooperation-based cognition, action, and reflection" (CoCAR). The model was implemented in an 18-week…

  7. On Training in Language Documentation and Capacity Building in Papua New Guinea: A Response to Bird et al.

    Science.gov (United States)

    Brooks, Joseph D.

    2015-01-01

    In a recent article, Bird et al. (2013) discuss a workshop held at the University of Goroka in Papua New Guinea (PNG) in 2012. The workshop was intended to offer a new methodological framework for language documentation and capacity building that streamlines the documentation process and accelerates the global effort to document endangered…

  8. English for Employability: A Case Study of the English Language Training Need Analysis for Engineering Students in India

    Science.gov (United States)

    Clement, A.; Murugavel, T.

    2015-01-01

    This article examines the effectiveness of English language courses offered in the engineering colleges in India. Many engineering graduates in India are found to be unemployable due to their poor communication skills and lack of confidence. There have been a lot of research papers that have reiterated the importance of improving engineering…

  9. An Analysis of English Language Learning Instruction Provided in Teacher Education and Inservice Training Programs for General and Special Educators

    Science.gov (United States)

    Sedano, Lidia E.

    2013-01-01

    It is essential that English language learners (ELLs) are able to effectively receive an education. Recent national data indicates that the achievement gap between English and non-English learners in school is approximately a two grade-level difference (NCES, 2012). The increase of students who are learning English and who have a disability is a…

  10. 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

  11. Difficulties in foreign language learning: does music help? The influence of music training, music aptitude and musical teaching methods on the perception of Dutch phonemes and lexical stress by French speakers.

    OpenAIRE

    Degrave, Pauline; Dedonder, Jonathan; Hiligsmann, Philippe; Shared Processing in Language and Music: What Neurocognition and Disorders Reveal

    2015-01-01

    Foreign language learners often show some specific difficulties in their acquisition of the new language. One of them is the ability to perceive and produce new phonemes and a new prosody. Since phonemes and prosody are dependent on “quasi musical” features (such as rhythm, frequency, intensity), we could wonder whether some music-related elements, like musical aptitude, musical training or the use of music as a didactic tool, could help learners to perceive and produce the sounds and the pro...

  12. Foreign language training as cognitive therapy for age-related cognitive decline: a hypothesis for future research.

    Science.gov (United States)

    Antoniou, Mark; Gunasekera, Geshri M; Wong, Patrick C M

    2013-12-01

    Over the next fifty years, the number of older adults is set to reach record levels. Protecting older adults from the age-related effects of cognitive decline is one of the greatest challenges of the next few decades as it places increasing pressure on families, health systems, and economies on a global scale. The disease-state of age-related cognitive decline-Alzheimer's disease and other dementias-hijacks our consciousness and intellectual autonomy. However, there is evidence that cognitively stimulating activities protect against the adverse effects of cognitive decline. Similarly, bilingualism is also considered to be a safeguard. We propose that foreign language learning programs aimed at older populations are an optimal solution for building cognitive reserve because language learning engages an extensive brain network that is known to overlap with the regions negatively affected by the aging process. It is recommended that future research should test this potentially fruitful hypothesis. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Effective Techniques for Working with the Tongue Twister in the Elementary Level of Training Russian as a Foreign Language

    OpenAIRE

    Korolkova, Yana V.; Slabukho, Olesia A.; Vydrina, Vera V.; Zheleznyakova, Anna N.; Zhang, Liyan

    2015-01-01

    The selection of material for teaching phonetics is a topical problem in the practice of teaching Russian as a foreign language. In this article the tongue twister, as the material for the development of phonetic skills at the elementary level of teaching Russian to foreigners, will be discussed. It is proposed to work only with one tongue twister during daily phonetic exercises. It is also important to organize the work with different types of activities. This paper presents a set of tasks (...

  14. The music of language: an ERP investigation of the effects of musical training on emotional prosody processing.

    Science.gov (United States)

    Pinheiro, Ana P; Vasconcelos, Margarida; Dias, Marcelo; Arrais, Nuno; Gonçalves, Óscar F

    2015-01-01

    Recent studies have demonstrated the positive effects of musical training on the perception of vocally expressed emotion. This study investigated the effects of musical training on event-related potential (ERP) correlates of emotional prosody processing. Fourteen musicians and fourteen control subjects listened to 228 sentences with neutral semantic content, differing in prosody (one third with neutral, one third with happy and one third with angry intonation), with intelligible semantic content (semantic content condition--SCC) and unintelligible semantic content (pure prosody condition--PPC). Reduced P50 amplitude was found in musicians. A difference between SCC and PPC conditions was found in P50 and N100 amplitude in non-musicians only, and in P200 amplitude in musicians only. Furthermore, musicians were more accurate in recognizing angry prosody in PPC sentences. These findings suggest that auditory expertise characterizing extensive musical training may impact different stages of vocal emotional processing. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. The Fate of Complex Languages: Classical Arabic and Old Norse in the Age of Globalisation

    Directory of Open Access Journals (Sweden)

    Wouter Kusters

    2004-01-01

    Full Text Available I discuss the effects of globalisation on verbal inflection in two language groups, Arabic and Scandinavian. With the term ‘globalisation’ I do not only refer to most recent world history, but also to earlier expansions of empires, cultures and languages. I compare the social and cultural situation and the verbal inflection of Classical Arabic and Old Norse with those of modern Arabic and Scandinavian varieties. The hypothesis that factors of the historical social dimension influence variables of verbal inflection is confirmed for these cases. It was found that the more second language learning takes place, the more internal dialect contact and migrations occur, and the less prestige a language has, the more transparent and economic the verbal inflection becomes. On the other hand, tight small communities with strong language traditions and few second language learners are found to be the best environment for inflectional complexities. When such small communities expand, and when the earlier ‘ethnic’ language becomes a tool for smoother communication, restructuring takes place. In Arabic and Scandinavian this restructuring is sensitive to phonological changes, and appears to be almost ‘natural’. Other evidence from cases like Quechua and Swahili indicate that simplification is morphologically and semantically driven and needs favorable social circumstances to take place. This strongly suggests that simplification has some universal characteristics, like the tendency towards more economy and transparency, but is also dependent on language particular morphological structure.

  16. ENGLISH TRAINING

    CERN Multimedia

    2003-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. LANGUAGE TRAINING Françoise Benz tel. 73127 language.training@cern.ch PLACES AVAILABLE Writing Professional Documents in English This course is designed for people with a good level of spoken English who need to improve their professional writing (administrative, scientific, technical). Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) Date and timetable will be fixed when there are sufficient participants enrolled. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their sp...

  17. The Effect of Explicit Affective Strategy Training on Iranian EFL learners’ Oral Language Proficiency and Anxiety Reduction

    OpenAIRE

    Fatemeh Mostafavi; Fereidoon Vahdany

    2016-01-01

    The current study aimed at investigating the possible effects of explicit teaching of affective strategies on Iranian EFL learners’ oral language proficiency and the extent of their anxiety in EFL classroom.  First, PET test was administered to a total number of 120 female third grade high school EFL students.  Then, 60 participants whose score fell within the range of + 1 SD from the mean score were selected for the main study.  Next, they were randomly assigned into two groups (one control ...

  18. The Effect of In-Service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming

    Science.gov (United States)

    Alkaria, Ahmed; Alhassan, Riyadh

    2017-01-01

    This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two…

  19. The generalisation effects of picture exchange communication system (pecs) training for children with autism and language delay

    OpenAIRE

    Yoon, Jung ae

    2017-01-01

    The Picture Exchange Communication System (PECS) has been widely used in intervention programs to develop functional communication for children who have no or little vocal communication. Studies have shown that PECS training is effective in developing communication and social interaction (Carr & Felce, 2006; Ganz, Simpson, & Corbin-Newsome, 2007) for children with autism. However, most research on the effectiveness of PECS has been limited in several ways. Firstly, few studies have evaluated ...

  20. Activation of writing-specific brain regions when reading Chinese as a second language. Effects of training modality and transfer to novel characters.

    Science.gov (United States)

    Lagarrigue, Aurélie; Longcamp, Marieke; Anton, Jean Luc; Nazarian, Bruno; Prévot, Laurent; Velay, Jean-Luc; Cao, Fan; Frenck-Mestre, Cheryl

    2017-03-01

    We examined the implication of training modality on the cortical representation of Chinese words in adult second language learners of Chinese. In particular, we tested the implication of the neural substrates of writing in a reading task. The brain network sustaining finger writing was defined neuroanatomically based on an independent functional localizer. We examined the brain activations elicited by Chinese words learned via writing vs. pronunciation, and by novel untrained words, within regions of interest (ROIs) defined according to the position of the activation peaks in the localizer, and at the whole brain level. We revealed activations in the reading task that overlapped with several parts of the finger writing network. In addition, our results provide evidence that the neural substrates of writing are differentially involved in reading depending on the stored knowledge for words, as revealed by the fine-grained response of several regions including the left superior parietal lobule and left precentral gyrus / superior frontal sulcus to the experimental manipulations. Training modality and the linguistic properties of the characters also impacted the response of the left mid-fusiform gyrus, confirming its involvement as the brain region where linguistic, visual and sensorimotor information converge during orthographic processing. At the behavioral level, global handwriting quality during the training sessions was positively correlated to the final translation performance. Our results demonstrate substantial overlap in the neural substrates of reading and writing, and indicate that some regions sustaining handwriting are differentially involved in reading depending on the type of knowledge associated with words. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Supporting learners who are studying or training using a second language:preventing problems and maximising potential.

    Science.gov (United States)

    Mohanna, Kay

    2008-12-01

    This paper looks at the barriers to effective postgraduate study potentially experienced by learners in the United Kingdom if their first language is not English. As part of the internationalisation of higher education, we are seeing a welcome increase in students leaving their home country to study. This brings benefits to both home and visiting students as they learn more about each other and come to understand differences and build on aspects they have in common. However it also brings specific challenges of linguistic capability, differences in cultural expectations of the role of learners and teachers and in the understanding of the nature of postgraduate study. English medium higher education institutions worldwide are increasingly engaged in development of courses on English for academic purposes, or for academic writing. There is even a Journal of English for Academic Purposes, with co-editors from Hong Kong and the UK. Previous research has tended to concentrate on teacher-centred issues such as maintaining the integrity of assessments (including a focus on inadvertent plagiarism), practical aspects such as familiarity and expertise with information technology and more recently an understanding that acculturation has a part to play in maximising the success of students moving from one country's academic model to another. This was a qualitative project during which students whose first language was not English were interviewed. Thirteen postgraduate students on a masters award in medical education were engaged in semi structured interviews to elicit their experiences, views and suggestions. Three themes emerged as important to the students in this study: understanding and being understood is not just due to the words we use; the nature of postgraduate study is not universal; and the need to maintain personal identity.

  2. French Training

    CERN Multimedia

    Françoise Benz

    2003-01-01

    General and Professional French Courses The next session will take place: from 13 October to 19 December 2003. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Mrs. Fontbonne: Tel. 72844. Writing Professional Documents in French This course is designed for people with a good level of spoken French. Duration: 30 hours Price: 660 CHF (for 8 students) For further information and registration, please consult our Web pages or contact Mrs. Fontbonne: Tel. 72844. Language Training Françoise Benz Tel.73127 language.training@cern.ch

  3. Wearable Language Translation

    National Research Council Canada - National Science Library

    Carroll, Wendell

    1999-01-01

    VIA Team Mission Statement: To develop a near real time, two way, mobile, lightweight, robust and low cost multi-lingual language translation device that can be operated with minimal training in a hands free manner...

  4. Patient safety and communication: a new assessment for doctors trained in countries where language differs from that of the host country: results of a pilot using a domain-based assessment.

    Science.gov (United States)

    Cushing, Annie M; Ker, Jean S; Kinnersley, Paul; McKeown, Pascal; Silverman, Jonathan; Patterson, John; Westwood, Olwyn M R

    2014-06-01

    Global migration of healthcare workers places responsibility on employers to comply with legal employment rights whilst ensuring patient safety remains the central goal. We describe the pilot of a communication assessment designed for doctors who trained and communicated with patients and colleagues in a different language from that of the host country. It is unique in assessing clinical communication without assessing knowledge. A 14-station OSCE was developed using a domain-based marking scheme, covering professional communication and English language skills (speaking, listening, reading and writing) in routine, acute and emotionally challenging contexts, with patients, carers and healthcare teams. Candidates (n=43), non-UK trained volunteers applying to the UK Foundation Programme, were provided with relevant station information prior to the exam. The criteria for passing the test included achieving the pass score and passing 10 or more of the 14 stations. Of the 43 candidates, nine failed on the station criteria. Two failed the pass score and also the station criteria. The Cronbach's alpha coefficient was 0.866. This pilot tested 'proof of concept' of a new domain-based communication assessment for non-UK trained doctors. The test would enable employers and regulators to verify communication competence and safety in clinical contexts, independent of clinical knowledge, for doctors who trained in a language different from that of the host country. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  5. Automatic Language Identification

    Science.gov (United States)

    2000-08-01

    hundreds guish one language from another. The reader is referred of input languages would need to be supported , the cost of to the linguistics literature...eventually obtained bet- 108 TRAINING FRENCH GERMAN ITRAIING FRENCH M- ALGORITHM - __ GERMAN NHSPANISH TRAINING SPEECH SET OF MODELS: UTTERANCES ONE MODEL...i.e. vowels ) for each speech utterance are located malized to be insensitive to overall amplitude, pitch and automatically. Next, feature vectors

  6. Hepatitis B - Multiple Languages

    Science.gov (United States)

    ... សាខ្មែរ) Korean (한국어) Lao (ພາສາລາວ) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Thai ( ...

  7. Health Screening - Multiple Languages

    Science.gov (United States)

    ... សាខ្មែរ) Korean (한국어) Lao (ພາສາລາວ) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... polski) Portuguese (português) Russian (Русский) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tigrinya (tigriññā / ትግርኛ) Urdu ( ...

  8. Domestic Violence - Multiple Languages

    Science.gov (United States)

    ... Kirundi (Rundi) Kurdish (Kurdî / کوردی) Lao (ພາສາລາວ) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Srpskohrvatski / Српскохрватски ) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tigrinya (tigriññā / ትግርኛ) Vietnamese ( ...

  9. Tuberculosis - Multiple Languages

    Science.gov (United States)

    ... Khmer (ភាសាខ្មែរ) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Srpskohrvatski / Српскохрватски ) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Tibetan ( ...

  10. The Lozanov Language Class.

    Science.gov (United States)

    Bancroft, W. Jane

    In Sofia, Bulgaria, at the Institute of Suggestology headed by Dr. Georgi Lozanov, yoga relaxation has been combined with the Mauger oral method to produce a unique system of foreign language teaching: Suggestopedia. In a pleasant classroom, 12 students sit in specail chairs in front of a teacher individually trained in the foreign language and in…

  11. LANGUAGE LEARNING--READINGS.

    Science.gov (United States)

    Modern Language Association of America, New York, NY.

    SELECTED ARTICLES ON SECOND LANGUAGE LEARNING AND REPORTS OF RESEARCH ON LANGUAGE LEARNING AND TEACHING, PUBLISHED FROM 1960 TO 1966, ARE PROVIDED IN THIS PACKET. INCLUDED ARE--(1) "UNDER-ACHIEVEMENT IN FL LEARNING" BY PAUL PIMSLEUR, DONALD M. SUNDLAND, AND RUTH D. MCINTYRE, (2) "THE PREDICTION OF SUCCESS IN INTENSIVE FL TRAINING" BY JOHN B.…

  12. The Dancing Nurses and the Language of the Body: Training Somatic Awareness, Bodily Communication, and Embodied Professional Competence in Nurse Education.

    Science.gov (United States)

    Winther, Helle; Grøntved, Susanne Næsgaard; Kold Gravesen, Eva; Ilkjær, Ingeborg

    2015-09-01

    At first glance, dance and movement may appear foreign to the idea of nurse education. On closer inspection, it could be high time. The flow of words may stop, but the body is always in movement--always communicating. Still, the language of the body, and certainly movement, is an often overlooked potential in education. This is also true for nurse education: in spite of the often bodily close meetings with vulnerable and crisis-stricken patients. These meetings make great demands on the nurse to both contain own feelings and be able to "read" and understand patients' often only sense-based communication. This dimension of the nursing profession can be overwhelming, touching, and shocking for young nursing students. This research project examines, whether a course composed of theory, dance and movement lessons, and increased focus on the bodily communication between students and patients may be developmental for the nursing students' beginning embodied professionality. Results from the project have innovative educational potentials. They also give concrete indications of how nursing educations can develop new holistic anchored embodied training in a very accessible, as well as essential, ancient, and unavoidably present part of the nursing profession. © The Author(s) 2014.

  13. Implications of Hegel's Theories of Language on Second Language Teaching

    Science.gov (United States)

    Wu, Manfred

    2016-01-01

    This article explores the implications of Hegel's theories of language on second language (L2) teaching. Three among the various concepts in Hegel's theories of language are selected. They are the crucial role of intersubjectivity; the primacy of the spoken over the written form; and the importance of the training of form or grammar. Applying…

  14. Emergency Medical Services - Multiple Languages

    Science.gov (United States)

    ... Chin (Laiholh) Karen (S’gaw Karen) Kinyarwanda (Rwanda) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Pax̌tō / پښتو ) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) HealthReach resources will open ...

  15. High Blood Pressure - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Ukrainian ( ...

  16. Germs and Hygiene - Multiple Languages

    Science.gov (United States)

    ... Rwanda) Kirundi (Rundi) Korean (한국어) Lao (ພາສາລາວ) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Thai ( ...

  17. Deciphering open space in urban contexts: Geophysical survey, soil multi-element chemical analysis, and artifact distributions at the 15th–16th-century AD Swahili settlement of Songo Mnara

    DEFF Research Database (Denmark)

    Fleisher, Jeffrey; Sulas, Federica

    2015-01-01

    Open spaces are an integral part of past urban settlement worldwide. Often large and devoid of visible traces of past activities, these spaces challenge mainstream archaeological approaches to develop methodologies suitable to investigate their history. This study uses geophysical survey, geochem......Open spaces are an integral part of past urban settlement worldwide. Often large and devoid of visible traces of past activities, these spaces challenge mainstream archaeological approaches to develop methodologies suitable to investigate their history. This study uses geophysical survey......, geochemical sampling and artifact distributions to examine open spaces at the Swahili stonetown of Songo Mnara, Tanzania. Initial, magnetic susceptibility survey revealed a set of anomalies associated with activities across the open spaces at the site; a systematic soil/sediment sampling program was applied...... fragmented ceramics and other chemical elements (Ca, Na, Mg, Sr). The integrated methodological framework developed at Songo Mnara offers a new way to define areas that may have functioned as ‘public spaces’ as well as possible activities that were carried out in them. The results suggest that open spaces...

  18. Host language, integration language

    Directory of Open Access Journals (Sweden)

    Maria José dos Reis Grosso

    2011-12-01

    Full Text Available With the development of language research within the Council of Europe and in a context of a stronger multilingual and multicultural Europe, we are witnessing the emergence of terms that are imposed by the frequency of their usage or that (recreate and set re-interpreted concepts according to new social and educational situations. Such is the case of the host language, a concept which is object of analysis in this paper. The relevance of the issue is preceded by other issues related to concepts like native language, second language and foreign language, already comprised in Applied Linguistics and the Teaching of Modern Languages. Nowadays, the indispensability of studying these concepts is fundamental to the pedagogic practice as well as to the language syllabus and its planning. This idea is totally supported by the proposal of the "Common European Framework of Reference for Languages: Learning, Teaching Assessment (CEFR", which provides the appropriate guidelines at the discourse level.

  19. Special Operations Forces Language and Culture Needs Assessment: Leader Perspectives on Language Issues

    Science.gov (United States)

    2010-10-20

    communication gaps between unit leaders of deployable elements and Command Language Program Managers (CLPMs). While SOF leaders see value in language...training issues include: 1) that the Command Language Program Managers (CLPMs) address language training issues without informing leaders , 2) there is...reports support this last explanation of a possible communication gap between unit leaders of deployable elements and Command Language Program Managers

  20. La distance en formation aux langues par visioconférence : dimensions, mesures, conséquences Distance in Language Training via Videoconferencing: Dimensions, Evaluation, and Consequences

    Directory of Open Access Journals (Sweden)

    Elke Nissen

    2003-12-01

    learners filled in a questionnaire. Some significant differences correspond to those found in similar studies. Nevertheless, many variables that usually discriminate the two training situations do not do so in this study, and indeed some run counter to expectation. More generally, the kind of differences observed challenges the evaluation of the distance and what we know about its effects, particularly its influence on language learning. Therefore, the authors suggest that distance should be considered as a contextual parameter rather than as a characteristic inherent to the type of training situation.

  1. Multi-Language Programs. Beginnings Workshop.

    Science.gov (United States)

    D'Onofrio-Papadaki, Evienia; Matsalia, Joan; Bowie, Paula; Wardle, Francis; Bruno, Holly Elissa

    2003-01-01

    Presents five articles on multi-language programs in early childhood education: "Bilingualism/Multilingualism and Language Acquisition Theories" (Evienia Papadaki-D'Onofrio); "Training and Supporting Caregivers Who Speak a Language Different from Those in Their Community" (Joan Matsalia and Paula Bowie); "Language Immersion Programs for Young…

  2. Learning to Read Words in a New Language Shapes the Neural Organization of the Prior Languages

    Science.gov (United States)

    Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; Chen, Chuansheng; Zhang, Mingxia; He, Qinghua; Wei, Miao; Dong, Qi

    2014-01-01

    Learning a new language entails interactions with one's prior language(s). Much research has shown how native language affects the cognitive and neural mechanisms of a new language, but little is known about whether and how learning a new language shapes the neural mechanisms of prior language(s). In two experiments in the current study, we used an artificial language training paradigm in combination with fMRI to examine (1) the effects of different linguistic components (phonology and semantics) of a new language on the neural process of prior languages (i.e., native and second languages), and (2) whether such effects were modulated by the proficiency level in the new language. Results of Experiment 1 showed that when the training in a new language involved semantics (as opposed to only visual forms and phonology), neural activity during word reading in the native language (Chinese) was reduced in several reading-related regions, including the left pars opercularis, pars triangularis, bilateral inferior temporal gyrus, fusiform gyrus, and inferior occipital gyrus. Results of Experiment 2 replicated the results of Experiment 1 and further found that semantic training also affected neural activity during word reading in the subjects’ second language (English). Furthermore, we found that the effects of the new language were modulated by the subjects’ proficiency level in the new language. These results provide critical imaging evidence for the influence of learning to read words in a new language on word reading in native and second languages. PMID:25447375

  3. Applications and Contents of the papagei.com App “papagei PRONOUNCE” & the Language Training “Business English Expert”

    OpenAIRE

    Ninia Binias; Michaela Meier, Dr.; Katharina Saager

    2014-01-01

    At this year’s ceremony of the International E-Learning Awards, prizes were awarded to two language learning products by the Hanover start-up company papagei.com – Video Limbic Learning System. This year, the digital pronunciation coach “papagei PRONOUNCE” was given an award as second best learning solution in the Mobile Learning category, and the video language course “Business English Expert, available on www.papagei.com, was awarded a prize as third best language learning product in the E-...

  4. Sign language and autism.

    Science.gov (United States)

    Bonvillian, J D; Nelson, K E; Rhyne, J M

    1981-03-01

    Research findings and issues in teaching sign language to nonspeaking autistic children are reviewed. Data on over 100 children indicate that nearly all autistic children learn receptive and expressive signs, and many learn to combine signs. These children also exhibit marked improvement in adaptive behaviors. Speech skills are acquired by fewer children and may be developed through simultaneous speech and sign training. Possible explanations for these results are given, together with suggestions for future research and data collection. Recommended innovations include exposure to fluent signers and training in discourse and code-switching. Different sign language teaching methods need to be investigated more fully, including emphasis on training sign language within the children's total environment and with greater staff and parental participation.

  5. Factors Influencing Sensitivity to Lexical Tone in an Artificial Language: Implications for Second Language Learning

    Science.gov (United States)

    Caldwell-Harris, Catherine L.; Lancaster, Alia; Ladd, D. Robert; Dediu, Dan; Christiansen, Morten H.

    2015-01-01

    This study examined whether musical training, ethnicity, and experience with a natural tone language influenced sensitivity to tone while listening to an artificial tone language. The language was designed with three tones, modeled after level-tone African languages. Participants listened to a 15-min random concatenation of six 3-syllable words.…

  6. Language in Web Communication

    DEFF Research Database (Denmark)

    Toft, Birthe

    2012-01-01

    Having taught and carried out research in LSP and business communication for many years, I have come across, again and again, the problems arising from the inferior status of language in the business environment. Being convinced that it does not have to be so, instead of going on trying to convince...... non-linguistically trained colleagues of the importance of language via the usual arguments, I suggest that we let them experience the problems arising from the non-recognition of the importance of language via a Web communication crash course, inspired by a course taught to BA students...

  7. A Training Program to Enhance Postgraduate Students' Research Skills in Preparing a Research Proposal in the Field of Curriculum and Instruction Methods of Arabic Language

    Science.gov (United States)

    Alfakih, Ahmed Hassan

    2017-01-01

    The study examined the impact of a training program on enhancing postgraduate students' research skills in preparing a research proposal. The nature of the skills required to prepare a research proposal were first determined using a questionnaire. A training program for improving such skills was then constructed and seven postgraduate students in…

  8. The Korean Language in America: Volume 6. Papers from the Annual Conference and Teacher Training Workshop on the Teaching of Korean Language, Culture, and Literature (6th, Manoa, Hawaii, August 2-5, 2001).

    Science.gov (United States)

    Ree, Joe Jungno, Ed.

    This collection of conference papers includes: (1) "Theories, Evidence, and Practice in Foreign Language Teaching" (Richard Schmidt); (2) "Teaching Korean Grammar in Context: -myen and -ttay" (Sahie Kang); (3) "Teaching Politeness Routines in Korean" (Ho-min Sohn); (4) "Vocabulary-Building Activities"…

  9. Preparing Dual Language Teachers to Educate English Language Learners

    Science.gov (United States)

    Craft-Coleman, Sylvia L.

    2013-01-01

    The purpose of this qualitative embedded multiple case study was to explore the teaching strategies, skills, and knowledge received from English language learner professional development (ELLPD) trainings and seminars and how the application of ELLPD content affected communication with English language learners in the mainstream classroom. The…

  10. Women's Health Checkup - Multiple Languages

    Science.gov (United States)

    ... សាខ្មែរ) Korean (한국어) Lao (ພາສາລາວ) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tigrinya (tigriññā / ትግርኛ) Ukrainian ( ...

  11. Say It with Sign Language.

    Science.gov (United States)

    Crawford, Wendy

    2001-01-01

    Impressed by Marilyn Daniels' research on the educational benefits of signing for hearing children, a New Jersey early childhood education center trained its staff in sign language as a teaching tool. Students enthusiastically incorporated sign language into their activities as they increased word recognition and vocabulary growth. (MLH)

  12. LEARNING HOW TO LEARNA LANGUAGE

    CERN Multimedia

    Language training; tel. 78582

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  13. English Language Teaching Profile: Cyprus.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Cyprus discusses the role of English within the Greek Cypriot community and within the educational system. Areas covered include English language requirements and English within the curriculum, teaching personnel and teacher training, instructional materials, English…

  14. Language Teacher Subjectivities in Japan's Diaspora Strategies: Teaching My Language as Someone's Heritage Language

    Science.gov (United States)

    Motobayashi, Kyoko

    2016-01-01

    This study demonstrates the ways in which discourses in a state-sponsored volunteer program incited transformations of individual subjectivities, focusing on a group of Japanese language teacher volunteers training in Japan to become teachers of Japanese as a heritage language for the country's diaspora (Nikkei) population in South America. As…

  15. Implementing Training in Portuguese for Speakers of Other Languages in Portugal: The Case of Adult Immigrants with Little or No Schooling

    Science.gov (United States)

    Matias, Ana Raquel; Oliveira, Nuno; Ortiz, Alejandra

    2016-01-01

    Courses in Portuguese for Speakers of Other Languages, in particular for adult immigrants, have been steadily expanding in Portugal over the last 15 years. These programmes aim to promote educational and labour market integration, access to Portuguese nationality, and cognitive development. This paper argues that official Portuguese learning…

  16. The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

    Science.gov (United States)

    Rattanavich, Saowalak

    2017-01-01

    This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency…

  17. Exploring the Training Needs of French Teachers in Relation to the Teaching of French as a Foreign Language in Greek Primary Schools

    Science.gov (United States)

    Fragoulis, Iosif

    2012-01-01

    Nowadays, the role of the school in the formation of students-future citizens with high educational level and specialized knowledge is undeniable. The introduction of the second foreign language from the first years of schooling differentiates the school curriculum and constitutes an effective preparation of the students for the future society…

  18. Transcranial magnetic stimulation combined with speech and language training in early aphasia rehabilitation: a randomized double-blind controlled pilot study.

    Science.gov (United States)

    Seniów, Joanna; Waldowski, Konrad; Leśniak, Marcin; Iwański, Szczepan; Czepiel, Wojciech; Członkowska, Anna

    2013-01-01

    Functional neuroimaging studies with poststroke aphasia patients have shown increased activation of the unaffected hemisphere, which hypothetically reflects a maladaptive strategy of brain reorganization. We investigated whether repetitive transcranial magnetic stimulation (rTMS) inhibiting the right-hemisphere homologue of Broca's area improves language restitution if combined with speech/language therapy. Forty aphasic patients during the subacute phase of ischemic stroke were randomized to a 3-week aphasia rehabilitation protocol in combination with real or sham rTMS. Naming, repetition, and comprehension were assessed using the Boston Diagnostic Aphasia Examination at baseline, immediately after therapy, and 15 weeks after completing treatment. Although language functions improved in both experimental and control groups after 3 weeks, only slight group differences in degree of recovery were revealed between patients receiving rTMS and control participants. Follow-up revealed that severely aphasic rTMS patients demonstrated significantly greater improvement than patients receiving sham stimulation in repetition. Inhibitory rTMS applied to the right frontal language homologue is not effective for all poststroke aphasia patients, although it might benefit selected patients.

  19. The Implementation of Industrial Training in Tertiary Education in Malaysia: Objectives, Realisations and Outputs in the Case of Foreign Language Students

    Science.gov (United States)

    Machart, Régis

    2017-01-01

    The large range of jobs that Malaysian undergraduates of foreign languages are often employed in after completion of their studies (education, tourism, banking, business, management, etc.) is not necessarily related to their major field of study. This situation often makes it difficult for lecturers to develop a comprehensive professional training…

  20. FUNCTIONS OF ELECTRONIC LEARNING RESOURCES IN THE PROCESS OF PROFESSION-ORIENTED ORAL SPEECH TRAINING OF FUTURE TEACHERS OF FRENCH LANGUAGE

    Directory of Open Access Journals (Sweden)

    E. Yakovenko-Glushenkova

    2014-07-01

    Full Text Available The article analyzes the use of information and communication technologies in the formation of profession-oriented competence in listening and speaking (monologic, dialogic speech of future teachers of French language in the initial school (I and II years. In order to assure the effective use of ICT in the formation of profession-oriented oral speech competence of future teachers of French language in terms of analyzing, systematizing and summarizing of scientific references the following criterion of the selection of electronic resources as the educational material were identified by the author: relevance (modernity; originality; thoroughness; topicality; informative value; applicability; availability; suitability to communicative needs of future teachers of French language, to their intelligence level and interests; professionally informative significancy; interactivity; contextuality; media intension; social and cultural value; educational value. In turn, the functional use of ICT in formation of profession-oriented oral speech competence of future teachers of French language is represented by the classification, according to which all electronic resources according to their functions are divided into communicative, share, documentation, generative and interactive that is demonstrated by the corresponding examples.

  1. Language Learning versus Vocational Training: French, Arab and British Voices Speak about Indigenous Girls' Education in Nineteenth-Century Colonial Algeria

    Science.gov (United States)

    Rogers, Rebecca Elizabeth

    2012-01-01

    This article focuses on the first school for indigenous girls in Algeria that opened in Algiers in 1845. The founder, Eugenie Luce, taught girls the rudiments--French language and grammar, reading, arithmetic, and Arabic, while the afternoon hours were devoted to sewing. This early focus on teaching French in order to achieve the "fusion of…

  2. COMMON LANGUAGE VERSUS SPECIALIZED LANGUAGE

    OpenAIRE

    Mariana Coancă

    2011-01-01

    This paper deals with the presentation of the common language and the specialized one. We also highlighted the relations and the differences between them. The specialized language is a vector of specialized knowledge, but sometimes it contains units from the common language. The common language is unmarked and it is based on the daily non-specialized exchange. The specialized languages are different from the common languages, regarding their usage and the information they convey. The communic...

  3. Second Language Assessment for Classroom Teachers

    Science.gov (United States)

    Tran, Thu H.

    2012-01-01

    The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to…

  4. Tetanus, Diphtheria, and Pertussis Vaccines - Multiple Languages

    Science.gov (United States)

    ... សាខ្មែរ) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Marshallese (Ebon) Modern Standard Arabic (al- ... Gagana Samoa) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Thai ( ...

  5. Alcoholism and Alcohol Abuse - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Tagalog (Wikang Tagalog) Vietnamese ( ...

  6. Language Awareness

    NARCIS (Netherlands)

    White, Lana; Maylath, J. Bruce; Adams, Anthony; Couzijn, Michel

    2000-01-01

    Language Awareness: A History and Implementations offers teachers of mother tongue and foreign languages a view of the beginnings and the ramifications of the language-teaching movement called Language Awareness. The philosophy held in common among the teachers in this international movement is

  7. Base Language

    Science.gov (United States)

    Chandrasekhar, A.

    1978-01-01

    A brief discussion of the role of contrastive linguistics and transformational generative grammar in studying transfer and interference in language learning. The base language is not necessarily the mother tongue. It is the language known by the learner which most closely resembles the new language being learned. (AMH)

  8. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Moniek Laurent

    2002-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training   Language Training Moniek Laurent Tel. 78582 moniek.laurent@cern.ch

  9. Global health language and culture competency.

    Science.gov (United States)

    Beadling, Charles; Maza, John; Nakano, Gregg; Mahmood, Maysaa; Jawad, Shakir; Al-Ameri, Ali; Zuerlein, Scott; Anderson, Warner

    2012-01-01

    This article presents findings from a survey conducted to examine the availability of foreign language and culture training to Civil Affairs health personnel and the relevance of that training to the tasks they perform. Civil Affairs forces recognize the value of cross-cultural communication competence because their missions involve a significant level of interaction with foreign governments? officials, military, and civilians. Members of the 95th Civil Affairs Brigade (Airborne) who had a health-related military occupational specialty code were invited to participate in the survey. More than 45% of those surveyed were foreign language qualified. Many also received predeployment language and culture training specific to the area of deployment. Significantly more respondents reported receiving cultural training and training on how to work effectively with interpreters than having received foreign language training. Respondents perceived interpreters as important assets and were generally satisfied with their performance. Findings from the survey highlight a need to identify standard requirements for predeployment language training that focuses on medical and health terminology and to determine the best delivery platform(s). Civil Affairs health personnel would benefit from additional cultural training that focuses on health and healthcare in the country or region of deployment. Investing in the development of distance learning capabilities as a platform for delivering health-specific language and culture training may help ease the time and resources constraints that limit the ability of Civil Affairs health personnel to access the training they need. 2012.

  10. Setting the Standards; The Importance of the Language Audit.

    Science.gov (United States)

    Greensmith, Catherine

    It is proposed that business language training be based on results of a "language audit," designed to identify the skill levels required to carry out specific tasks, propose training solutions, and monitor progress. A British organization has established a framework for assessing five levels of language skill in this context. These standards…

  11. A Model for Promoting Native American Language Preservation and Teaching.

    Science.gov (United States)

    Littlebear, Richard E.; Martinez, Alicia, Ed.

    The Interface Alaska Multifunctional Resource Center developed a model for training Native American language teachers to effectively teach Native languages. The model provides Native American paraprofessional language teachers with basic knowledge of classroom techniques and effective teaching strategies. The training introduces the Total Physical…

  12. Professional Language in Language Education

    Science.gov (United States)

    Zascerinska, Jelena

    2010-01-01

    Introduction. The use of 3-5 languages where professional language is one of them is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. The Aim of the Study. To identify and analyze professional language on the pedagogical discourse in language education. Materials and Methods. The search for…

  13. Globalisation: Frame Word for Education and Training, Human Capital and Human Development/Rights. Language Australia Research Policy and Practice Papers.

    Science.gov (United States)

    Lo Bianco, Joseph

    This booklet discusses some consequences of internationalization for national training systems from the standpoint of the following two broad approaches often taken by international organizations: (1) the human capital ideology, which assumes human capital is an appropriate basis for education policy; and (2) the human rights and human development…

  14. Modelling language

    CERN Document Server

    Cardey, Sylviane

    2013-01-01

    In response to the need for reliable results from natural language processing, this book presents an original way of decomposing a language(s) in a microscopic manner by means of intra/inter‑language norms and divergences, going progressively from languages as systems to the linguistic, mathematical and computational models, which being based on a constructive approach are inherently traceable. Languages are described with their elements aggregating or repelling each other to form viable interrelated micro‑systems. The abstract model, which contrary to the current state of the art works in int

  15. English language knowledge for secondary teachers

    CERN Document Server

    Ross, Alison

    2013-01-01

    If teachers are to successfully develop their students' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for 'talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This

  16. Swahili residential architecture reconsidered | Steyn | Africa Insight

    African Journals Online (AJOL)

    Africa Insight. Journal Home · ABOUT · Advanced Search · Current Issue · Archives · Journal Home > Vol 32, No 2 (2002) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. DOWNLOAD FULL TEXT Open Access DOWNLOAD FULL TEXT Subscription or Fee Access ...

  17. OBJECT MARKING IN AFFECTIVE CONSTRUCTIONS IN SWAHILI ...

    African Journals Online (AJOL)

    Josephine Dzahene-Quarshie 1. Abstract. This paper seeks to examine the conditions that govern the occurrence or non- occurrence of the object marker in affective constructions (i.e., constructions involving Possessor Raising such as Alimshika mkono. Ali 'He held him (by the) hand Ali' and Mwili ulimtetemeka '(her) body.

  18. Learning to read words in a new language shapes the neural organization of the prior languages.

    Science.gov (United States)

    Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; Chen, Chuansheng; Zhang, Mingxia; He, Qinghua; Wei, Miao; Dong, Qi

    2014-12-01

    Learning a new language entails interactions with one׳s prior language(s). Much research has shown how native language affects the cognitive and neural mechanisms of a new language, but little is known about whether and how learning a new language shapes the neural mechanisms of prior language(s). In two experiments in the current study, we used an artificial language training paradigm in combination with an fMRI to examine (1) the effects of different linguistic components (phonology and semantics) of a new language on the neural process of prior languages (i.e., native and second languages), and (2) whether such effects were modulated by the proficiency level in the new language. Results of Experiment 1 showed that when the training in a new language involved semantics (as opposed to only visual forms and phonology), neural activity during word reading in the native language (Chinese) was reduced in several reading-related regions, including the left pars opercularis, pars triangularis, bilateral inferior temporal gyrus, fusiform gyrus, and inferior occipital gyrus. Results of Experiment 2 replicated the results of Experiment 1 and further found that semantic training also affected neural activity during word reading in the subjects׳ second language (English). Furthermore, we found that the effects of the new language were modulated by the subjects׳ proficiency level in the new language. These results provide critical imaging evidence for the influence of learning to read words in a new language on word reading in native and second languages. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Internationalization, Interculturality, and the Role of Foreign Languages in Higher Education.

    Science.gov (United States)

    Vogel, Thomas

    2001-01-01

    Describes the Foreign Language Center at the European University Viadrina in Germany, asserting the necessity of foreign language training for Europeanization and globalization. Also discusses several ways of structuring foreign language programs. (EV)

  20. Le bilinguisme et l'enseignement d'une langue etrangere (Bilingualism and Foreign Language Teaching)

    Science.gov (United States)

    Dabrowska, Jadwiga

    1975-01-01

    Discusses the notion of bilingualism, the role of interference in language instruction to bilingual students, training for language teachers, and socio-cultural factors in second language learning. (Text is in French.) (AM)

  1. Unpacking Teachers' Language Ideologies: Attitudes, Beliefs, and Practiced Language Policies in Schools in Alsace, France

    Science.gov (United States)

    Young, Andrea S.

    2014-01-01

    In France, most teachers still receive scant training in how to support plurilingual children in their learning of and through the language of instruction. In the absence of relevant, in-depth knowledge about language, we believe that many teachers are practising language policies based on beliefs rooted in ideologies unsupported by research…

  2. Learning Words and Definitions in Two Languages: What Promotes Cross-Language Transfer?

    Science.gov (United States)

    Pham, Giang; Donovan, Danaee; Dam, Quynh; Contant, Amy

    2018-01-01

    This study used a brief vocabulary training paradigm to examine two factors for cross-language transfer: how similar the first language (L1) is to the second language (L2) and L1-L2 proficiency levels. Fifty-four sequential bilingual children (aged 6-8) with similar L2 English proficiency levels were assigned to three equal groups: a…

  3. An Experiment in Improving Achievement in Foreign Language Through Learning of Selected Skills Associated with Language Aptitude. Final Report.

    Science.gov (United States)

    Politzer, Robert L.; Weiss, Louis

    This two-phase experiment was conducted to determine: (1) whether foreign language aptitude as measured by standard aptitude tests (Pimsleur Language Aptitude Battery, Carroll-Sapon Modern Language Aptitude Test) can be significantly increased by training, and (2) whether increases in language aptitude so obtained would result in better language…

  4. THE ROLE OF ADDITIONAL FOREIGN LANGUAGE EDUCATION IN DEVELOPING LINGUISTICALLY GIFTED STUDENTS’ LANGUAGE SKILLS

    Directory of Open Access Journals (Sweden)

    L. N. Shcherbatykh

    2014-09-01

    Full Text Available Purpose: to describe work of the chair of foreign languages of special disciplines of Elets State Bunin University with linguistically gifted school students.Methodology: supervision, poll, questioning, diagnosing of language abilities.Results: the author of research together with the colleagues of Elets State Bunin University developed and realized the program for three foreign languages (English, French, German for 2 groups of 25 school students having linguistic abilities, being trained in system of additional foreign-language education.Practical implications: experience of the done work can be used in training future teachers of foreign languages and when writing manuals.

  5. The Army FAO Training Program: Time to Break More Glass

    Science.gov (United States)

    2013-03-01

    the Romance languages (French, Italian, etc.,) only require five months of initial training. Initial language training is designed to produce a FAO...language only spoken in one country in the 39 country AOR. Is it realistic to expect 48Cs to maintain the language skills they learned during language...FAOs are expected to conduct extensive familiarization travel throughout their assigned region in order to attain first-hand knowledge of national and

  6. Endangered Languages.

    Science.gov (United States)

    Hale, Ken; And Others

    1992-01-01

    Endangered languages, or languages on the verge of becoming extinct, are discussed in relation to the larger process of loss of cultural and intellectual diversity. This article summarizes essays presented at the 1991 Linguistic Society of America symposium, "Endangered Languages and Their Preservation." (11 references) (LB)

  7. Language Two.

    Science.gov (United States)

    Dulay, Heidi; And Others

    In this course text on second language acquisition, the latest research of Halle and Chomsky, Lenneberg, Hatch, Larsen-Freeman, Dulay and Burt, and Krashen is presented. The text covers such topics as the effects of environment, age, and personality on second language acquisition; the role of the first language; and error analysis. Enough has been…

  8. Speech recovery and language plasticity can be facilitated by Sensori-Motor Fusion training in chronic non-fluent aphasia. A case report study.

    Science.gov (United States)

    Haldin, Célise; Acher, Audrey; Kauffmann, Louise; Hueber, Thomas; Cousin, Emilie; Badin, Pierre; Perrier, Pascal; Fabre, Diandra; Perennou, Dominic; Detante, Olivier; Jaillard, Assia; Lœvenbruck, Hélène; Baciu, Monica

    2017-11-17

    The rehabilitation of speech disorders benefits from providing visual information which may improve speech motor plans in patients. We tested the proof of concept of a rehabilitation method (Sensori-Motor Fusion, SMF; Ultraspeech player) in one post-stroke patient presenting chronic non-fluent aphasia. SMF allows visualisation by the patient of target tongue and lips movements using high-speed ultrasound and video imaging. This can improve the patient's awareness of his/her own lingual and labial movements, which can, in turn, improve the representation of articulatory movements and increase the ability to coordinate and combine articulatory gestures. The auditory and oro-sensory feedback received by the patient as a result of his/her own pronunciation can be integrated with the target articulatory movements they watch. Thus, this method is founded on sensorimotor integration during speech. The SMF effect on this patient was assessed through qualitative comparison of language scores and quantitative analysis of acoustic parameters measured in a speech production task, before and after rehabilitation. We also investigated cerebral patterns of language reorganisation for rhyme detection and syllable repetition, to evaluate the influence of SMF on phonological-phonetic processes. Our results showed that SMF had a beneficial effect on this patient who qualitatively improved in naming, reading, word repetition and rhyme judgment tasks. Quantitative measurements of acoustic parameters indicate that the patient's production of vowels and syllables also improved. Compared with pre-SMF, the fMRI data in the post-SMF session revealed the activation of cerebral regions related to articulatory, auditory and somatosensory processes, which were expected to be recruited by SMF. We discuss neurocognitive and linguistic mechanisms which may explain speech improvement after SMF, as well as the advantages of using this speech rehabilitation method.

  9. Language Acquisition and Language Revitalization

    Science.gov (United States)

    O'Grady, William; Hattori, Ryoko

    2016-01-01

    Intergenerational transmission, the ultimate goal of language revitalization efforts, can only be achieved by (re)establishing the conditions under which an imperiled language can be acquired by the community's children. This paper presents a tutorial survey of several key points relating to language acquisition and maintenance in children,…

  10. Cultural Dimensions of Military Training

    Science.gov (United States)

    2014-06-13

    cross-cultural awareness training in various commercial sectors, the field of cross-cultural communication (also known as intercultural communication...advanced language skills, and culture and regional expertise with the goals to promote a rethinking of culture and intercultural competence, and how... Intercultural Competence” (Center for Languages, Cultures, and Regional Studies, United States Military Academy, West Point, NY), 4. 34Headquarters

  11. School of Roman Languages

    Directory of Open Access Journals (Sweden)

    Nikolai V. Ivanov

    2014-01-01

    Full Text Available Department of Romance languages (Italian, Portuguese and Latin named after professor T.Z. Cherdantseva was created November 26, 2002. The main task of the department is a professionally-oriented teaching of Italian and Portuguese (both as first and a second language for all faculties of MGIMO-University in all majors and minors on both the undergraduate and graduate levels. Special attention is paid to teaching courses on socio-political, economic and legal translation. Teaching begins with a zero level, and by the end of training a student reaches a level of high proficiency. In accordance with the agreements with ICA (Portugal a lecturer from the Institute Camöes (Portugal João Mendonça conducts classes on spoken language, listening and abstracting. He also lectures on the history and culture of Portugal and co-authored (with G. Petrova a textbook "Portuguese for Beginners".

  12. Language in trouble

    DEFF Research Database (Denmark)

    Nevile, Maurice; Wagner, Johannes

    2016-01-01

    We examine the language and multimodal character of ’warnings’ in moments of potential ‘trouble’ in tasks for mobile collaborative work. The participants are forklift truck drivers moving objects from one place to another at a training and certification site (a simulated warehouse scene). Our dat......: Language and the Body in Motion. Berlin and New York: De Gruyter Nevile, 2004. Beyond the Black Box: Talk-in-Interaction in the Airline Cockpit. Series: Directions in Ethnomethodology and Conversation Analysis. Aldershot, UK: Ashgate.......We examine the language and multimodal character of ’warnings’ in moments of potential ‘trouble’ in tasks for mobile collaborative work. The participants are forklift truck drivers moving objects from one place to another at a training and certification site (a simulated warehouse scene). Our data...... to such moments: a driver warns by announcing his/her presence, movement, or activity, to another driver who then responds. We analyse warnings’ form and occurrence in the order and progress of routine task performance, to consider language as part of multimodal conduct, and relative to the physical surround (e...

  13. Specific Language Impairment

    Science.gov (United States)

    ... Home » Health Info » Voice, Speech, and Language Specific Language Impairment On this page: What is specific language ... percent of children in kindergarten. What is specific language impairment? Specific language impairment (SLI) is a language ...

  14. Complementary Languages

    DEFF Research Database (Denmark)

    Preisler, Bent

    2009-01-01

    The Danish language debate is dominated by two key concepts: ‘domain loss' and its opposite, ‘parallel languages' (parallelsproglighed). The under­stood reference is to the relationship between Danish and English - i.e. the spread of English at the expense of Danish vs. the coexistence of Danish...... society is everywhere unproblematic. A case in point is Higher Education. I will also argue that the recently proposed solution to ‘domain loss' - Danish and English used ‘in parallel', ‘parallel languages' - because it is unrealistic as well as undesirable as a consistent principle - should be replaced...... by an alternative concept that more adequately describes the realities of what adherents of ‘parallel languages' can hope for. The new concept I have dubbed ‘complementary languages' (komplementær­sproglighed). I will explain this concept in the following and contrast it both with ‘parallel languages...

  15. Specialized languages

    DEFF Research Database (Denmark)

    Mousten, Birthe; Laursen, Anne Lise

    2016-01-01

    Across different fields of research, one feature is often overlooked: the use of language for specialized purposes (LSP) as a cross-discipline. Mastering cross-disciplinarity is the precondition for communicating detailed results within any field. Researchers in specialized languages work cross......-disciplinarily, because they work with both derivative and contributory approaches. Derivative, because specialized language retrieves its philosophy of science as well as methods from both the natural sciences, social sciences and humanistic sciences. Contributory because language results support the communication...... science fields communicate their findings. With this article, we want to create awareness of the work in this special area of language studies and of the inherent cross-disciplinarity that makes LSP special compared to common-core language. An acknowledgement of the importance of this field both in terms...

  16. Gendered Language in Interactive Discourse.

    Science.gov (United States)

    Hussey, Karen A; Katz, Albert N; Leith, Scott A

    2015-08-01

    Over two studies, we examined the nature of gendered language in interactive discourse. In the first study, we analyzed gendered language from a chat corpus to see whether tokens of gendered language proposed in the gender-as-culture hypothesis (Maltz and Borker in Language and social identity. Cambridge University Press, Cambridge, pp 196-216, 1982) can be found in interactive language. Of the eight tokens examined only three were found to differ in the hypothesized direction, and these only in male-male dyads. In the second study, we trained a male and a female confederate to use either male or female gendered tokens found to be reliable in Study One in their chats with participants. Our design permits disentangling of effects due to knowledge of the gender of the interlocutors and use of specific language tokens. We find that use of language tokens by the confederate promoted use of the same token by their interlocutor, regardless of knowledge of the confederate's gender. Moreover use of tokens consistent or inconsistent with visible gender influenced how the interlocutor perceived the confederate. Taken together these data are inconsistent with either the notion that gendered language is context independent (as suggested in the gender-as-culture hypothesis) or the notion that gendered language only emerges when gender is made salient, as would, in these studies, occur in mixed-gendered groups.

  17. Night Train's Dark Lesson.

    Science.gov (United States)

    Johnson, Robert.

    2003-01-01

    Asserts that Martin Amis' contemporary novel, Night Train, is a remarkably effective tool for introducing postmodernist notions in general literature classrooms. Presents a definition for postmodernism and brings the reader through a detailed analysis of the language and structure of the novel. Concludes with students' reaction to the analytical…

  18. Training for Hospitality.

    Science.gov (United States)

    Herman, Francine A.; Eller, Martha E.

    1991-01-01

    The labor problems of hotels and restaurants are being addressed with partnership training initiatives. Examples are the Stratford Chef's School in Ontario, the University of Hawaii's Tourism Industry Management Program, and an English-as-a-Second-Language program sponsored by labor and management in New York City hotels. (SK)

  19. Theory of communicative foreign language education

    Directory of Open Access Journals (Sweden)

    Meta Frank

    2014-12-01

    Full Text Available The paper presents the theoretical starting points of the theory of communicative foreign language education developed by a Russian educator and didactician E. I. Passov and presented in a monograph entitled Urok inostrannogo jazyka. The article describes the aspects of foreign language education (cognition, development, learning and training, methodical content of a foreign language lesson and elements of the “logic” of foreign language classes which teachers should take into account in order to effectively encourage the language abilities of students.

  20. Influence of Sociocultural Context on Language Learning in Foreign Countries

    OpenAIRE

    Pazyura Natalia

    2016-01-01

    Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official l...

  1. Raising the Profile of Sign Language Teachers in Finland

    OpenAIRE

    De Weerdt, Danny; Salonen, Juhana; Liikamaa, Arttu

    2016-01-01

    Sign language teaching in Finland has a long history. In contrast, sign language teacher training programs and research into the sign languages of Finland both know a short history. Due to this contrast, the field of sign language teaching nowadays can be seen as the ‘Wild West’. Till today, teachers from different backgrounds do teach sign language. We do not have a clear picture of what knowledge or competencies are expected from these teachers. In this article we would like ...

  2. Language Policy

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    2008-01-01

    Like any other text, instructive texts function within a given cultural and situational setting and may only be available in one language. However, the end users may not be familiar with that language and therefore unable to read and understand the instructions. This article therefore argues...... that instructive texts should always be available in a language that is understood by the end users, and that a corporate communication policy which includes a language policy should ensure that this is in fact the case for all instructive texts....

  3. Auditory Integration Training

    Directory of Open Access Journals (Sweden)

    Zahra Jafari

    2002-07-01

    Full Text Available Auditory integration training (AIT is a hearing enhancement training process for sensory input anomalies found in individuals with autism, attention deficit hyperactive disorder, dyslexia, hyperactivity, learning disability, language impairments, pervasive developmental disorder, central auditory processing disorder, attention deficit disorder, depressin, and hyperacute hearing. AIT, recently introduced in the United States, and has received much notice of late following the release of The Sound of a Moracle, by Annabel Stehli. In her book, Mrs. Stehli describes before and after auditory integration training experiences with her daughter, who was diagnosed at age four as having autism.

  4. Review: Auditory Integration Training

    Directory of Open Access Journals (Sweden)

    Zahra Ja'fari

    2003-01-01

    Full Text Available Auditory integration training (AIT is a hearing enhancement training process for sensory input anomalies found in individuals with autism, attention deficit hyperactive disorder, dyslexia, hyperactivity, learning disability, language impairments, pervasive developmental disorder, central auditory processing disorder, attention deficit disorder, depression, and hyper acute hearing. AIT, recently introduced in the United States, and has received much notice of late following the release of the sound of a miracle, by Annabel Stehli. In her book, Mrs. Stehli describes before and after auditory integration training experiences with her daughter, who was diagnosed at age four as having autism.

  5. Technical training: places available

    CERN Multimedia

    2013-01-01

    If you would like more information on a course, or for any other inquiry/suggestions, please contact Technical.Training@cern.ch Valeria Perez Reale, Learning Specialist, Technical Programme Coordinator (Tel.: 62424) Eva Stern and Elise Romero, Technical Training Administration (Tel.: 74924)   Electronics design Next Session Duration Language Introduction to VHDL 21-Feb-13 to 22-Feb-13 2 days English Mechanical design Next Session Duration Language ANSYS - Introduction à ANSYS Mechanical APDL 04-Feb-13 to 07-Feb-13 4 days English Applications de la cotation fonctionnelle et du langage ISO 06-Feb-13 to 08-Feb-13 2 days 4 hours French CATIA V5 – Surfacique 14-Jan-13 to 15-Jan-13 2 days French Office software Next Session Duration Language ACCESS 2010 - niveau 2 : ECDL 06-Feb-13 to 07-Feb-13 2 days French Dreamweaver CS3 - Niveau 1 14-Jan-13 to 15-Jan-13 2 d...

  6. Specific Language Impairment Across Languages.

    Science.gov (United States)

    Leonard, Laurence B

    2014-03-01

    Children with specific language impairment (SLI) have a significant and longstanding deficit in spoken language ability that adversely affects their social and academic well-being. Studies of children with SLI in a wide variety of languages reveal diverse symptoms, most of which seem to reflect weaknesses in grammatical computation and phonological short-term memory. The symptoms of the disorder are sensitive to the type of language being acquired, with extraordinary weaknesses seen in those areas of language that are relatively challenging for younger typically developing children. Although these children's deficits warrant clinical and educational attention, their weaknesses might reflect the extreme end of a language aptitude continuum rather than a distinct, separable condition.

  7. Geoscience Training for NASA Astronaut Candidates

    Science.gov (United States)

    Young, K. E.; Evans, C. A.; Bleacher, J. E.; Graff, T. G.; Zeigler, R.

    2017-01-01

    After being selected to the astronaut office, crewmembers go through an initial two year training flow, astronaut candidacy, where they learn the basic skills necessary for spaceflight. While the bulk of astronaut candidate training currently centers on the multiple subjects required for ISS operations (EVA skills, Russian language, ISS systems, etc.), training also includes geoscience training designed to train crewmembers in Earth observations, teach astronauts about other planetary systems, and provide field training designed to investigate field operations and boost team skills. This training goes back to Apollo training and has evolved to support ISS operations and future exploration missions.

  8. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    LANGUAGE TRAINING; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 7, 8, 9 March 2001. Price: 462 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://training.web.cern.ch/Training/LANG/lang0_F.html

  9. Cultural Adaptation of Second Language Soldiers.

    Science.gov (United States)

    1981-07-05

    them. Interview #72 Mr. Art Reyna, Chief, Resident Training Branch, Defense Language Instiute, San Antonio, TX, 22 Jun 81. A-80 NARRATIVE Mr. Reyna...Interview #80 LTC C. Urbano (USAF), Commandant of Troops; MSG Pete Pedersen (USA), Drill Sergeant and SFC Ryan (USA), Platoon Sergeant, Defense Language...In a normal training situation, he says, such time is often not available. LTC Urbano and the Sergeants state that they had shoplifting problems with

  10. Specialized languages

    DEFF Research Database (Denmark)

    Mousten, Birthe; Laursen, Anne Lise

    2016-01-01

    Across different fields of research, one feature is often overlooked: the use of language for specialized purposes (LSP) as a cross-discipline. Mastering cross-disciplinarity is the precondition for communicating detailed results within any field. Researchers in specialized languages work cross-d...... of more empirical studies and in terms of a greater application of the results would give language specialists in trade and industry a solid and updated basis for communication and language use....... science fields communicate their findings. With this article, we want to create awareness of the work in this special area of language studies and of the inherent cross-disciplinarity that makes LSP special compared to common-core language. An acknowledgement of the importance of this field both in terms......Across different fields of research, one feature is often overlooked: the use of language for specialized purposes (LSP) as a cross-discipline. Mastering cross-disciplinarity is the precondition for communicating detailed results within any field. Researchers in specialized languages work cross...

  11. Talking With Your Doctor - Multiple Languages

    Science.gov (United States)

    ... Karen (S’gaw Karen) Kinyarwanda (Rwanda) Korean (한국어) Levantine (Arabic dialect) (Levantine Arabic) Modern Standard Arabic (al-ʻArabīyat ul- ... Russian (Русский) Somali (Af-Soomaali ) Spanish (español) Sudanese (Arabic dialect) (Sudanese Arabic) Swahili (Kiswahili) Ukrainian (українська ) Vietnamese (Tiếng ...

  12. PAN Localization : Bahasa Indonesia Language Resources and ...

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

    Automatic machine translation has the potential to make online content accessible in local Asian languages. However, the technology used for automatic machine translation - the statistical method - has not been well tested in Asian languages. The statistical method involves "training" a large amount of text in the source ...

  13. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 5, 6, 7 November 2001. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  14. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  15. Plain language as alternative textualisation | Cornelius | Southern ...

    African Journals Online (AJOL)

    Following a text-based approach, the linguistic features are measured against the principles of plain language, specifically focusing on the grammatical ... The principal aim of this article is to assess whether the language employed in this simplified text is accessible to non-mother tongue speakers with no formal training in, ...

  16. Exploring the Emotions and Needs of English Language Learners: Facilitating Pre-Service and In-Service Teachers' Recognition of the Tasks Facing Language Learners

    Science.gov (United States)

    Zhang, Jie; Pelttari, Carole

    2014-01-01

    The population in the USA has become more diverse, but the number of teachers in public schools who are fluent in another language is limited. Furthermore, statistics attest that few teachers have adequate training to work with English language learners (ELLs). Teachers who lack training and have not struggled to learn another language may not…

  17. Learning Sign Language: A Whole Language Approach.

    Science.gov (United States)

    Burch, Daniel D.; Teller, Henry

    1996-01-01

    Applies principles of whole-language instruction to the teaching of sign language skills. Emphasis is on the holistic use of sign language in natural communicative situations. Some materials for this approach to sign language instruction are suggested. (DB)

  18. Exploring language variation across Europe

    DEFF Research Database (Denmark)

    Hovy, Dirk; Johannsen, Anders Trærup

    2016-01-01

    training in both variational linguistics and computational methods, a combination that is still not common. We take a first step here to alleviate the problem by providing an interface to explore large-scale language variation along several socio-demographic factors without programming knowledge. It makes...

  19. Language acquisition is language change.

    Science.gov (United States)

    Crain, Stephen; Goro, Takuya; Thornton, Rosalind

    2006-01-01

    According to the theory of Universal Grammar, the primary linguistic data guides children through an innately specified space of hypotheses. On this view, similarities between child-English and adult-German are as unsurprising as similarities between cousins who have never met. By contrast, experience-based approaches to language acquisition contend that child language matches the input, with nonadult forms being simply less articulated versions of the forms produced by adults. This paper reports several studies that provide support for the theory of Universal grammar, and resist explanation on experience-based accounts. Two studies investigate English-speaking children's productions, and a third examines the interpretation of sentences by Japanese speaking children. When considered against the input children are exposed to, the findings of these and other studies are consistent with the continuity hypothesis, which supposes that child language can differ from the language spoken by adults only in ways that adult languages can differ from each other.

  20. Speech-language therapy for adolescents with written-language difficulties: The South African context

    Directory of Open Access Journals (Sweden)

    Danel Erasmus

    2013-12-01

    Full Text Available Objective: To investigate whether privately practising speech-language therapists in South Africa are fulfilling their role of identification, assessment and intervention for adolescents with written-language and reading difficulties. Further needs concerning training with regard to this population group were also determined.Method: A survey study was conducted, using a self-administered questionnaire. Twenty-two currently practising speech-language therapists who are registered members of the South African Speech-Language-Hearing Association (SASLHA participated in the study.Results: The respondents indicated that they are aware of their role regarding adolescents with written-language difficulties. However, they feel that South-African speech-language therapists are not fulfilling this role. Existing assessment tools and interventions for written-language difficulties are described as inadequate, and culturally and age inappropriate. Yet, the majority of the respondents feel that they are adequately equipped to work with adolescents with written-language difficulties, based on their own experience, self-study and secondary training. The respondents feel that training regarding effective collaboration with teachers is necessary to establish specific roles, and to promote speech-language therapy for adolescents among teachers.Conclusion: Further research is needed in developing appropriate assessment and intervention tools as well as improvement of training at an undergraduate level.

  1. Integrating Computer-Assisted Translation Tools into Language Learning

    Science.gov (United States)

    Fernández-Parra, María

    2016-01-01

    Although Computer-Assisted Translation (CAT) tools play an important role in the curriculum in many university translator training programmes, they are seldom used in the context of learning a language, as a good command of a language is needed before starting to translate. Since many institutions often have translator-training programmes as well…

  2. American Sign Language

    Science.gov (United States)

    ... Health Info » Voice, Speech, and Language American Sign Language On this page: What is American Sign Language? ... signs "I love you." What is American Sign Language? American Sign Language (ASL) is a complete, complex ...

  3. A Domain-Specific Language for Railway Interlocking Systems

    DEFF Research Database (Denmark)

    Vu, Linh Hong; Haxthausen, Anne Elisabeth; Peleska, Jan

    2014-01-01

    This paper presents a domain-specific language (DSL) for describing route-based interlocking systems which are compatible with European Train Control System ETCS Level 2. The abstract syntax and static semantics of the language are formally defined using the RAISE Specification Language (RSL). Fu...

  4. Building Languages

    Science.gov (United States)

    ... can help parents and children, each emphasizing different language learning skills. Here are the five programs, and the skills that are sometimes included in each of them: Auditory-Oral — Natural Gestures, Listening, Speech (Lip) Reading, Speech Auditory- ...

  5. Audiovisual Materials for the Teaching of Language Variation. An Annotated Bibliography. CAL-ERIC/CLL Series on Languages and Linguistics, No. 31.

    Science.gov (United States)

    Tripp, Rosemary; Behrens, Sophia

    This annotated bibliography provides information concerning audiovisual aids available for use in teaching and teacher training in language variation. A variety of topics are covered, including regional dialect studies, language change, language acquisition, social dialects, and language in education. Each entry includes the name of the product,…

  6. Language experience changes subsequent learning.

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-02-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. Copyright © 2012 Elsevier B.V. All rights reserved.

  7. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  8. Word-length algorithm for language identification of under-resourced languages

    Directory of Open Access Journals (Sweden)

    Ali Selamat

    2016-10-01

    Full Text Available Language identification is widely used in machine learning, text mining, information retrieval, and speech processing. Available techniques for solving the problem of language identification do require large amount of training text that are not available for under-resourced languages which form the bulk of the World’s languages. The primary objective of this study is to propose a lexicon based algorithm which is able to perform language identification using minimal training data. Because language identification is often the first step in many natural language processing tasks, it is necessary to explore techniques that will perform language identification in the shortest possible time. Hence, the second objective of this research is to study the effect of the proposed algorithm on the run-time performance of language identification. Precision, recall, and F1 measures were used to determine the effectiveness of the proposed word length algorithm using datasets drawn from the Universal Declaration of Human Rights Act in 15 languages. The experimental results show good accuracy on language identification at the document level and at the sentence level based on the available dataset. The improved algorithm also showed significant improvement in run time performance compared with the spelling checker approach.

  9. Effect of Observational Training of Parents in the Early Stimulation of Trisomy-21 Babies.

    Science.gov (United States)

    Sanz, Maria Teresa Aparicio

    1988-01-01

    Compared trisomy-21 infants whose parents were trained in vicarious techniques with those whose parents were trained by written instruction. Significant differences in gross motor and language development favored vicariously trained parents. (Author/BB)

  10. Language Transfer of Audio Word2Vec: Learning Audio Segment Representations without Target Language Data

    OpenAIRE

    Shen, Chia-Hao; Sung, Janet Y.; Lee, Hung-yi

    2017-01-01

    Audio Word2Vec offers vector representations of fixed dimensionality for variable-length audio segments using Sequence-to-sequence Autoencoder (SA). These vector representations are shown to describe the sequential phonetic structures of the audio segments to a good degree, with real world applications such as query-by-example Spoken Term Detection (STD). This paper examines the capability of language transfer of Audio Word2Vec. We train SA from one language (source language) and use it to ex...

  11. Special Operations Forces Language And Culture Needs Assessment: Leader Perspectives On Language Resources

    Science.gov (United States)

    2010-10-20

    Language Program Manager . Definitions of content codes and examples are found in Appendix D. Frequencies for resources needed by SOF leader type, SOF...DATES COVERED (From - To) Jun 2010 4. TITLE AND SUBTITLE SPECIAL OPERATIONS FORCES LANGUAGE AND CULTURE NEEDS ASSESSMENT: LEADER PERSPECTIVES ON...based survey. This report examined SOF leaders ’ perceptions of whether or not they have enough language training resources available for their

  12. THE ROLE OF ADDITIONAL FOREIGN LANGUAGE EDUCATION IN DEVELOPING LINGUISTICALLY GIFTED STUDENTS’ LANGUAGE SKILLS

    OpenAIRE

    L. N. Shcherbatykh

    2014-01-01

    Purpose: to describe work of the chair of foreign languages of special disciplines of Elets State Bunin University with linguistically gifted school students.Methodology: supervision, poll, questioning, diagnosing of language abilities.Results: the author of research together with the colleagues of Elets State Bunin University developed and realized the program for three foreign languages (English, French, German) for 2 groups of 25 school students having linguistic abilities, being trained i...

  13. Language policy for foreign language teaching in Niterói: a critical perspective

    OpenAIRE

    Luana Franco Rocha

    2017-01-01

    This paper aims to analyze two language policies for foreign language teaching implemented in the city of Niterói. With a qualitative descriptive methodology, the work responds to the questions suggested by Cooper (1997) in order to develop an evaluation of both projects. The results lead us to two main issues: the training of teachers and the violence in schools.

  14. Machine Translation in Foreign Language Learning: Language Learners' and Tutors' Perceptions of Its Advantages and Disadvantages

    Science.gov (United States)

    Nino, Ana

    2009-01-01

    This paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in…

  15. The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool Children's Expressive Language

    Science.gov (United States)

    Brannon, Diana; Dauksas, Linda

    2014-01-01

    The effectiveness of dialogic reading in increasing the literacy interactions between English language learning parents (ELL) and their preschool aged children and children's expressive language development were studied. Twenty-one ELL parents of preschool aged children received dialogic reading training every other week for a ten-week period.…

  16. Training safely, Training safety

    Directory of Open Access Journals (Sweden)

    Jianjun Wu

    2014-09-01

    Full Text Available It is the basic requirement of maritime safety education to guarantee the safety of teaching operation while training the crew's occupation safety capability. Marine Training Center of Shanghai Maritime University has undertaken the practical teaching of "marine survival" for many years and come up with the whole safety procedures of training. Based on the requirements of SOLAS convention and regulations of STCW over crew training, this paper introduces the safety allocation, utilization and maintenance of teaching equipments. Through the investigation of the safety situation of students' practical operation, the safety teaching method named "four in one" has been put forward, which includes the pre-teaching safety precaution, the whole monitor during the teaching process, the post-teaching summary evaluation, and the reset and standby of teaching facilities. Finally, during the learning and training of "marine survival", crews and students are called on to place priority on personal safety rather than acquisition of knowledge and skills. Only in this way can they be capable of self-protection and protection of others in the career of seafaring.

  17. [Language acquisition and statistical learning].

    Science.gov (United States)

    Breitenstein, C; Knecht, S

    2003-02-01

    Statistical learning is a basic mechanism of information processing in the human brain. The purpose lies in the extraction of probabilistic regularities from the multitude of sensory inputs. Principles of statistical learning contribute significantly to language acquisition and presumably also to language recovery following stroke. The empirical database presented in this manuscript demonstrates that the process of word segmentation, acquisition of a lexicon, and acquisition of simple grammatical rules can be entirely explained through statistical learning. Statistical learning is mediated by changes in synaptic weights in neuronal networks. The concept therefore stands at the transition to molecular biology and pharmacology of the neuronal synapse. It still remains to be shown if all aspects of language acquisition can be explained through statistical learning and which regions of the brain are involved in or capable of statistical learning. Principles of effective language training are obvious already. Most important is the massive, repeated interactive exposure. Conscious processing of the stimulus material may not be essential. The crucial principle is a high cooccurrence of language and corresponding sensory processes. This requires a more intense training frequency than traditional aphasia treatment programs provide.

  18. Complementary Languages

    DEFF Research Database (Denmark)

    Preisler, Bent

    2009-01-01

    The Danish language debate is dominated by two key concepts: ‘domain loss' and its opposite, ‘parallel languages' (parallelsproglighed). The under­stood reference is to the relationship between Danish and English - i.e. the spread of English at the expense of Danish vs. the coexistence of Danish...... society is everywhere unproblematic. A case in point is Higher Education. I will also argue that the recently proposed solution to ‘domain loss' - Danish and English used ‘in parallel', ‘parallel languages' - because it is unrealistic as well as undesirable as a consistent principle - should be replaced...... and English within relevant ‘domains' of Danish society. In this article I am going to argue that the concept of ‘domain loss' is not theoretically tenable - its usual depiction ranging from the vague to the nonsensical - which is not to say that the relationship between English and Danish within Danish...

  19. Treinamento muscular na face: a prática dos fonoaudiólogos de Belo Horizonte Facial muscular training: the practice of speech-language pathologists from Belo Horizonte

    Directory of Open Access Journals (Sweden)

    Grazielle Costa Coutrin

    2008-06-01

    Full Text Available OBJETIVO: Verificar a prática do fonoaudiólogo que atua em motricidade orofacial em Belo Horizonte, acerca de treinamento muscular na face e comparar a conduta de profissionais com e sem especialização na área. MÉTODOS: Estudo transversal, com aplicação de questionário a 60 fonoaudiólogos de Belo Horizonte, atuantes em motricidade orofacial, sendo 30 sem especialização e 30 com especialização na área. O instrumento apresentou a descrição de um caso clínico e 12 perguntas acerca de condutas em mioterapia. Para análise dos dados foram empregados os testes qui-quadrado e exato de Fisher, sendo considerado um nível de significância de 5%. RESULTADOS: Na amostra pesquisada, 88,3% citaram exercícios isométricos, 63,3% indicaram freqüência de treinamento de três vezes ao dia e 81,7% sete dias por semana. A variação do tempo de contração muscular foi citada por 61,7%, sendo que 40,0% orientam aumento do tempo. Indicaram necessidade de variar o número de séries dos exercícios ao longo da terapia 50,0%, sendo que 26,7% destes citaram a diminuição. Quanto à freqüência, 43,3% consideraram necessário realizar variação ao longo da terapia, tendo 20,0% informado diminuir o número de vezes por dia e 23,3% diminuir o número de dias por semana. O tempo médio de quatro a seis meses para fonoterapia foi citado por 56,7% dos fonoaudiólogos. CONCLUSÃO: A maioria dos fonoaudiólogos citou empregar exercício isométrico, três vezes ao dia, sete dias por semana, com tempo médio de terapia entre quatro e seis meses. A conduta dos fonoaudiólogos com e sem especialização não apresentou diferença significante.PURPOSE: To verify the practice of the speech-language pathologist who acts in orofacial myology in Belo Horizonte - MG (Brazil concerning facial muscular training, and to compare orofacial myology specialists and nonspecialists' conducts. METHODS: Sectional study, with application of a questionnaire to 60 speech-language

  20. Balance Toward Language Mastery

    National Research Council Canada - National Science Library

    Virginia R Heslinga

    2017-01-01

    .... Augmentative, alternative, interactive, accommodating, and enriching strategies using sign language aid learners in balancing the skills needed to mastery of one language or multiple languages...