Production and perception of English Word Final Stops By Malay Speakers

A few influential speech studies have been carried out using established speech learning models, which confirmed that the analysis of first language (L1) and second language (L2) at a phonemic level provides only a partial view of deeper relationships between languages in contact. Therefore, studies focusing on cross-language phonetic differences as a causative factor in L2 learner difficulties have been proposed to understand second language learners’ (L2) speech production and how listeners respond perceptually to the phonetic properties of L2. This paper presents a study of the production and perception of the final stops by English learners (L2) whose first language is Malay (L1). A total of 23 students, comprising 16 male and 7 female Malay subjects (L1 as Malay and their L2 as English) with normal hearing and speech development participated in this study. A short interview was conducted in order to gain background information about information about each subject, to introduce them to the study, to inform them about the process of recording, the materials to be used in the recording session, and how the materials should be managed during recording time. Acoustic measurements of selected segments occurring in word final positions (via spectrographic analysis, syllable rhyme duration and phonation) were taken. Results of the voicing contrast realisation in Malay accented English and Malaysian listeners' perceptual identification/discrimination abilities with final voiced/voiceless stops in Malay and English are presented and discussed. The findings revealed that the Malay students’ realisation of final stops in L2 is largely identical to their L1. In addition, the results also showed that accurate ‘perception’ may not always lead to accurate ‘production’

E-learners or E-actors: Exploring the Possible Cultural Barriers Impacting Learner’s Participation Originality in Online Collaborative Learning

Educationally, technology-enhanced collaborative learning is the use of technology to support/mediate online collaborative learning with some degree of ease. In other words, this paper focused on the notion that during online collaborative learning, learners are unconsciously compelled (as a result of their primary cultures) to forge a new self-identity to enable them participate and cope with learning with their peers.Using a literature review methodology, this paper argued using carefully selected literature and theories towards answering questions like the cultural barriers as well as the socio-technical dynamics that hinders the success of online collaborative learning. Although much remains to be explored, conclusions were drawn based on the findings that relate to the social and asocial character of online learning, the fear of fear of peers, the fear to be misunderstood, culture-dependent beliefs and a low order of discourse and challenges among peers. Keywords: Technology-enhanced, learning, collaborative learning, e-learners, e-actors, self-identity, culture, socio-technical, beliefs DOI: 10.7176/JEP/10-11-01 Publication date: April 30th 201

THE DESIGN AND STRUCTURE OF A RESOURCE-BASED LEARNING ACADEMIC STAFF DEVELOPMENT MODEL

ThesisSleutelwoorde: akademikus, brongebaseerde leer, fasiliteerder, hoer onderwys, personeelontwikkeling, personeelontwikkelingsmodel, transformasie. ereldwyd, asook in Suid-Afrika, word die reputasie van hoer onderwys bepaal Wdeur die vermoe om gehaltepersoneel te werf en te behou. Hoer onderwys benodig dus mense met vakkundigheid en toegewydheid om die werkverrigting van instellings binne 'n kompeterende omgewing te handhaaf en te verbeter. Kwaliteit menslike hulpbronbestuur sal die sleutel tot sukses wees. Doeltreffende kennisoordrag en -produksie is die sentrale doel van die SuidAfrikaanse hoer onderwys. Die leerkonteks het as gevolg van transformasie-eise verander. Een so verandering is die paradigmaskuif van keenisoordrag na leer. Die sleutel in beter en verskillende benaderings tot leer en leiding Ie, bv. nie slegs nuwe vorme van leer nie, maar ook transformasie van rolle en nuwe aanbiedingsmetodes - waarvan brongebaseerde leer een is. Hierdie studie het dus gepoog om die hoeronderwyspraktyk te verbeter - waar brongebaseerde leer beskou word as een van die mees bruikbare, suksesvolle en aanvaarbare benaderings tot kurrikulumaanbieding. Dit is ook maklik aanpasbaar vir verskeie style van instruksie en metodes van leer. Die doel van hierdie studie was om bogenoemde komplekse uitdagings aan te spreek, 'n brongebaseerde akademiese personeelontwikkelingsmodel te ontwerp, asook die struktuur te bepaal. Hierdie voorgstelde model ondersoek drie areas van personeelontwikkeling, naamlik brongebaseerde bekwaamhede/bevoegdhede (bv. kennis, vaardighede, houdings en toepassing), rolle en verbeteringstrategiee. Die resultate van hierdie studie is gebaseer op vraelysresponse van 46 brongebaseerde akademici, fokusgroepe, asook kommentaar van brongebaseerde deskundiges. Die belangrikste resultate is 5005 volg: oDie meeste van die deelnemers het hul gebrek aan brongebaseerde bekwaamheid bevestig, wat die behoefte aan die voorgstelde model en ge'identifiseerde verbeteringstrategiee beklemtoon. oDie meeste brongebaseerde akademici het probleme ondervind met die balansering van hoeronderwysdruk en druk van die regering. o Hoe werkladings en beperkte tyd verhoog die druk, wat die moontlikheid van stres verhoog. o Houdingsfaktore be'invloed ook brongebaseerde bekwaamheid. Diegene wat sterk gemotiveerd is, vertoon inisiatiewe ten opsigte van innovering en vordering. Die voorgestelde model het nie net die brongebaseerde akademikus ingesluit nie, maar ook die institusionele profiel wat op 'n strategiese en sistematiese wyse deur middel van 'n sikliese proses uitnemendheid op die gebied va n , brongebaseerde onderwys bereik

Analogical Problem Solving: An Exploratory Analysis of the Facilitating Effects of Type of Training, Analog Type, and Level of Expertise on Spontaneous Transfer

Research on analogical problem solving has delineated several factors that impact one\u27s ability to spontaneously generate a correct solution strategy to a target problem. These factors include, but are not limited to, type of analogy provided to subjects (i.e., partial versus complete), the level of isomorphism between analogies and target problems, and the solver\u27s level of analogical problem-solving expertise Recently, researchers have begun to focus on providing solvers with direct instruction on analogical problem-solving processes and strategies in an effort to augment analogical problem-solving ability. The most common type of instruction (i.e., teacher-generated) involves providing direct instruction on problem-solving processes and strategies without input from the solver. A second type of instruction (i.e., learner-generated) that has gained some attention in the literature but has not yet been tested in the realm of analogical problem solving involves learners actively participating in developing analogical problem-solving strategies while being guided by the instructor. Using an experimental design. the present study examined the differential effects of type of analogue (i.e., partial versus complete), level of expertise (i.e., novice versus expert). and type of training (teacher-generated, learner-generated, or no training) on spontaneous generation of correct solution strategies to two target problems. Findings indicate that solvers. regardless of training group or ability level. were better able to solve the target problem to the complete analogies than the target problem to the partial analogies. x2 (1, N = 116) = 18, p \u3c .001; d = .85. Moreover, there was no advantage for expert solvers to participate in problem-solving training. However. when examining novice solvers. findings indicate that direct instruction on problem-solving processes and strategies resulted in better performance when solving the partial analogy than did no instruction (d = .61). Also, active participation in the learning process resulted in better performance when solving the partial analogy than did no instruction (d = .80). Limitations of the study, implications for educators, and recommendations for future studies are provided

The Empirical Development of a Curriculum on Psalms Utilizing a Modified Form-Critical Approach

Problem. The purpose of this study was to empirically develop a curriculum on the book of Psalms for readers of the English text that would bridge historical, theological, cultural, and linguistic distance, as well as overcome literary challenges associated with Hebrew poetry including figures of speech, parallelism, and psalm forms. Method. The instructional product development methodology employed in this study was based on the work of Baker and Schutz (1971) and Naden (1993). The need for the product was established through a literature review, the specific learners were described, behavioral objectives were constructed, an identical pre-test and post-test were prepared, criteria for the test questions were detailed, an instructional outline was formulated, and the instructional product was tested and revised repeatedly with groups of ever-increasing size. The acceptable level of post-test performance was set at 80/80 (80% of the learners were required to score 80% or higher on each of the 10 post-tests in order to achieve mastery of the instructional objectives). In the final tryout, the product was presented in the form of a weekend seminar to a group $(n=27)$ large enough to demonstrate statistically significant modification of cognition. The seminar was followed by a focus group interview (FGI) in order to assess the product\u27s value at modifying affect. The FGI included one-third of the seminar participants and was conducted by a professional facilitator. A t-test for correlated means was used to measure the difference between the group means on the pre- and post-tests. Results. At least 80% of the 27 participants achieved 80% or higher on all of the 10 post-tests. Each of the 10 post-test means was significantly different than the pre-test mean at the.05 level. A qualitative analysis of thefocus group interview transcript revealed that positive modification of affect was attained. Conclusions. This study demonstrated again the value of the empirical development of curriculum, and it resulted in the creation of a curriculum that was proven effective at motivating and equipping participants to study Psalms on their own

Training for understanding: a model for mediating abstract statistical concepts

The use of training models is suggested as an instructional tool facilitating understanding of abstract concepts as measured by transfer to problem solving settings. A three stage model was developed to mediate the transfer of attributes and structures from known concrete concepts to unknown abstract concepts. Student groups received computer based training followed by post-tests for factual retention, near transfer of model procedures (non-novel problems), and far transfer of model procedures (novel problems). Two test groups of university students received training using the developed training model and instruction using abstract statistical concepts. Two control groups received either model or statistical concept training but not both. Results indicate that the model training used did improve factual retention but not increase related near and far transfer in the statistical problem solving situation

The role of motivation in the learning of English as a foreign language

[spa] La principal hipótesis que se plantea en esta tesis es que la motivación influye en el aprendizaje del inglés como lengua extranjera. Otra de las hipótesis planteadas es que el entorno socio-cultural y/o el profesor pueden influir notablemente en la motivación del alumno y, por tanto, en su aprendizaje del inglés como lengua extranjera. El estudio estadístico de datos relativos al aprendizaje del inglés, a la motivación y al entorno socio-cultural de 137 estudiantes que fueron encuestados cuando cursaban Primero y Tercero de BUP, junto con datos de personalidad y formas de enseñar de sus profesores, han validado las hipótesis mencionadas, ya que las correlaciones de estos datos han resultado significativas