Auditory detection of non-speech and speech stimuli in noise: Effects of listeners' native language background

2015 ◽  
Vol 138 (5) ◽  
pp. 2782-2790 ◽  
Author(s):  
Chang Liu ◽  
Su-Hyun Jin
Keyword(s):  
Native Language ◽  
Noise Effects ◽  
Language Background ◽  
Speech Stimuli ◽  
Auditory Detection

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

scholarly journals PEMAKAIAN BILINGUALISME DALAM INTERAKSI SISWA DI KELAS RENDAH DI MADRASAH IBTIDAIYAH NEGERI SINGARAJA BALI

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Rahmi
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Language Teaching ◽  
Social Domain ◽  
Language Background ◽  
Everyday Language ◽  
Fifth Generation ◽  
Migrant Families ◽  
Bahasa Indonesia

   Abstrak Pemakaian Bilingualisme dalam Interaksi Siswa di Kelas Rendah di Madrasah Ibtidaiyah Negeri Singaraja Bali. Tulisan ini mengungkapkan realitas dari implikasi bilingualisme dalam pendidikan dasar. Konteksnya tidak hanya memperhatikan pembelajaran bahasa, tetapi terhadap pendidikan dalam arti luas. Hal ini karena bilingualisme <<memaksa>> para guru untuk mempertimbangkan pengajaran bahasa dalam pembelajaran di kelas. Umumnya, siswa dari Madrasah Ibtidaiyah Negeri Singaraja Bali -Sekolah Dasar Islam- memiliki latar belakang bahasa Indonesia (L1). Bahasa Indonesia digunakan dengan berbagai dialek dan kosa kata bahasa Bali. Penggunaan bahasa Indonesia sebagai bahasa sehari-hari mereka disebabkan orang tua mereka berasal dari latar belakang lingkungan dan masyarakat multi-etnis. Orang tua mereka adalah generasi keempat dan kelima dari nenek moyang mereka, dan hampir tidak menggunakan bahasa asli mereka dalam ranah keluarga. Para keluarga migran ini sebagian besar adalah pedagang, buruh, dan beberapa dari mereka adalah PNS. Bahasa Bali, sebagai L2 diperoleh dalam lingkungan sosial terutama di sekolah menengah. Implikasi dari Bahasa Indonesia sebagai bahasa pengajaran lebih “mendidik-akomodatif”, disesuaikan dengan latar belakang bahasa siswa dan tingkat perkembangan bahasanya.Kata kunci: bilingualisme, implikasi, bahasa, pembelajaran     Abstract Bilingualism Implications in Primary Classroom Interactive Students of Madrasah Ibtidaiyah Negeri Singaraja Bali. This paper reveals the reality of these implications. Its context does not concern only in the language learning, but into the education in broadest sense also. It is because bilingualism “force” teachers to consider language teaching in the classroom instruction. Generally, students of Madrasah Ibtidaiyah Negeri Singaraja Bali-as an Islamic Primary School- have Indonesian language background (L1). Indonesian language used with various dialects of Balinese language and its vocabulary. The use of Indonesian as their everyday language is caused their parents from neighborhood background and the multi-ethnic milieu. Their parents are fourth and fifth generation of their forefather, and almost had not used their native language in family domain. The migrant families were mostly traders, laborers, and some of them are civil servants. Balinese language, as L2 acquired in social domain especially in secondary scholl. The implication of Indonesian as language teaching more “educative-accommodative”; adjusted by students’s language background and their level of language development.Keywords: bilingualism, implication, language, learning    

Native language background and academic achievement: Is socioemotional well-being a mediator?

2016 ◽  
Vol 21 (4) ◽  
pp. 251-265
Author(s):  
Kate Niehaus ◽  
Jill L. Adelson ◽  
Aubrey Sejuit ◽  
Jiali Zheng
Keyword(s):  
Academic Achievement ◽  
Native Language ◽  
Well Being ◽  
Language Background

scholarly journals The Influence of Tone Inventory on ERP without Focal Attention: A Cross-Language Study

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Hong-Ying Zheng ◽  
Gang Peng ◽  
Jian-Yong Chen ◽  
Caicai Zhang ◽  
James W. Minett ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Feature Detection ◽  
Category Effect ◽  
Lexical Tone ◽  
Electrophysiological Response ◽  
Language Background ◽  
Speech Stimuli ◽  
Focal Attention ◽  
Electrophysiological Responses ◽  
Pitch Contours

This study investigates the effect of tone inventories on brain activities underlying pitch without focal attention. We find that the electrophysiological responses to across-category stimuli are larger than those to within-category stimuli when the pitch contours are superimposed on nonspeech stimuli; however, there is no electrophysiological response difference associated with category status in speech stimuli. Moreover, this category effect in nonspeech stimuli is stronger for Cantonese speakers. Results of previous and present studies lead us to conclude that brain activities to the same native lexical tone contrasts are modulated by speakers’ language experiences not only in active phonological processing but also in automatic feature detection without focal attention. In contrast to the condition with focal attention, where phonological processing is stronger for speech stimuli, the feature detection (pitch contours in this study) without focal attention as shaped by language background is superior in relatively regular stimuli, that is, the nonspeech stimuli. The results suggest that Cantonese listeners outperform Mandarin listeners in automatic detection of pitch features because of the denser Cantonese tone system.

scholarly journals The Effect of English Vocabulary Learning with Digital Games and its Influencing Factors based on the Meta- Analysis of 2,160 Test Samples

2020 ◽  
Vol 15 (17) ◽  
pp. 85
Author(s):  
Qing Wu ◽  
Jingwei Zhang ◽  
Chuanyi Wang
Keyword(s):  
Teaching Method ◽  
Native Language ◽  
Educational Games ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Digital Games ◽  
Effect Sizes ◽  
Asian Students ◽  
Language Background ◽  
Game Platform

This study was conducted to test the effects of digital games on Asian students’ English vocabulary learning. Data used in this study were collected from Web of Science (WoS) and Education Resources Information Center (ERIC) from 2008 to 2018. A meta-analysis was performed to minimize heterogeneity between studies. The data were analyzed and visualized according to effect sizes. The results of this study showed that digital games played a significant role in promoting Asian students’ English vocabulary learning. This study also examined five factors that influenced students’ English vocabulary learning, including learning stage, game-aided teaching method, native language background, game platform, and game scenario. Effects of these factors were compared by referring to the standards for effect sizes. The result indicated that native language background had the most prominent impact, while negative transfer of native language hindered the vocabulary learning of Asian students. The effects of game platform, game-aided teaching method, and game scenario were not significant. The implication of this study is that creating context-based, high-quality educational games is a promising approach to promote Asian students’ English language learning.

scholarly journals Auditory detection of non-speech and speech stimuli in noise: Native speech advantage

2016 ◽  
Vol 139 (5) ◽  
pp. EL161-EL166
Author(s):  
Shuting Huo ◽  
Sha Tao ◽  
Wenjing Wang ◽  
Mingshuang Li ◽  
Qi Dong ◽  
...  
Keyword(s):  
Speech Stimuli ◽  
Auditory Detection ◽  
Native Speech

Listening Effort in Native and Nonnative English-Speaking Children Using Low Linguistic Single- and Dual-Task Paradigms

2020 ◽  
Vol 63 (6) ◽  
pp. 1979-1989
Author(s):  
Ilze Oosthuizen ◽  
Erin M. Picou ◽  
Lidia Pottas ◽  
Hermanus Carel Myburgh ◽  
De Wet Swanepoel
Keyword(s):  
Dual Task ◽  
Response Times ◽  
Signal To Noise Ratio ◽  
Listening Effort ◽  
Language Background ◽  
Speech Stimuli ◽  
Monitoring Task ◽  
School Aged Children ◽  
Dual Task Paradigm ◽  
Recognition And Response

Purpose It is not clear if behavioral indices of listening effort are sensitive to changes in signal-to-noise ratio (SNR) for young children (7–12 years old) from multilingual backgrounds. The purpose of this study was to explore the effects of SNR on listening effort in multilingual school-aged children (native English, nonnative English) as measured with a single- and a dual-task paradigm with low-linguistic speech stimuli (digits). The study also aimed to explore age effects on digit triplet recognition and response times (RTs). Method Sixty children with normal hearing participated, 30 per language group. Participants completed single and dual tasks in three SNRs (quiet, −10 dB, and −15 dB). Speech stimuli for both tasks were digit triplets. Verbal RTs were the listening effort measure during the single-task paradigm. A visual monitoring task was the secondary task during the dual-task paradigm. Results Significant effects of SNR on RTs were evident during both single- and dual-task paradigms. As expected, language background did not affect the pattern of RTs. The data also demonstrate a maturation effect for triplet recognition during both tasks and for RTs during the dual-task only. Conclusions Both single- and dual-task paradigms were sensitive to changes in SNR for school-aged children between 7 and 12 years of age. Language background (English as native language vs. English as nonnative language) had no significant effect on triplet recognition or RTs, demonstrating practical utility of low-linguistic stimuli for testing children from multilingual backgrounds.

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