The Recovery of Memorization in Confirmation: A Study of Junior Confirmation at Concordia Lutheran Church, Geneseo, Illinois

The purpose of this project was to address the problem of junior confirmation students not retaining long term the material they were being assigned to learn. The project employed the use of various active teaching methods in order to include the different learning styles of the students. The project demonstrates that the use of these active learning methods did result in a reduction in rote memorization and a significant improvement in the student\u27s ability to retain what they were being taught. The conclusion of the project is that there is a need for greater implementation of these active learning techniques

Feature Acquisition in Second Language Phonetic Development: Evidence from Phonetic Training

This study employed a targeted phonetic instruction to explore the mechanisms that underpin second language (L2) phonetic acquisition. Broadly, two general approaches to phonetic acquisition have been previously proposed. A segmental approach suggests that learners acquire a series of individual, discrete phonemes (e.g., Flege, 1995), while a featural approach posits that L2 phonetic development occurs at the subsegmental level of the feature, which may be shared across multiple phonemes (e.g., de Jong, Hao, & Park, 2009). This study extended this line of research, using a visual feedback paradigm to train English speakers on one of the three voiceless stop consonants in Spanish. Analysis focused on the change in voice onset time across three testing sessions (pretest, posttest, delayed posttest). Results demonstrated a significant change in voice onset time for trained and nontrained phonemes, suggesting that featural changes generalize to related phonemes. Theoretical and pedagogical implications are discussed

Assessing Vehicle-Related Mortality of Mule Deer in Utah

Roads are essential in modern societies, but as populations grow and traffic volumes rise, roads will continue to be built and expanded. As a result, the effects that roads have on wildlife will likely intensify, making it imperative that managers understand those effects so mitigation can be directed accordingly. In Utah, considerable areas of mule deer (Odocoileus hemionus) habitat have been bisected by roads. Mule deer are commonly involved in vehicle collisions and there is concern that roads and vehicle traffic are impacting populations. This project was conducted to determine the number and demographic effects of deer-vehicle collisions, to examine how movements and survival of deer were impacted by roads, and to develop a smartphone-based reporting system for wildlife-vehicle collisions. Accurate estimates of DVCs are needed to effectively mitigate the effects of roads, but great uncertainty exists with most deer-vehicle collision estimates. I estimated the number of deer-vehicle collisions using carcass surveys, while accounting for several sources of bias to improve accuracy. I estimated that 2-5 % of the statewide deer population was killed in vehicle collisions annually. The effect that vehicle collisions have on deer abundance depended not only on the number of deer killed but also on the demographic groups removed. I found that 65 % of deer killed in vehicle collisions were female and 40 % were adult females. As female deer are the primary drivers of population growth, my data suggest vehicle collisions could significantly affect population abundance. However I was unable to detect a decreasing trend in deer abundance. Deer have distinct movement patterns that affect their distribution in relationship to roads. I analyzed deer movements during two consecutive winters (2010-11 & 2011-12) to determine what effect climate had on deer movements and vehicle collision rates. I observed that as snow depth decreased, the distance that deer occurred from roads increased. As a result road crossing rates declined, as did the number of vehicle collisions. This suggests a causal mechanism by which winter conditions influence vehicle collision rates. Currently there is a need for an efficient wildlife-vehicle collision data collection. I envisioned and, working with colleagues, helped develop a smartphone-based system for reporting wildlife-vehicle collision data. The WVC Reporter system consisted of a mobile web application for data collection, a database for centralized storage of data, and a desktop application for viewing data. The system greatly improved accuracy and increased efficiency of data collection efforts, which will likely result in improved mitigation and ultimately increased safety for motorists and deer

Phonetics and Technology in the Classroom: A Practical Approach to Using Speech Analysis Software in Second-Language Pronunciation Instruction

While speech analysis technology has become an integral part of phonetic research, and to some degree is used in language instruction at the most advanced levels, it appears to be mostly absent from the beginning levels of language instruction. In part, the lack of incorporation into the language classroom can be attributed to both the lack of practical pedagogical methods for implementation, as well as objections to the complex design of the software itself. The present study first seeks to create a brief picture of phonetic instruction at lower levels of language instruction. The second, and main aim, is to address the dearth in practical implementations by presenting one possible pedagogical application of speech analysis software called Praat with attention given to key considerations to facilitate student self-analysis. Lastly, to assess the previous objections to such software, this study provides empirical, student-driven pilot data for the usability of speech analysis software in the classroom. In addition to confirming that speechanalysis software is largely absent at the lowest levels of language instruction, the findings demonstrate that, with a carefully designed approach to self-analysis, students indicate that the program is both beneficial and highly usable

Phonological processes across word and language boundaries: Evidence from code-switching

Previous research on the phonetics and phonology of code-switching has largely focused on word internal phenomenon, such as voice onset time. However, many phonological processes occur across word boundaries, and in the case of code-switching, potentially across language boundaries. This study examines the application of phonological rules across word and language boundaries in cases of code-switching, exploiting cross-linguistic differences in voicing assimilation and spirantization processes in English and Spanish. Results from an oral production paradigm conducted with Spanish–English bilinguals showed an asymmetrical impact of code-switching: switched and non-switched tokens differed in Spanish, but not English. A similar pattern was found for bilinguals of different language dominance profiles. This asymmetry is discussed with respect to the different language-specific degrees of variability in production. Moreover, results from the current study suggest that while phonological processes may be anchored to language-specific lexical items or phonemes, the licensing environment is language non-specific

The Role of Code-Switching and Language Context in Bilingual Phonetic Transfer

The present study examines the effect of two potential catalysts for interlanguage phonetic interaction, code-switching and language mode, on the production of voice onset time (VOT) to better understand the role of (near) simultaneous dual language activation on phonetic production, as well as the nature of phonetic transfer. An oral production paradigm was carried out in which Spanish–English bilinguals produced words with initial voiceless stops as non-switched tokens, code-switched tokens in an otherwise monolingual context, and code-switched tokens in a bilingual context. Results demonstrated a degree of phonetic transfer associated with code-switching, either unidirectional or bi-directional. Specifically, English, with long lag VOT, was more susceptible to phonetic transfer than Spanish (short lag). Contrary to expectations, while the code-switching effect was present in both monolingual and bilingual mode, there was no additional transfer, or additive effect, of bilingual language mode. Differences in the effects of code-switching on English and Spanish are discussed with respect to the inherently different acceptable VOT ranges in the two languages. Furthermore, the lack of difference in VOT between the code-switched tokens in the monolingual and bilingual contexts is taken to suggest limits on phonetic transfer

Measuring bilingual language dominance: An examination of the reliability of the Bilingual Language Profile

Measuring language dominance, broadly defined as the relative strength of each of a bilingual’s two languages, remains crucial methodological issue in bilingualism research. While various methods have been proposed, the Bilingual Language Profile (Birdsong et al., 2012) has been one of the most widely used tools for measuring language dominance. While previous studies have begun to establish its validity, the Bilingual Language Profile has yet to be systematically evaluated with respect to reliability. Addressing this methodological gap, the current study examines the reliability of the Bilingual Language Profile, employing a test-retest methodology with a large (N = 248), varied sample of Spanish–English bilinguals. Analysis focuses on the test-retest reliability of the overall dominance score, the dominant and non-dominant global language scores, and the subcomponent scores. Results demonstrate that language dominance score produced by the BLP shows ‘excellent’ levels of test-retest reliability. In addition, while some differences were found between the reliability of global language scores for the dominant and non-dominant languages, and for the different subcomponent scores, all components of the BLP display strong reliability. Taken as a whole, this study provides evidence for the reliability of Bilingual Language Profile as measure of bilingual language dominance

Benefits of visual feedback on segmental production in the L2 classroom

While a growing body of research has established the benefits of pronunciation training on second language (L2) production, these benefits have yet to be incorporated into the general skills language classroom in a systematic manner. Furthermore, although relatively new speech analysis software has been shown to be useful in providing visual feedback for L2 suprasegmental (i.e., intonation) production, there is a relative lack of research on its potential implementation for segmental instruction. The current paper presents a systematic analysis of the effectiveness of a visual feedback paradigm (VFP), in an L2 Spanish classroom, as a pedagogical method for pronunciation teaching at the segmental level (i.e., Spanish intervocalic stops). Results demonstrate a significant improvement of L2 stop production relative to a control group receiving traditional pronunciation feedback. Furthermore, findings demonstrate that VFP leads to small incremental gains. Discussion addresses the role of VFP on segmental production and the potential practical implementations of visual feedback in the lower-level, general skills language classroom