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    Wyświetlanie 1-3 z 3
    Tytuł:
    The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application
    Autorzy:
    Altakhaineh, Abdel Rahman
    Zibin, Aseel
    Powiązania:
    https://bibliotekanauki.pl/articles/620978.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Linguistics
    affixes
    second language acquisition
    incidental learning
    Arabic-speaking EFL learners
    morphological awareness
    Opis:
    This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.
    Źródło:
    Research in Language; 2017, 15, 4; 405-423
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations
    Autorzy:
    Amand, Maelle
    Touhami, Zakaria
    Powiązania:
    https://bibliotekanauki.pl/articles/620639.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Second-language acquisition
    unreleased stops
    imitation
    audio-visual teaching
    L2 pronunciation
    e-learning
    pronunciation teaching
    Opis:
    Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimačkova & Podlipsky, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [dat˺ kat˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kroger et al. 2010), and suggests ways to assess students and visually keep track of their progress.
    Źródło:
    Research in Language; 2016, 14, 4
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Modality-Independent Effects of Phonological Neighborhood Structure on Initial L2 Sign Language Learning
    Autorzy:
    Williams, Joshua
    Newman, Sharlene D.
    Powiązania:
    https://bibliotekanauki.pl/articles/620843.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    American Sign Language
    neighborhood density
    lexical acquisition
    second language
    M2L2
    Opis:
    The goal of the present study was to characterize how neighborhood structure in sign language influences lexical sign acquisition in order to extend our understanding of how the lexicon influences lexical acquisition in both sign and spoken languages. A referent-matching lexical sign learning paradigm was administered to a group of 29 hearing sign language learners in order to create a sign lexicon. The lexicon was constructed based on exposures to signs that resided in either sparse or dense handshape and location neighborhoods. The results of the current study indicated that during the creation of the lexicon signs that resided in sparse neighborhoods were learned better than signs that resided in dense neighborhoods. This pattern of results is similar to what is seen in child first language acquisition of spoken language. Therefore, despite differences in child first language and adult second language acquisition, these results contribute to a growing body of literature that implicates the phonological features that structure of the lexicon is influential in initial stages of lexical acquisition for both spoken and sign languages. This is the first study that uses an innovated lexicon-construction methodology to explore interactions between phonology and the lexicon in L2 acquisition of sign language.
    Źródło:
    Research in Language; 2015, 13, 2; 199-213
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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