Search results for: language of architectural form

Authors: Karima Tayaa, Amina Bouaziz

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The rapid expansion in the scientific fields and the growth of communication technology increased the use of English as international language in the world. Hence, over the past few decades, many researchers have been emphasizing on how the teaching and learning of English as a foreign or as an additional language can best help students to perform successfully. English for specific purpose is today quite literally regarded as the most global language discipline which existed practically in every country in the world. ESP (English for Specific Purposes) involves teaching and learning the specific skills and language needed by particular learners for a particular purpose. The P in ESP is always a professional purpose which is a set of skills that learners currently need in their work or will need in their professional careers. It has had an early origin since 1960’s and has grown to become one of the most prominent of English language teaching today. Moreover, ESP learners are usually adults who have some quittances with English and learn the language so as to communicate and perform particular profession. Related activities are based on specific purposes and needs. They are integrated into subject matter area important to the learners. Unlike general English which focuses on teaching general language courses and all four language skills are equally stressed, ESP and practically needs analysis determine which language skills are the most needed by the learners and syllabus designed accordingly. This paper looked into the origin, characteristics, development of ESP, the difference between ESP and general English. Finally, the paper critically reviews the role of needs analysis in the ESP.

Keywords: English language teaching, English for general purposes, English for specific purposes, needs analysis

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Authors: N. Pritchard

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Within architectural education, students arrive fore-armed with; their life-experience; knowledge gained from subject-based learning; their brains and more specifically their imaginations. The learning-by-doing that they embark on in studio-based/project-based learning calls for supervision that allows the student to proactively undertake research and experimentation with design solution possibilities. The degree to which this supervision includes direction is subject to debate and differing opinion. It can be argued that if the student is to learn-by-doing, then design decision making within the design process needs to be instigated and owned by the student so that they have the ability to personally reflect on and evaluate those decisions. Within this premise lies the problem that the student's endeavours can become unstructured and unfocused as they work their way into a new and complex activity. A resultant weakness can be that the design activity is compartmented and not holistic or comprehensive, and therefore, the student's reflections are consequently impoverished in terms of providing a positive, informative feedback loop. The construct proffered in this paper is that a supportive 'armature' or 'Heuristic-Framework' can be developed that facilitates a holistic approach and reflective learning. The normal explorations of architectural design comprise: Analysing the site and context, reviewing building precedents, assimilating the briefing information. However, the student can still be compromised by 'not knowing what they need to know'. The long-serving triad 'Firmness, Commodity and Delight' provides a broad-brush framework of considerations to explore and integrate into good design. If this were further atomised in subdivision formed from the disparate aspects of architectural design that need to be considered within the design process, then the student could sieve through the facts more methodically and reflectively in terms of considering their interrelationship conflict and alliances. The words facts and sieve hold the acronym of the aspects that form the Heuristic-Framework: Function, Aesthetics, Context, Tectonics, Spatial, Servicing, Infrastructure, Environmental, Value and Ecological issues. The Heuristic could be used as a Hermeneutic Model with each aspect of design being focused on and considered in abstraction and then considered in its relation to other aspect and the design proposal as a whole. Importantly, the heuristic could be used as a method for gathering information and enhancing the design brief. The more poetic, mysterious, intuitive, unconscious processes should still be able to occur for the student. The Heuristic-Framework should not be seen as comprehensive prescriptive formulaic or inhibiting to the wide exploration of possibilities and solutions within the architectural design process.

Keywords: atomistic, hermeneutic, holistic, approach architectural design studio education

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Authors: E. Tutova, Y. Ebzeeva, L. Gishkaeva, Y.Smirnova, N. Dubinina

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We have been working with students from different countries and found it crucial to switch the languages to explain something. Whether it is Russian, or Chinese, explaining in a different language plays an important role for students’ cognitive abilities. In this work we are going to explore how code switching may impact the student’s perception of information. Code-switching is a tool defined by linguists as a switch from one language to another for convenience, explanation of terms unavailable in an initial language or sometimes prestige. In our case, we are going to consider code-switching from the function of convenience. As a rule, students who come to study Russian in a language environment, lack many skills in speaking the language. Thus, it is made harder to explain the rules for them of another language, which is English. That is why switching between English, Russian and Mandarin is crucial for their better understanding. In this work we are going to explore the code-switching as a tool which can help a teacher in a flipped classroom.

Keywords: bilingualism, psychological linguistics, code-switching, social linguistics

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Authors: Adrian Florin Busu

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The communicative approach, or communicative language teaching, used for enhancing communicative skills in students in automatics is a modern teaching approach based on the concept of learning a language through having to communicate real meaning. In the communicative approach, real communication is both the objective of learning and the means through which it takes place. This approach was initiated during the 1970’s and quickly became prominent, as it proposed an alternative to the previous systems-oriented approaches. In other words, instead of focusing on the acquisition of grammar and vocabulary, the communicative approach aims at developing students’ competence to communicate in the target language with an enhanced focus on real-life situations. To put it in an nutshell, CLT considers using the language to be just as important as actually learning the language.

Keywords: communication, approach, objective, learning

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Authors: May George

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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 predict 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.

Keywords: inference, reading, Arabic, language acquisition

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Authors: Ricardo Pinto Mario Covele, Patricio V. Langa, Patrick Swanzy

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The English language has been recognized as a universal medium of instruction in academia, especially in Higher Education Institutions (HEIs) hence exerting enormous influence within the context of research and publication. By extension, the English Language has been embraced by scholars from non-English speaking countries. The purpose of this review was to synthesize the discussions using four databases. Discussion in the English language in the career development of academics, particularly in non-English speaking universities, is largely less visible. This paper seeks to fill this gap and to improve the visibility of the English language in the career development of academics focusing on non-English language speaking universities by undertaking a systematic literature review. More specifically, the paper addresses the language policy, English language learning model as a second language, sociolinguistic field and career development, methods, as well as its main findings. This review analyzed 75 relevant resources sourced from Western Cape’s Library, Scopus, Google scholar, and web of science databases from November 2020 to July 2021 using the PQRS framework as an analytical lens. The paper’s findings demonstrate that, while higher education continues to be under-challenges of English language usage, literature targeting non-English speaking universities remains less discussed than it is often described. The findings also demonstrate the dominance of English language policy, both for knowledge production and dissemination of literature challenging emerging scholars from non-English speaking HEIs. Hence, the paper argues for the need to reconsider the context of non-English language speakers in the English language in the career development of academics’ research, both as empirical fields and as emerging knowledge producers. More importantly, the study reveals two bodies of literature: (1) the instrumentalist approach to English Language learning and (2) Intercultural approach to the English Language for career opportunities, classified as the appropriate to explain the English language learning process and how is it perceived towards scholars’ academic careers in HEIs.

Keywords: English language, public and private universities, language policy, career development, non-English speaking countries

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Authors: A. Tahar Djebbar

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Modern technologies have penetrated all spheres of human life, education being one of them. This paper focuses the attention on the integration of technology-based education in the Algerian classroom in teaching foreign languages. It sheds light on a specific area of ICT application: ICT in English learning and teaching. Some Algerian teachers or tutors of English face many challenges among which the lack of teaching materials which are indispensable for transmitting knowledge to learners. Thus, they find themselves compelled to use online e-books or download them in PDF form to support their lessons. Teachers even download such teaching materials like pictures, videos, audios, podcasts, and flash cards from the internet and store them in their Flash USBs to shape up the teaching-learning conditions. They use computers, data shows, and the internet so as to facilitate the teaching–learning process in the classroom. Hence, technology has become a must in the Algerian classroom especially in teaching English which has become a very important language in a national and an international level. This study aims at showing that Algerian tutors/teachers who take up the challenge of getting involved in the technology-enhanced language learning and teaching in the Algerian schools and universities face many obstacles.

Keywords: computer, communication, English, internet, learners, language acquisition, teaching, technology

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Authors: Sinan Serkan Çağlı

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This study explores the effectiveness of incorporating storytelling tasks into language acquisition programs for young learners. The research investigates how storytelling, as a pedagogical tool, can contribute to the enhancement of language acquisition skills in children. Drawing upon relevant literature and empirical data, this article examines the impact of storytelling on vocabulary development, comprehension, and overall language proficiency in early childhood education in Turkey. The study adopts a qualitative approach, including classroom observations and interviews with teachers and students. Findings suggest that storytelling tasks not only foster linguistic competence but also stimulate cognitive and socio-emotional development in young learners. Additionally, the article explores various storytelling techniques and strategies suitable for different age groups. It is evident that integrating storytelling tasks into language learning environments can create engaging and effective opportunities for young learners to acquire language skills in a natural and enjoyable way. This research contributes valuable insights into the pedagogical practices that promote language acquisition in early childhood, emphasizing the significance of storytelling as a powerful educational tool, especially in Turkey for EFL students.

Keywords: storytelling, language acquisition, young learners, early childhood education, pedagogy, language proficiency

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Authors: Barbara Peric

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The study of acquiring a third and additional language has garnered significant focus within second language acquisition (SLA) research. Initially, it was commonly viewed as merely an extension of second language acquisition (SLA). However, in the last two decades, numerous researchers have emphasized the need to recognize the unique characteristics of third language acquisition (TLA). This recognition is crucial for understanding the intricate cognitive processes that arise from the interaction of more than two linguistic systems in the learner's mind. This study investigates cross-linguistic influences in the acquisition of Spanish as a fourth language by students who have Croatian as a first language (L1). English as a second language (L2), and Italian as a third language (L3). Observational data suggests that influence or transfer of linguistic elements can arise not only from one's native language (L1) but also from non-native languages. This implies that, for individuals proficient in multiple languages, the native language doesn't consistently hold a superior position. Instead, it should be examined alongside other potential sources of linguistic transfer. Earlier studies have demonstrated that high proficiency in a second language can significantly impact cross-linguistic influences when acquiring a third and additional language. Among the extensively examined factors, the typological relationship stands out as one of the most scrutinized variables. The goal of the present study was to explore whether language typology and formal similarity or proficiency in the second language had a more significant impact on L4 acquisition. Participants in this study were third-year undergraduate students at Rochester Institute of Technology’s subsidiary in Croatia (RIT Croatia). All the participants had exclusively Croatian as L1, English as L2, Italian as L3 and were learning Spanish as L4 at the time of the study. All the participants had a high level of proficiency in English and low level of proficiency in Italian. Based on the error analysis the findings indicate that for some types of lexical errors such as coinage, language typology had a more significant impact and Italian language was the preferred source of transfer despite the law proficiency in that language. For some other types of lexical errors, such as calques, second language proficiency had a more significant impact, and English language was the preferred source of transfer. On the other hand, Croatian, Italian, and Spanish are more similar in the area of morphology due to higher degree of inflection compared to English and the strongest influence of the Croatian language was precisely in the area of morphology. The results emphasize the need to consider linguistic resemblances between the native language (L1) and the third and additional language as well as the learners' proficiency in the second language when developing successful teaching strategies for acquiring the third and additional language. These conclusions add to the expanding knowledge in the realm of Second Language Acquisition (SLA) and offer practical insights for language educators aiming to enhance the effectiveness of learning experiences in acquiring a third and additional language.

Keywords: third and additional language acquisition, cross-linguistic influences, language proficiency, language typology

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Authors: Mahmoud Tarek Mohamed Hammad

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Despite the importance of the role and efforts made by the universities of the Kingdom of Saudi Arabia in reviving and preserving heritage architecture as an important cultural heritage in the Kingdom, The idea revolves around restoration and conservation processes and neglects the architectural heritage values, whose content can be used in sustainable contemporary architectural works. Educational values based on heritage architecture and how to integrate with the contemporary requirements were investigated in this research. For this purpose, by understanding the heritage architectural values as well as educational, academic process, the researcher presented an educational model of questionnaire forms for architecture students and the staff at the Architecture Department at Al-Baha University as a case study that serves the aims of the research. The results of the research show that heritage values especially those interview results are considered as a positive indicator of the importance of these values. The students and the staff need both to gain an understanding of heritage values as well as an understanding of theories of incorporating those values into the design process of contemporary local architecture. The research concludes that a correct understanding of the heritage values, its performance, and its reintegration with modern architecture technology should be focused on architectural education.

Keywords: heritage architecture, academic work, heritage values, sustainable contemporary local architectural

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Authors: Benjamen Nathaniel, Eludiora Safiriyu Ijiyemi, Egume Oneme Lucky

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A review on machine translation systems shows that a lot of computational artefacts has been carried out to translate written or spoken texts from a source language to Yorùbá language through Machine Translation systems. However, there are no work on French to Yorùbá language machine translation system; hence, the study investigated the process involved in the translation of French-to-Yorùbá language equivalent with the view to adopting a rule- based MT approach to build a Machine Translation framework from simple sentences administered through questionnaire. Articles and relevant textbooks were reviewed with key speakers of both languages interviewed to find out the processes involved in the translation of French language and their equivalent in Yorùbálanguage simple sentences using home domain terminologies. Achieving this, a model was formulated using phrase grammar structure, re-write rule, parse tree, automata theory- based techniques, designed and implemented respectively with unified modeling language (UML) and python programming language. Analysing the result, it was observed when carrying out the result that, the Machine Translation system performed 18.45% above Experimental Subject Respondent and 2.7% below Linguistics Expert when analysed with word orthography, sentence syntax and semantic correctness of the sentences. And, when compared with Google Machine Translation system, it was noticed that the developed system performed better on lexicons of the target language.

Keywords: machine translation (MT), rule-based, French language, Yoru`ba´ language

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Authors: Shunyi Yang, Jingjing Yan, Siyu Dong, Xiangguo Cui

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Current architectural façade design practices incorporate various daylighting and solar radiation analysis methods. These emphasize the impact of geometry on façade design. There is scope to extend this knowledge into methods that address material translucency, porosity, and form. Such approaches can also achieve these conditions through adaptive robotic manufacturing approaches that exploit material dynamics within the design, and alleviate fabrication waste from molds, ultimately accelerating the autonomous manufacturing system. Besides analyzing the environmental solar radiant in building facade design, there is also a vacancy research area of how lighting effects can be precisely controlled by engaging the instant real-time data-driven robot control and manipulating the material properties. Ceramics carries a wide range of transmittance and deformation potentials for robotics control with the research of its material property. This paper presents one semi-autonomous system that engages with real-time data-driven robotics control, hardware kit design, environmental building studies, human interaction, and exploratory research and experiments. Our objectives are to investigate the relationship between different clay bodies or ceramics’ physio-material properties and their transmittance; to explore the feedback system of instant lighting data in robotic fabrication to achieve precise lighting effect; to design the sufficient end effector and robot behaviors for different stages of deformation. We experiment with architectural clay, as the material of the façade that is potentially translucent at a certain stage can respond to light. Studying the relationship between form, material properties, and porosity can help create different interior and exterior light effects and provide façade solutions for specific architectural functions. The key idea is to maximize the utilization of in-progress robotics fabrication and ceramics materiality to create a highly integrated autonomous system for lighting facade design and manufacture.

Keywords: light transmittance, data-driven fabrication, computational design, computer vision, gamification for manufacturing

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Authors: Madhukar Kasarla, Sumit Fogla, Kiran Panuganti, Gaurav Jain, Abhijit Ramanujam, Astha Jain, Shashank Kraleti, Sharat Musham, Arun Chaudhury

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Patients have often chosen to travel for care — making pilgrimages to academic meccas and state-of-the-art hospitals for sophisticated surgery. This culture is still persistent in the landscape of US healthcare, with hundred thousand of visitors coming to the shores of United States to seek the high quality of medical care. One of the major challenges in this form of medical tourism has been the language barrier. Thus, an Iraqi patient, with immediate needs of communicating the healthcare needs to the treating team in the hospital, may face huge barrier in effective patient-doctor communication, delaying care and even at times reducing the quality. To circumvent these challenges, we are proposing the use of a state-of-the-art tool, Talk2All, which can translate nearly one hundred international languages (and even sign language) in real time. The tool is an easy to download app and highly user friendly. It builds on machine learning principles to decode different languages in real time. We suggest that the use of Talk2All will tremendously enhance communication in the hospital setting, effectively breaking the language barrier. We propose that vigorous incorporation of Talk2All shall overcome practical challenges in international medical and surgical tourism.

Keywords: language translation, communication, machine learning, medical tourism

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Authors: Dorit Lemberger

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Wittgenstein directly used the term "metaphor" only infrequently and with reservations, but his writings include a number of metaphors that have become imprinted in the philosophical memory of Western thought. For example, the ladder in his book Tractatus, or in Philosophical investigations - the ancient city, the beetle in a box, the fly in the fly-bottle, and the duck-rabbit. In light of Wittgenstein's stressing, throughout his investigations, that the only language that exists is ordinary language, and that there is no "second-order" language, the question should be asked: How do these metaphors function, specifically, and in general, how are we to relate to language use that exceeds the normal? Wittgenstein did not disregard such phenomena, but he proposed viewing them in a different way, that would enable understanding them as uses in ordinary language, without necessarily exceeding such language. Two important terms that he coined in this context are "secondary sense" and "experience of meaning". Each denotes language use as reflective of a subjective element characteristic of the speaker, such as intent, experience, or emphasis of a certain aspect. More recent Wittgenstein scholars added the term "quasi-metaphor", that refers to his discussion of the possibility of aesthetic judgment. This paper will examine how, according to Wittgenstein, these terms function without exceeding ordinary language, and will illustrate how they can be applied, in an analysis of the poem "Butterfly" by Nelly Sachs.

Keywords: metaphor, quasi-metaphor, secondary sense, experience of meaning

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Authors: J. Lück, S. Rudman

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Language has long been a site of struggle in South Africa with an educational language policy that favoured English and Afrikaans as high status languages and positioned other language users in deficit ways. Furthermore, a segregationist past led to individuals viewing each other as racial beings and racial categorisations still prevail in private and public life. It has been argued that it is important to explore how South African youth identities are being constructed, if past discourses still shape their identities or if they are negotiating new ways of being. The paper probes the role of language, discourse and embedded ideologies in the persistence or not of youth linguistic identities and discourses, the implications for their lived realities and for their construction of other language users and the possibilities of shifts occurring with an awareness of such discourses. It finds that past discourses continue to shape youth identities and are surging in the light of what is happening in the country today.

Keywords: discourse, ideologies, language, linguistic identities

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Authors: Huseyin Demir

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Foreign language learners are able to make mistakes in their pronunciation and writing when they encounter with alphabetical indications that are not available in their own language. The fifth-grade students who learn Turkish language at Demirel College in Georgia constitute the concrete example. ‘F’, ‘y’, ‘ö’, ‘ü’ letters in the Turkish alphabet are the most common mistakes they make. After a careful comparative linguistic study, it was found out that the mistakes caused by the fact that these signs were not available in Georgian. These problems have been tried to be solved through comparative language teaching method by using the pronunciation possibilities in other languages, which are spoken or known by students. First of all, other languages known by students are identified, the similar pronunciation difficulties in Turkish are also found in those languages in order to minimize the pronunciation problem in Turkish, pronunciation possibilities are that are available in those language are utilized. In this context, visual animations are made for pronunciation of English words such as year (yr), earn (örn), fair (fêir) and made student familiar with pronunciation with these words through repetition. With this study, it is observed that student’s motivation has been increased and with these indications, student’s mistakes are minimized.

Keywords: pronunciation, Demirel college, motivations, Turkish as a foreign language

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Authors: S. B. Rathna Kumar, Sale Kranthi, Sandya K. Varudhini

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The precise perception of spoken language is influenced by several variables, including the listeners’ native language, distance between speaker and listener, reverberation and background noise. When noise is present in an acoustic environment, it masks the speech signal resulting in reduction in the redundancy of the acoustic and linguistic cues of speech. There is strong evidence that bilinguals face difficulty in speech perception for their second language compared with monolingual speakers under adverse listening conditions such as presence of background noise. This difficulty persists even for speakers who are highly proficient in their second language and is greater in those who have learned the second language later in life. The present study aimed to assess the performance of monolingual (Telugu speaking) and bilingual (Tamil as first language and Telugu as second language) speakers on Telugu speech perception task under quiet and noisy environments. The results indicated that both the groups performed similar in both quiet and noisy environments. The findings of the present study are not in accordance with the findings of previous studies which strongly report poorer speech perception in adverse listening conditions such as noise with bilingual speakers for their second language compared with monolinguals.

Keywords: monolingual, bilingual, second language, speech perception, quiet, noise

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Authors: Sujesh F. Sujan, Steve W. Jones, Arto Kiviniemi

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The use of Building Information Modelling (BIM) in the Architectural-Engineering-Construction (AEC) industry is a form of systemic innovation. Unlike incremental innovation, (such as the technological development of CAD from hand based drawings to 2D electronically printed drawings) any form of systemic innovation in Project-Based Inter-Organisational Networks requires complete collaboration and results in numerous benefits if adopted and utilised properly. Proper use of BIM involves people collaborating with the use of interoperable BIM compliant tools. The AEC industry globally has been known for its adversarial and fragmented nature where firms take advantage of one another to increase their own profitability. Due to the industry’s nature, getting people to collaborate by unifying their goals is critical to successful BIM adoption. However, this form of innovation is often being forced artificially in the old ways of working which do not suit collaboration. This may be one of the reasons for its low global use even though the technology was developed more than 20 years ago. Therefore, there is a need to develop a metric/method to support and allow industry players to gain confidence in their investment into BIM software and workflow methods. This paper departs from defining systemic risk as a risk that affects all the project participants at a given stage of a project and defines categories of systemic risks. The need to generalise is to allow method applicability to any industry where the category will be the same, but the example of the risk will depend on the industry the study is done in. The method proposed seeks to use individual perception of an example of systemic risk as a key parameter. The significance of this study lies in relating the variance of individual perception of systemic risk to how much the team is collaborating. The method bases its notions on the claim that a more unified range of individual perceptions would mean a higher probability that the team is collaborating better. Since contracts and procurement devise how a project team operates, the method could also break the methodological barrier of highly subjective findings that case studies inflict, which has limited the possibility of generalising between global industries. Since human nature applies in all industries, the authors’ intuition is that perception can be a valuable parameter to study collaboration which is essential especially in projects that utilise systemic innovation such as BIM.

Keywords: building information modelling, perception of risk, systemic innovation, team collaboration

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Authors: Yasamiyan Alolaywi

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The sources of second language acquisition vary and depend on a learner’s preferences and choices; however, undoubtedly, the most effective methods provide authentic language input. This current study explores the effectiveness of watching movies as a means of English language acquisition. It explores university students’ views on the impact of this method in improving English language skills. The participants in this study were 74 students (25 males and 49 females) from the Department of English Language and Translation at Qassim University, Saudi Arabia. Data for this research were collected from questionnaires and individual interviews with several selected students. The findings of this study showed that many students watch movies frequently and for various purposes, the most important of which is entertainment. The students also admitted that movies help them acquire a great deal of vocabulary and develop their listening and writing skills. Also, the participants believed that exposure to a target language by native speakers helps enhance language fluency and proficiency. The students learn not only linguistic aspects from films but also other aspects, such as culture, lifestyle, and ways of thinking, in addition to learning other languages such as Spanish. In light of these results, some recommendations are proposed, such as verifying the feasibility of integrating media into a foreign language classroom. While this study covers aspects of the relationship between watching movies and English language acquisition, knowledge gaps remain that need to be filled by further research, such as on incorporating media into the educational process and how movie subtitles can improve learners’ language skills.

Keywords: language acquisition, English movies, EFL learners, perceptions

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Authors: Zhou Hong, Gu Xiao-Qing, Lıu Hong-Jiao, Leng Jing

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Seamless learning is becoming a research hotspot in recent years, and the emerging of micro-lectures, flipped classroom has strengthened the development of seamless learning. Based on the characteristics of the seamless learning across time and space and the course structure of the flipped classroom, and the theories of language learning, we put forward the language learning model which can support ‘seamless flipped’ environment (abbreviated as ‘S-F’). Meanwhile, the characteristics of the ‘S-F’ learning environment, the corresponding framework construction and the activity design of diversified corpora were introduced. Moreover, a language learning app named ‘Daily Speaking’ was developed to facilitate the practice of the language learning model in ‘S-F’ environment. In virtue of the learning case of Shanghai language, the rationality and feasibility of this framework were examined, expecting to provide a reference for the design of ‘S-F’ learning in different situations.

Keywords: seamless learning, flipped classroom, seamless-flipped environment, language learning model

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Authors: Anita Puspawati

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A failure in obtaining informed consent from patient occurs because there is not effective communication skill in doctors. Therefore, the language is very important in communication between doctor and patient. This study uses descriptive analysis method, that is a method used mainly in researching the status of a group of people, an object, a condition, a system of thought or a class of events in the present. The result of this study indicates that the communicative language between doctors and patients will increase the trust of patients to their doctors and accordingşy, patients will provide the informed consent voluntarily.

Keywords: communicative, language, doctor, patient

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Authors: Qi Wang

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Accurate pronunciation is the first condition of communication. Compared with the alphabetic languages, Chinese is more difficult for the foreigners to study as a second language, due to the tonal language with the meaningful characters as the written system, especially speaking. This research first presents the statistics of the typical errors of the pronunciations, based on the data of our two- year program of graduate students, which shown 90% of their speaking with strong foreign accents and no obvious change of the pitches, even if they could speak Chinese fluently. Second part, analyzed the caused reasons in the learning and teaching processes. Third part, this result of this research, based the theory of Chinese prosodic words, shown that the earlier the students get trained on prosodics at the beginning and suprasegmentals at intermediate and advanced levels, the better effects for them to communicate in Chinese as a second language.

Keywords: second language, prosodic word, foot, suprasegmental

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Authors: Sarwat un Nisa

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One of the remarkable gifts that a human being is blessed with is the ability to speak using a combination of sounds. Different combinations of sounds combine to form a word which in turn make a sentence and therefore give birth to a language. A person can either be a monolingual, i.e., can speak one language or bilingual, i.e., can speak more than one language. Whether a person speaks one language or multiple languages or in whatever language a person speaks, the main aim is to communicate, express ideas, feelings or thoughts. Sometimes the choice of a language is deliberate and sometimes it is a habitual act. The language which is used to put our ideas across speaks many things about our cultural, linguistic and ethnic identities. It can never be claimed that bilinguals are better than monolinguals in terms of linguistic skills, bilinguals or multilinguals have more than one language at their disposal. Therefore, how effectively two languages are used by the same person keeps linguists always intrigued. The most prominent and common features found in the speech of bilingual speakers are code switching and code mixing. The aim of the present paper is to explore these features among the adolescent speakers of Kashmir. The reason for studying the linguistics behavior of adolescents is the age when a person is neither an adult nor a child. They want to drift away from the norms and make a new norm for themselves. Therefore, how their linguistics skills are influenced by their age is of great interest because it can set the trend for the future generation. Kashmir is a multilingual society where three languages, i.e., Kashmiri, Urdu, and English are regularly used by the speakers, especially the educated ones. Kashmiri is widely used at home or mostly among adults. Urdu is the official language, and English is used in schools and for most of the written official correspondences. Thus, it is not uncommon to find these three languages coming in contact with each other quite frequently. The language contact results in the code switching and code mixing. In this paper different aspects of code switching and code mixing are discussed. Research Method: The data were collected from the different districts of Kashmir. The informants did not have prior knowledge of the survey. The situation was spontaneous and natural. The topics were introduced by the interviewer to the group of informants which comprised of three participants. They were asked to discuss the topic, most of the times without any intervention of the interviewer. Along with conversations, the informants also filled in written questionnaires comprising sociolinguistic questions. Questionnaires were analysed to get an idea about the sociolinguistic attitude of the informants. Percentage, frequency, and average were used as statistical tools to analyse the data. Conclusions were drawn taking into consideration of interpretations of both speech samples and questionnaires.

Keywords: code mixing, code switching, Kashmir, bilingualism

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Authors: Falntina Ahmad Alata, Natheer Abu Obeid

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This paper revolves around the concept of affordance. It aims to discover and develop an architectural typology based on the ecological concept of affordance. In order to achieve this aim, an analytical study is conducted and two sources were taken into account: 1- Gibson's definition of the concept of affordance and 2- The researches that are concerned on the affordance categorisation. As a result, this paper concluded 16 typologies of affordances, including the possibilities of mixing them based on both sources. To clarify these typologies and provide further understanding, a wide range of architectural examples are presented and proposed in the paper. To prove this vocabulary’s capability to diagnose and evaluate the affordance of different environments, an experimental study with two processes have been adapted: 1. Diagnostic process: the interpretation of the environments with regards to its affordance by using the new vocabulary (the developed typologies). 2. Evaluating process: the evaluation of the environments that have been interpreted and classified with regards to their affordances. By using the measures of emotional experience (the positive affect ‘PA’ and the negative affect ‘NA’) and the architectural evaluation criteria (beauty, economy and function). The experimental study proves that the typologies are capable of reading the affordance within different environments. Additionally, it explains how these different typologies reflect different interactions based on the previous processes. The data which are concluded from the evaluation of measures explain how different typologies of affordance that have already reflected different environments had different evaluations. In fact, some of them are recommended while the others are not. In other words, the paper draws a roadmap for designers to diagnose, evaluate and analyse the affordance into different architectural environments. After that, it guides them through adapting the best interaction (affordance category), which they intend to adapt into their proposed designs.

Keywords: Affordance theory, Affordance categories, Architectural environments, Architectural Evaluation Criteria (AEC), emotional experience (PA, NA)

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Authors: Tajuddin Mohamad Rasdi, Chung Ming Zhe, Nurul Anida Mohamad

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This research paper aims to examine the lack of the idea of democracy and its concept among Malaysia’s citizens. In fact, all civil servants, whether federal or state departments, are the machinery of citizens. The objective of this research is to evaluate the administrative buildings in Selangor from the perspective of democratic architecture. The methodology used in this research is by reviewing and evaluating the selected administrative building, Majlis Bandaraya Petaling Jaya, as a case study, and the interview was conducted. The data collection was recorded based on a few criteria of the following architectural characteristic and management principles (public square, town hall, meeting rooms, convenient parking space, humanitarian spaces, public spaces) and architectural design elements (scale and massing, ornament, elevational language, accessibility, and spatial hierarchy). The analysis result shows that the administrative building elements which show the idea of democracy are not reflected well in some of the criteria that restrict the public, but those setbacks could be improved.

Keywords: democratic architecture, case study, design elements, administrative buildings

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Authors: Nima Valibeig, Haniyeh Mohammadi, Neda Sadat Abdelahi

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Persian domes follow different forms depending on the materials used to construct and other factors. One of the factors that shape the form of a dome is the geometric proportion used in the drawing and construction of the dome. Some commonly used proportions are revealed by analysing the shapes and geometric ratio of the monuments’ domes. The proportions are achieved by the proficiency of the skilled architects of the buildings. These proportions can be used to reconstruct damaged parts of the historical monuments. Most of the research on domes is about the historical or stability features of domes, and less attention is made to the geometric system in domes. Therefore, in this study, we study the explicit and implicit geometric proportions in Iranian dome structures for the first time. The study is done based on a literature review and field survey. This research reveals that the permanent geometric rules are perfectly used in the design and construction of the prominent domes.

Keywords: geometry in architecture, architectural proportions, prominent domes, iranian golden ratio, geometric proportion

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Authors: Halima Musa Kamilu

Abstract:

This paper discusses the effective strategies for teaching English language to learners in primary schools in Nigeria. English language development is the systematic use of instructional strategies designed to promote the acquisition of English by pupils in primary schools whose primary language is not English. Learning a second language is through total immersion. These strategies support this learning method, allowing pupils to have the knowledge of English language in a pattern similar to the way they learned their native language through regular interaction with others who already know the language. The focus is on fluency and learning to speak English in a social context with native speakers. The strategies allow for effective acquisition. The paper also looked into the following areas: visuals that reinforce spoken or written words, employ gestures for added emphasis, adjusting of speech, stressing of high-frequency vocabulary words, use of fewer idioms and clarifying the meaning of words or phrases in context, stressing of participatory learning and maintaining a low anxiety level and boosting of enthusiasm. It recommended that the teacher include vocabulary words that will make the content more comprehensible to the learner.

Keywords: effective, strategies, teaching, beginners and primary schools

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Authors: Chibuzor Dalmeida

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This paper shall discuss the factors affecting English Language Acquisition and Learning for Primary School in Nigeria. Learning English language is a difficult task mostly those at the primary school level. Pupils find it more difficult on vocabulary, grammar and sentence structure, idioms, pronunciation etc. Researchers have discovered the reasons behind these discrepancies and have formulated theories that could be of utmost assistance to English language teachers and students. This paper further looked at the following factors that include Learner Characteristics and Personal Traits, Situational and Environmental Factors, Prior Language Development and Competence and Age and Brain Development. It further recommended that pupils must learn new vocabulary, rules for grammar and sentence structure, idioms, pronunciation. Pupils whose families and communities set high standards for language acquisition learn more quickly than those who do not. Exposure to high-quality programs also essential. Pupils do best when they are allowed to speak their native language.

Keywords: acquisition, affecting, factors, learning

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Authors: Paul Lam, Chi Him Chan, Alan Tse

Abstract:

Language laboratories have been widely used in language learning, starting in the middle of the last century as one of the earliest forms of educational technology. They are designed to assist students’ language learning with technological innovations. Traditional language laboratories provide individual workstations that allow students to access multimedia language resources. In this type of facility, students can train their listening and speaking abilities, and teachers can also assess the performance of an individual student. Although such a setting promotes a student-centered pedagogy by encouraging students to work at their own pace and according to their own needs, it still favours a traditional, behaviourist language learning pedagogy which focuses on repetitive drilling. The change of pedagogies poses challenges to both the teachers and the facilities. The peer-learning pedagogy advocates that language learning should focus on the social aspect, which emphasizes the importance of everyday communication in language learning. The self-access, individual workstation language laboratories may not be able to provide the flexibility for interaction in the new pedagogies. Modern advancement in technology is another factor that drove our language laboratory renovation. In particular, mobile and wireless technology enabled the use of smaller and more flexible devices, making possible much clever use of space. The Chinese University of Hong Kong (CUHK) renovated nine existing language laboratories to provide lighter and more advanced equipment, movable tables, and round desks. These facilities allow more flexibility and encourage students’ interaction. It is believed that the renovated language laboratories can serve different peer learning activities and thus support peer-learning pedagogies in language teaching and learning. A survey has been conducted to collect comments from the teachers who have used the renovated language laboratories and received forty-four response. The teachers’ comments reveal that they experienced different challenges in using the renovated language laboratories, and there is a need to provide guidance to teachers during the technological and pedagogical transition. For example, teachers need instruction on using the newly installed devices such as touch-monitor and visualizer. They also need advice on planning new teaching and learning activities. Nevertheless, teachers appreciated that the renovated language laboratories are flexible and provide more spaces for different learning activities.

Keywords: language laboratories, language learning, peer-learning, student interaction

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Authors: Maryam Razmjoee

Abstract:

Physical aggression is one of the most common behavioural problems among children with intellectual disabilities. Behaviours such as hitting, kicking, and threatening with the intent to harm others are examples of physical aggression. Identified language delays are related to physically aggressive behaviours, as children with poor language skills are often frustrated by socially interactions with their peers, leaving them at risk engaging in acts of physical aggression. As a result of this concern, physical aggression and language skills of children with mild intellectual disabilities was investigated. In the current study, 102 students, from years 1-3, with mild intellectual disabilities (51 girls and 51 boys) have been recruited from five educational centres which cater for children with mild intellectual disabilities in the city of Shiraz (a major city in Iran). The Test of Language Development-Primary: 3rd Edition (TOLD-3) and Overt and Relational Aggression Questionnaire were used to assess these children. Results showed that physical aggression had a significant negative association with expressive (p = 0.008), and receptive (p = 0.019) language skills. In addition, boys demonstrated more physically aggressive behaviours than girls (p = 0.014). No difference was found in expressive and receptive language skills between girls and boys with mild intellectual disabilities. The overall findings suggest that improving the language skills of children with intellectual disabilities experiencing language delays will help them to avoid exhibiting antisocial behaviours in social interactions.

Keywords: behaviour, language skills, mild intellectual disabilities, physical aggression, primary school students

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