Linguistic Skills Research Articles

TEACHING INTEGRATING PROJECT AS AN ACTIVE THEATER PRACTICE IN A RURAL SCHOOL

The application of an integrated project of language teaching in the new high school languages, led the authors of this work to develop an experience report that could combine the four components of the Language area - Portuguese Language and their literatures, English, art and Physical Education - with students of the São Felipe Annex School in the community of Cipoal in the municipality of Santarém. The work was developed in the 3 first year classes of that school in 2022, was based on the adaptation of the play of the Portuguese playwright Gil Vicente. The preparation lasted 2 and a half months from the beginning of the project, to rehearsals to the presentation. The evaluation process came from the observation of the students working in the theatrical / team of the scenario and selection of these for a night presentation to the community, with the evaluation of 1 to 40 points in each of the fields of knowledge, depending on their performance, besides Evaluation through PIE-LGG, having reference to authors such as Susan Holder, Gilian, Lazar, Domiguez, Granero, it was observed that integrating projects came to implement knowledge in contextualized practice for a development of linguistic skills, being the students the protagonists.

Variability of theory of mind versus pragmatic ability in typical and atypical development

IntroductionNumerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF). MethodToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (n = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, n = 26), attention deficit hyperactivity disorder (ADHD, n = 25) and developmental language disorder (DLD, n = 18). ResultsResults revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary. ConclusionOur findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.

Le Petit Prince Hong Kong (LPPHK): Naturalistic fMRI and EEG data from older Cantonese speakers

Currently, the field of neurobiology of language is based on data from only a few Indo-European languages. The majority of this data comes from younger adults neglecting other age groups. Here we present a multimodal database which consists of task-based and resting state fMRI, structural MRI, and EEG data while participants over 65 years old listened to sections of the story The Little Prince in Cantonese. We also provide data on participants’ language history, lifetime experiences, linguistic and cognitive skills. Audio and text annotations, including time-aligned speech segmentation and prosodic information, as well as word-by-word predictors such as frequency and part-of-speech tagging derived from natural language processing (NLP) tools are included in this database. Both MRI and EEG data diagnostics revealed that the data has good quality. This multimodal database could advance our understanding of spatiotemporal dynamics of language comprehension in the older population and help us study the effects of healthy aging on the relationship between brain and behaviour.

What Role Does the Heritage Language Play in Chinese Communities in UK?

This article examines the pivotal role of heritage language on Chinese diaspora communities in the UK, emphasizing its role in cultural transmission and identity formation. It emphasizes how community schools serve as essential platforms for heritage language education, enabling immigrant families to preserve their linguistic and cultural connections. The interplay between language learning and the socio-cultural environment is explored, revealing the challenges faced by learners and the significance of family education in this progress. Mastery of heritage language is shown to foster a sense of belonging and cultural pride, contributing to the construction of identities in a multicultural society. The article further discusses how heritage language education not only imparts linguistic skills but also installs cultural values and beliefs, reinforcing national identity among diaspora members. Ultimately, it underscores the transformative impact of heritage language on individual and collective identities, facilitating a deeper understanding of cultural nuances and promoting intercultural awareness within the diverse landscape of contemporary Britain.

Influence of Time allocated for Teaching of Integrated English on Learners’ Achievement of Linguistic Skills in Public Secondary Schools in Bungoma County, Kenya

Despite the efforts made by teachers of English in enhancing the performance of English in Kenyan secondary schools, there have been persistent challenges in teaching thus students’ learners’ achievement of the linguistic skills is compromised. This study aimed to determine the Influence of time allocated for teaching integrated English on Learners’ Achievement of Linguistic Skills in Secondary schools in Bungoma County, Kenya. The study utilized a descriptive survey research design using a mixed methods approach. A sample size of 251 teachers and 134 heads of the language department was used. Purposive, Proportionate and simple random sampling techniques were used to obtain the respondents. Data was collected using questionnaires, interview schedules, and classroom observations. The instrument's validity was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data was analyzed using frequencies and percentages. Pearson correlation analysis was used to test the relationship between independent and dependent variables. Qualitative data was analyzed thematically and presented in narrations and quotations. The study found that time allocated for teaching integrated English had a positive association with learners’ acquisition of linguistic skills in secondary schools in Bungoma County, Kenya (r=.492; p=.000). Thus, a large amount of time allocated/utilized by teachers in teaching integrated English leads to enhanced reading, listening, writing, and speaking skills among learners. The study recommends that adequate time needs to be allocated for the teaching of integrated English. This can be achieved through teaching of integrated English during the weekends and holidays as a way of early syllabus coverage.

Critical Interculturality and CALL in ELT: A Necessary Approach in Colombian Contemporary Education

The most recent events in contemporary history have accelerated not only the evolution of technology but also multiple fields of knowledge which include models of teaching English as a Foreign Language (EFL). However, Colombian education has resisted the changes of the XXI century due to the generational clash between “digital natives” and “digital immigrants” (Prensky, 2001). Furthermore, EFL in Colombian public schools has been faithful to Western models that elude local contexts and contribute little to reflection, development of proposals, and students’ agency regarding our society’s day-to-day reality. Such actions, as proposed by Catherine Walsh, fall within the realm of what Critical Interculturality (CI) promotes (Walsh, 2010). Coupled with this, the integration of Computer Assisted Language Learning (CALL) to develop this approach has been limited since its usage has mainly been focused on improving linguistic skills. In this article I will present some theoretical foundations and empirical studies that unveil the importance of developing more studies that facilitate the integration of CI and CALL tools in EFL at the public secondary school in Colombia.

Comparison of Authorial Stance Between Professional and Amateur Writers in Scientific Correspondence Writing

Writing argumentative correspondences is an art requiring linguistic and rhetorical skills to bring forth the ultimate effect of persuading the audience. However, instruction of this critical language art has been underrepresented in Thai tertiary educational contexts. This study is based on an interventional experiment of teaching an ESP-Science course to 40 students majoring in science, with a strong emphasis on linguistic devices for academic interaction, consisting of stance and engagement marking, as elaborated in Hyland (2005a, 2005b). The interventional experiment made use of the 240 correspondences taken from the scientific journal Nature with the duration of 30 hours over a 10-week period. This study reports the findings from a comparison of the students’ writing before and after the intervention and a comparison of the students’ post-experiment writing and the experts’ writing. The analysis is based on content analysis, inter-rater assessment, and descriptive statistics, and shows that a meaningful level of progress has been obtained as a result of the intervention. The progress is evident in not only that students’ post-experiment writing exceeds in quality their pre-experiment writing, but also that students’ post-experiment writing has become similar to the expert writing to a great extent, with respect, in particular, to the strategic patterns of stance and engagement marking. The success of a relatively short intervention, i.e., 10 weeks, calls for implementation of courses using authentic correspondences in ESP-Science classes, or more broadly, in ESP courses in diverse disciplines (237/250).

Interactive digital stories & develop the linguistic perception skills Children with learning disabilities

interactive digital stories & develop the linguistic perception skills Children with learning disabilities

Impacts of LMS Socio-Linguistic and Psychometric Factors on Students' English and Translation Proficiency and Communicative Competence: A Paradigm Shift During COVID-19 Pandemic

This quantitative study investigated the impacts of Learning Management Systems’ (LMS) socio-linguistic and psychometric factors on students' English and translation proficiency and communicative competence. The participants were enrolled at the College of Languages and Translation, Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. The results highlighted the positive experiences students had with the LMS platforms, with a notable frequency of (79.6%). Additionally, a significant percentage (86.2%) affirmed the effectiveness of these platforms in aiding them in achieving academic objectives. However, (52%) indicated that students consistently or often faced challenges when using technology. The findings highlighted improvements in various areas, including linguistic abilities (71.7%), translation skills (73.7%), social skills (62.5%), and psychometric abilities (70.3%), emphasizing the role of online environments in fostering effective communicative skills. The study also revealed the benefits of language and translation technology for students, with (84.1%) using computer-assisted translation, (82.9%) engaging in dubbing and voice translation, and (75.6%) utilizing language audio/video resources. Positive impacts on proficiency and communicative competence were evident, with frequencies of (74.4%) and (69.1%), respectively. These findings underscore the positive influence of technology on language and translation learning, emphasizing communicative approaches that enable students to develop competencies based on language socialization and real-time translation practices. The study recommends ongoing technology training for students and advocates for the use of psychometric tools embedded in LMS to encourage self-assessment and independent learning. The study's significance lies in understanding the intricate relationship between cognition, educational technology, and language and translation learning, particularly in the context of higher education.

The Impact of Incorporating Texts from Nahj al-Balagha of Imam Ali (Peace Be Upon Him) on the Academic Achievement of Fifth-Year Literary Students in the Subject of Arabic Rhetoric

No researcher or observer of the current state of Arabic language instruction in our schools can overlook the weakness of our students in this subject. Our students struggle with reading correctly, writing accurately without errors, and expressing themselves with precise and eloquent language. Additionally, they have difficulty understanding the meanings of literary texts and uncovering the imagery within them. This observation is supported by numerous scientific studies that have pointed to the weakness of students in the Arabic language, compounded by the continued use of traditional teaching methods, which have led to a lack of interest in learning the subject (Al-Rubaie, 1989). The study by (Al-Ubaidi) further confirmed a clear weakness among high school female students, especially in Arabic rhetoric. The issue of weak Arabic language skills is not confined to high school students; it extends to students in education colleges as well. Al-Jubouri's study revealed that the overall state of the Arabic language, particularly grammar, is distressing, reflecting the inability of Arabic language department students to master linguistic skills, especially syntax. Given all this, it has become natural for the Arabic language to drift away from everyday speech, and its rhetorical applications have become difficult for learners to comprehend, making it challenging for students to grasp its beauty and eloquence. Moreover, other reasons prompted the researchers to conduct this current study, including feedback from those who found the idea intriguing and believed it could motivate female students towards their lessons. Furthermore, there is a scarcity of studies that have explored teaching rhetoric by employing texts from Nahj al-Balagha by Imam Ali (peace be upon him). The researchers agree with opinions that attribute the majority of the problem to the aforementioned reasons. Therefore, the researchers have employed texts from Nahj al-Balagha in teaching Arabic rhetoric, hoping that this will be a small contribution to the larger goal of making this subject easier to teach

Oceanology: Implications for the Field of Education in the Maritime World

This article discusses the importance of education in the maritime industry, particularly its implications for maritime education. This research adopts a comprehensive mixed methodology to analyze the influence of language in marine education and maritime industry practices at large. The methodology includes three main components: surveys, in-depth interviews, and document analysis, providing a holistic view of language dynamics in the maritime sector. This article highlights the challenges in marine education concerning language teaching and proposes the integration of language learning into the curriculum. The aim is to increase the effectiveness of maritime education and ensure more excellent safety at sea. With a focus on developing language learning strategies, this article proposes approaches to address the linguistic skills gap among seafarers, support maritime safety, and strengthen international cooperation in the marine industry.

A Revolutionary Approach to Imparting English Language Skills

It is universally acknowledged that a command over spoken and written English is a sinequanon of success, professional or personal. The methods, principles and techniques adopted in schools and colleges in non-native English countries, not to speak of India, have not met the expected success in equipping students with the requisite linguistic skills to express themselves through speaking and writing. So many discussions have taken place among scholarly circles to address the lacunae resulting in the formulation of various methods like the Grammar Translation Method, the Direct Method, The Audio-Lingual Method, the Silent Way, the Bilingual Method, Community Language Learning, Communicative Language Teaching Approach, Structure Approach and Situational Approach. In the luxuriant of these numerous methods, the right approach becomes conspicuous by its absence in other words all these approaches will only help the learner be confused in acquiring English language competence. This rather gloomy picture has made the writer of this paper seek a solution to the problem resulting in his invention of an easy approach on the part of English language teachers in imparting English communication skills.

Iwakura Mission and the Network of Japanese Students in the United States

Abstract One notable characteristic of the Iwakura Mission was, in Tanaka Akira’s words, its historical and cultural “continuity in discontinuity.” While its leaders were mostly from the aristocracy and the powerful Satsuma and Chōshū domains with little experience in the West, the secretaries who assisted them were former Tokugawa retainers that were experts in foreign affairs. The ryūgakusei, or overseas students, who were in the United States or Europe prior to the mission’s arrival and joined them on site, were another group that exemplified the “continuity.” Reform-minded daimyo and the progressive members of the Tokugawa regime had dispatched many to the West during the Tokugawa period with the very purpose to become useful servants to assist Japan’s quick and successful modernization. Once recruited to the mission, these ryūgakusei served as guides, interpreters, and investigators, collecting and compiling information on various institutions and policies in the respective countries. The knowledge, experience, and linguistic skills they had acquired and the network they created while abroad were vital in facilitating the Iwakura Mission and the new Meiji government’s subsequent effort of modernization.

Loose Parts Media Learning Management to Improve Linguistic Skills in Non-Formal Early Childhood Education Institutions in Wonosobo District, Wonosobo Regency

The purpose of this study was to determine the effect of learning management with loose parts media on improving the linguistic abilities of children aged 5-6 years in non-formal PAUD institutions throughout Wonosobo District. This research, conducted in a non-formal PAUD institution in Wonosobo District, used a qualitative descriptive method to explore the impact of loose parts media on the logical and linguistic intelligence of children aged 5-6 years. Data was collected through direct observation, structured interviews, and documentation, focusing on children's interactions with loose parts and teachers' responses to this learning method. The analysis involved data reduction, presentation, and conclusion drawing, with the findings expected to enhance future learning methods. This study found that children aged 5-6 years in Non-Formal PAUD, Wonosobo District, can express their desires and dislikes through speaking skills, with language development indicators including understanding commands and repeating complex sentences. The application of loose parts in learning management significantly enhances their linguistic abilities, as demonstrated by positive outcomes in one well-implemented institution. However, challenges such as limited funding and lack of training information hindered broader implementation. To address these, it is suggested that BOSP funds be allocated for materials and educator training

Pages that leave a mark: the role of storytelling in the development of language, cognition, and memory in children

Children's literature plays various roles in the development of children, serving as an important pedagogical, didactic, and therapeutic tool. Fables and tales represent a global heritage, spanning generations, eras, and locations, responsible for educating, entertaining, and raising awareness in diverse populations. In this integrative review, it aims to gather studies on the importance and effects of storytelling, linking this act to its role in the child population and seeking to understand if there are already known effects in the literature that correlate it with the development of memory in these individuals. To this end, the present study was conducted through the search for published works available in the PubMed, Scielo, and Google Scholar databases, using the PICo qualitative strategy for integrative reviews. In this way, it is observed that this act has repercussions in various aspects of child development. From shaping values to aiding in the school environment, reducing anxiety, developing linguistic and auditory skills, as well as improving working memory in these individuals. Therefore, storytelling is not just a recreational activity but an essential practice that profoundly influences the emotional, cognitive, and linguistic well-being of children, directly related to their memory development. This review has contributed to the understanding that the telling and retelling of stories can be used as an intervention tool.

Research on the Compilation of Multimodal Translation Teaching Materials in the New Media Era

With the advent of the 21st-century digital era, multimodal information dissemination has increasingly become the predominant mode of communication. Multimodal translation plays an increasingly critical role in cross-cultural information transmission. However, the current pedagogical domain in translation primarily focuses on the cultivation of linguistic translation skills, with less attention to the training of students' multimodal translation competencies. To date, there are no teaching materials specifically designed for multimodal translation. In light of the significance of multimodal translation, this paper explores the compilation issues of multimodal translation teaching materials within the context of the new media era, aiming to guide and inspire the development of such resources.

Strategies for Guessing Meaning of English Words among Secondary Schools in Gasabo District, Rwanda

This study focused on morphological strategies that may alleviate the students’ learning of new English words in Gasabo, Rwanda. The study used the descriptive research design. A systematic sampling technique determined three representative schools to participate. The total population in the three schools was 126 students and three teachers from language combinations. The sample of 56 students and three teachers participated through questionnaire and an interview guide. Data analysis took place through descriptive statistics and the thematic approach. Based on the findings, the study concluded that morphology is a vital tool for guessing the meaning of unknown words in English. Therefore, the awareness of morphology is necessary to improve learners’ attention when they predict the meaning of an unknown word. The study recommends that secondary school teachers need to encourage their learners to grasp the meaning of unknown words by identifying their morphemes and context. Teachers of English language should avoid defective educational practices, like teacher-centered activities that attract memorization instead of linguistic skills development strategies. Therefore, this study remains an eye-opening contribution to the linguistic development of teachers.

ESP in Vocational Institutes: A Mixed-Method Study of Students’ ESP Learning Style Preferences

In vocational institutes, English for Specific Purposes (ESP) education should incorporate basic linguistic skills with professional communication abilities. There is a problem with ESP teaching that uses the traditional teaching model of general English, which fails to consider the needs of students. To tackle this problem, the aim of this study is to identify the preferred perceptual ESP learning styles of 254 students in seven Chinese vocational institutes. Data collection and analysis were conducted using a mixed-methods approach that combined both quantitative and qualitative methods. An adapted version of the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used at the first stage. Subsequently, in response to the questionnaire results, 15 students participated in semi-structured interviews. The results showed that a significant number of students chose minor learning modes rather than major learning modes. According to the data analysis, kinesthetic learning was the most preferred learning style, whereas group learning was the least preferred. The second to fifth places belonged to individual, tactile, visual, and auditory learning styles. The findings of the study have implications for ESP teachers, curriculum designers, and researchers considering students’ preferred learning styles, changes in the learning environment, and materials adaptations.

Factors of Language Dominance Chosen by Young Self-Learning Bilinguals on X Platform

This study aims to explore the patterns of English language dominance among young self-learning bilinguals on platform X, while also uncovering the factors that affect their ability to communicate with others in English. Additionally, it examines how the use of English as the dominant language impacts these young bilingual learners. The research employs a qualitative approach, gathering data through in-depth interviews with participants and focusing on the social media accounts of bilingual youth engaged in independent learning on platform X. The collected data is analyzed through a data condensation process leading to conclusions. The findings indicate that specific languages play a significant role in fostering emotional connections and enhancing language proficiency, which in turn influences the dominant language usage among young self-learning bilinguals on X by creating meaningful connections through language. Furthermore, the study discusses how a language can develop linguistic skills through patterns of communicative interaction, which can affect each individual's language preferences and proficiencies. It highlights the positive correlation between proficiency in one language and proficiency in another, emphasizing the various interaction dynamics among factors such as language skills, personal backgrounds, language delivery, and the ability to interpret and understand communication outcomes.

Disfluencies as a window to macrostructure performance in the narrative of bilingual children

Disfluencies mirror processes of speech production and when examined in both languages of bilingual children, can provide valuable information regarding their linguistic skills. The aim of this study is to characterize the rates and the types of disfluencies across episodes of a narrative as well as across different story grammar (SG) elements in participants’ home language (Russian) and societal language (Hebrew) as a reflection of narrative macrostructure skills. Twenty bilingual Russian-Hebrew children aged 60–78 months produced narratives in Russian and Hebrew using the wordless picture book Frog, Where Are You? (Mayer, 1969). Narratives were transcribed, divided into five episodes, and coded for main SG elements (Character + Setting, Initiating event, Internal response, Plan, Attempt and Consequence). Four types of disfluencies (silent pauses, filled pauses, repetitions, and self-corrections) were analyzed in relation to each SG element per episode in both languages. Overall children produced more SG elements in Russian with a finer analysis showing that Initiating Event, Character and Setting differed across languages while Attempt, Plan and Internal response were similar. Disfluencies significantly impacted macrostructure differently across languages such that in Russian, a high percentage of disfluencies was associated with higher production of Character + Setting and Plan, whereas in Hebrew it was associated with lower production of Attempt and Consequence. The present research suggests that disfluency has impact on macrostructure, and consequently on overall narrative quality differently across the languages. The theoretical contribution may shed light on the understanding of planning and formulation processes among bilingual children. The application of the results may relate to these processes impacting diagnosis and/or intervention protocols in bilingual children.