Language Skills Of Individuals Research Articles

Investigating Skills-Based Language Assessment Literacy of EFL Teachers in Indonesia

As English as a Foreign Language (EFL) teachers, they must possess a sufficient understanding of assessment-related processes. Hence, it is critical to investigate the language assessment expertise possessed by language instructors as an initial measure towards developing language assessment literacy, to identify their proficiencies and limitations in the field of language assessment. To fill the gaps, this current study examines the level of language assessment knowledge among EFL teachers in higher education schools in Indonesia. This study employed the survey method and utilized 60 adopted items, consisting of four constructs. The study was conducted among a sample of 114 EFL teachers employed in both private and public schools in Indonesia. The statistical analysis indicated that, on average, the teachers’ level of language assessment knowledge is at a certain level. The findings of a one-sample t-test indicated a statistically significant difference between the scores obtained by teachers on the scale and half of the overall score. Additionally, the study revealed that the teachers demonstrated the highest level of expertise in evaluating reading skills, while their proficiency in assessing listening skills was comparatively lower. In conclusion, the current study provides several recommendations for both future research endeavors and policymakers in order to enhance the language assessment literacy of EFL instructors in evaluating individual language skills.
 Keywords: skills-based language assessment, language assessment literacy, EFL teachers

The Relationship between Theory of Mind and Pragmatic Language Skills in Individuals with Autism Spectrum Disorder and Children with Typical Development

Introduction: An outstanding research question is whether the interaction between theory of mind (ToM) and pragmatic language skills differs in Autism Spectrum Disorder (ASD) and typical development. This study investigated the relationship between ToM and pragmatics in individuals with ASD and children with typical development (CTD) and between these skills and Test of Language Development (TOLD-TR) scores which were determined as a participant criterion. Method: Sixteen individuals with ASD with TOLD-TR test equivalent age 7;0-8;11 and 46 CTD aged 6;0-8;11 were included. Child Form of Reading the Mind in the Eyes Test (RMET), Strange Stories Test, and Pragmatic Language Skills Inventory (PLSI) were used. Findings: PLSI and RMET scores as well as PLSI and Strange Stories scores did not significantly correlate in the ASD group. Nevertheless, in CTD, there were many weak-to-moderate level significant relationships between Strange Stories and PLSI subtest scores. In both groups, there were significant relationships between all TOLD-TR subtest scores and Strange Stories scores, except for TOLD-TR Syntactic Understanding in the ASD group. Numerous weak-to-strong correlations between TOLD-TR and PLSI scores as well as between TOLD-TR and ToM scores were found in the CTD group. In the ASD group, however, moderate-to-strong relationships between Strange Stories and the TODIL composite, between Sentence Comprehension and Morpheme Completion, and between RMET and Morpheme Completion. Discussion: It emerged that groups could have different patterns of interaction between these variables. The lack of correlation between ToM and pragmatics in ASD may be explained by the relatively small sample size and the fact that the norm group of the PLSI was largely composed of CTD. Additionally, the importance of sentence and syntax comprehension in ToM was revealed.

Efficacy of Script Training on Broca’s Aphasia Patients

Background: Broca’s Aphasia is a language disorder characterized by difficulties in speech production and fluency, significantly affecting communication. Script training, a language rehabilitation technique, has shown promise in treating this condition. However, its efficacy in a controlled clinical setting had yet to be fully explored. Objective: The objective of this study was to assess the effectiveness of script training in improving the expressive language abilities of individuals with Broca’s Aphasia. Methods: This case report study was conducted over a period of six months at the University of Lahore Teaching Hospital. Using purposive sampling, patients diagnosed with Broca’s Aphasia were selected. Participants underwent script training sessions, which involved repetitive practice of personalized scripts. The Mississippi Aphasia Screening Test (MAST) was employed for initial assessments and tracking progress. Ethical considerations were strictly adhered to, with informed consent obtained from all participants. The study included both quantitative and qualitative methods for data analysis. Results: The study demonstrated significant improvements in participants' expressive language abilities. Pre-therapy MAST scores averaged at 10/50, which increased to an average of 23/50 post-therapy. Notable areas of improvement included Naming (from 3/10 to 6/10), Automatic Speech (from 1/10 to 6/10), and Verbal Fluency (from 1/10 to 6/10). However, Repetition and Writing/Spelling showed minimal changes. Conclusion: Script training showed a significant positive impact on the expressive language skills of individuals with Broca’s Aphasia. This suggests that script training can be a beneficial therapeutic intervention in the language rehabilitation of Broca’s Aphasia patients, particularly in enhancing Naming, Automatic Speech, and Verbal Fluency. Future studies should investigate long-term effects and the integration of script training with other therapeutic approaches.

Procesy modelowania glottodydaktycznego w ujęciu wybranych współczesnych teorii lingwistycznych

Contemporary glottodidactics uses numerous models of foreign language learning and teaching. Although glottodidactics is a highly interdisciplinary science and its development is determined by many scientific disciplines, linguistic studies have significantly contributed to the development of theoretical foundations for glottodidactics as an independent science for decades. The paper discusses and summarizes the state of research on glottodidactic modeling processes (Grucza 1978, Woźniewicz 1987, Pfeiffer 2001, Dakowska 2010, Grucza 2010b, Gębal 2013 and the author's model) and proposes a new model that integrates the most important elements of earlier systems. The author distinguishes two levels of the glottodidactic modeling process: internal (referring to individual language skills and intrapersonal properties of the learner in the sense of F. Grucza's anthropocentric linguistics, as well as selected theories of cognitive linguistics) and external (teacher and multidimensional determinants of the glottodidactic process that the teacher encounters in this process). The special positioning of the learner in the system emphasizes the individual and unique dimension of the foreign language teaching process of each learner, who, by constructing the structures of a foreign language and, as a result, also communicative competence in a given foreign language, significantly broadens and develops its cognitive framework.

Language awareness as a prerequisite of literacy skills

Monitoring children’s language ability levels makes it possible to predict their school achievement and identify potential difficulties. Identifying literacy difficulties in terms of specific learning disabilities is an important topic for elementary school pupils. Today, there is a general consensus based on research evidence that the diagnostic battery of literacy skills should always include a test of language abilities, through which the prerequisites for individual reading skills and at-risk readers can be identified.
 A working group has created a diagnostic tool for language awareness that allows the morphological-syntactic (subtest A and B) and semantic (subtest C) language levels of Czech children of elementary school age to be assessed.
 Data analysis examines how individual language skills correspond to reading performance – decoding and reading comprehension in different reading modalities (oral and silent reading) and how they correspond to other prerequisites for reading, such as listening comprehension. The paper introduces a new diagnostic tool using a quantitative methodology. It is based on data from the research project Key Literacy Skills for Primary School Pupils – a diagnostic battery, in which 881 elementary grade pupils (Grade 1 – Grade 5) participated. The statistical parameters of the new tool are presented and the relations between the Language Awareness Test, decoding skills, and oral and silent reading comprehension are analysed.

AAC and Autism: Manual Signs and Pecs, a Comparison.

Autism Spectrum Disorders (ASD) represent a heterogeneous group of disorders, with onset in developmental age, which present a clinical expressiveness that varies from subject to subject and in the same subject over time. The DSM 5 defines Autism Spectrum Disorders according to two main criteria: persistent deficits in social communication and social interaction in multiple contexts and limited and repetitive patterns of behavior, interests or activities. This disorder can manifest itself across a broad spectrum of severity levels. Indeed, ASD includes clinical conditions from low functioning (LF—Low Functioning) to high functioning (HF—High Functioning), taking cognitive and adaptive functioning as a reference. One of the main characteristics of individuals with ASD is a delay in receptive and expressive communication. These deficits have led to the identification of evidence-based practices, particularly for those with severe communication difficulties. Augmentative Alternative Communication (AAC) has been implemented to compensate for deficits in functional communication and language skills in individuals with complex communication deficits. The AAC comprises communication systems including the Manual Signs, speech and image output devices (Communicators), and Image Exchange Systems (PECS); these systems have been shown to actually improve various abilities in autism such as social skills, modify and improve dysfunctional behaviors and, above all, improve learning. Recent meta-analyses have shown how PECS and Manual Sign can have great effects on the communication skills of young people with autism. The aim of this study is to compare these two types of intervention to improve communication in terms of vocalization in subjects with ASD and try to understand which of the two lead to more significant and rapid improvements.

Comparison of language and narrative features of individuals among amnestic mild cognitive impairment and healthy adults

AbstractBackgroundMild Cognitive Impairment (MCI) is a stage between normal aging and dementia. Even though individuals have some decline in cognition due to normal aging, preserved daily life functioning skills is the main distinction between dementia and MCI. Individuals with MCI experience mild impairments in memory, language and judgement.MCI is classified in two subtypes: one is amnestic MCI which is characterized by memory impairment, the other one is non‐amnestic MCI in which other cognitive domains are impaired. Individuals with amnestic MCI (aMCI) are at increased risk of developing Alzheimer disease (AD). The purpose of this study is to determine the language and narration skills of individuals with aMCI and to compare their scores with healthy participants.MethodFor this purpose, the Test Your Memory – Turkish Version (TYM‐TR), the Turkish Picture Naming Test (T‐RAT), the Aphasia Language Assessment Test (ADD) Repetition Subtest, the Turkish Nonword Repetition Test (TAST) were administered to 60 participants between the ages of 60‐85, 30 with aMCI and 30 healthy individuals. Pyramid and Palm Trees Test (PPTT) and the Multilingual Assessment Instrument for Narratives (MAIN‐TR) Dog Story Retelling tasks were also administered.ResultAfter the distribution of the data was examined, those with normal distribution were compared between the groups with independent samples T test and the data that did not show a normal distribution were calculated using non‐parametric Mann Whitney‐U. As a result of the statistical analysis, it was determined that nonword repetition differed significantly between the groups. As for macrostructures, it was determined that there was a difference between the groups in terms of story structure and comprehension. As for the other parameters, even though the average of healthy individuals was higher, no significant difference was found between the groups.ConclusionThis study is the first on the language and narrative skills of the participants with aMCI in Turkish, and it is thought that it will shed light on the language skills of individuals with aMCI during the neurodegeneration process. Determining the changes in language skills is very important in setting goals for Language and Speech Therapy.

Examining the role of learner and classroom characteristics in the later language learning of Latinx youth and their classmates

Sociocultural theories assert that interactions with others foster language learning, including during middle childhood, when students are mastering the language that supports skilled reading and writing in school settings, or ‘academic language’ (AL). Studies also document, however, how linguistically- and culturally-minoritized students, including Latinx youth, are afforded fewer opportunities to participate in classroom interactions that develop these language skills. Inspired by these accounts, we examine the role of classroom (e.g., classroom interactions, classroom composition) and learner characteristics (e.g., levels of AL resources) in AL learning for 1138 Latinx youth and their classmates across one academic year in 60 U.S. classrooms (ages 10–14; grades 4–7). Of great importance for the design of instruction, our results revealed the role of individual language skills as well as of sociocultural mechanisms, including classmates' average levels of AL proficiency, in later language learning for all middle grade students; and, highlighted the importance of some aspects of equitable instruction, namely communal classroom interactions, for the AL learning of a subset of Latinx students with initially more developed AL resources than classmates. We interpret these results to suggest a need to attend to learner and classroom factors in the design of AL instruction for all students and, in particular, for Latinx youth.

Mitä ihmiset osaavat, kun he osaavat kieltä?

The paper introduces a fresh perspective on individual language skills, or, language proficiency. Based on dialogical thinking, theory of distributed language and cognition and sociolinguistics, it will be argued that ’mental grammar’ is an inappropriate metaphor for describing an individuals’ language skills. To present an alternative view, language is here understood as ’resources’ that will be appropriated by individuals for developing a ’personal repertoire’. Focusing here on the role of embodiment and materiality, the personal repertoire is seen an assemblage of embodied skilled action that helps the learners to act upon different types of affordances in different material environments.

The construction of a flipped classroom teaching mode of College English based on Rainclass and its effectiveness analysis

This study constructs a flipped classroom teaching mode for College English based on the teaching platform of Rainclass, and conducts a semester long practice of flipped classroom teaching in an advanced English class in GUET, aiming to explore the impact of flipped classroom teaching mode on the improvement of English level of higher-level learners. It is found that under the flipped classroom teaching mode, the overall improvement of students’ English level is significantly higher than that of learners with the same level under the traditional teaching mode. In terms of individual language skills, the flipped classroom teaching mode is more effective in improving students’ writing, translating and reading skills, while less obvious in the improvement of their listening skills.

Poziom efektywnej biegłości użytkowej – kto mierzy się z poziomem C1 na państwowym egzaminie certyfikatowym z języka polskiego jako obcego?

The 11th examination session for foreigners taking the state examination in Polish as a foreign language at four levels (B1–C1) was held at the University of Warsaw in autumn 2019. The group taking the examination at the level of effective operational profi ciency (C1) were subject to a survey. The paper describes its selected aspects, such as age, gender, education, nationality, and motivations of the examinees. The results of the examined foreigners’ selfassessment were compared to the results they achieved in individual language skills. The motives for taking the examination were discussed extensively and particular attention was drawn to the new legal reality, which played (and will probably play) a major role in selecting the C1 level.

Deep phenotyping of speech and language skills in individuals with 16p11.2 deletion.

Recurrent deletions of a ~600-kb region of 16p11.2 have been associated with a highly penetrant form of childhood apraxia of speech (CAS). Yet prior findings have been based on a small, potentially biased sample using retrospectively collected data. We examine the prevalence of CAS in a larger cohort of individuals with 16p11.2 deletion using a prospectively designed assessment battery. The broader speech and language phenotype associated with carrying this deletion was also examined. 55 participants with 16p11.2 deletion (47 children, 8 adults) underwent deep phenotyping to test for the presence of CAS and other speech and language diagnoses. Standardized tests of oral motor functioning, speech production, language, and non-verbal IQ were conducted. The majority of children (77%) and half of adults (50%) met criteria for CAS. Other speech outcomes were observed including articulation or phonological errors (i.e., phonetic and cognitive-linguistic errors, respectively), dysarthria (i.e., neuromuscular speech disorder), minimal verbal output, and even typical speech in some. Receptive and expressive language impairment was present in 73% and 70% of children, respectively. Co-occurring neurodevelopmental conditions (e.g., autism) and non-verbal IQ did not correlate with the presence of CAS. Findings indicate that CAS is highly prevalent in children with 16p11.2 deletion with symptoms persisting into adulthood for many. Yet CAS occurs in the context of a broader speech and language profile and other neurobehavioral deficits. Further research will elucidate specific genetic and neural pathways leading to speech and language deficits in individuals with 16p11.2 deletions, resulting in more targeted speech therapies addressing etiological pathways.

Language roulette – the effect of random placement on refugees’ labour market integration

ABSTRACTPlacement of refugees and subsequent labour market integration within a host country represents a key challenge for policymakers and has emerged as one of the most divisive topics in the public debate. Immigration policy in Switzerland adopts random placement of asylum seekers across its different language regions. Hence, this policy allows to estimate the causal effect of language skills on employment chances, as refugees are exogenously placed across regions where the spoken language could either match or deviate from individual language skills. The results of this ‘natural experiment’ indicate substantially higher probabilities of finding employment when asylum seekers are placed in regions with a lingua franca that matches their individual language skills. Additionally, the findings suggest that language course participation can offset the reduced likelihood of employment in cases of a language mismatch. While random placement of refugees may be desirable for political reasons, it is detrimental to the economic integration process. Thereby, the study draws relevant conclusions for a larger European immigration policy.

Defining the Role of Assessing Strategies to Evaluate Individual Language Differences within ESP Students

Defining the Role of Assessing Strategies to Evaluate Individual Language Differences within ESP Students Ali Siddiqui, Rosy Illyas, Rehana Ali Jokhio Abstract The paper focuses to present an unavoidable relation of assessment with evaluation within an ESP course. This relation is principled to visualize a criterion of an ESP learner, who is possessed with different individual language skills. The four language skills, namely; Listening, Speaking, Reading and Writing are in themselves unique to their essence within individual ESP learner. Therefore, every ESP learner who is taking a course must need to be assessed within these skills in order to qualify the course and become eligible for required demand of job employment. Along with this, there are other necessary factors within an ESP learning like; psychological stability and available resources. These are necessary for successful functioning of learning as well as teaching process within an ESP course. These factors also need to be evaluated for the beneficial outcome of course. Therefore, the significance of assessment and evaluation within an ESP design cannot be denied. Full Text: PDF DOI: 10.15640/ijll.v5n2a16

Online Forums as a Mirror Reflecting the World of ESP

The article presents the analysis of most frequent threads in four Internet forums to see what can be learnt about ESP teachers’ interests and understanding of the concept of English for Specific Purposes (ESP). The results show that the majority of discussions revolve around the choice of materials for different types of ESP. This might suggest that forum members know very little about oral and written communicative strategies of a given profession and rely on the expertise of course books writers to provide them with such knowledge. Moreover, the analysis shows that forum members do not discuss how to teach individual language skills but how to teach different types of ESP which might indicate that there is a greater difference between teaching the same skills in two branches of ESP than there is between teaching different skills with a single type of ESP. The results also indicate that some users feel that ESP teachers should be interested in more than just linguistics, but there are those who claim that the main difference between ESP and general English lies in vocabulary. This polarity of opinions shows that no established view of ESP may exist. The analysis further suggests that the distinction between ESP and EGP is clearer to those who are more interested in learners’ professional needs. Finally, the choice of topics in the analysed threads indicates that forum members and their visitors are interested not only in ESP, but in subjects which have nothing to do with ESP.

Language Roulette The Effect of Random Placement on Refugees' Labour Market Integration

Labour market integration of refugees represents a key challenge for policy makers and has emerged as one of the most dividing topics in the public debate. Pressured countries in Europe have to come up with fair and transparent ways to place asylum seekers among the European states as well as to different regions within their national borders. In this paper, I highlight unsurprising, yet unintended consequences of following the most transparent placement mechanism, that is, random assignment. Thereby, Switzerland with its strong subnational entities and clearly defined language borders can function as a laboratory for European policy. The natural experiment of placing refugees randomly across different language regions causes substantially higher probabilities of finding employment if refugees are placed in regions where the lingua franca matches their individual language skills compared to alien language regions. In addition, the findings suggest that a language match is as good as (costly) language courses. While random assignment of refugees may be desirable for other reasons, it is detrimental for the economic integration process of these immigrants. Thereby, the study provides new empirical evidence for a positive language proficiency effect. The findings also highlight a large space for improving existing immigration policy or replace random assignment with a more fine-grained approach, in particular for a European allocation mechanism looming on the horizon.

The Marketing of Dual Language Education Policy in Utah Print Media

We argue the emergence of a shift in U.S. language education policy discourses from an equity/heritage (EH) framework focused on equity for English learners and non-English heritage languages, toward a global human capital (GHC) framework linked to neoliberal considerations of the language skills of individuals and nations. This discursive shift represents a change in the audience to which language education programs are primarily marketed. Drawing on a critical approach to content analysis to test for evidence of this discursive shift in Utah, we analyzed 164 articles from 5 Utah newspapers from 2005 to 2011 that assigned value statements to dual language and bilingual education. EH values declined or changed little over time whereas GHC values increased. Policy implications are discussed.

Analiza broja sati vježbi njemačkog jezika na preddiplomskom studiju germanistike

U radu se prikazuju rezultati istraživanja usporedbe broja sati za obvezne vježbe njemačkog jezika na preddiplomskim studijima germanistike u Hrvatskoj i nekoliko odabranih sveučilišta u Francuskoj, Italiji, Mađarskoj, Nizozemskoj i Poljskoj. Istraživanje je prošireno anketom provedenom među studentima germanistike u Zadru o broju sati vježbi njemačkog jezika, korisnosti kolegija te samoprocjeni o napretku za pojedine jezične vještine. Cilj je istraživanja utvrditi treba li smanjiti ili povećati broj sati za vježbe njemačkog jezika na preddiplomskom studiju germanistike u Zadru. Rezultati istraživanja pokazuju razlike u broju sati na temelju različitosti u organizaciji studija te dovode do zaključka da se postojeći broj sati treba zadržati.

Toward a Behavior Analysis of Complex Language for Children with Autism: Evaluating the Relationship between PEAK and the VB-MAPP

The purpose of the present study was to evaluate the relationship between two behavioral language assessments that are currently used to evaluate the verbal repertoires of individuals with autism. The assessments include Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) and the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). Forty students with autism were administered each of the assessments. The results suggest that there was a strong correlation between PEAK total scores and the VB-MAPP (r = 0.8266, p < 0.0001), and that a logarithmic regression model provided a good fit for the data (R 2 = 0.9598). Also, a ceiling effect was observed for the VB-MAPP around a PEAK total score of 138 of 368, suggesting that PEAK may provide a more robust measure of advanced language skills in individuals with autism. The utility of these findings for behavioral clinicians and researchers are discussed.

Pragmatic Language Skills of Children with Developmental Disabilities: A Descriptive and Relational Study in Turkey

Problem Statement: Because communication skills, particularly pragmatic skills, are fundamental for living an independent life in society, these skills are vital to the quality of life of individuals with developmental disabilities (DD) and their families. Studies of the pragmatic skills of individuals with DD can provide important insights into the communication skills of these individuals, facilitating the design and delivery of appropriate and effective services for these individuals and their families. Thus, describing and comparing the pragmatic language skills of individuals with Autism Spectrum Disorders (ASD) and intellectual disability (ID) in Turkey is important because communication skills represent one of the most important developmental domains for the quality of life of individuals with DD. Purpose of Study: The purpose of this study was to explore the pragmatic language skills of children with DD (ASD and ID) in Turkey. Methods: This descriptive and relational study was carried out with a sample of 86 children with DD, including 34 children with ASD and 52 children with ID. Data were collected using the Turkish Version of the Gilliam Autism Rating Scale-2 (TV-GARS-2) and the Turkish Version of the Pragmatic Language Skills Inventory (TV-PLSI). Findings and Results: The results revealed that the majority of the participants exhibited very poor pragmatic language skills. The results of the correlation analysis revealed a significant negative correlation between Autism Index scores and Pragmatic Language Skills Index scores. The results also revealed significant differences in TV-PLSI scores between children with ASD and children with ID. Children with ID had a higher