Context effects on second-language learning of tonal contrasts.

Studies of lexical tone  learning generally focus on monosyllabic contexts, while reports of phonetic learning benefits associated with input variability are based largely on experienced learners. This study trained inexperienced learners on Mandarin tonal contrasts to test two hypotheses regarding the influence of context and variability on tone  learning. The first hypothesis was that increased phonetic variability of tones in disyllabic contexts makes initial tone  learning more challenging in disyllabic than monosyllabic words. The second hypothesis was that the learnability of a given tone varies across contexts due to differences in tonal variability. Results of a word learning experiment supported both hypotheses: tones were acquired less successfully in disyllables than in monosyllables, and the relative difficulty of disyllables was closely related to contextual tonal variability. These results indicate limited relevance of monosyllable-based data on Mandarin learning for the disyllabic majority of the Mandarin lexicon. Furthermore, in the short term, variability can diminish learning; its effects are not necessarily beneficial but dependent on acquisition stage and other learner characteristics. These findings thus highlight the importance of considering contextual variability and the interaction between variability and type of learner in the design, interpretation, and application of research on phonetic learning

Pitch ability as an aptitude for tone learning

Tone languages such as Mandarin use voice pitch to signal lexical contrasts, presenting a challenge for second/foreign language (L2) learners whose native languages do not use pitch in this manner. The present study examined components of an aptitude for mastering L2 lexical tone. Native English speakers with no previous tone language experience completed a Mandarin word learning task, as well as tests of pitch ability, musicality, L2 aptitude, and general cognitive ability. Pitch ability measures improved predictions of learning performance beyond musicality, L2 aptitude, and general cognitive ability and also predicted transfer of learning to new talkers. In sum, although certain nontonal measures help predict successful tone learning, the central components of tonal aptitude are pitch-specific perceptual measures

The features of scientist’s lingual identity as representative of Russian cosmism discourse

This article contains information about the lingual identity of the representative of the Russian cosmism. The analysis of the three levels of the structure of lingual identity is making: verbal and semantic level, lingual and cognitive level, motivational levels of lingual identity

A School Leadership Perspective on Cultural Competencies and Self-Regulation in a Government-Funded Preschool Setting

At four years of age, young children in government-funded preschool programs are suspended or expelled from school more frequently than their school-aged counterparts. These students comprise a largely minority enrollment that does not reflect the demographic of the teachers and administrators implementing the preschool program. The purpose of this case study research was to investigate the trend of behavior-related expulsions in a government-funded preschool program and to examine the impact of culture on this phenomenon. The study examined the lack of cultural responsiveness as a potential barrier to student success. Research literature provides common strategies to address the dual concepts of self-regulation and cultural competence. The findings of this study suggest that preschool administrators perceive similar linkages to solve the dilemmas of cultural dissonance and underdeveloped self-regulation of preschoolers in the classroom. However, the observed classes revealed few culturally competent practices to foster the self-regulatory skills needed to reduce preschool failure. This research indicates that awareness-building is required for school administrators to advance leadership toward a more culturally competent schooling environment

Great Bay Coast Watch: A Citizen Water Monitoring Program Volunteer Water Quality Monitoring Manual, 2004

The Great Bay Coast Watch is citizen volunteers, working within the UNH Cooperative Extension/NH Sea Grant Program, protecting the long-term health and natural resources of New Hampshire’s coastal waters and estuarine systems through monitoring and education projects. The purpose of this document is to present step-by-step instructions for conducting water quality testing in support of the Great Bay Coast Watch (GBCW)