Dialect Learning Research Articles

English Vocabulary Learning System Web Based Using Rapid Application Method

English lexicon dominance is one of the imperative viewpoints in dialect learning at the Kindergarten (TK) level. Be that as it may, ordinary strategies utilized in lexicon learning are frequently less curiously and less successful in spurring understudies to memorize. The foundation of this think about is the require for a more interactive learning framework that's in understanding with innovative advancements to back the educating and learning handle at TK Al Amanah. The issue confronted is how to plan a lexicon learning framework that can increment students' intrigued and understanding successfully. As a arrangement, this consider proposes the improvement of a web-based English lexicon learning framework utilizing the Fast Application Advancement (RAD) strategy. The RAD strategy was chosen since it is able to create quick models and include clients in each organize of improvement, so that the coming about system can be more in agreement with the requirements of clients, in this case understudies and instructors at TK Al Amanah. The framework developed includes highlights such as intelligently works out, advanced flashcards, and tests planned to create it simpler for understudies to memorize and get it lexicon. The investigate strategy includes needs examination, framework plan, model advancement, testing, and assessment. The trial comes about appear that this framework isn't only able to extend understudy inspiration and interest, but too gives comfort for instructors in conveying learning materials. Hence, this web-based learning framework offers an innovative solution that can bolster the method of educating English lexicon at the kindergarten level

Voice recognition enhancement by genetic algorithm

This research paper investigates the application of Genetic Algorithms (GA) in optimizing Artificial Neural Networks (ANN) for phoneme recognition. The study examines the formalism of GA, their parameters, and operators, and describes the genetic strategy adopted for phoneme recognition using the TIMIT sound database. The paper presents the outcomes of experiments conducted on the phonemes of the test base and the DR1 dialect learning base of the TIMIT base, and compares the recognition rates obtained by learning and testing with those guided by Self-Organizing Map (SOM) experiments. The findings suggest that the GA algorithm provides improved recognition rates and extends the search space to a global optimum, but can sometimes produce unacceptable results due to rapid and premature convergence and the overfitting problem. The study proposes a hybrid model between SOM and GA to take advantage of each of their properties and improve recognition rates. The results show that the proposed approach achieves an average recognition rate of over 95%.

PPG Students’ Perception of PPG Program in Developing Their Teaching Ability

The integration of music into self-studying English dialect learning has picked up consideration due to its potential viability. This think about investigates the recognitions and suppositions of people locked in in autodidactic English dialect learning through music. The inquire about utilizes a subjective approach to accumulate bits of knowledge into the encounters and perspectives of six members from Ahmad Dahlan University. The discoveries uncover differing points of view on the utilize of music in self-studying English dialect, with a few emphasizing its critical commitments to elocution, lexicon, and tuning in abilities, whereas others express a inclination for elective dialect learning strategies. The subjective information sheds light on the potential benefits and challenges related with utilizing music as a device for dialect learning. The ponder highlights the require for advance investigate to pick up a more profound understanding of the adequacy of music in dialect securing. The potential benefits of music in dialect learning, counting it effect on memory, cognitive components, and in general dialect improvement, emphasize the significance of proceeded inquire about and integration of music into dialect instructing. The discoveries too propose that the utilize of music in self-study for English dialect learning can offer an inventive approach, giving autonomy and person inspiration for learners.

Musicality measures and generalization of an artificial dialect of English

Wide individual variability exists in the ability to imitate and generalize novel speech and voice patterns, including unfamiliar dialects. Limited research exists examining possible underlying causes of such variability, particularly in the ability to generalized novel dialects. One possible source of individual differences is variability in musicality, either in terms of musical ability or degree of musical training. The current study examines the relationship between musicality and an individual’s ability to generalize an artificial dialect of English to a novel context with minimal exposure. Thirty participants were tested, 15 self-classifying as non-musicians and 15 as musicians. All participants were given Gordon’s Advanced Measures of Music Audiation (AMMA; a musical aptitude test) and the Goldsmith’s Musical Sophistication Index (Gold-MSI, a survey of an individual’s engagement with music). Participants then completed a dialect learning task using an artificial dialect of English (Spinu et al., 2020) in which they are first familiarized with the dialect, then asked to imitate it, then finally generalize it to novel sentences. The effect of both musicality measures on dialect generalization, as well as patterns of individual differences, will be examined.

Buku dongeng Sunda sebagai literatur budaya pada buku Roesdi djeung Misnem

Sunda dialect is a local dialect from West Java Province that has to preserve. One of the learning materials can be conveyed through storytelling. Roesdi djeung Misnem book is a classic Sunda book that contains Sunda tales. Pabukon Ngadongeng Community Book Corner provides service for this book to material storytelling. This research aims to know the Sunda storytelling book as cultural literature to children in Roesdi djeung Misnem book at Pabukon Ngadongeng Community Book Corner through analysis of story meaning, kind of storytelling, characterization reader, and storytelling as a learning language. The research method used a qualitative approach through a narrative literature review. Roesdi djeung Misnem book has 19 tales with 13 themes from the meaning story: prudence, working together, smartness, gratitude, stinginess, loving, self-measurement, arrogance, brave, trust, honesty, good attitude, and glorifying parents. This kind of storytelling consists of tales with animal and human characters. Animal tales total seven tales, and human figures tales total 12 tales. In characterization reader, Roesdi djeung Misnem book can be read to children over nine. Sunda tales in this book can train to learn the Sunda language. So, librarians or Managers of Community Book Corner can design Sunda dialect learning materials through storytelling as an activity for local dialect revitalization.

Neural circuitry of social learning in Drosophila requires multiple inputs to facilitate inter-species communication

Drosophila species communicate the threat of parasitoid wasps to naïve individuals. Communication of the threat between closely related species is efficient, while more distantly related species exhibit a dampened, partial communication. Partial communication between D. melanogaster and D. ananassae about wasp presence is enhanced following a period of cohabitation, suggesting that species-specific natural variations in communication ‘dialects’ can be learned through socialization. In this study, we identify six regions of the Drosophila brain essential for dialect training. We pinpoint subgroups of neurons in these regions, including motion detecting neurons in the optic lobe, layer 5 of the fan-shaped body, the D glomerulus in the antennal lobe, and the odorant receptor Or69a, where activation of each component is necessary for dialect learning. These results reveal functional neural circuits that underlie complex Drosophila social behaviors, and these circuits are required for integration several cue inputs involving multiple regions of the Drosophila brain.

Farzad Sharifian, (Ed.) The Routledge Handbook of language and culture. Routledge, Taylor & Francis Group, 2015. Pp. xv-522. ISBN: 978-0-415-52701-9 (hbk) ISBN: 978-1-315-79399-3 (ebk)7

Farzad Sharifian, (Ed.) The Routledge Handbook of language and culture. Routledge, Taylor & Francis Group, 2015. Pp. xv-522. ISBN: 978-0-415-52701-9 (hbk) ISBN: 978-1-315-79399-3 (ebk)7

Media and Second Dialect Acquisition

AbstractThis article addresses the role that different types of media might play in second dialect acquisition. While many scholars agree that broadcast media such as television have little effect on individual speakers’ language use, research across fields (sociolinguistics, second language learning, laboratory phonology, and phonetics) suggests that high levels of engagement could facilitate dialect learning via mediated speech. I will briefly describe the mechanisms underlying acquisition of new dialect features, discuss how these mechanisms might operate when speakers are exposed to speech via specific types of media, and sketch some avenues for future research.

Drosophila species learn dialects through communal living.

Many species are able to share information about their environment by communicating through auditory, visual, and olfactory cues. In Drosophila melanogaster, exposure to parasitoid wasps leads to a decline in egg laying, and exposed females communicate this threat to naïve flies, which also depress egg laying. We find that species across the genus Drosophila respond to wasps by egg laying reduction, activate cleaved caspase in oocytes, and communicate the presence of wasps to naïve individuals. Communication within a species and between closely related species is efficient, while more distantly related species exhibit partial communication. Remarkably, partial communication between some species is enhanced after a cohabitation period that requires exchange of visual and olfactory signals. This interspecies “dialect learning” requires neuronal cAMP signaling in the mushroom body, suggesting neuronal plasticity facilitates dialect learning and memory. These observations establish Drosophila as genetic models for interspecies social communication and evolution of dialects.

Literature Review on the possibility of MALL in Just Beginning the Vocabulary Skills among non-English Speaking Migrant and Refugee Women

When landing in Australia, the ladies are facing non-English talking vagrant and for this learning of English and getting into that language becomes necessary. In order to to improve and build up these ladies’ dialect attitudes this paper audits the writing to investigate the possibility of utilizing portable helped dialect learning (MALL). By the discovery through this paper audit few women favour non-formal as opposed to formal adapting despite the fact that support for dialect learning is accessible. The social cultural components and individuals influence these ladies. Among non-English speakers the writing additionally demonstrates that vocabulary attitude is a huge branch of dialect learning in creating capability. When connected the shopping centre recommends the under pins distinctive regions of dialect attitudes advancement and education. With regards to coordinating MALL into vagrant and evacuee ladies’ dialect learning inside a non-formal getting the hang of setting the writing survey additionally shows that no examination has attempted. With a neighbourhood group focus to investigate and answer four research addresses that produced from this writing survey an exploration venture is being attempted.

English Language Supports for Technology Learners

Understudies in their utilization of PC based materials (CbMs) past the classroom, incorporating into Self Access Centers (SACs). Polls and semi-organized meetings in center gatherings and coordinated were used to assemble data. The information recommends that understudies made standard and broad utilization of an extensive variety of materials in both their local dialect and the English dialect. Understudies perceived the significance of getting to and transmitting data in the English dialect. They seemed to make extensive utilization of CbMs for presentation to and the oblivious procurement of the English dialect, especially past a SAC. Where cognizant learning of English was accounted for the part of SACs has all the earmarks of being profoundly noteworthy. The paper finishes up by suggesting that we have to go past conventional systems of PC helped dialect learning (CALL) for comprehension and examining the part of innovation in dialect instructional method and that the term versatile helped dialect utilize (MALU) might be more suitable.

Is there a bilingual advantage in phonetic and phonological acquisition? The initial learning of word-final coronal stop realization in a novel accent of English

Research question:We address the question of whether the cognitive advantage of the bilingual mind, already demonstrated in the case of auditory processing or novel word acquisition, also applies to other linguistic domains, specifically to phonetic and phonological learning.Design:We compare the performance of 17 monolinguals and 25 bilinguals from Canada in a production experiment with two tasks: imitation and spontaneous reproduction of a novel foreign accent, specifically Sussex English.Data and analysis:To eliminate potential sources of variability, our focus is on a sound already existing in the subjects’ production (the glottal stop), but differently mapped to surface representations in the novel accent to which they were exposed (i.e., as an allophone of coronal stops in word-final position). We measured the glottal stop rates of our subjects in baseline, training, and post-training.Results:The two groups behaved differently, with bilinguals showing a larger increase of their glottal stop rate post-training. Our results are thus consistent with a bilingual advantage in phonetic and phonological learning.Originality:We interpret these findings in light of recent psycholinguistic work and conclude that echoic memory strategies, possibly underlain by stronger subcortical encoding of sound in bilinguals, may account for our results by facilitating the re-mapping between existing mental representations of sounds and existing articulatory command configurations.Significance:Our study adds to the body of work suggesting that there may be an advantage of bilingualism in second dialect learning in adulthood, and provides an explanation in terms of perceptual strategies in which echoic memory is involved. We also contribute to the body of research suggesting that imitation of an action can result in improved understanding of that action.

Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners: a dynamic process in progress

This paper discusses the concepts underlying two proficiency scale innovations which include and describe the development of Aboriginal and Torres Strait Islander learners of Standard Australian English (SAE). Both scales, developed in Queensland, are adaptations of the National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay, Hudson, & Sapuppo, 1994). The revisions attempt to describe very complex terrain: the development of SAE by cohorts of Indigenous students, whose first languages are for the most part generated by language contact (English-lexified creoles or related varieties) in a range of language ecologies (second or foreign language or dialect learning situations), and who are undertaking their schooling in whole-class, mainstream curriculum contexts with SAE as the medium of instruction (Angelo, 2013). This work is of both national and international significance due to the growing awareness of the need for more valid language assessment of the diverse cohorts of students who have complex language backgrounds in relation to a standard language of education, such as non-standard dialects, contact languages, or ‘long-term’ language learners from indigenous or ethnic communities undergoing language shift. The concepts discussed suggest ways to capture students’ learning trajectories which are otherwise not visible in standardised L1 (literacy) assessments nor in typical L2 proficiency tools.

Learners' attitudes toward regional dialects and destination preferences in study abroad

AbstractThis study explored the impact of short‐term study abroad on the language attitudes of college‐level learners of Arabic in the United States. It investigated students' destination preferences in various Arabic‐speaking countries, their attitudes toward learning Modern Standard Arabic (MSA) and regional dialects, and the factors that they perceived as influencing their attitudes. Survey responses from 371 participants indicated that learning Arabic in the Arab world favorably impacted students' attitudes toward dialect learning and sociolinguistic awareness. Students in this sample rejected learning MSA exclusively, believed that learning any dialect was important, and they became open to learning multiple dialects, including those that are less commonly taught. Respondents attributed this attitude shift to the change in their learning context, i.e., learning Arabic in an Arab country.

Whole Language

Speech-language pathologists are becoming increasingly involved in issues of bilingual education, other language and dialect learning, and other facets of learning for non-standard English speakers. Whole language provides a context for involvement in these areas that is uniquely suited for conducting communicatively based assessments and interventions, and for fostering an attitude of acceptance and advocacy. This article describes whole language as it is applied to children with cultural and linguistic differences and provides guidelines for enabling the speech-language pathologist to assume a role of active involvement.