Search results for: target language compiler (TLC)

Authors: S. Vijayakumar, S. B. Rathna Kumar, Navnath D Jagadale

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Learning and teaching are the challenges ahead in the education of the students with hearing impairment using sign language (SHISL). Either the students or teachers face difficulties in the process of learning/teaching. Communication is one of the main barriers while teaching SHISL. Further, the courses of study or the subjects are limited to SHISL at least in countries like India. Students with hearing impairment mainly opt for sign language as a communication mode. Subjects like physics, chemistry, advanced mathematics etc. are not available in the curriculum for the SHISL since their content and ideas are complex. In India, exemption for language papers is being given for the students with hearing impairment. It may give opportunity to them to secure secondary/ higher secondary qualifications. It is a known fact that students with hearing impairment are facing difficulty in their future carrier. They secure neither a higher study nor a good employment opportunity. Vocational training in various trades will land them in few jobs with few bucks in pocket. However, not all of them are blessed with higher positions in government or private sectors in competitive fields or where the technical knowledge is required. E learning with sign language instructions can be used for teaching languages and science subjects. Computer Based Instruction (CBI), Computer Based Training (CBT), and Computer Assisted Instruction (CAI) are now part-and-parcel of Modern Education. It will also include signed video clip corresponding to the topic. Learning language subjects will improve the understanding of concepts in different subjects. Learning other science subjects like their hearing counterparts will enable the SHISL to go higher in studies and increase their height to pluck a fruit of the tree of employment.

Keywords: students with hearing impairment using sign language, hearing impairment, language subjects, science subjects, e-learning

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Authors: Elizabeth Patricia Beck

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Stepping into various English as foreign language classrooms, one will see some fundamental similarities. There will likely be groups of students working collaboratively, possibly sitting at tables together. They will be using a set coursebook or photocopies of materials developed by publishers or the teacher. The teacher will be carefully monitoring students’ behaviour and progress. The teacher will also likely be insisting that the students only speak English together, possibly having implemented a complex penalty and award systems to encourage this. This is communicative language teaching and it is commonly how foreign languages are taught around the world. Recently, there has been much interest in the codeswitching behaviour of learners in foreign or second language classrooms. It is a significant topic as it relates to second language acquisition theory, language teaching training and policy, and student expectations and classroom practice. Generally in an English as a foreign language context, an ‘English Only’ policy is the norm. This is based on historical factors, socio-political influence and theories surrounding language learning. The trend, however, is shifting and, based on these same factors, a re-examination of language use in the foreign language classroom is taking place. This paper reports the findings of an examination into the codeswitching behaviour of learners with a shared native language in an English classroom. Specifically, it addresses the question of classroom code-switching by adult learners in the EFL classroom during student-to-student, spoken interaction. Three generic categories of code switching are proposed based on published research and classroom practice. Italian adult learners at three levels were observed and patterns of language use were identified, recorded and analysed using the proposed categories. After observations were completed, a questionnaire was distributed to the students focussing on attitudes and opinions around language choice in the EFL classroom, specifically, the usefulness of L1 for specific functions in the classroom. The paper then investigates the relationship between learners’ foreign language proficiency and the frequency and type of code-switching that they engaged in, and the relationship between learners’ attitudes to classroom code-switching and their behaviour. Results show that code switching patterns underwent changes as the students’ level of English language proficiency improved, and that students’ attitudes towards code-switching generally correlated with their behaviour with some exceptions, however. Finally, the discussion focusses on the details of the language produced in observation, possible influencing factors that may affect the frequency and type of code switching that took place, and additional influencing factors that may affect students’ attitudes towards code switching in the foreign language classroom. An evaluation of the limitations of this study is offered and some suggestions are made for future research in this field of study.

Keywords: code-switching, EFL, second language aquisition, adult learners

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Authors: Anne Crescini

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The number of loanwords borrowed into the Japanese language is increasing rapidly in recent years, and many linguists argue that loanwords make up more than 10% of the Japanese lexicon. While these loanwords come from various Western languages, 80%-90% are borrowed from English. Also, there is a separate group of words and phrases categorized as ‘Japanese English’. These made-in-Japan linguistic creations may look and sound like English, but in fact are not used by native speakers and are often incomprehensible to them. Linguistically, the important thing to remember is that these terms are not English ones, but in fact, 100% Japanese words. A problem arises in language teaching, however, when Japanese English learners are unable to distinguish authentic loans from Japanese English terms. This confusion could greatly impede language acquisition and communication. The goal of this paper is to determine to what degree this potential misunderstanding may interfere with communication. Native English speakers living in the United States were interviewed and shown a list of romanized Japanese English terms, which are both commonly used and often mistaken for authentic loans. Then, the words were put into the context of a sentence in order to ascertain if context in any way aided comprehension. The results showed that while some terms are understood on their own, and others are understood better in context, a large number of the terms are entirely incomprehensible to native English speakers. If that is the case, and a Japanese learner mistakes a Japanese English term for an authentic loan, a communication breakdown may occur during interaction in English. With the ever-increasing presence of both groups of terms in the Japanese language, it is more important than ever that teaching professionals address this topic in the language classroom.

Keywords: Japanese, Japanese English, language acquisition, loanwords

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Authors: Son Hyesook

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This project explores the possibility of poetics of emptiness in the poetry of Gary Snyder, one of the most experimental American poets, interpreting his works as an expression of his Buddhist concept, emptiness. This philosophical term demonstrates the lack of intrinsic nature in all phenomena and the absence of an independent, perduring self. Snyder’s poetics of emptiness locates the extralinguistic reality, emptiness, within the contingent nexus of language itself instead of transcending or discarding it. Language, therefore, plays an important role in his poetry, a medium intentionally applied to the carrying out of this Buddhist telos. Snyder’s poetry is characterized by strangeness and disruptiveness of language as is often the case with Asian Zen discourses. The elision of a lyric ‘I’ and transitive verbs, for example, is his grammatic attempt to represent the illusory nature of the self. He replaces the solitary speaker with sparely modified, concrete but generic images to prevent any anthropocentric understanding of the world and to demonstrate human enactment into a harmonious interplay with other elements of life as a part of a vast web of interconnections, where everything is interrelated to every other thing. In many of his poems, Snyder employs grammatical and structural ellipses and paratactical construction to avoid a facile discursive relation and to help the reader illogically imagine the inexpressible, the void. Through various uses of typographical and semantical space, his poetry forces the reader to experience the ‘thought-pause’ and intuitively perceive things-as-they-are. Snyder enacts in his Poetics an alternative to postmodern perspectives on the subject, language, and representation, and revitalizes their skeptical look at any account of human agency and the possibility of language.

Keywords: subject, language, representation, poetics of emptiness

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Authors: Hadjer Chellia

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The study explores the phenomenon of second language use in a migratory setting and uses the case of Algerian international students in Scotland, United Kingdom. The linguistic history of Algeria reveals that French language has a high status among the Algerians’ verbal repertoires and Algerian English students consider it as a language of prestige. With mobility of some of these students towards Scotland -in the guise of internationalization of higher education, mobility and exchange programs, the transition was deemed to bring more complexity to their pre-migratory linguistic repertoires and resulted into their French language- being endangered and threatened by a potential shift to English. The study employed semi-structured interviews among six Ph.D. ethnically related students, and the main aim behind that is to explore their current experiences with regards to French language use and to provide an account of the factors which assist in shifting to English as a second language instead. The six participants identified in interviews were further invited to focus group sessions based on an in-group interaction fashion to discuss different topics using heritage languages. This latter was opted for as part of the methodology as a means to observe their real linguistic practice and to investigate the link between behaviors and previous perceptions. The findings detect a variety of social, individual and socio-psychological factors that would contribute in refining the concept of language shift among newly established émigré communities with short stay vis a vis the linguistic outcomes of immigrants with long stay, across generational basis that was –to some extent-the focus of previous research on language shift. The results further reveal a mismatch between students' perceptions and observed behaviors. The research is then largely relevant to international students’ sociolinguistic experience of study abroad.

Keywords: complexity, mobility, potential shift, sociolinguistic experience

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Authors: Hadjer Chellia

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the present study reports on second language use among Algerian international students in the UK. In Algeria, French has an important status among the Algerian verbal repertoires due to colonial reasons. This has triggered many language conflicts and many debates among policy makers in Algeria. In higher education, Algerian English students’ sociolinguistic profile is characterised by the use of French as a sign of prestige. What may leave room for debate is the effect of crossing borders towards the UK as a result of international mobility programmes, a transition which could add more complexity since French, is not so significant as a language in the UK context. In this respect, the micro-objective is to explore the fate of French use among Ph.D. students in the UK as a newly established group vis-à-vis English. To fulfill the purpose of the present inquiry, the research employs multiple approaches in which semi-structured interview is a primary source of data to know participants’ attitudes about French use, targeting both their pre-migratory experience and current one. Web-based questionnaires are set up to access larger population. Focus group sessions are further procedures of scrutiny in this piece of work to explore the actual linguistic behaviours. Preliminary findings from both interviews and questionnaires reveal that students’ current experience, particularly living in the UK, affects their pre-migratory attitudes towards French language and its use. The overall findings are expected to bring manifold contributions to the field of research among which is setting factors that influence language use among newly established émigrés communities. The research is also relevant to international students’ experience of study abroad in terms of language use in the guise of internationalization of higher education, mobility and exchange programmes. It could contribute to the sociolinguistics of the Algerian diaspora: the dispersed residence of non-native communities - not to mention its significance on the Algerian research field abroad.

Keywords: Algerian diaspora, French language, language maintenance, language shift, mobility

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Authors: Othmane Bouferroum, Malika Boudraa

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In this study, a dual exponential model for CV formant transition is derived from locus theory of speech perception. Then, an algorithm for automatic vowel and consonant’s target formant frequency detection is developed and tested on real speech. The results show that vowels and consonants are detected through transitions rather than their small stable portions. Also, vowel reduction is clearly observed in our data. These results are confirmed by the observations made in perceptual experiments in the literature.

Keywords: acoustic invariance, coarticulation, formant transition, locus equation

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Authors: Jonathan Bolduc

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Studies have demonstrated the effectiveness of music training approaches to help children with language disabilities. Because music is closely associated with a number of cognitive functions, including language, it has been hypothesized that musical skills transfer to other domains. Research suggests that music training strengthens basic auditory processing skills in dyslexic children and may ameliorate phonological deficits. Furthermore, music instruction has the particular advantage of being non-literacy-based, thus removing the frustrations that can be associated with reading and writing activities among children with specific learning disabilities. In this study, we assessed the effect of implementing an intensive music program on the development of language skills (phonological and reading) in 4- to 9-year-old children. Seventeen children (N=17) participated in the study. The experiment took place over 6 weeks in a controlled environment. Eighteen lessons of 40 minutes were offered during this period by two music specialists. The Dalcroze, Orff, and Kodaly approaches were used. A series of qualitative measures were implemented to document the contribution of music training to this population. Currently, the data is being analyzed. The first results show that learning music seems to significantly improve verbal memory. We already know that language disabilities are considered one of the main causes of school dropout as well as later professional and social failure. We aim to corroborate that an integrated music education program can provide children with language disabilities with the same opportunities to develop and succeed in school as their classmates. Scientifically, the results will contribute to advance the knowledge by identifying the more effective music education strategies to improve the overall development of children worldwide.

Keywords: music education, music, art education, language diasabilities

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Authors: Abdulmalik Adamu

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This study is premised on the assumption that language, particularly, English plays a significant role in the acquisition of power in Nigeria. This is against the backdrop of the fact that for the first time in the political history of Nigeria, an opposition party succeeded in dethroning an incumbent President and ruling political party in an election. Therefore the main objective was to investigate the role of language, particularly English in the acquisition of political power in Nigeria. The corpus generated for this study consisted of excerpts from the media exchange between the spokespersons of the two dominant political parties at the time of the elections in 2015; Olisa Metuh of the Peoples Democratic Party (PDP) and Lai Mohammed of the All Progressive Party (APC). The excerpts were analysed using Critical Discourse Analysis (CDA) as a research tool. The findings revealed the acceptance of the first proposition that English facilitates the acquisition of political power in Nigeria and the rejection of the second proposition that English is an instrument for the exclusion of the populist from political events in Nigeria. The study, therefore, concluded that language, particularly English played a significant role in the acquisition of political power in Nigeria.

Keywords: language, power, politics, Critical Discourse Analysis (CDA)

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Authors: Abdul Rahim Razalli, Nordin Mamat, Lee Kean Low

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The objective of the study is to examine the acquisition of Bahasa Melayu hand coded and Malaysian Sign Language of hearing impaired children and the factors that influencing the acquisition of Malay language at early intervention. A qualitative research design was chosen to answer two research questions. Two sets of instruments have been used to obtain information of proficiency and factors that influence it. Five children with hearing problems, four teachers and three parents were selected as the respondents through purposive sampling technique. The findings show that pupils with hearing problems who mastered Bahasa Melayu hand coded have better acquisition of Bahasa Melayu as compared to those who acquired Malaysian Sign Language. The study also found that the parents, pupils, teachers and environmental factors have an impact on the acquisition of Bahasa Melayu hand coded. The implications of this study show that early intervention of Bahasa Melayu hand coded and the parents, pupils, teachers and environmental factors do help in the language proficiency of children with hearing problems. A more comprehensive study should be undertaken at a higher level to see the impact on an early intervention program for Malay language acquisition of hearing impaired children.

Keywords: Bahasa Melayu hand coded, Malaysian sign Language, hearing impaired children, early intervention

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Authors: Etaf Khlaed Haroun Alkhlaifat

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When doctors and patients do not share the same first language, language barriers may exist, which may have negative effects on the quality of communication and care provided. Doctors’ use of medical jargon and patients’ inability to fully express their illness, to a potential loss of relevant information can often create misunderstanding. This study sought to examine the extent to which a lack of “common” language represents one of the linguistic obstacles that may adversely influence the quality of healthcare services in Jordan. Communication Accommodation Theory (CAT) was used to interpret the phenomena under study. Doctors (n=9) and patients (n=18) were observed and interviewed in natural Jordanian medical settings. A thematic qualitative approach was employed to analyse the data. The preliminary findings of the study revealed that most doctors appeared to have a good sense of appropriate ways to break through communication barriers by changing medical terminologies or jargons into lay terms. However, for some, there were two main challenges: 1) the use of medical jargon in explaining medication and side effects and 2) the lack of patients’ knowledge in providing a full explanation about their illnesses. The study revealed that language barriers adversely affect health outcomes for patients with limited fluency in the English language. It argues that it is doctors’ responsibility to guarantee mutual understanding, educate patients on their condition and improve their health outcomes.

Keywords: communication accommodation theory, doctor-patient interaction, language barrier, medical jargon, misunderstanding

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Authors: Olukemi E. Adetuyi-Olu-Francis

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Learning is natural for living. One stops learning when life ends. Hence, there is no negotiating life-long learning. An individual has the innate ability to learn as many languages as he/she desires as long as life exists. French language education to every Nigerian teacher-trainee is a necessity. Nigeria’s geographical location requires that the French language should be upheld for economic and cultural co-operations between Nigeria and the francophone countries sharing borders with her. The French language will enhance the leadership roles of the teacher-trainees and their ability to function across borders. The 21st century learning tools are basically digital, and many apps are complementing the actual classroom interactions. This study examined the communicative competence in the French language to equip Nigerian teacher-trainees in the new-normal society using mobile apps as a lifelong learning tool. Three research questions and hypotheses guided the study, and the researcher adopted a pre-test, a post-test experimental design, using a sample size of 87 teacher-trainees in South-south geopolitical zone of Nigeria. Results showed that the use of mobile apps is effective for learning the French language. One of the recommendations is that the use of mobile apps should be encouraged for all Nigerian youths to learn the French language for enhancing leadership roles in the world of work and for international interactions for socio-economic co-operations with Nigerian neighboring countries.

Keywords: communicative competence, french language, life long learning, mobile apps, new normal society, teacher trainees

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Authors: Alejandro Molina-Villegas, Silvia Fernández-Sabido, Eduardo Mendoza-Vargas, Fátima Miranda-Pestaña

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The automatic detection of indigenous languages ​​in digital texts is essential to promote their inclusion in digital media. Underrepresented languages, such as Maya, are often excluded from language detection tools like Google’s language-detection library, LANGDETECT. This study addresses these limitations by developing a hybrid language detection solution that accurately distinguishes Maya (YUA) from Spanish (ES). Two strategies are employed: the first focuses on creating a profile for the Maya language within the LANGDETECT library, while the second involves training a Naive Bayes classification model with two categories, YUA and ES. The process includes comprehensive data preprocessing steps, such as cleaning, normalization, tokenization, and n-gram counting, applied to text samples collected from various sources, including articles from La Jornada Maya, a major newspaper in Mexico and the only media outlet that includes a Maya section. After the training phase, a portion of the data is used to create the YUA profile within LANGDETECT, which achieves an accuracy rate above 95% in identifying the Maya language during testing. Additionally, the Naive Bayes classifier, trained and tested on the same database, achieves an accuracy close to 98% in distinguishing between Maya and Spanish, with further validation through F1 score, recall, and logarithmic scoring, without signs of overfitting. This strategy, which combines the LANGDETECT profile with a Naive Bayes model, highlights an adaptable framework that can be extended to other underrepresented languages in future research. This fills a gap in Natural Language Processing and supports the preservation and revitalization of these languages.

Keywords: indigenous languages, language detection, Maya language, Naive Bayes classifier, natural language processing, low-resource languages

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Authors: Adel Ben Mohamed

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The widespread use of the English language around the world has pushed many countries to consider such a language as a top priority in their educational system. One of these countries is the Sultanate of Oman. In this frame, the Omani government has allocated huge budgets as well as resources in order to implement the English language in its education system. The importance of English is prevalent in Oman. This is clearly noticeable through remarkable signs. For instance, most of the official documents in Oman are in both Arabic (the mother tongue) or English. In addition to that, there is a mushroom of English language institutes all over the country. In 2020, there are over fourteen English language institutes and centers in Oman (esl base, 2020). Moreover, these days most of the Omani parents are sending their children for tuition to learn the English language. Hence, it is apparent that the Sultanate of Oman is giving a great value to the importance of English in attaining various goals. However, in the world of work, what is more, important today is fluency rather than accuracy. Therefore, many people go for communication English rather than technical English. For example, Oman Daily Observer newspaper published a job advertisement of a sale assistant on 23rd of November 2020, recommended that speaking very well English is a must to be hired for the position (Oman Observer, 2020). In line with this and because of the great importance of the English language in Oman, the ministry of higher education has placed much emphasis on this official foreign language. Therefore, in the Omani educational system, all post -secondary students must sit for one year in one of the higher education institutions as a General Foundation Programmes (GFP) prior to moving to their respective majors in diploma level. Accordingly, the implementation of any teaching approach is determined by different factors: some are directly linked to teachers while others are related to organizational variables.

Keywords: teaching approaches, communicative, ability, investigating

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Authors: Mable Chan

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The present study about the acquisition of tense and aspect by Cantonese and Mandarin ESL learners aims to investigate the relationship between knowledge, the role that classroom input plays in the development of that knowledge, and learners' use of the L2 knowledge they acquire (i.e. their performance). Chinese has been argued as a tenseless language and Chinese ESL learners have to acquire the property from scratch. The study of acquisition of tense and aspect is a very fruitful research area in second language acquisition for a number of reasons. First, tense and aspect are notorious for being difficult for Chinese ESL learners. Second, to our knowledge, no studies have been done to compare Cantonese and Mandarin ESL learners and age effects in one single study. Data are now being collected and the findings from this comparison study of tense-aspect acquisition will shed light on both theoretical and pedagogical issues in second language acquisition, and contribute to a better understanding of both theoretical aspect concerning L2 acquisition of tense and aspect, and pedagogy of tense for L2 Chinese ESL learners.

Keywords: aspect, second language acquisition, tense, universal grammar

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Authors: Sadeq Al Yaari, Nassr Almaflehi, Ayman Al Yaari, Adham Al Yaari, Montaha Al Yaari, Aayah Al Yaari, Sajedah Al Yaari

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Background: Assessment of language-related functional activities (ALFA) is of vital importance in assessing aphasics’ performance of both sexes. However, the validity and reliability of this language therapeutic test has never been validated in the Arabic medical literature. Purpose: The aim of this study was to validate the test by assessing the language-related functional activities of 100 gender aphasics based in a medical faculty. Design: ALFA Pre-and-posttest was administered twice in three weeks to test the language-related functional activities of 100 gender aphasics. Settings: Al Khars hospital in Al Ahsa’a, Kingdom of Saudi Arabia (KSA). Participants: Sixteen to eight-year-old participants (N = 100 men and women) were enrolled in this experiment. Again, the purpose was to assess their language-related functional activities using ALFA. Procedures: The first step was to translate the English version of ALFA test into the mother tongue of the patients (Arabic). Secondly, the translated text is reviewed and edited by three specialists of Arabic language. Having the test standardized, the third step was to assess language-related functional activities of the participants in natural environment. Assessment took place in three weeks. In the first week, a pre-test was administered to the participants at hand and after two weeks, a post-test was administered to identify whether or not significant differences between the two tests (pre-and-posttest) could be observed. Interventions: Outcomes of the results obtained from the analyses were broadly discussed. Linguistic and statistical comparisons were held to illustrate the findings of this study. Main outcomes and Results: The analysis of the obtained results indicated that the performance of the aphasic participants in the post-test did not differ from that of the pre-test (, respectively). Conclusions & Implications: ALFA was proved to be a valid and reliable test. Moreover, outlined results pointed out the importance of assessing not only gender aphasics’ language, but also their language-related functional activities. Further research is needed to explore how gender aphasics’ verbal and non-verbal performances interact.

Keywords: ALFA, language test, Arab aphasics, validity, reliability, psychoneurolinguistics.

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Authors: Jamal Alqinai

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A pragmatic approach to translation studies the rules and principles governing the use of language over and above the rules of syntax or morphology, and what makes some uses of language more appropriate than others in [communicative] situations. It attempts to explain translation as a procedure and product from the point of view of how, why and what is done by the source text author (ST) and what is to be done in the target text (TT) rendition. The latter will be subject to evaluation not as generated by the linguistics system but as conveyed and manipulated by participants in a communicative situation according to the referential and pragmatic standards employed. The failure of a purely lexical or structural translation stems from ignoring the relation between words as signs and the effect they have on their users. A more refined approach would also consider those processes that are sometimes labeled extra-linguistic or intuitive and which translators strive to reproduce unscathed in the translation process. We need to grasp the kind of actions an ST author performs on his readers by combining linguistic and non-linguistic elements against a backdrop of beliefs and cultural values. In other words, aside from considering the cohesive ties at the textual level, one needs to understand how the whole ST discourse hangs together logically in order to reproduce a coherent TT. The latter can only be achieved by an analysis of the pragmatic elements of presuppositions, implicatures and acts performed in the ST. Establishing cohesive ties within a text may require seeking reference outside the immediate text. The illocutionary functions manifested in one language/culture are relatively autonomous cultural/linguistic categories, but are imaginable by members of other cultures and, to some extent , are translatable though not, of course, without translation loss. Globalization and the spread of literacy worldwide may have created a universal empathy to comprehend the performative aspect of utterances when explained by approximate glosses or by paraphrase. Yet, it is often the multilayered and the culture-specific nature of illocutionary functions that de-universalize their possible interpretations. This paper addresses the pragmatic interpretation of culturally specific texts with examples adduced from a number of distinct settings to illustrate the influence of the pragmatic factors at stake.

Keywords: pragmatic, presupposition, implicature, cohesion

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Authors: Craig Mertens

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Teaching art history or any other academic subject to EFL students can be done successfully. A course called Western Images was created to teach Japanese students art history while only using English in the classroom. An approach known as Content and Language Integrated Learning (CLIL) was used as a basis for this course. This paper’s purpose is to state the reasons why learning about art history is important, go through the process of creating content for the course, and suggest multiple tasks to help students practice the critical thinking skills used in analyzing and drawing conclusions of works of art from western culture. As a guide for this paper, Brown’s (1995) six elements of a language curriculum will be used. These stages include needs analysis, goals and objectives, assessment, materials, teaching method and tasks, and evaluation of the course. The goal here is to inspire debate and discussion regarding CLIL and its pros and cons, and to question current curriculum in university language courses.

Keywords: art history, EFL, content and language integration learning, critical thinking

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Authors: Sonia Arradaza-Pajaron

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English as a second language is widely spoken in the Philippines. In fact, it is used as a medium of instruction in school. However, Filipino students, in general, are still not proficient in the use of the language. Since it plays a very crucial role in the learning and comprehension of some subjects in the school where important key concepts and in English, it is imperative to look into other factors that may affect such concern. This study may post an answer to the said concern because it aimed to investigate the association between a psychological construct, known as emotional intelligence, and the English language performance of the 55 senior high school students. The study utilized a descriptive correlational method to determine the significant relationship of variables with preliminary data, like GPA in English subject as baseline information of their performance. Results revealed that the respondents had an average GPA in the English subject; however, improving from their first-year high school level to the fourth year. Their English performance resulted to an above average level with a notable higher performance in the speaking test than in the written. Further, a strong correlation between English performance and emotional intelligence was manifested. Based on the findings, it can be concluded that students with higher emotional intelligence their English language performance is expected to be the same. It can be said further that when students’ emotional intelligence (EI components) is facilitated well through various classroom activities, a better English performance would just be spontaneous among them.

Keywords: English language performance, emotional intelligence, EI components, emotional literacy, emotional quotient competence, emotional quotient outcomes, values and beliefs

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Authors: Agampodi Promoda Perera, Yong Shin, Mi Kyoung Park

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The successful detection of pathogenic bacteria in blood provides important information for early detection, diagnosis and the prevention and treatment of infectious diseases. Silicon microring resonators are refractive-index-based optical biosensors that provide highly sensitive, label-free, real-time multiplexed detection of biomolecules. We demonstrate the technique of using GO (graphene oxide) to enhance the signal output of the silicon microring optical sensor. The activated carboxylic groups in GO molecules bind directly to single stranded DNA with an amino modified 5’ end. This conjugation amplifies the shift in resonant wavelength in a real-time manner. We designed a capture probe for strain Staphylococcus aureus of 21 bp and a longer complementary target sequence of 70 bp. The mismatched target sequence we used was of Streptococcus agalactiae of 70 bp. GO is added after the complementary binding of the probe and target. GO conjugates to the unbound single stranded segment of the target and increase the wavelength shift on the silicon microring resonator. Furthermore, our results show that GO could successfully differentiate between the mismatched DNA sequences from the complementary DNA sequence. Therefore, the proposed concept could effectively enhance sensitivity of pathogen detection sensors.

Keywords: label free biosensor, pathogenic bacteria, graphene oxide, diagnosis

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Authors: Edith Podhovnik

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Cultures play a role in business communication and in research. At the example of language in international business, this paper addresses the issue of how the research cultures of management research and linguistics as well as cultures as such can be linked. After looking at existing research on language in international business, this paper approaches communication in international business from a linguistic angle and attempts to explain communication issues in businesses based on linguistic research. Thus, the paper makes a step into cross-disciplinary research combining management research with linguistics.

Keywords: language in international business, sociolinguistics, ethnopragmatics, cultural scripts

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Authors: Zheng DianXun, Cheng Bo, Lin Hetong

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This paper focuses on the orbit avoidance strategies of optical remote sensing satellite. The optical remote sensing satellite, moving along the Sun-synchronous orbit, is equipped with laser warning equipment to alert CCD camera from laser attacks. There are three ways to protect the CCD camera: closing the camera cover, satellite attitude maneuver and satellite orbit avoidance. In order to enhance the safety of optical remote sensing satellite in orbit, this paper explores the strategy of satellite avoidance. The avoidance strategy is expressed as the evasion of pre-determined target points in the orbital coordinates of virtual satellite. The so-called virtual satellite is a passive vehicle which superposes the satellite at the initial stage of avoidance. The target points share the consistent cycle time and the same semi-major axis with the virtual satellite, which ensures the properties of the satellite’s Sun-synchronous orbit remain unchanged. Moreover, to further strengthen the avoidance capability of satellite, it can perform multi-target-points avoid maneuvers. On occasions of fulfilling the satellite orbit tasks, the orbit can be restored back to virtual satellite through orbit maneuvers. Thereinto, the avoid maneuvers adopts pulse guidance. And the fuel consumption is also optimized. The avoidance strategy discussed in this article is applicable to optical remote sensing satellite when it is encountered with hostile attack of space-based laser anti-satellite.

Keywords: optical remote sensing satellite, satellite avoidance, virtual satellite, avoid target-point, avoid maneuver

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Authors: Antigoni Parmaxi, Anna Nicolaou, Salomi Papadima-Sophocleous, Dimitrios Boglou

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This study provides an overview of the socio linguistic situation of an under-researched city, Limassol, Cyprus, with regard to multilingualism and plurilingualism. More specifically, it explores issues pertaining to multilingualism and plurilingualism in education, the public sphere, economic life, the private sphere, and urban spaces. Through an examination of Limassol’s history of language diversity, as well as through an analysis of the city from a contemporary point of view, the study attempts to portray the multilingual Limassol of yesterday and of today. Findings demonstrate several aspects of multilingualism, such as how communication is achieved among the citizens, how the city encourages multilingualism, as well as what policies and practices are implemented in the various spheres in order to promote intercultural dialogue and mutual understanding. As a result of the findings, suggestions for best practices, introduction or improvement of policies and visions of the city are put forward.

Keywords: language diversity, social inclusion, multilingualism, language visibility, language policy

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Authors: M. Testa, L. Peotta, S. Giusiano, B. Lazzolino, U. Manera, A. Canosa, M. Grassano, F. Palumbo, A. Bombaci, S. Cabras, F. Di Pede, L. Solero, E. Matteoni, C. Moglia, A. Calvo, A. Chio

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Amyotrophic Lateral Sclerosis (ALS) is a neurodegenerative disease of adulthood, which primarily affects the central nervous system and is characterized by progressive bilateral degeneration of motor neurons. The degeneration processes in ALS extend far beyond the neurons of the motor system, and affects cognition, behaviour and language. To outline the prevalence of language deficits in an ALS cohort and explore their profile along with demographic and neuropsychological data. A full neuropsychological battery and language assessment was administered to 56 ALS patients. Neuropsychological assessment included tests of executive functioning, verbal fluency, social cognition and memory. Language was assessed using tests for verbal comprehension, production and pragmatics. Patients were cognitively classified following the Revised Consensus Criteria and divided in three groups showing different levels of language deficits: group 1 - no language deficit; group 2 - one language deficit; group 3 - two or more language deficits. Chi-square for independence and non-parametric measures to compare groups were applied. Nearly half of ALS-CN patients (48%) reported one language test under the clinical cut-off, and only 13% of patents classified as ALS-CI showed no language deficits, while the rest 87% of ALS-CI reported two or more language deficits. ALS-BI and ALS-CBI cases all reported two or more language deficits. Deficits in production and in comprehension appeared more frequent in ALS-CI patients (p=0.011, p=0.003 respectively), with a higher percentage of comprehension deficits (83%). Nearly all ALS-CI reported at least one deficit in pragmatic abilities (96%) and all ALS-BI and ALS-CBI patients showed pragmatic deficits. Males showed higher percentage of pragmatic deficits (97%, p=0.007). No significant differences in language deficits have been found between bulbar and spinal onset. Months from onset and level of impairment at testing (ALS-FRS total score) were not significantly different between levels and type of language impairment. Age and education were significantly higher for cases showing no deficits in comprehension and pragmatics and in the group showing no language deficits. Comparing performances at neuropsychological tests among the three levels of language deficits, no significant differences in neuropsychological performances were found between group 1 and 2; compared to group 1, group 3 appeared to decay specifically on executive testing, verbal/visuospatial learning, and social cognition. Compared to group 2, group 3 showed worse performances specifically in tests of working memory and attention. Language deficits have found to be spread in our sample, encompassing verbal comprehension, production and pragmatics. Our study reveals that also cognitive intact patients (ALS-CN) showed at least one language deficit in 48% of cases. Pragmatic domain is the most compromised (84% of the total sample), present in nearly all ALS-CI (96%), likely due to the influence of executive impairment. Lower age and higher education seem to preserve comprehension, pragmatics and presence of language deficits. Finally, executive functions, verbal/visuospatial learning and social cognition differentiate the group with no language deficits from the group with a clinical language impairment (group 3), while attention and working memory differentiate the group with one language deficit from the clinical impaired group.

Keywords: amyotrophic lateral sclerosis, language assessment, neuropsychological assessment, language deficit

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Authors: Seokbeen Lim, Gilwon Yoon

Abstract:

The readiness potential in brain waves is a brain activity related with an intention whose potential arises even before its conscious intention. This study was carried out in order to understand the generation and mechanism of the readiness potential more. The experiment with two subjects was conducted in two ways following the Oddball task protocol. Firstly, auditory stimuli were randomly presented to the subjects. The subject was allowed to press the keyboard with the right index finger only when the subject heard the target stimulus but not the standard stimulus. Secondly, unlike the first one, the auditory stimuli were randomly presented, and the subjects pressed the keyboard in the same manner, but at the same time with grasping action of the left hand. The readiness potential showed up for both of these experiments. In the first Oddball experiment, the readiness potential was detected only when the target stimulus was presented. However, in the second Oddball experiment with the left hand action of grasping something, the readiness potential was detected at the presentation of for both standard and target stimuli. However, detected readiness potentials with the target stimuli were larger than those of the standard stimuli. We found an interesting phenomenon that the readiness potential was able to be detected even the standard stimulus. This indicates that motor-related readiness potentials can be generated only by the intention to move. These results present a new perspective in psychology and brain engineering since subconscious brain action may be prior to conscious recognition of the intention.

Keywords: readiness potential, auditory stimuli, event-related potential, electroencephalography, oddball task

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Authors: Paula Escudeiro, Nuno Escudeiro, Márcia Campos, Francisca Escudeiro

Abstract:

In today's world, technical and scientific knowledge plays a vital role in education, research, and employment. Deaf students face unique challenges in educational settings, particularly when it comes to understanding technical and scientific terminology. The reliance on written and spoken languages can create barriers for deaf individuals who primarily communicate using sign language. This lack of accessibility can hinder their learning experience and compromise equity in education. To address this issue, the TechWhiz project has been developed as a comprehensive glossary of scientific and technical concepts explained in sign language. By providing deaf students with access to education in their first language, TechWhiz aims to enhance their learning achievements and promote inclusivity while also fostering equity in education for all students.

Keywords: deaf students, technical and scientific knowledge, automatic sign language, inclusive education

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Authors: Aita Bishowkarma

Abstract:

Ensuring quality education in primary level in multi-ethnic, multi- religious, multi-cultural and multilingual country Nepal which accommodates 123 ethnic languages (CBS 2011) has come across a big challenge. The discourse on the policies and practices to take advantage of the rich heritage of cultural and linguistic diversity in the pursuit of quality primary education to ethnic/linguistic minority children in Nepal gives in a critical observation of Nepalese perspective in the global academia. Situating the linguistic diversity of Nepal, primary education to children is better through mother tongue. Nepali as official or national language is another important language to be taught to the children. Similarly, craze for English has been inevitable for international communication and job opportunity in the global markets. This paper critically examines the current use of trilingual policy in mother tongue based multilingual education (MT-MLE) in Nepal from the perspective of exploiting linguistic diversity in classroom pedagogy. The researcher adopted mixed method research design applying descriptive measure and explanatory research methods. 24 teachers and 48 students from 6 multilingual schools were selected purposively to dig out their language use, language attitude and language preferences to reveal their preference and attitude towards mother tongue, Nepali and English through questionnaire, interview and focus group discussion. The study shows, in a true multilingual system, all languages (mother tongue, languages of region, nation and wider communication) can have their legitimate place; bridging from the mother tongue to the regional language and national to international language; further leading to meaningful participation in the wider democratic global context. Trilingual policy of mother tongue, national language and international language seemed pertinent however, not sufficient. The finding of the study shows that for quality education in primary education mother tongue based critical multilingual pedagogy through language coexistence approach with contextual variation seems enviable.

Keywords: critical pedagogy, language co-existence, linguistic diversity, quality education

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Authors: K. N. Seetharamu, Naveen Teggi, Kiranakumar Dhavalagi, Narayana Kamath

Abstract:

A method of temperature calculations is developed to study the conditions leading to hot spot occurrence on multicore chips. A physical model which has salient features of multicore chips is incorporated for the analysis. The model consists of active and background cell laid out in a checkered pattern, and this pattern repeats itself in each fine grain active cells. The die has three layers i) body ii) buried oxide layer iii) wiring layer, stacked one above the other with heat source placed at the interface between wiring and buried oxide layer. With this model we propose analytical method to calculate the target hotspot temperature, heat flow to top and bottom layers of the die and thermal resistance components at each granularity level, assuming appropriate values of die dimensions and parameters. Finally we attempt to find an easier method for the calculation of the target hotspot temperature using graph.

Keywords: checkered pattern, granularity level, heat conduction, multicore chips, target hotspot temperature

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Authors: Yasàlu Haruna

Abstract:

In every transaction, the use of language is central regardless of form or complexity if any meaning is expected to be harvested therefrom. Students constituting a population group in the learning landscape of Nigeria occupy a central position with a propensity to excel or otherwise in the context of communication, especially in the learning process and social interaction. The nature or quantum of anxiety or confidence in speaking a second language is not only peculiar to societies where the second language is not an official language but to a degree, the linguistic gap created by adoption and adaptation syndrome manifests in created anxiety or lack of confidence especially where mastery of a spoken language becomes a major challenge. This paper explores the manner in which linguistic complexity and cultural barriers combine to widen the adaptation and adoption gap. In much the same way, typical issues of pronouncement, intonation and accent difficulties are vital variables that explain the root cause of anxiety. Using a combination of primary and secondary sources of data expressed in questionnaires, key informant interviews and other available data, the paper concludes that the non-integration of anxiety possibility into the education delivery framework has left a lot to be needed in cultivating second language speakers among students of Nigerian Colleges of Education. In addition, cultural barriers and the absence of integration interfaces in the course of learning within and outside the classroom contribute to further widening the gap. Again, colleagues/mates/conversation partners' mastery of a second language remains a contributory factor largely due to the quality of the preparatory school system in many parts of the country. The paper recommends that national policies and frameworks must be reviewed to consider integration windows where culture and conversation partner deficiencies can be remedied through educational events such as debates, quizzes and symposia; improvements can be attained while commercial advertisements are tailored towards seeking for adoption of second language in commerce and major cultural activities.

Keywords: cultural barriers, integration, college of education and adaptation, second language

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Authors: Souhila Belabbas

Abstract:

This paper focuses on the Kabyles’ multilingual practices in the UK, within the Kabyle/Amazigh Cultural Organisation in London, on online platforms and at home. The Kabyles have roots in northern Algeria and associate their language, Kabyle, with a pre-Arabized history of northern Africa. Drawing on ethnographic research with this community, this study brings together their post-migration language preservation activisms as well as their dynamic multilingual practices and situational language choice into a dialogue. This shows the enduring significance of the heritage language for social, cultural and historical identity. It also demonstrates that the current survival of the “mother tongue” hinges on multilingual and multi-sited language activisms, which bear the hallmarks of both new creativities and diminishing fluencies in multilingual spaces. These multilingual repertoires also included a range of ideological stances, expressed as cultural, moral, and political attitudes to the “mother tongue” and to other, potentially more dominant, languages in their lives, involving both inclusive and exclusive instances. The Kabyles in the UK practice everyday forms of multilingualism in the dynamic terms whilst making strong identity claims to an endangered heritage language. Crucially, their language contact experiences were not a post-migration novelty but part of their pre-migration lifeworlds. The participants involved in this study shared a commitment to Kabyle identity activism. They expressed this differently, varyingly foregrounding cultural, social or political issues. These differences were related to their North-African cultural background, live, gender, religious and/or political affiliation, as well as to their different migratory trajectories. Among these ethno-conscious individuals, the use of Kabyle was often particularly vibrant in informal domains of casual conversations and mixed in with French, English and often Arabic. During community events and festivals, though, many made special efforts to converse in Kabyle as if to make a point about their commitment to a shared identity.

Keywords: ethnography, language ideology, language choice, heritage language, migration trajectories, multilingual repertoires

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