Functional substitution of the middle vowels [e-ɛ] and the wide vowel [e] in the oral practice of the French and Bulgarian languages

The present study examines the manifestation of some functional substitution processes occurring with the French vowels [e], [ɛ] and with the Bulgarian vowel [e] in the oral practice of the French and Bulgarian languages. The aim of the research is not only to describe the observed processes, but also to establish the substitutes of the vowels under discussion, the phonetic factors determining the substitution course and the pronunciation tendency it leads to in both languages

Functional substitution of a non-africate with an africate obstruent in the oral practice of French and Bulgarian languages

The present study examines some cases of functional substitution of non-affricate with affricate obstruents in the oral practice of the French language, some of its diatopic and diastratic variations, as well as the manifestation of this process in the Bulgarian language. The study finds that the affrication concerns only the plosive obstruents ([t], [d], [k], [g]) in the French language, while the affrication in the Bulgarian language is observed both with plosive ([t], [d]) and fricative obstruents ([c], [з], [ш], [ж]). The terms ‚direct‘ and ‚indirect affrication‘ are introduced. The study analyzes the phonetic causes of the substitution process under consideration.

An Analysis of the Application of Flip Class in College Second Foreign Language Teaching

With the parallel connection between China and the international economy and culture, the number of foreign students who are imported and exported in my country is increasing, and they are also increasingly connected in various aspects such as cultural life and economic development. Therefore, choosing to learn a second foreign language in universities has also become a trend. In addition to the lack of second-language majors in most high-efficiency, under the traditional education model of our country, learning second-language languages has many disadvantages. For example, there is a lack of language communication scenarios, and grammar learning is more than oral practice. In order to break this traditional and inherent learning model and provide college students with more opportunities for situational communication and practice, the teaching model of flipping classrooms has been introduced into classrooms by more and more universities.

On How to Cultivate English Interest in Primary School

At present, the following problems generally exist in primary school teaching: the obsolescence teaching mode; the depressing classroom atmosphere; the little oral practice and the disappearing interest of English. In addition to these problems, teaching methods, pupils’ life environment, pressure from parents and many other elements resulting in many pupils’ learning interest are decreasing in the beginning and bring about a phenomenon that many pupils in some degree are weary of learning. It makes our teaching work difficult, what is more, it will influence pupils’ English learning at different step of junior, senior and college. So it is very important that cultivating pupil’s learning interest at the stage of primary school. The focus of this paper is to use various teaching methods to stimulate and cultivate their interest in learning English according to pupil’s psychological characteristics and development needs.

Investigating EFL Learners’ Readiness of Using Smartphone and Problems for Learning Oral English Communication Skills at Tertiary Level in an EFL Context

<p class="0abstract">Although extensive research has been carried out to investigate EFL learners’ readiness of using smartphone and problems in EFL contexts, there remains a scarcity of evidence on EFL learners’ readiness of using smartphone and problems for learning oral English communication skills at tertiary level in EFL context, especially in Bangladesh. The present study was conducted to explore Bangladeshi tertiary level learners’ readiness of using smartphone and problems for learning oral English communication skills. This study employed a mixed-method design, using a survey questionnaire and semi-structured interview as data collection instruments. The participants of this study were sixty-one learners (35 females and 26 males) who were studying at the department of English of a university. The findings from the questionnaire illustrated that EFL learners’ level of readiness of using a smartphone was high and the frequent problems they faced were authentic materials, audio-video aids, oral practice environment, large size class and existing teaching method. Similarly, the findings of semi-structured interview emerged three themes regarding EFL learners’ readiness were availability, usability and positivity for the use of smartphone and four themes regarding EFL learners’ problems, such as psychological, linguistic, teachers’ efficacy and use of mother tongue and for learning oral English communication skills.</p>

Reticence in the EFL Classroom: Voices from Students in a Chinese University

Student reticence in the English classroom is a pervasive phenomenon in the EFL context, yet limited empirical research on reticence among Chinese university students can be found in the previous literature. This study investigated the students’ perception regarding the reasons behind their reticence. Student respondents also proposed coping strategies both from students’ and teachers’ perspectives. 144 first-year undergraduates undertaking various disciplines in a Chinese university participated in the research. Methodological triangulation involving quantitative and qualitative methods was adopted. Findings indicate that low language proficiency, foreign language anxiety, introversion and teachers’ influence are strongly related with student reticence. By employing thematic content analysis, it is found that informants may respond with self-encouragement, adequate preparation and oral practice in an attempt to produce more oral output. Meanwhile, they expect teachers to organize more speaking activities, give guidance and be amicable, which can effectively promote classroom interaction. It is hoped that the findings of this research could potentially help to address student reticence in the English classroom at the tertiary level.

The Missional Singing of the Psalms in Islamic Contexts

For fourteen centuries scriptural engagement between Islam and Christianity has focused on the Torah and the Injil (the NT). Common to both traditions, however, is the Zabur, or Psalms. This common text, which has largely been overlooked in Christian-Muslim relations, has recently begun to move interactions from polemic to peaceful. This article explores three similarities between the Psalms and the Qur’an: revelation (prophetic and poetic origin), recitation (oral practice and transmission), and ritual (liturgical and canonical prayers). As Muslims and Christians reimagine scriptural engagement on the common ground of the Psalms, peacebuilding can significantly advance in the twenty-first century.

Sketch and Speak: An Expository Intervention Using Note-Taking and Oral Practice for Children With Language-Related Learning Disabilities

Purpose This preliminary study investigated an intervention procedure employing 2 types of note-taking and oral practice to improve expository reporting skills. Procedure Forty-four 4th to 6th graders with language-related learning disabilities from 9 schools were assigned to treatment or control conditions that were balanced for grade, oral language, and other features. The treatment condition received 6 30-min individual or pair sessions from the school of speech-language pathologists (SLPs). Treatment involved reducing statements from grade-level science articles into concise ideas, recording the ideas as pictographic and conventional notes, and expanding from the notes into full oral sentences that are then combined into oral reports. Participants were pretested and posttested on taking notes from grade-level history articles and using the notes to give oral reports. Posttesting also included written reports 1 to 3 days following the oral reports. Results The treatment group showed significantly greater improvement than the control group on multiple quality features of the notes and oral reports. Quantity, holistic oral quality, and delayed written reports were not significantly better. The SLPs reported high levels of student engagement and learning of skills and content within treatment. They attributed the perceived benefits to the elements of simplicity, visuals, oral practice, repeated opportunities, and visible progress. Conclusion This study indicates potential for Sketch and Speak to improve student performance in expository reporting and gives direction for strengthening and further investigating this novel SLP treatment. Supplemental Material https://doi.org/10.23641/asha.7268651