Native Language Research Articles

The lived experience of migrant Syrian mothers’ interaction with the neonatal screening program

BackgroundThe aim of this study was to evaluate the knowledge, attitudes, and practices of migrant Syrian mothers regarding the neonatal screening programs (NSP) using in-depth interviews.MethodsWomen were selected from the Migrant Health Center (MHC), which is the primary health care institution in Istanbul. A translator who spoke Arabic, the native language of participants, used an open-ended, semi-structed interview form to guide face-to-face interviews with participants. Questions were about sociodemographic information, opinions about NSP’s heel prick testing, diseases the test screens for, reasons for agreeing to the heel prick test, and challenges faced accessing health care services. The interviews were audio recorded. The translator then transcribed the audio recordings in Arabic and translated them into Turkish. The framework method for analysis of qualitative data was used to analyze transcripts of the interviews.ResultsForty-one migrant women were interviewed. Four themes were identified from analysis of transcripts of the interviews, regarding (1) knowledge of the NSP, (2) attitudes about the NSP, (3) practices that create barriers to accessing health care services, (4) practices to overcome barriers to accessing health care services. Most participants had no knowledge of the diseases the NSP tests for. A few participants had heard of congenital hypothyroidism (CH), congenital adrenal hyperplasia (CAH), and spinal muscular atrophy (SMA), but they were not aware of the symptoms and effects of these diseases. Some participants thought the heel prick test benefited their child’s health as it enables early diagnosis and treatment of diseases. All participants agree to heal prick testing after the birth of their most recent child. Participants noted the information and recommendations health care professionals provided influenced their decision to agree to the heel prick test. Most participants experienced language barriers when accessing health care services.ConclusionsMigrant women expressed a positive attitude toward the NSP. Future health care interventions regarding migrants should aim to reduce the negative experiences they encounter accessing health care, such as language barriers.

Cultural and Linguistic Adaptation of International Students at Russian Medical Universities: A Narrative Case Study

In the context of the intense internationalization process of higher education institutions globally, and amid the emergence of the conception of transcultural universities whereas students encounter the complex and multidimensional character of cultural and linguistic diversity, the effectiveness of international students’ cultural adaptation is becoming more salient than ever. In this paper, accordingly, the authors aimed at gaining an insight to foreign students’ cultural and linguistic adaptation process at Russian medical universities. International students from 49 countries were surveyed enabling respondents to elaborate on their intercultural experiences in Russia. Narratives were gathered from foreign students (N = 200) and investigated applying Polkinghorne’s concept of narrative analysis followed by the application of an innovative method, the identification of linguistic lacunas (lexical gaps) between students’ native languages and the Russian language. Linguistic lacunas were identified in 28 cases from the semantic domains of food, national holidays, personality traits, urban and rural areas, restaurants, nature, communication, transportation, local government, habits, events, and artifacts. 97% of respondents were able to evoke a best experience in Russia, that shed light on the following major thematic groups: travel, friends, cuisine, local events, and university. Worst experiences were revealed by 84,5% of students – those originated from the domains of language, cultural differences, weather, infrastructure, unpleasant events, racism, discrimination, and bureaucracy. 50,5% of respondents were parts of an intercultural misunderstanding or conflict, mostly due to the language barrier, discrimination, bad behavior of locals, lack of cultural knowledge, and racism. Results of the study can be effectively utilized primarily in the preparation of and assistance to international students in Russia to alleviate their cultural adaptation process by enhancing their intercultural awareness and transcultur

The Relationship Between Cognitive and Morphological Skills: Evidence from Turkish Kindergarten Children

ABSTRACT This study investigated the role of domain-general cognitive processes, specifically inhibitory control, verbal working memory (WM), and nonverbal reasoning, on children’s productive grammar skills, focusing on Turkish past tense (e.g. fırçala-DI brush-PAST.3sg) and causative suffix (e.g. fırçala-t-TI brush-CAUSE-PAST.3sg), representing the broader categories of inflectional versus derivational morphology, respectively. We tested 84 5-year-old Turkish-learning children from a densely populated district in Istanbul, Türkiye on a sentence completion task to assess the use of morphology. Children were more successful in producing the correct suffix for the past tense than causative suffix, when using both familiar and pseudo verbs. Zero-order correlations showed significant relations between correct suffix use and all cognitive assessments. However, regression analyses revealed that only nonverbal reasoning predicted children’s overall correct suffix use and inhibition predicted it only for the past tense with pseudo verbs. Hence, children who have better reasoning abilities may have more robustly abstracted the grammar rules of their native language. Children with better inhibitory control can more effectively suppress the primed present tense verb and correctly use the past tense. This ability is particularly evident when dealing with pseudo verbs, which make the task more abstract. These findings imply the consideration of domain-general cognition in the development of abstract grammar in childhood.

Translanguaging on Social Media by Educated Arabs

Translanguaging is the ability to move smoothly between the languages that a person knows. A sample of Facebook posts written by a sample of educated Arabs was collected. All the participants are native speakers of Arabic and have a good command of English or French as English/French was the medium of instruction in their major area of specialization such as medicine, computer, and engineering. The study aims to find out whether educated Arabs are capable of communicating equally well in both English/French (L2) and Arabic (L1) especially that Arabic is diaglossic having a standard form used in school textbooks, print material and formal situations and a colloquial form used in daily communication with family and friends. Data analysis showed that most educated Arabs are incapable of translanguaging. They communicate better and are more proficient in English/French than Arabic. Their weaknesses are manifested in their use of slang and Colloquial Arabic rather than Standard Arabic. Many completely ignore Standard Arabic spelling and grammar rules. They spell words the way they pronounce them in their local dialect. Many make agreement, definite article attachment, plural formation, and derivation errors. They code mix, i.e., transliterate English/French words and insert them in Arabic posts (cases الكيسز, schemes اسكيمز, share شير). They do not seem to know the Arabic equivalents of simple general and specialized English/French words (center سنتر, neuro نيورو, maps المابس). They even substitute simple Arabic words with English ones (shoes, fans, café, like, comment). It seems that educated Arabs are unable to think in L1 and L2 simultaneously. Their knowledge of English/French surpasses that of Arabic. They transfer the foreign pronunciation and structures to Arabic. Recommendations for reinforcing the native language and enhancing translanguaging skills are given.

The Link Between Perception and Production in the Laryngeal Processes of Multilingual Speakers

The present paper investigates the link between perception and production in the laryngeal phonology of multilingual speakers, focusing on non-contrastive segments and the dynamic aspect of these processes. Fourteen L1 Hungarian, L2 English, and L3 Spanish advanced learners took part in the experiments. The production experiments examined the aspiration of voiceless stops in word-initial position, regressive voicing assimilation, and pre-sonorant voicing; the latter two processes were analyzed both word-internally and across word boundaries. The perception experiments aimed to find out whether learners notice the phonetic outputs of these processes and regard them as linguistically relevant. Our results showed that perception and production are not aligned. Accurate production is dependent on accurate perception, but accurate perception is not necessarily transferred into production. In laryngeal postlexical processes, the native language seems to play the primary role even for highly competent learners, but markedness might be relevant too. The novel findings of this study are that phonetic category formation seems to be easier than the acquisition of dynamic allophonic alternations and that metaphonological awareness is correlated with perception but not with production.

Higher education students' perceptions of ChatGPT: A global study of early reactions.

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students' perceptions across different socio-demographic and geographic factors, with key factors influencing students' use of ChatGPT also being identified. Higher education institutions' managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.

Introducing the Sisu Voice Matching Test (SVMT): A novel tool for assessing voice discrimination in Chinese.

Existing standardized tests for voice discrimination are based mainly on Indo-European languages, particularly English. However, voice identity perception is influenced by language familiarity, with listeners generally performing better in their native language than in a foreign one. To provide a more accurate and comprehensive assessment of voice discrimination, it is crucial to develop tests tailored to the native language of the test takers. In response, we developed the Sisu Voice Matching Test (SVMT), a pioneering tool designed specifically for Mandarin Chinese speakers. The SVMT was designed to model real-world communication since it includes both pseudo-word and pseudo-sentence stimuli and covers both the ability to categorize identical voices as the same and the ability to categorize distinct voices as different. Built on a neurally validated voice-space model and item response theory, the SVMT ensures high reliability, validity, appropriate difficulty, and strong discriminative power, while maintaining a concise test duration of approximately 10min. Therefore, by taking into account the effects of language nativeness, the SVMT complements existing voice tests based on other languages' phonologies to provide a more accurate assessment of voice discrimination ability for Mandarin Chinese speakers. Future research can use the SVMT to deepen our understanding of the mechanisms underlying human voice identity perception, especially in special populations, and to examining the relationship between voice identity recognition and other cognitive processes.

Atypical early neural responses to native and non-native language in infants at high likelihood for developing autism

BackgroundLanguage difficulties are common in autism spectrum disorder (ASD), a neurodevelopmental condition characterized by impairments in social communication as well as restricted and repetitive behaviors. Amongst infant siblings of children with an ASD diagnosis – who are at higher likelihood for developing ASD – a high proportion also show difficulties and delays in language acquisition.MethodsIn this study, we used functional magnetic resonance imaging (fMRI) to examine differences in language processing in 9-month-old infants at high (HL) and typical (TL) familial likelihood for ASD. Infants were presented with native (English) and novel (Japanese) speech while sleeping naturally in the scanner. Whole-brain and a priori region-of-interest analyses were conducted to evaluate neural differences in language processing based on likelihood group and language condition.ResultsHL infants showed attenuated responses to speech in general, particularly in left temporal language areas, as well as a lack of neural discrimination between the native and novel languages compared to the TL group. Importantly, we also demonstrate that HL infants show distinctly atypical patterns of lateralization for speech processing, particularly during native speech processing, suggesting a failure to left-lateralize. Limitations: The sample size, particularly for the TL group, is relatively modest because of the challenges inherent to collecting auditory stimulus-evoked data from sleeping participants, as well as retention and follow-up difficulties posed by the COVID-19 pandemic. The groups were not matched on some demographic variables, but the present findings held even after accounting for these differences.ConclusionsTo our knowledge, this is the first fMRI study to directly measure autism-associated atypicalities in native language uptake during infancy. These findings provide a better understanding of the neurodevelopmental underpinnings of language delay in ASD, which is a prerequisite step for developing earlier and more effective interventions for autistic children and HL siblings who experience language impairments.

Development of Large Language Models: Copyright Law Perspectives for Research Institutions and Research Libraries

Abstract This article discusses European copyright law as applied to the development and training of generative AI and natural language processing in public interest research institutions and libraries. The article focuses on the scope of the new exceptions from copyright law for text and data mining (TDM) for research purposes and discusses them from the perspective of research ethics and principles of open science in publicly financed research. The public interest mission of research institutions and libraries includes the open dissemination of research results but the exceptions from copyright are focused only on the training phase in AI development. Regulation on data transparency is fragmented. The article finds that while new exceptions open for developing language models under research institutions and libraries’ public interest mission to preserve national languages, the regulation is not adapted to principles of research ethics and open science, and legal uncertainty remains.

Unique Needs and Challenges Experienced by Young People With Stroke: An International Qualitative Analysis.

Stroke in young adults has a lifelong impact on activities of daily life, including driving, leisure, and community-based activities; social participation; and reduced productivity. The needs of young people with stroke (YPwS) are likely to vary across different countries, and the development of age-adapted information and interventions is therefore critical in addressing those needs. This study aims to (1) identify the unmet needs of people with stroke aged 18 to 55 years across countries with varied income levels and cultural backgrounds and (2) determine their preferred means to access knowledge and information about stroke in the young. This international needs analysis used a phenomenologic qualitative design to gain in-depth perspectives about the experiences of YPwS. Participants were recruited from 9 countries of varied socioeconomic status. We interviewed 44 participants with stroke (men: 22; women: 21; transman: 1; mean age: 44.2 ± 8.5 years) living in the community (range of time since stroke: 0.5-10 years). The semistructured interview focused on lived stroke experience, unmet needs, helpful strategies to meet individual needs, hopes, and dreams. The interview was recorded, conducted in the participants' native language, and transcribed verbatim. Data were analyzed using inductive thematic analysis. Four main themes emerged from the interviews: (1) heterogeneity of unmet needs specific to YPwS, (2) invisible disability, (3) lack of age-specific stroke information, and (4) call for accessible information resources available in different formats. The results highlighted the need to provide long-term and contextually tailored support to YPwS, aligned with their recovery goals and age-specific needs. Initiatives such as peer-support groups, self-management or peer-mentoring programs, information resources in various formats, and participation in research projects could help address the unique needs of this population. Our results emphasize the importance of raising awareness of stroke in the young and the unique challenges of this population. Future research could focus on the development of stroke care pathways specific to YPwS.

Correlation of Platelet Indices with Severity of Gastroesophageal Varices in Patients of Liver Cirrhosis: A Research Protocol

Introduction: In India, liver cirrhosis is a significant public health concern, contributing to 2.95% of total deaths. Cirrhosis is the advanced stage of ongoing liver fibrosis, which poses substantial global health challenges due to its fatal consequences, such as gastroesophageal varices. Need of the study: Gastroesophageal varices are a potentially lethal complication of liver cirrhosis. The severity of these varices directly impacts the prognosis of the patient. Gastroesophageal varices are major contributors to both mortality and morbidity on a global scale. While various parameters have been explored to predict the progression and severity of these varices, platelet indices have not been extensively studied in cirrhosis patients with gastroesophageal varices in India. Aim: To study the association and correlation of platelet indices with the severity of gastroesophageal varices in patients with liver cirrhosis. Materials and Methods: A cross-sectional study will be conducted in the Medicine OPD/IPD of Acharya Vinoba Bhave Rural Hospital (AVBRH), Wardha, Maharashtra, India from May 2023 to May 2025, involving 64 patients who meet the inclusion and exclusion criteria. Patients fulfilling the selection criteria will be informed about the study procedure in their native language. The diagnosis of liver cirrhosis will be established based on the patient’s detailed history, physical examination, laboratory tests, and ultrasound scan. Upon enrollment, a detailed history will be taken, and parameters will be recorded in a specifically designed proforma. Initial parameters will include age, gender, weight, co-morbidities (such as Diabetes Mellitus (DM), Hypertension (HTN), Heart Failure (HF), Cardiovascular Disease (CVS), Chronic Obstructive Pulmonary Disease (COPD), kidney failure, liver failure, and malignant conditions), and the aetiology of cirrhosis. Platelet count and indices-Mean Platelet Volume (MPV), Platelet Distribution Width (PDW), and Plateletcrit (PCT)- will be assessed. The categorical and continuous variables will be represented as frequency (percentage) and mean (standard deviation, SD). The Chi-square test and Independent sample t-test will be used to evaluate the association between various categorical variables and continuous variables. The Pearson correlation test will be used to assess any correlation between platelet indices and oesophageal varices, with a significance level set at <0.05.

Neural evidence for perceiving a vowel merger after a social interaction within a native language.

Although previous research has shown that speakers adapt on the words they use, it remains unclear whether speakers adapt their phonological representations, leading them to perceive new phonemic contrasts following a social interaction. This event-related potential (ERP) study investigates whether the neuronal responses to the perception of the /e/-/ε/ vowel merger in Northern French speakers show evidence for discriminating /e/ and /ε/ phonemes after interacting with a speaker who produced this contrast. Northern French participants engaged in an interactive map task and we measured their ERP responses elicited after the presentation of a last syllable which was either phonemically identical to or different from preceding syllables. There was no evidence for discrimination between /e/ and /ε/ phonemes before the social interaction, while mismatch negativity (MMN) and late responses revealed /e/-/ε/ discrimination after the social interaction. The findings suggest rapid neuronal adaptations of phonemic representations thanks to the social interaction.

Impact of immersive virtual reality compared to a digital static approach in word (re)learning in post-stroke aphasia and neurotypical adults: Lexical-semantic effects?

Word production difficulty is one of the most common and persisting symptoms in people suffering from aphasia (i.e., anomia). However, there is a considerable variability in patients' responses to treatment, leading to the need of new effective approaches. Also, the mechanisms underlying word (re)learning is little known in production even in neurotypical adult native language and especially in relationship with the lexical-semantic integration of (re)learnt words. The lexical-semantic network being highly contextual and multimodal, new technologies such as immersive virtual reality (iVR) may become pertinent approaches, but still need scientific proof, especially as past studies have found no advantage over a control method and have never used an immersive version of VR. Yet, the immersion has been identified as being a key factor of positive outcomes in learning. Therefore, the aim of the present study was to investigate whether iVR provides a benefit in word learning in neurotypical adults (Study 1) and in the treatment for anomia in people suffering from aphasia following stroke (Study 2). In study 1, 32 neurotypical adults learned two matched lists of 30 rare words each in their native language (French) during a one-week protocol alternating test and learning sessions with iVR and a digital static learning method. Study 2 followed the same design over a two week-period with 16 people with aphasia (re)learning two matched lists of 28 frequent words. Neurotypical adults demonstrated a higher accuracy rate in word production for words learned with iVR in comparison to those learned with the digital static learning method. For people suffering from anomia, the iVR did not differ from the control method on total accuracy but led to a greater reduction of lexical errors. iVR has a potential of use for learning new words but also for the treatment of word production difficulties, especially in people with aphasia that produce mainly lexical errors. These two main results lead to the hypothesis that iVR promotes lexical-semantic processes.

National identity and the ownership of English in Nigeria

AbstractIt has been argued that, especially in non‐Inner Circles of English, whether or not speakers consider language to be a harbinger of national identity affects their positioning as owners of that language. A plethora of prior studies have also demonstrated that language is of central importance regarding the ways in which people enact their national identities. In the case of Nigeria, national language(s) rhetoric has been particularly contentious. This study presents findings from a larger study employing a mixed‐methods approach to examine Nigerian university students’ perceptions (N = 387) of English language ownership. Analysis revealed that respondents’ sense of national identity was a major factor in enacting (English) language ownership. The findings from the study also indicated that the extent to which speakers outwith Inner Circle contexts exercise linguistic ownership over English can depend upon both the specific sociolinguistic milieu and the degree to which English expresses national identity.

ELT Textbook Development: Bridging the Gap Between Theory and Practice

This study explores ways in which textbook development can play a crucial role in bridging the gap between theory and practice in English language teaching (ELT), specifically focusing on English as a Second Language (ESL) materials. Textbooks play a pivotal role in ELT instruction; however, their impact in practice often fails to meet their theoretical intentions. This research investigates how ELT textbook development, when guided by the principles of second language acquisition (SLA), can more effectively address the diverse needs of learners while meeting the contextual demands of various educational environments. Following a qualitative approach involving ESL teachers, this study examines the existence and/or lack of alignment between national language education goals, such as fluency, and the structure and content of available ELT textbooks. It also aims to highlight areas where this alignment can be further improved. Findings of the study point to a clear need for culturally relevant, flexible, and inclusive ELT textbooks that not only foster communicative skills, but also cater to diverse learner preferences, and also facilitate the creative practices of teachers. This study has suggested some principles for developing ELT textbooks. Recommendations for continued research into textbook evaluation and development are also made to support ESL instructors further in diverse settings.

Exploring the Role of Code-Switching in Multilingual Classroom Dynamics: A Comparative Study of Attitudes and Practices among University Students in the Philippines

This study investigates the usage and attitudes towards code-switching among university students in the Philippines, focusing on its role in promoting inclusive and equitable education. The research addresses the gap in understanding the implications of code-switching in educational settings, particularly in a multilingual context where native languages and English are used in instruction. A descriptive correlational research design was employed, utilizing an online questionnaire to collect data from a random sample of 205 students across three universities. The survey measured the frequency of intersentential, intrasentential, tag, situational, and metaphorical code-switching and attitudes toward these practices. Pearson's R correlation coefficient was used to analyze the relationship between respondents' profile variables and their perceptions and usage of code-switching. The significant findings reveal that while code-switching is not frequently practiced, with a weighted mean of 2.341 indicating its rarity, it is nonetheless viewed positively, with a weighted mean of 3.141 reflecting an "Acceptable" attitude towards its use in the classroom. Situational code-switching emerged as the most common type, with a total weighted mean of 3.116, indicating general agreement with its use. The study concludes that code-switching is a valuable communicative strategy, potentially aiding in more inclusive and equitable education. The study recommends further research to explore the reasons behind the low frequency of code-switching usage and to identify barriers that may prevent its more widespread adoption. Additionally, professional development for teachers on effective code-switching strategies and the consideration of positive attitudes towards code-switching in educational policy development are suggested.

Changing phases of linguistic ecology in Tanzania: The vitality of ethnic languages

: This article explores the vitality of Tanzania’s ethnic languages. The study examines the relationship between language ecology and language vitality. Like many minority languages around the world, Tanzania’s ethnic languages are under threat of extinction. This threat is primarily attributed to speakers of those languages abandoning them in favour of Kiswahili, the national and official language of Tanzania. The article comprehensively analyses the sociopolitical environment that has contributed to the current situation. Based on the arguments from critical analysis of secondary sources, the article presents a historical and eclectic account of the factors that have contributed to the marginalisation of ethnic languages in the prevailing sociopolitical environment. The article argues that for a language maintenance programme to succeed in Tanzania, the sociopolitical environment responsible for the current state of ethnic languages must be addressed.

Students’ Clarity of Conceptual Understanding and Medium of Instruction in the Biology Subject at Secondary School Level in the Hyderabad District

The language in which students are taught holds the key to their educational experiences and academic outcomes. This is perhaps the central issue in our educational system at every level. In the last 10 years, the language of instruction in our schools has seen a shift from Urdu to English at an unprecedented rate. The National Education Policy 2007 of Pakistan preferred Urdu over English. But in 2010, the Supreme Court made it compulsory for the federal government to adopt English as the medium of instruction and first language in addition to Urdu, which is the national language. The push for English-medium schools claims that mother tongue-based schools are not effective in producing universally competent students. Statistical analyses, including ANOVA and an independent two-tailed t-test, were conducted. The ANOVA results were significant at an alpha level of 0.05, F(2, 187) = 42.55, p < .001, indicating that the medium of instruction has a significant effect on student performance. The t-test further reinforced this, showing a significant mean score difference between students taught in their mother tongue versus a non-mother tongue, t(188) = 9.042, p < .001.The study concludes that students who learned Biology in their mother tongue exhibited superior conceptual understanding and problem-solving skills, outperforming their peers taught in a non-mother tongue by approximately 45.74%. These findings offer vital insights for educational policymakers and practitioners, advocating for the use of the mother tongue as the medium of instruction to enhance cognitive capacity and academic achievement.

일본인 한국어 학습자를 위한 피동표현 연구: 오류 말뭉치를 중심으로

Objectives The purpose of this study is to classify the passive voice errors of Japanese learners of Korean, as found in the error corpus, by their causes, to understand the current state of the errors, and analyze the funda mental reasons behind them to assist learners. Methods First, approximately 300,000 words of data related to Japanese learners were collected and analyzed from the error corpus provided by the National Institute of the Korean Language. Second, the passive voice errors of Japanese learners of Korean were categorized into five types. Third, based on the patterns and examples of passive voice errors, suggestions were made to reduce passive voice errors in Korean. Results Upon examining the passive voice errors of Japanese learners of Korean, it was found that among be ginner learners, 7 out of 20 errors were transformation errors, while among intermediate learners, 35 out of 92 er rors were intransitive/transitive verb errors. For advanced learners, 27 out of 99 errors were related to in transitive/transitive verbs and native language interference. In other words, as learners’ proficiency levels in creased, the occurrence of passive voice errors also increased. When averaged across all error types, in transitive/transitive verb errors had the highest frequency. Conclusions This study analyzed the passive voice expressions in the error corpus and specifically classified pas sive voice errors to investigate the usage patterns of Japanese learners of Korean. Through the analysis of these patterns, the causes of passive voice errors were classified in detail, and examples were provided, making this study a valuable foundational resource for Japanese learners of Korean.

A classroom study on the perception and production of Basque sibilant fricatives by native speakers of English

This study examines the production and perception of the three Basque sibilant fricatives by L1 English learners in a semester-long university course. Basque has three sibilant fricatives: lamino-alveolar (/s̻/), apico-alveolar (/s̺/), and pre-palatal (/ʃ/) sounds. Acoustically, the first two sounds share similarities with English /s/ and /ʃ/, respectively. L2 phonology theories posit that learners will map the production and perception of L2 sounds to (similar) sounds in their native language. Afterwards, they will create new categories based on the phonetic proximity of the new sounds and those in their native language. Ten students enrolled in a Beginners’ Basque course and two native speakers of Basque serving as control group undertook a read-aloud task (Experiment 1) followed by an ABX discrimination task (Experiment 2) during Week 5 of classes. Center of Gravity and accuracy scores were extracted. Results show that learners tended to merge the two apical sibilants into an English /s/-like sound. Accuracy scores between the two alveolar sibilants in Basque were significantly lower than the other sound contrasts.