Studi linguistici sulle componenti orali della lingua dei segni italiana (LIS)

Contrariamente alle lingue verbali, nelle lingue dei segni intervengono articolatori di natura manuale e non manuale. Tra gli articolatori non manuali, le componenti orali comprendono unità lessicali o frammenti di lingua vocale con o senza emissione di suono e articolazioni prive di collegamento con la lingua verbale, con o senza emissione di suono. Lo studio si propone di esplorare l’uso di queste componenti per comprendere se sono da considerare parte della LIS (e più specificamente del lessico della LIS) o una naturale tendenza del segnante derivante dal continuo contatto con l’Italiano lingua verbale. Lo studio si muove a partire dall’analisi di un corpus che raccoglie le produzioni di 30 sordi segnanti provenienti da 5 città d’Italia videoregistrati nell’atto di segnare: - 107 segni di alimenti presentati sotto forma di immagini (per un totale di 2.143 segni) - una breve descrizione sui pasti consumati il giorno prima (per un totale di 68 minuti) Sulla base dei risultati di questa analisi sono stati scelti 24 segni divisi tra 12 segni potenzialmente riconoscibili e 12 segni potenzialmente ambigui ed è stato progettato un test volto ad indagare la riconoscibilità di questi segni con e senza oscuramento della zona intorno alla bocca. È stato inoltre somministrato un questionario anamnestico con l’obiettivo di registrare le caratteristiche e il background linguistico dei segnanti coinvolti nello studio. Obiettivo è comprendere se e in quale misura la presenza del mouthing faciliti la riconoscibilità del segno e se sia ragionevolmente attribuibile al mouthing una funzione di disambiguazione o ancora se la produzione di questo fenomeno possa essere riconducibile a caratteristiche extralinguistiche del segnante

VERSO LO SVILUPPO DI UN SILLABO FRASEOLOGICO PER L’APPRENDIMENTO DELL’ITALIANO L2: ALCUNE PREMESSE TEORICO-METODOLOGICHE

Le combinazioni lessicali sono centrali nell’apprendimento linguistico perché possono essere elaborate velocemente (Siyanova-Chanturia, 2015) e il loro uso contribuisce a dare l’idea di fluenza in produzione (Nattinger & DeCarrico, 1992). Tuttavia, l'acquisizione della competenza fraseologica in L2 è fonte di difficoltà per gli apprendenti. Nei sillabi per l’insegnamento della lingua italiana, inoltre, il lessico è generalmente presentato sotto forma di elenco di singole parole e la dimensione fraseologica risulta assente. Sarebbe quindi utile sviluppare un sillabo che tenga conto di questa dimensione. Come afferma Luoni (2016), nel sillabo gli item linguistici devono essere organizzati considerando la complessità dei processi comunicativi e dei processi di apprendimento e di acquisizione. Il sillabo fraseologico dovrebbe, pertanto, integrare funzioni comunicative e misure di complessità fraseologica. In questo contributo, presentiamo una riflessione teorico-metodologica che rappresenta la necessaria premessa per lo sviluppo di un sillabo fraseologico che tenga conto di misure di complessità fraseologica, definite tramite metodologie computazionali e psicolinguistiche, e di funzioni comunicative e argomenti caratteristici di ciascun livello di competenza. TOWARDS THE DEVELOPMENT OF A PHRASEOLOGICAL SYLLABUS FOR LEARNING ITALIAN L2: SOME THEORETICAL-METHODOLOGICAL PREMISES Lexical combinations are central to language learning because they can be processed quickly (Siyanova-Chanturia, 2015) and their use gives the idea of fluency in production (Nattinger & DeCarrico, 1992). However, the acquisition of L2 phraseological competence is difficult for learners. Furthermore in Italian L2 syllabuses, vocabulary is often presented as a list of words and the phraseological dimension is usually absent. To fill this gap, a phraseological syllabus should be designed. As stated by Luoni (2016), linguistic items in the syllabus should be organized taking into account the complexity of the communication processes and the complexity of the learning and acquisition processes. Thus, the phraseological syllabus should integrate communicative functions and measures of phraseological complexity. In this article, we discuss the theoretical and methodological premises for the development of a phraseological syllabus that takes into account measures of phraseological complexity that are defined through computational and psycholinguistic methodologies and the communicative functions and topics that characterize each proficiency level.

Apparatus for synthesizing and separating synthesis products e.g. gaseous and liquid phases on bed, maintains heavier liquid phase at lower portion of first meatus due to gravity and lighter liquid phase at upper portion of meatus

NOVELTY - The apparatus has header that is set to make the heavier and lighter liquid phases flow along outer side surface of a third tube (8) as far as first closure element (13). The third tube is provided with second side openings for directly connecting the first and second meatus. The heavier liquid phase is maintained at lower portion of the first meatus due to gravity and lighter liquid phase is maintained at upper portion of the first meatus until the liquid phases fall into a fourth tube (9). The heavier liquid phase is collectible through a collection hole (12). USE - Apparatus e.g. reactor/separator for synthesizing and separating synthesis products e.g. gaseous phase and heavier and lighter liquid phases on catalytic bed, used in production of biodiesel. ADVANTAGE - Since heavier liquid phase is maintained at lower portion of the first meatus due to gravity and lighter liquid phase is maintained at upper portion of the first meatus, sedimentation separation of the liquid phases is improved. The structure of the apparatus is simplified and the apparatus is constructed easily. The efficacy and use of catalyst are maximized. DETAILED DESCRIPTION - The apparatus has synthesis module (M1) that is set with a first tube (1) which is provided with an opening at one end and closed at second end by a mesh (7). The first tube is adapted to contain a catalytic bed (6). A separation module (M2) is set to separate heavier and lighter liquid phases and gaseous phase originating from the synthesis module. A second tube (1') is arranged adjacent to second end of the first tube. A first closure element is provided with a through hole for sole passage of the second liquid and of the gaseous phase. A third tube is affixed to first end of second tube. A first meatus is set between second tube and the third tube. The fourth tube is set inside the third tube so as to define a second meatus between the third tube and the fourth tube. A separation zone is set between the heavier and lighter liquid phases. A collection hole is set in the second tube to collect the heavier liquid phase. The third tube is set with first side openings at first end, and is set with a header for collecting the liquid phases originating from the synthesis module. The first meatus is directly inserted into the third tube and subsequently into the fourth tube. A control system is set between the liquid phases, to check and maintain interface level below the upper end of the first side openings. The control system has interface level indicator that is connected to the second tube by second side holes envisaged in side surface of the second tube. One of the second side holes is arranged in proximity of the first closure element and other is positioned above the upper end of the first side openings. The protrusions are arranged along cylindrical side surface of the third tube, and are separated by spaces for passage of the liquid phases from the header to the first meatus. A redistribution module (M3) is set to redistribute the lighter liquid phase and gaseous phase originating from the fourth tube. A fifth tube (1") is arranged adjacent to second end of the second tube. The closure element is set with a central perforated area. A sixth tube (14) is set to descent and release of the gaseous phase. The central perforated area is provided with several holes for homogeneous distribution of lighter liquid phase downstream of the redistribution module. The sixth tube is affixed to a second closure element (15). The mesh is provided with a passage area. The synthesis module, separation module and redistribution module are vertically-stacked. An INDEPENDENT CLAIM is included for a method for synthesizing and separating synthesis products e.g. gaseous phase and heavier and lighter liquid phases on catalytic bed, involves synthesizing on a catalytic bed and producing the synthesis products. The liquid phases and gaseous phase are separated in the separation module

Communicating with Humans and Robots: A Motion Tracking Data Glove for Enhanced Support of Deafblind

In this work, we discuss the design and development of a communication system for enhanced support of the deafblind. The system is based on an advanced motion tracking Data Glove that allows for high fidelity determination of finger postures with consequent identification of the basic Malossi alphabet signs. A natural, easy-to-master alphabet extension that supports single-hand signing without touch surface sensing is described, and different scenarios for its use are discussed. The focus is on using the extended Malossi alphabet as a communication medium in a Data Glove-based interface for remote messaging and interactive control of mobile robots. This may be of particular interest to the deafblind community, where distant communications and robotized support and services are rising. The designed Data Glove-based communication interface requires minimal adjustments to the Malossi alphabet and can be mastered after a short training period. The natural interaction style supported by the Data Glove and the popularity of the Malossi alphabet among the deafblind should greatly facilitate the wider adoption of the developed interface

Prognostic implications of functional mitral regurgitation according to the severity of the underlying chronic heart failure: A long-term outcome study

AimsTo examine the independent prognostic role of functional mitral regurgitation (FMR) and its impact across the severity of chronic heart failure (CHF) in a large population of outpatients with systolic CHF followed at two multidisciplinary clinics.Methods and resultsEchocardiography was performed upon enrolment in 469 CHF patients. Follow-up for death and heart transplant was updated on January 2007. Five-year transplant-free survival was 82.7 in patients with no or Grade I FMR, 64.4 in Grade II, 58.5 in Grade III, and 46.5 in Grade IV (P < 0.0001). There was a strong graded association between FMR and the long-term risk of death and heart transplant, which remained significant after multivariable adjustment (P = 0.0003). The association between FMR and events was strong and independent in patients with less severe symptoms and in those at lower overall risk based on a propensity score analysis, while it was not significant in patients with more advanced CHF or in the high-risk subgroup (P < 0.0001 for interactions).ConclusionThis study clarifies previous apparently discrepant results by demonstrating that FMR is an independent determinant of death and heart transplantation only in less severe CHF and in patients with a lower risk profile. This finding indicates that FMR plays a major role in the early phase of CHF, suggesting that this should be the focus of strategies attempting to reduce it. \uc2\ua9 The Author 2010

THE PHRASEOLOGICAL DIMENSION IN L2 TEACHING AND LEARNING. LINGUISTIC AND PSYCHOLINGUISTIC ASPECTS

What is phraseology and what role does it play in second language teaching and learning? What is the relationship between the production of phraseo- logical units and the strategies governing their comprehension? Are the cognitive processes that allow the learning and production of phraseological units holistic or are they the result of the combinatory sum of single units of meaning? Is it possible to measure the complexity of a phraseological unit and create useful pa- rameters both for the development of language learning resources and for phra- seological competence testing? These are some of the research questions that have recently led an increasing number of scholars, at a national and international level and from a range of different fields, to approach the phenomenon of phraseology from a variety of epistemological perspectives (linguistic, neuro-psycholinguistic, pedagogical), and investigate it with different but complementary research tools

An E-Learning environment to Improve deaf people language acquisition

Prelingual deaf learners experience difficulties in achieving receptive and expressive skills in verbal language. In this paper we aim to present some features of the Notional-functional approach presented through an e-learning environment created for the promotion of literacy skills in young deaf learners. The Notional-functional approach embraces any strategy of language teaching that derives the content of learning from an initial analysis of the learner's need to express three different kinds of meaning: Functional (i.e. the social purpose of the utterance); Modal (the degree of likelihood); Conceptual - the meaning relations expressed by forms within the sentence (categories of communicative function). The data which was collected from the subjects has been analyzed by using DELE, an open source e-learning environment implemented within the FIRB-VISEL project(1), funded by MIUR which, using an integrated editor, allows teachers to: - define a learning path by inserting texts, images, videos, and animations to be automatically integrated into the environment structure; - create an open source database by collecting materials produced by teachers working with deaf learners. The results of the investigation have revealed that the functional approach to deaf language instruction is more effective in acquiring grammatical accuracy than the structural approach. The study concludes with pedagogical implications and recommendations for the application of the functional approach in deaf language learning

Imparare guardando, insegnare mostrando. Peculiarità e limiti nella didattica di una lingua non vocale e non scritta

Over the last few years, Italian sign language courses have attracted a wide- spread and growing interest from hearing learners who, while not familiar with deaf- ness, are choosing, more and more, to embrace this language and culture, out of mere curiosity or for professional purposes. Three issues will be discussed in this paper, set out in three paragraphs, which in the author’s opinion are some of the most compelling in the teaching and learning of LIS as a second language. The issues under discussion are 1) the repercussions that the absence of a writing system has on the teaching and learning of a language; 2) the metalinguistic awareness and consciousness in a not yet standardized language; 3) the approaches, methods and materials that are best suited to the teaching of a sign language