The Dominant Errors of Speech Production Committed in Speaking Class Interaction

This study describes the dominant errors committed by the first and third-semester students of the English Education Department of UII. The aim of this research is to describe the dominant errors committed by the first and third-semester students of UII. This is a qualitative research study. The researcher collects the data through an audio recording, listens and makes the script from the audio recording, read the script and identifies the data, selects the data, and classifies the silent pause of error and filled the pause. The researcher analyses the data uses the theory of Clark and Clark and Dulay. The result indicates that the total errors are 84 utterances containing 108 silent pauses for the first semester and 32 Utterances containing 34 silent pauses for the third semester, and 51 utterances containing 57 filled pauses for the first-semester student and 89 utterances containing 124 filled pauses for the third semester students. Silent pause is the dominant errors made by the first semester students and filled pause is the dominant errors made by the third semester student. The error sources are cognitive reason and situational anxiety

Dealing with Inverse Translation: Word Order in Spanish L1-English L2 Translated Texts

[EN]The aim of this article is to focus on the arrangement of words in phrase, clause and sentence structures in English discourse and its importance in achieving successful communication, for example, when doing inverse translation. Positioning syntax is considered as a contributing factor in the construction of expression of meaning in coherent and unified pieces of translated discourse. After several years of teaching inverse translation (Spanish-English) to proficient English L2 students, I have observed that for them mastering word order in Spanish L1-English L2 translated texts is extremely challenging and more complex than is often presumed; bringing awareness of this into the classroom is worthwhile. One of the main obstacles students must overcome when producing discourse in English is that of L1 interference; misapplication of the descriptive rules of word order in their own, or any other, language, will lead to stumbling blocks in the process of communication. By providing carefully selected samples of language for analysis, together with clear explanations, this article attempts to offer a practical approach to dealing with this aspect of grammar. For the purposes of illustration, Spanish, the source language in the examples included in the study, has been used for comparative reference

Оцінювання вмінь письма

The Manual has been designed in accordance with the Curricula for such subjects as "Foreign Language", "Foreign Language for Business Communication". Tasks to assess students' writing ability as part of overall competence in a foreign language have been presented. Scales designed to evaluate writing skills with profound comments concerning assessment criteria have been explained and commented on.Навчально-методичний посібник розроблений у відповідності до навчальних програм курсів «Іноземна мова», «Ділова іноземна мова» та «Ділова іноземна мова за професійним спрямуванням». Запропоновані в посібнику матеріали стануть у нагоді викладачам під час розробки завдань для оцінювання вмінь письмової англомовної комунікації. Подані в посібнику рекомендації стосовно використання шкали оцінювання письма як продуктивного виду мовленнєвої діяльності покликані озброїти викладачів знаннями про валідні інструменти вимірювання рівня сформованості писемної комунікативної компетенції студентів. Призначений для викладачів кафедри іноземних мов

Grounded Semantic Composition for Visual Scenes

We present a visually-grounded language understanding model based on a study of how people verbally describe objects in scenes. The emphasis of the model is on the combination of individual word meanings to produce meanings for complex referring expressions. The model has been implemented, and it is able to understand a broad range of spatial referring expressions. We describe our implementation of word level visually-grounded semantics and their embedding in a compositional parsing framework. The implemented system selects the correct referents in response to natural language expressions for a large percentage of test cases. In an analysis of the system's successes and failures we reveal how visual context influences the semantics of utterances and propose future extensions to the model that take such context into account

Оцінювання вмінь письма

The Manual has been designed in accordance with the Curricula for such subjects as "Foreign Language", "Foreign Language for Business Communication". Tasks to assess students' writing ability as part of overall competence in a foreign language have been presented. Scales designed to evaluate writing skills with profound comments concerning assessment criteria have been explained and commented on.Навчально-методичний посібник розроблений у відповідності до навчальних програм курсів «Іноземна мова», «Ділова іноземна мова» та «Ділова іноземна мова за професійним спрямуванням». Запропоновані в посібнику матеріали стануть у нагоді викладачам під час розробки завдань для оцінювання вмінь письмової англомовної комунікації. Подані в посібнику рекомендації стосовно використання шкали оцінювання письма як продуктивного виду мовленнєвої діяльності покликані озброїти викладачів знаннями про валідні інструменти вимірювання рівня сформованості писемної комунікативної компетенції студентів. Призначений для викладачів кафедри іноземних мов

Sounding out the heirs of Abraham (Rom 4:9-12)

Recent studies in the fields of orality and oral performance reveal that the recognition of oral features within texts can clarify vexing issues of interpretation and lead the interpreter to a more complete understanding of authorial intent.1 Specifically with regard to ancient authors and hearers, sound played a very strategic role in conveying meaning. Not having the luxury or ability 2 to reread sections of texts to determine meaning semantically, ancient auditors relied upon oral cues such as repetition and word placement to convey meaning.3 Ancient hearers actively listened to compositions orally declaimed. Thus, John Foley remarks (1991:59), "the 'reader' of an oral traditional 'text' is more a participant actively involved in making the work than an analyst interested only in plumbing the depths of a textual artifact."4Not

Smartphone tapping vs. handwriting: A comparison of writing medium

[EN] Mobile-learning (m-learning), or mobile-assisted language learning (MALL), has been the object of a great deal of research over the last twenty years. However, empirical work in this area has largely failed to produce generalizable conclusions due to variation in methodology, target feature, and task-type (Burston, 2014, 2015). As schools in Japan begin to join the growing number of classrooms worldwide using mobile-based assignments, this study examined how Japanese EFL students’ writing task production differed depending on writing medium (i.e., handwritten on paper vs. tapped on a smartphone). Writing samples were collected from N = 1,449 participants, divided into smartphone- or paper-based groups, across a spectrum of English proficiencies. Handwritten submissions were found to be significantly longer than those composed on a smartphone (p < .001, d = .54), with differences being more pronounced for learners of higher proficiency than lower ones. Significance and effect sizes steadily dropped from p < .001, d = .66 for advanced learners to p = .168, d = .38 for beginners. These results indicate that care must be taken in designing m-learning activities, and that students must be given adequate training in smartphone-input skills (i.e., tapping) and time to acclimate before using such tasks for high-stakes assessments.Lee, BJ. (2020). Smartphone tapping vs. handwriting: A comparison of writing medium. The EuroCALL Review. 28(1):15-25. https://doi.org/10.4995/eurocall.2020.12036OJS1525281Baron, D. (2009). A better pencil: Readers, writers, and the digital revolution. Oxford: Oxford University Press.Beare, K. (2018, October 8). How many people learn English? https://www.thoughtco.com/howmany-people-learn-english-globally-1210367.Burston, J. (2014). The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103125. https://doi.org/10.11139/cj.31.1.103-125Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. https://doi.org/10.1017/S0958344014000159Collier, R., & Werier, C. (1995). When computer writers compose by hand. Computers and Composition, 12(1), 47-59.https://doi.org/10.1016/8755-4615(95)90022-5Connelly, V., Gee, D., & Walsh, E. (2007). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology, 77(2), 479-492. https://doi.org/10.1348/000709906X116768Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28-41. https://dx.doi.org/10125/44594.Elgort, I. (2017). Blog posts and traditional assignments by first- and second-language writers. Language Learning & Technology, 21(2), 52-72. https://dx.doi.org/10125/44611.Ellis, R. (1997). The interaction hypothesis: A critical evaluation. Paper presented at the Regional Language Center Seminar, Singapore, April 22-28, 1991.Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 318. https://doi.org/10.5070/L2.V1I1.9054Gass, S., & Selinker, L. (1994). Second language acquisition: An introductory course. Hilldale, N.J.: Lawrence Erlbaum Associates.Gentile, C., Riazantseva, A., & Cline, F. (2001). A comparison of handwritten and word processed TOEFL essays: Final report. (TOEFL Research Council). Princeton, NJ: ETS.Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3-17. https://dx.doi.org/10125/44607.Haas, C. (1996). Writing technology: Studies on the materiality of literacy. Mahwah, N.J.: L. Erlbaum Associates. https://doi.org/10.4324/9780203811238James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 3242. https://doi.org/10.1016/j.tine.2012.08.001James, K. H., & Gauthier, I. (2006). Letter processing automatically recruits a sensory-motor brain network. Neuropsychologia, 44(14), 29372949. https://doi.org/10.1016/j.neuropsychologia.2006.06.026Kiefer, M., Schuler, S., Mayer, C., Trumpp, N., Hille, K., & Sachse, S. (2015). Handwriting or typewriting? The influence of pen- or keyboard-based writing training on reading and writing performance in preschool children. Advances in Cognitive Psychology, 11(4), 136146. https://dx.doi.org/10.5709%2Facp-0178-7Lantolf, J. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79-96. https://doi.org/10.1017/S0261444800015329Lee, B. (2019a). Japanese tertiary students' access to smartphones and their feelings regarding their use in the EFL classroom. Memoirs of Fukui University of Technology, 49, 216-224.Lee, B. (2019b). A case study of writing task performance: Smartphone input vs. handwriting. Memoirs of Fukui University of Technology, 49, 225-231.Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3Longcamp, M., Zerbato-Poudou, M-T., & Velay, J. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica, 119(1), 67-79. https://doi.org/10.1016/j.actpsy.2004.10.019Longcamp, M., Boucard, C., Gilhodes, J., & Velay, J. (2006). Remembering the orientation of newly learned characters depends on the associated writing knowledge: A comparison between handwriting and typing. Human Movement Science, 25(4-5), 646656. https://doi.org/10.1016/j.humov.2006.07.007Mangen, A., & Velay, J. (2010). Digitizing literacy: Reflections on the haptics of writing. In M. H. Zadeh (Ed.), Advances in Haptics. IntechOpen, 385-401. https://doi.org/10.5772/8710Matsuo, K., Kato, C., Okada, T., Moriya, T., Glover, G., & Nakai, T. (2003). Finger movements lighten neural loads in the recognition of ideographic characters. Cognitive Brain Research, 17, 263-272. https://doi.org/10.1016/S0926-6410(03)00114-9Mogey, N., Paterson, J., Burk, J., & Purcell, M. (2010). Typing compared with handwriting for essay examinations at university: letting the students choose. ALT-J, 18(1), 2947. https://doi.org/10.1080/09687761003657580Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 11591168. https://doi.org/10.1177/0956797614524581Nyugaku, N., Koyama, M., Lee, B., & Thomson. S. (2017). On the application of communicative approach in English education at Fukui University of Technology. (Japanese language). Memoirs of Fukui University of Technology, 47, 373-381.Petrescu, A. (2014). Typing or writing? A dilemma of the digital era. eLearning & Software for Education, 2, 393-397. https://doi.org/10.12753/2066-026x-14-115Plato. (c. 370 B.C.) Phaedrus [EPub]. http://www.gutenberg.org/ebooks/1636.epub.images?session_id=723fa a18883337783d2449c2a9d8e262a8cad15b.Plonsky, L., & Oswald, F. (2014). How big is "big"? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878-912. https://doi.org/10.1111/lang.12079Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129Tsai, C.-H., Kuo, C.-H., Horng, W.-B., & Chen, C.-W. (2012). Effects on learning logographic character formation in computer-assisted handwriting instruction. Language Learning & Technology, 16(1), 110-130. http://dx.doi.org/10125/44277.Wolfe, E. W., Bolton, S., Feltovich, B., & Bangert, A. W. (1996). A study of word processing experience and its effects on student essay writing. Journal of Educational Computing Research, 14(3), 269-283. https://doi.org/10.2190/XTDU-J5L2-WTPP-91W2Wolfe, E. W. & Manalo, J. R. (2004). Composition medium comparability in a direct writing assessment of non-native English speakers. Language Learning & Technology, 8(1), 53- 65. http://dx.doi.org/10125/25229

Chemical formalisms : Toward a Semiotic Typology

Chemistry is a highly technical field that relies heavily on a range of symbolic and imagic formalisms. These formalisms conceptualize specific chemical knowledge into semiotic resources that are rarely used elsewhere in most other academic fields or contexts. To develop an understanding of semiosis in highly technical fields such as chemistry, key questions include what this range of formalisms do and why they occur. These are key questions not only for our understanding of semiosis, but also if we wish to develop integrated literacy programs that can support students to marshal the multimodal discourse of chemistry. This paper explores these questions by examining how three key chemical formalisms organize their meaning: symbolic formalisms known as chemical formulas and chemical equations, and an imagic formalism known as structural formulas. Drawing on Systemic Functional Linguistics and using a corpus of formalisms from secondary school chemistry, these formalisms are explored in terms of their overarching grammatical organization and the content meanings they realize through the concept of “field.” This is used to compare and contrast each formalism in terms of a semiotic typology so as to understand how they work and what meanings they realize. By exploring chemical formalisms in this way, this paper establishes a means of seeing the similarities and differences in meaning-making across formalisms and explaining why different formalisms occur. This then begins to provide a base upon which applied programs can interpret the literacy needs of chemistry

The decline of men’s choir in 20th century Germany: an homage to Erwin Lendvai

The most important 1920’s men’s choral composer, Erwin Lendvai, is used in this lecture as an example to demonstrate some compositional steps that were taken to save the genre. Contemporaries praised him as a bold innovator of men’s choir. His writing is highly professional and his experience as a conductor shows in every detail. Stylistically, his music is a mixture of chromatically altered extended tonality and polyphonic principles found in the kind of boyish and unmannerly Renaissance songs Lendvai was familiar with, due to his transcriptions in the style of the “Jugenmusikbewegung”. He connects two ultra-modern tendencies of the time, namely linear counterpoint (no longer exactly in the sense of Ernst Kurth) and a morbid post-wagnerianism, both en vogue and equally fascinating

The Effect of Feedback Medium on Accuracy with English Articles

Developing and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES\u27s ability to understand, speak, read, and write English. Although the number of students who have attained those minimum scores is large, there is a large population of adult NNESs enrolled in intensive English programs (IEPs) that are designed to help them improve their proficiency in English and again admission into mainstream university courses. Given that many university instructors require the submission of written work that demonstrates students\u27 understanding of course content, perhaps the most important academic skill developed in IEPs is writing. Furthermore, the lack of attention given to addressing grammatical errors at the tertiary level highlights IEP instructors\u27 need for effective and efficient methods of addressing grammatical errors in NNES writing. The present quantitative study used two experimental designs, a pretest-posttest design and a posttest-only design with proxy pretest (Campbell & Stanley, 1963), to investigate the efficacy of two types of indirect corrective feedback (CF) for improving adult, IEP-enrolled, intermediate level NNES writers\u27 (participants) grammatical accuracy in academic papers. Grammatical accuracy for this study was measured by counting the number of errors participants committed when using English definite and indefinite articles in academic papers. The independent variable for this study was the type of CF participants were randomly selected to receive – either screencast corrective feedback (SCF) or written corrective feedback (WCF). The dependent variable, which measured the effect of the CF given, was the number of errors participants made with English definite and indefinite articles on three compositions completed to satisfy the requirements of their IEP writing class. The results of the current research demonstrated that participants made similar gains in grammatical accuracy when using CF to revise descriptive compositions. These results are in keeping with the results of previous studies that showed the usefulness of CF for improving grammatical accuracy on revised compositions (Bitchener, 2008, Bitchener & Knoch, 2008, 2009a, 2009b, 2010a). However, the improvement observed on the revised descriptive compositions did not transfer to new classification essays, regardless of the type of CF participants received. Participants\u27 lack of grammatical accuracy on new compositions of a different genre effectively illustrated the difficulty English articles pose for NNESs when writing and the need for multiple exposures to CF and writing practice to develop NNESs\u27 ability to consistently use English articles accurately. The main implication of the present study lies in the recommendation of the provision of CF to NNES students and systematic instruction about how to use CF received in order to allow NNESs to become more self-sufficient learners and writers of English