scholarly journals Perception of General British monophthongs

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (3) ◽  
pp. 475-496
Author(s):  
Andrej Stopar
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Explicit Instruction ◽  
Vowel Systems ◽  
Three Stages

The paper presents an experimental study on the perception of the Gen-eral British monophthongs that was conducted in three stages in 2014–2018. The vowels observed are studied by (i) comparing the vowel sys-tems of General British and Slovene, and (ii) by conducting an experi-ment on their perception. The analysis focuses on the participants’ over-all performance, their most frequent misperceptions, and their progress over the course of one semester. The results indicate: that the previously observed production difficulties mirror perception difficulties; that the discriminative failures of FL vowels are not entirely predictable by com-paring vowel systems; that new sound contrasts are assimilated in differ-ent ways; and that the participants’ perception of foreign language pho-nemes can benefit from explicit instruction.

Electronic texts or learning through textbooks: An experimental study

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 539-557 ◽  
Author(s):  
NINETTE CARTES-ENRIQUEZ ◽  
M. I. SOLAR RODRIGUEZ ◽  
R. QUINTANA LETELIER
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Cognitive Strategies ◽  
Control Group ◽  
Computer Lab ◽  
Electronic Texts ◽  
Post Test ◽  
Search For Information ◽  
Experimental Group ◽  
Traditional Class

This is an experimental study in the area of Didactics applied to the learning of English as a foreign language and complemented by CALL. The main objective of this work is to know the degree of incidence existing between two groups of students: one, based on conference-style classes where students, guided by the teacher, have to search for information about a topic in the computer lab and present it in front of the class and, in the other, where students are taught by the teacher according to a printed text. The experimental design consisted of a pre-test/post-test plus the application of different techniques to develop the different linguistic and cognitive strategies, between these tests. The methodology used by the Experimental Group forced learners to generate their own knowledge, so they had to apply the information and work by themselves in Workshops; and the Control Group participated in the classroom according to the communicative approach, guided by the teacher in the traditional class. Statistics were applied to the scores obtained between both tests, and the scores obtained weekly in the different competences contributed to knowing whether there were significant differences between both groups.

scholarly journals TESTING OF THE EFFECTIVENESS OF PEDAGOGICAL TECHNOLOGY OF INFORMATION AND ANALYTICAL COMPETENCE FORMATION IN THE COURSE OF FUTURE BORDER OFFICERS FOREIGN LANGUAGE TRAINING

2018 ◽  
Vol 64 ◽  
Author(s):  
L.A. Karasyova
Keyword(s):  
Foreign Language ◽  
Experimental Verification ◽  
Mathematical Statistics ◽  
Foreign Languages ◽  
Diagnostic Tools ◽  
Language Training ◽  
Three Stages

The article deals with the model of formation of information and analytical competence of future border guard officers that consists of organizational, practical and resultative blocks. Implementation of the model includes three stages: motivational, practical and resultative. The author reviews the progress of the experimental verification of the formation of information and analytical competence of future border guard officers in the course of foreign language training. The following methods were used as diagnostic tools: analysis of scientific sources, monitoring of cadet’s activities, interviews, questioning of cadets and teachers, methods of mathematical statistics. The results of pedagogical experiment testified the effectiveness of pedagogical technology implemented in the course of formation of information and analytical competence of future border guards while learning foreign languages.

scholarly journals Experimental Study of the Leading Motives in Learning a Foreign Language

2015 ◽  
Author(s):  
Maria Arkhipova ◽  
Natalia Shutova ◽  
Ekaterina Belova ◽  
Olga Kim ◽  
Olga Orlova
Keyword(s):  
Experimental Study ◽  
Foreign Language

Comparing the Received Pronunciation of J. R. Firth and Daniel Jones: A sociophonetic perspective

2018 ◽  
Vol 49 (3) ◽  
pp. 381-400
Author(s):  
Joanna Przedlacka ◽  
Michael Ashby
Keyword(s):  
Foreign Language ◽  
Acoustic Analysis ◽  
Social Background ◽  
Regional Features ◽  
The Social ◽  
Vowel Systems ◽  
History Of ◽  
Received Pronunciation ◽  
Internal Variation

This study focuses on a corpus assembled from commercial recordings of 1929 and 1932 featuring the two British linguists J. R. Firth (1890–1960) and Daniel Jones (1881–1967). The aim is to analyse and quantify differences in the Received Pronunciation (RP) used by the two men, in relation to sociolinguistic and stylistic variation within RP of the period. A systematic acoustic analysis reveals that whereas the vowel systems of the two speakers are closely similar in most respects, there are significant differences in the realizations of the trap, price and dress qualities. We show that each of these has a well-documented history of variation in RP, and find that in each case Firth is employing the higher-class or more prestigious variant, which is a reversal of expectations based on what is known about the social and regional origins of the two. We consider the possible roles of social background, avoidance of regional features and hypercorrection. The outcomes of our work are (i) an illustration of RP used in the interwar period for the purposes of teaching English as a foreign language, (ii) empirical evidence for internal variation within the accent, (iii) additional insights into the stylistic and social correlates of this variation, and (iv) a demonstration that satisfactory formant analyses can be conducted with recordings from as early as the 1920s. Overall, it is hoped that this case-study will both throw light on the ‘standard’ accent of the era and inspire further sociophonetic investigations with legacy recordings.

scholarly journals Welke Associaties Roepen Vreemde Talen in Reclame op?

2005 ◽  
Vol 74 ◽  
pp. 71-80 ◽  
Author(s):  
Jos Hornikx ◽  
Frank van Meurs ◽  
Marianne Starren
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Language Use

In multilingual advertising, a foreign language is often used for symbolic purposes. Symbolic associations carried by the foreign language are assumed to transfer to the product advertised. Although a number of suggestions have been made as to the associations generated by foreign language use, it has never been tested what associations are actually evoked in the minds of the consumers, and whether these association are only positive. In an experimental study, 78 Dutch respondents were asked to write down their associations with advertisements for one product which were identical except for the foreign language in which they were written (French, German, or Spanish). Some associations were shared by the three languages, but there were also large differences in the kinds of associations. Half of the associations with French and Spanish were positive. With German, only a third of the associations were positive and a relatively high number of negative associations were found.

scholarly journals SUBTITLING DOCUMENTARIES: A LEARNING TOOL FOR ENHANCING SCIENTIFIC TRANSLATION SKILLS

2020 ◽  
Vol 7 ◽  
pp. 445-478
Author(s):  
María del Mar Ogea Pozo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Tool ◽  
Audiovisual Media ◽  
Technical Translation ◽  
Semiotic Systems ◽  
Three Stages ◽  
Audiovisual Translation ◽  
The University

This paper examines the use of subtitles as a learning tool for developing skills required for scientific translation, in the framework of the course "Scientific and Technical Translation" included in the Translation and Interpreting Studies degree at the University of Cordoba. For that purpose, in the present study we aim to discuss and describe the benefits provided by this modality of audiovisual translation by presenting an overview of the previous studies focused on the effectiveness of subtitling in foreign language (FL) learning. However, we intend to go deeper and propose the integration of subtitling not only in translation studies curriculum, but more specifically, in a scientific translation course. Furthermore, the documentary genre is postulated as an optimal audiovisual media to be used for FL specialised language learning. The subtitling activity consisted of three stages: viewing of an informational documentary short movie with original English subtitles, documentation, and translation into Spanish. In order to confirm whether this subtitling practice raises students' motivation and, as a result, brings positive learning results, this study is based on the responses obtained in a questionnaire completed by the participants in the experiment. The main questions are related to the role of multiple semiotic systems as a support for textual comprehension and learning, and the acquisition of specialised terminology, as well as the students' motivation towards a simulation of a professional translation assignment. Keywords: Audiovisual translation, Scientific translation, Documentary genre, Subtitling, FL language

scholarly journals L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION

FRANCISOLA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 144
Author(s):  
Claire DEL OLMO
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Pedagogical Tools ◽  
The Creation ◽  
Linguistic Structures ◽  
Emotional Lexicon ◽  
Chinese Subjects ◽  
Selection Of

 RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des  LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT.  Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.

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