Abstract: 21st century has transformed the labor market
landscape in a way of posing new and different demands on
university graduates as well as university lecturers, which means that
the knowledge and academic skills students acquire in the course of
their studies should be applicable and transferable from the higher
education context to their future professional careers. Given the
context of the Languages for Specific Purposes (LSP) classroom, the
teachers’ objective is not only to teach the language itself, but also to
prepare students to use that language as a medium to develop generic
skills and competences. These include media and information
literacy, critical and creative thinking, problem-solving and analytical
skills, effective written and oral communication, as well as
collaborative work and social skills, all of which are necessary to
make university graduates more competitive in everyday professional
environments. On the other hand, due to limitations of time and large
numbers of students in classes, the frequently topic-centered syllabus
of LSP courses places considerable focus on acquiring the subject
matter and specialist vocabulary instead of sufficient development of
skills and competences required by students’ prospective employers.
This paper intends to explore some of those issues as viewed both by
LSP lecturers and by business professionals in their respective
surveys. The surveys were conducted among more than 50 LSP
lecturers at higher education institutions in Croatia, more than 40 HR
professionals and more than 60 university graduates with degrees in
economics and/or business working in management positions in
mainly large and medium-sized companies in Croatia. Various elements of LSP course content have been taken into
consideration in this research, including reading and listening
comprehension of specialist texts, acquisition of specialist vocabulary
and grammatical structures, as well as presentation and negotiation
skills. The ability to hold meetings, conduct business correspondence,
write reports, academic texts, case studies and take part in debates
were also taken into consideration, as well as informal business
communication, business etiquette and core courses delivered in a
foreign language. The results of the surveys conducted among LSP
lecturers will be analyzed with reference to what extent those
elements are included in their courses and how consistently and
thoroughly they are evaluated according to their course requirements.
Their opinions will be compared to the results of the surveys
conducted among professionals from a range of industries in Croatia
so as to examine how useful and important they perceive the same
elements of the LSP course content in their working environments.
Such comparative analysis will thus show to what extent the syllabi
of LSP courses meet the demands of the employment market when it
comes to the students’ language skills and competences, as well as
transferable skills. Finally, the findings will also be compared to the
observations based on practical teaching experience and the relevant
sources that have been used in this research. In conclusion, the ideas and observations in this paper are merely
open-ended questions that do not have conclusive answers, but might
prompt LSP lecturers to re-evaluate the content and objectives of
their course syllabi.
Abstract: In language learning, second language learners as well
as Native speakers commit errors in their attempt to achieve
competence in the target language. The realm of collocation has to do
with meaning relation between lexical items. In all human language,
there is a kind of ‘natural order’ in which words are arranged or relate
to one another in sentences so much so that when a word occurs in a
given context, the related or naturally co-occurring word will
automatically come to the mind. It becomes an error, therefore, if
students inappropriately pair or arrange such ‘naturally’ co–occurring
lexical items in a text. It has been observed that most of the second
language learners in this research group commit collocation errors. A
study of this kind is very significant as it gives insight into the kinds
of errors committed by learners. This will help the language teacher
to be able to identify the sources and causes of such errors as well as
correct them thereby guiding, helping and leading the learners
towards achieving some level of competence in the language. The
aim of the study is to understand the nature of these errors as
stumbling blocks to effective essay writing. The objective of the
study is to identify the errors, analyze their structural compositions so
as to determine whether there are similarities between students in this
regard and to find out whether there are patterns to these kinds of
errors which will enable the researcher to understand their sources
and causes. As a descriptive research, the researcher samples some
nine hundred essays collected from three hundred undergraduate
learners of English as a second language in the Federal College of
Education, Kano, North- West Nigeria, i.e. three essays per each
student. The essays which were given on three different lecture times
were of similar thematic preoccupations (i.e. same topics) and length
(i.e. same number of words). The essays were written during the
lecture hour at three different lecture occasions. The errors were
identified in a systematic manner whereby errors so identified were
recorded only once even if they occur severally in students’ essays.
The data was collated using percentages in which the identified
numbers of occurrences were converted accordingly in percentages.
The findings from the study indicate that there are similarities as well
as regular and repeated errors which provided a pattern. Based on the
pattern identified, the conclusion is that students’ collocation errors
are attributable to poor teaching and learning which resulted in wrong
generalization of rules.
Abstract: The most crucial aspect that is closely related to vocabulary and the one that needs to be emphasized and investigated more than it has been up until now, is the ability to combine words that co-occur frequently in the language. Pedagogically, collocation is one of the error-provoking aspects in foreign language learning. This is indicative of the dire need to provide L2 learners with tools to help them improve their collocational knowledge. This paper pinpoints the role that collocations play in the English language. Furthermore, it presents pedagogical implications for ESL/EFL learners.
Abstract: Experience is what makes a man perfect. Though we
tend to learn many a different things in life through practice still we
need to go an extra mile to gain experience which would be profitable
only when it is integrated with regular practice. A clear phenomenal
idea is that every teacher is a learner. The centralized idea of this paper would focus on the integrated
practices carried out among the students of Jizan University which
enhances learning through experiences. Integrated practices like
student-directed activities, balanced curriculum, phonological based
activities and use of consistent language would enlarge the vision and
mission of students to earn experience through learning. Students
who receive explicit instruction and guidance could practice the skills
and strategies through student-directed activities such as peer tutoring
and cooperative learning. The second effective practice is to use
consistent language. Consistent language provides students a model
for talking about the new concepts which also enables them to
communicate without hindrances. Phonological awareness is an
important early reading skill for all students. Students generally have
phonemic awareness in their home language can often transfer that
knowledge to a second language. And also a balanced curriculum
requires instruction in all the elements of reading. Reading is the
most effective skill when both basic and higher-order skills are
included on a daily basis. Computer based reading and listening skills
will empower students to understand language in a better way.
English language learners can benefit from sound reading instruction
even before they are fully proficient in English as long as the
instruction is comprehensible. Thus, if students have to be well
equipped in learning they should foreground themselves in various
integrated practices through multifarious experience for which
teachers are moderators and trainers. This type of learning prepares
the students for a constantly changing society which helps them to
meet the competitive world around them for better employability
fulfilling the vision and mission of the institution.
Abstract: The paper shows that on transferring sense from the
SL to the TL, the translator’s reading against the grain determines the
creation of a faulty pattern of rendering the original meaning in the
receiving culture which reflects the use of misleading transformative
codes. In this case, the translator is a writer per se who decides what
goes in and out of the book, how the style is to be ciphered and what
elements of ideology are to be highlighted. The paper also proves that
figurative language must not be flattened for the sake of clarity or
naturalness. The missing figurative elements make the translated text
less interesting, less challenging and less vivid which reflects poorly
on the writer. There is a close connection between style and the
writer’s person. If the writer’s style is very much altered in a
translation, the translation is useless as the original writer and his /
her imaginative world can no longer be discovered. The purpose of the paper is to prove that adaptation is a dangerous
tool which leads to variants that sometimes reflect the original less
than the reader would wish to. It contradicts the very essence of the
process of translation which is that of making an original work
available in a foreign language. If the adaptive transformative codes
are so flexible that they encourage the translator to repeatedly leave
out parts of the original work, then a subversive pattern emerges
which changes the entire book. In conclusion, as a result of using adaptation, manipulative or
subversive effects are created in the translated work. This is generally
achieved by adding new words or connotations, creating new figures
of speech or using explicitations. The additional meanings of the
original work are neglected and the translator creates new meanings,
implications, emphases and contexts. Again s/he turns into a new
author who enjoys the freedom of expressing his / her own ideas
without the constraints of the original text. Reading against the grain
is unadvisable during the process of translation and consequently,
following personal common sense becomes essential in the field of
translation as well as everywhere else, so that translation should not
become a source of fantasy.
Abstract: The aim of the study is to compare behavioral and
EEG reactions in Turkic-speaking inhabitants of Siberia (Tuvinians
and Yakuts) and Russians during the recognition of syntax errors in
native and foreign languages. Sixty-three healthy aboriginals of the
Tyva Republic, 29 inhabitants of the Sakha (Yakutia) Republic, and
55 Russians from Novosibirsk participated in the study. EEG were
recorded during execution of error-recognition task in Russian and
English language (in all participants) and in native languages
(Tuvinian or Yakut Turkic-speaking inhabitants). Reaction time (RT)
and quality of task execution were chosen as behavioral measures.
Amplitude and cortical distribution of P300 and P600 peaks of ERP
were used as a measure of speech-related brain activity. In Tuvinians,
there were no differences in the P300 and P600 amplitudes as well as
in cortical topology for Russian and Tuvinian languages, but there
was a difference for English. In Yakuts, the P300 and P600
amplitudes and topology of ERP for Russian language were the same
as Russians had for native language. In Yakuts, brain reactions during
Yakut and English language comprehension had no difference, while
the Russian language comprehension was differed from both Yakut
and English. We found out that the Tuvinians recognized both Russian and
Tuvinian as native languages, and English as a foreign language. The
Yakuts recognized both English and Yakut as foreign languages, but
Russian as a native language. According to the inquirer, both
Tuvinians and Yakuts use the national language as a spoken
language, whereas they do not use it for writing. It can well be a
reason that Yakuts perceive the Yakut writing language as a foreign
language while writing Russian as their native.
Abstract: Current study established for EEG signal analysis in
patients with language disorder. Language disorder can be defined as
meaningful delay in the use or understanding of spoken or written
language. The disorder can include the content or meaning of
language, its form, or its use. Here we applied Z-score, power
spectrum, and coherence methods to discriminate the language
disorder data from healthy ones. Power spectrum of each channel in
alpha, beta, gamma, delta, and theta frequency bands was measured.
In addition, intra hemispheric Z-score obtained by scoring algorithm.
Obtained results showed high Z-score and power spectrum in
posterior regions. Therefore, we can conclude that peoples with
language disorder have high brain activity in frontal region of brain
in comparison with healthy peoples. Results showed that high coherence correlates with irregularities
in the ERP and is often found during complex task, whereas low
coherence is often found in pathological conditions. The results of the
Z-score analysis of the brain dynamics showed higher Z-score peak
frequency in delta, theta and beta sub bands of Language Disorder
patients. In this analysis there were activity signs in both hemispheres
and the left-dominant hemisphere was more active than the right.
Abstract: Inference plays an important role in the learning
process and it can lead to a rapid acquisition of a second language.
When learning a non-native language i.e., a critical language like
Arabic, the students depend on the teacher’s support most of the time
to learn new concepts. The students focus on memorizing the new
vocabulary and stress on learning all the grammatical rules. Hence,
the students became mechanical and cannot produce the language
easily. As a result, they are unable to predicate the meaning of words
in the context by relying heavily on the teacher, in that they cannot
link their prior knowledge or even identify the meaning of the words
without the support of the teacher. This study explores how the
teacher guides students learning during the inference process and
what are the processes of learning that can direct student’s inference.
Abstract: This study integrates a larger research empirical
project that examines second language (SL) learners’ profiles and
valid procedures to perform complete and diagnostic assessment in
schools. 102 learners of Portuguese as a SL aged 7 and 17 years
speakers of distinct home languages were assessed in several
linguistic tasks. In this article, we focused on writing performance in
the specific task of narrative essay composition. The written outputs
were measured using the score in six components adapted from an
English SL assessment context (Alberta Education): linguistic
vocabulary, grammar, syntax, strategy, socio-linguistic, and
discourse. The writing processes and strategies in Portuguese
language used by different immigrant students were analysed to
determine features and diversity of deficits on authentic texts
performed by SL writers. Differentiated performance was based on
the diversity of the following variables: grades, previous schooling,
home language, instruction in first language, and exposure to
Portuguese as Second Language. Indo-Aryan languages speakers
showed low writing scores compared to their peers and the type of
language and respective cognitive mapping (such as Mandarin and
Arabic) was the predictor, not linguistic distance. Home language
instruction should also be prominently considered in further research
to understand specificities of cognitive academic profile in a
Romance languages learning context. Additionally, this study also
examined the teachers’ representations that will be here addressed to
understand educational implications of second language teaching in
psychological distress of different minorities in schools of specific
host countries.
Abstract: Given the limited research on Small and Mediumsized
Enterprises’ (SMEs) contribution to Corporate Social
Responsibility (CSR) and even scarcer research on Swiss SMEs, this
paper helps to fill these gaps by enabling the identification of supranational
SME parameters. Thus, the paper investigates the current
state of SME practices in Switzerland and across 15 other countries.
Combining the degree to which SMEs demonstrate an explicit (or
business case) approach or see CSR as an implicit moral activity with
the assessment of their attributes for “variety of capitalism” defines
the framework of this comparative analysis. To outline Swiss small
business CSR patterns in particular, 40 SME owner-managers were
interviewed. A secondary data analysis of studies from different
countries laid groundwork for this comparative overview of small
business CSR. The paper identifies Swiss small business CSR as
driven by norms, values, and by the aspiration to contribute to
society, thus, as an implicit part of the day-to-day business. Similar to
most Central European, Mediterranean, Nordic, and Asian countries,
explicit CSR is still very rare in Swiss SMEs. Astonishingly, also
British and American SMEs follow this pattern in spite of their strong
and distinctly liberal market economies. Though other findings show
that nationality matters this research concludes that SME culture and
an informal CSR agenda are strongly formative and superseding even
forces of market economies, nationally cultural patterns, and
language. Hence, classifications of countries by their market system,
as found in the comparative capitalism literature, do not match the
CSR practices in SMEs as they do not mirror the peculiarities of their
business. This raises questions on the universality and
generalisability of unmediated, explicit management concepts,
especially in the context of small firms.
Abstract: The paper deals with the classical fiber bundle model
of equal load sharing, sometimes referred to as the Daniels’ bundle
or the democratic bundle. Daniels formulated a multidimensional
integral and also a recursive formula for evaluation of the
strength cumulative distribution function. This paper describes
three algorithms for evaluation of the recursive formula and also
their implementations with source codes in the Python high-level
programming language. A comparison of the algorithms are provided
with respect to execution time. Analysis of orders of magnitudes of
addends in the recursion is also provided.
Abstract: Large-scale data stream analysis has become one of
the important business and research priorities lately. Social networks
like Twitter and other micro-blogging platforms hold an enormous
amount of data that is large in volume, velocity and variety.
Extracting valuable information and trends out of these data would
aid in a better understanding and decision-making. Multiple analysis
techniques are deployed for English content. Moreover, one of the
languages that produce a large amount of data over social networks
and is least analyzed is the Arabic language. The proposed paper is a
survey on the research efforts to analyze the Arabic content in
Twitter focusing on the tools and methods used to extract the
sentiments for the Arabic content on Twitter.
Abstract: Near-infrared spectroscopy (NIRS) has been widely
used as a non-invasive method to measure brain activity, but it is
corrupted by baseline drift noise. Here we present a method to measure
regional cerebral blood flow as a derivative of NIRS output. We
investigate whether, when listening to languages, blood flow can
reasonably localize and represent regional brain activity or not. The
prefrontal blood flow distribution pattern when advanced
second-language listeners listened to a second language (L2) was most
similar to that when listening to their first language (L1) among the
patterns of mean and standard deviation. In experiments with 25
healthy subjects, the maximum blood flow was localized to the left
BA46 of advanced listeners. The blood flow presented is robust to
baseline drift and stably localizes regional brain activity.
Abstract: Ontologies offer a means for representing and sharing
information in many domains, particularly in complex domains. For
example, it can be used for representing and sharing information
of System Requirement Specification (SRS) of complex systems
like the SRS of ERTMS/ETCS written in natural language. Since
this system is a real-time and critical system, generic ontologies,
such as OWL and generic ERTMS ontologies provide minimal
support for modeling temporal information omnipresent in these SRS
documents. To support the modeling of temporal information, one
of the challenges is to enable representation of dynamic features
evolving in time within a generic ontology with a minimal redesign
of it. The separation of temporal information from other information
can help to predict system runtime operation and to properly design
and implement them. In addition, it is helpful to provide a reasoning
and querying techniques to reason and query temporal information
represented in the ontology in order to detect potential temporal
inconsistencies. To address this challenge, we propose a lightweight
3-layer temporal Quality of Service (QoS) ontology for representing,
reasoning and querying over temporal and non-temporal information
in a complex domain ontology. Representing QoS entities in separated
layers can clarify the distinction between the non QoS entities
and the QoS entities in an ontology. The upper generic layer of
the proposed ontology provides an intuitive knowledge of domain
components, specially ERTMS/ETCS components. The separation of
the intermediate QoS layer from the lower QoS layer allows us to
focus on specific QoS Characteristics, such as temporal or integrity
characteristics. In this paper, we focus on temporal information that
can be used to predict system runtime operation. To evaluate our
approach, an example of the proposed domain ontology for handover
operation, as well as a reasoning rule over temporal relations in this
domain-specific ontology, are presented.
Abstract: Students’ achievement and motivation in learning
English in Malaysia is a worrying trend as it is lagging behind several
other countries in Asia. Thus, necessary actions have to be taken by
the parties concerned to overcome this problem. The purpose of this
research was to study the effects of drill and practice courseware on
students’ achievement and motivation in learning English language.
A multimedia courseware was developed for this purpose. The
independent variable was the drill and practice courseware while the
dependent variables were the students’ achievement and motivation.
Their achievement was measured using pre-test and post-test scores,
while motivation was measured using a questionnaire. A total of 60
students from three vernacular primary schools in a northern state in
Malaysia were randomly selected in this study. The findings indicate:
(1) a significant difference between the students’ pre-test and posttest
scores after using the courseware, (2) no significant difference in
the achievement score between male and female students after using
the courseware, (3) a significant difference in motivation score
between the female and the male students, and (4) while the female
students scored significantly higher than the male students in the
aspects of relevance, confidence and satisfaction, no significant
difference in terms of attention was observed between them. Overall,
the findings clearly indicate that although the female students are
significantly more motivated than their male students, they are
equally good in terms of achievement after learning from the
courseware. Through this study, the drill and practice courseware is
proven to influence the students’ learning and motivation.
Abstract: The present study debates students’ perceptions of the
use of technology in learning English as a Foreign Language. Its aim
is to explore and understand students’ preparation and presentation of
Posters, PowerPoint and Animated Videos by drawing attention to
visual and oral elements. The data is collected through observations
and semi-structured interviews and analyzed through
phenomenological data analysis steps. The themes emerged from the
data, visual learning satisfaction in using information and
communication technology, providing structure to oral presentation,
learning from peers’ presentations, draw attention to using Posters,
PowerPoint and Animated Videos as each supports visual learning
and organization of thoughts in oral presentations.
Abstract: This paper aims at introducing finite automata theory,
the different ways to describe regular languages and create a program
to implement the subset construction algorithms to convert
nondeterministic finite automata (NFA) to deterministic finite
automata (DFA). This program is written in c++ programming
language. The program reads FA 5tuples from text file and then
classifies it into either DFA or NFA. For DFA, the program will read
the string w and decide whether it is acceptable or not. If accepted, the
program will save the tracking path and point it out. On the other hand,
when the automation is NFA, the program will change the Automation
to DFA so that it is easy to track and it can decide whether the w exists
in the regular language or not.
Abstract: Frequent, continuous speech training has proven to be
a necessary part of a successful speech therapy process, but
constraints of traveling time and employment dispensation become
key obstacles especially for individuals living in remote areas or for
dependent children who have working parents. In order to ameliorate
speech difficulties with ample guidance from speech therapists, a
website has been developed that supports speech therapy and training
for people with articulation disorders in the standard Thai language.
This web-based program has the ability to record speech training
exercises for each speech trainee. The records will be stored in a
database for the speech therapist to investigate, evaluate, compare
and keep track of all trainees’ progress in detail. Speech trainees can
request live discussions via video conference call when needed.
Communication through this web-based program facilitates and
reduces training time in comparison to walk-in training or
appointments. This type of training also allows people with
articulation disorders to practice speech lessons whenever or
wherever is convenient for them, which can lead to a more regular
training processes.
Abstract: In this study, too, an attempt was made to reveal the
place and effects of information technologies on the lives and
education of gifted children based on the views of gifted. To this end,
the effects of information technologies on gifted are general skills,
technology use, academic and social skills, and cooperative and
personal skills were investigated. These skills were explored
depending on whether or not gifted had their own computers, had
internet connection at home, or how often they use the internet,
average time period they spent at the computer, how often they
played computer games and their use of social media.
The study was conducted using the screening model with a
quantitative approach. The sample of the study consisted of 129
gifted attending 5-12th classes in 12 provinces in different regions of
Turkey. 64 of the participants were female while 65 were male. The
research data were collected using the using computer of gifted and
information technologies (UCIT) questionnaire which was developed
by the researchers and given its final form after receiving expert
view.
As a result of the study, it was found that UCIT use improved
foreign language speaking skills of gifted, enabled them to get to
know and understand different cultures, and made use of computer
and information technologies while they study. At the end of the
study these result were obtained: Gifted have positive idea using
computer and communication technology. There are differences
whether using the internet about the ideas UCIT. But there are not
differences whether having computer, inhabited city, grade level,
having internet at home, daily and weekly internet usage durations,
playing the computer and internet game, having Facebook and
Twitter account about the UCIT.
UCIT contribute to the development of gifted vocabulary, allows
knowing and understand different cultures, developing foreign
language speaking skills, gifted do not give up computer when they
do their homework, improve their reading, listening, understanding
and writing skills in a foreign language.
Gifted children want to have transition to the use of tablets in
education. They think UCIT facilitates doing their homework,
contributes learning more information in a shorter time. They'd like
to use computer-assisted instruction programs at courses. They think
they will be more successful in the future if their computer skills are
good. But gifted students prefer teacher instead of teaching with
computers and they said that learning can be run from home without
going to school.
Abstract: The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently.