Native Tongue Research Articles

Introducing Movement into Couple Therapy: Clients’ Expectations and Perceptions

The integration of body-movement in couple therapy has gained increasing recognition in recent years. This study aimed at understanding the motivation and expectations of clients who have chosen to turn to Couple Psychotherapy through Movement and the extent to which they felt that these expectations were met in the process. Nine couples (n = 18 individuals) from a variety of backgrounds, religious affiliations, and countries of origin participated in 12 couple therapy sessions that included somatic and kinetic emphases. They were interviewed and responded to questionnaires both before and after the sessions. The findings indicated that the expectations of the participants related to a fuller expression of their difficulties and needs within the relationship through body-movement integrated therapy, and their perceptions of the process and its conclusion converged on three major themes: (a) the importance of introducing increased vitality, creativity, and playfulness into the relationship; (b) the need to learn a new mode of communication through the body; and (c) the contribution of bodily communication to the partners’ attainment of new insights about each other and their relationship. These findings highlight the role of the body in joint emotional experiences, suggesting that engaging in movement combined with verbal processing may enable partners to transform implicit bodily knowledge into conscious material in their relationship. The acquaintance with their own and their partners’ “somatic native tongue” will enhance the emotional dialogue between them, particularly in the context of ethnic and cultural diversity or different native tongues.

Honesty Speaks a Second Language

Theories of dishonest behavior implicitly assume language independence. Here, we investigated this assumption by comparing lying by people using a foreign language versus their native tongue. Participants rolled a die and were paid according to the outcome they reported. Because the outcome was private, they could lie to inflate their profit without risk of repercussions. Participants performed the task either in their native language or in a foreign language. With native speakers of Hebrew, Korean, Spanish, and English, we discovered that, on average, people inflate their earnings less when they use a foreign language. The outcome is explained by a dual system account that suggests that self-serving dishonesty is an automatic tendency, which is supported by a fast and intuitive system. Because using a foreign language is less intuitive and automatic, it might engage more deliberation and reduce the temptation to lie. These findings challenge theories of ethical behavior to account for the role of the language in shaping ethical behavior.

What is the Meaning of Meaning in Paul Tillich's Theology?

AbstractOne of the most frequently occurring terms in Paul Tillich's theology is meaning (in his English writings) or Sinn (in his German writings). But Tillich used both in multiple senses, without acknowledging or even appearing to be aware that he was doing so. He wrote only in German till he immigrated to the United States at the age of forty-seven. He used the German Sinn abundantly in his native tongue, and with a variety of meanings: a universal medium for understanding the world; “sense,” as in “making sense” or what is missing in “senseless” (sinnlos) statements; “the unconditional” (“das Unbedingte”); a “thing pointed at” (in Tillich's theory of symbols and signs); a grand metaphysical quality of some undefined sort; the object-correlate of an act of cognition; and “God.” He drew on the German Sinn when he began to write in English but, because of the grammatical status of meaning as a verbal noun, the English term allowed Tillich to ascribe agency to things that in his view bear meaning, for example the thing that grasps us when we are in the state of faith. In addition, the English word meaning for Tillich meant “comprehensibility,” “value,” “direction,” from existential philosophy (what is missing when life is meaningless); “ultimate concern” (the “meaning which gives meaning to all meanings”); in the plural, something undefined that the human person “lives in”; and “God.” The change from German to English accompanied a change in his conception of faith, raising the possibility that the new language moved Tillich's theology in a new direction.

The influence of the spanish language in the learning of english for secondary education students

This dissertation concentrates on the linguistic influences that exist in the teaching, learning and acquisition of second languages. It gives an account about the effect that the native tongue (L1) has on the L2. The languages we have used for this purpose are Spanish as the mother tongue and English as the L2. After an investigation about some of the linguistic phenomenon that appear in this influence, a questionnaire aimed to get an error analysis takes place. Those errors have been treated to make the reader realise and understand that a negative transfer exists and it must be solved. Only lexico-morphological and grammatical samples and errors have been dealt with as a first approximation about the matter. The obtained outcomes show that influence and transference are two aspects of high importance in the learning of second languages and, either positive or negative, the teacher must be aware of how to benefit or cope with them.

Perceptive evaluation of the severity of dysphonia among Lebanese bilingual subjects

<p class="abstract"><strong>Background:</strong> Perceptive analysis of voice represents a basic and fundamental early step in the process of evaluating voice quality. Several factors seem to affect the results. Prominent among them is bilingualism, a common occurrence among Lebanese youths who frequently speak a second or third language in addition to their native tongue Arabic.</p><p class="abstract"><strong>Methods:</strong> This study aims to find pertinent information for the characterization of the severity of dysphonia depending on the language spoken by Lebanese bilingual subjects. The intent is to try to appreciate if voice seems more dysphonic in the Lebanese language compared to French and English. The sample comprises twenty-two Lebanese dysphonic women, aged between twenty and sixty years. They all read a text in Lebanese Arabic and another one in French or in English, depending on the languages that they use on a regular basis. Voice recordings are rated by four expert listeners. Two listening sessions are organized using the G, R and B criteria of Hirano’s GRBAS scale. </p><p class="abstract"><strong>Results:</strong> Results show that the voice appears more dysphonic with a more pronounced roughness when reading in French for bilingual French/Arabic subjects than it is for English/Arabic persons reading in English. However, the patients speaking French and Arabic appear to be more dysphonic as a group compared to the patients speaking English and Arabic.</p><p style="margin: 0in 0in 0pt; text-align: justify;"><strong>Conclusions:</strong> It is important to enlarge the number of participants to get more accurate results. However, the suggested corpus in Lebanese Arabic seems to be adapted for the evaluation of voice quality.</p>

Student's Language Exposure, Motivation, and Anxiety Toward Learning the English Language

The purpose of this study was to determine the level of language exposure, level of motivation and level of anxiety toward learning the English language of the Senior High School students of Visayas State University. The researcher adapted instruments used in previous studies to survey students’ responses on these three variables. Results show that students have a moderate level of exposure, a high level of motivation and a moderate level of anxiety toward learning the English language. Considering the advancement of technology today, students were exposed to the second language be at home, school, or community. Their motivation in learning English was high knowing that being competent in the English language has become a requirement in the competitive world of today. However, most students have language anxiety since English was not their native tongue. Hence, it is a challenge for everyone to take part in learning and using English as a second language.

The degree of social and educational integration and absorption of Arab Bedouin female students in teacher training institutions in Israel

The issue of the process of integration and absorption of Arab Bedouin female students in teacher training institutions in Israel constitutes a significant yet critical chapter in the course of forming the personal and professional identity of the prospective teacher. The main purpose of this article is to describe the difficulties experienced by Arab Bedouin female students during the process of their social and educational integration and absorption in teacher training institutions. Also, to deal with the differences between Arab and Jewish teacher training institutions. Furthermore, to what extent the cultural encounter is perceived by the students that would enable them to have social and educational integration.The study involved 200 Bedouin Arab female students living in the Negev and learning in four teacher-training colleges in Israel; Kaye College of Education, Achva College, Sakhnin College for teacher training and Al-Qasmi College. The students answered a questionnaire that was written for this study. The findings of the study indicated many difficulties in the process of absorbing and integrating Arab Bedouin students in various teacher-training institutions in the country. Not to mention, language difficulties experienced by them with regard to reading articles and writing papers, not in their native tongue. The multicultural encounter between the different genders also poses a great difficulty in addition to the age difference between Arab and Jewish students. Furthermore, the policy of the Israeli academic institutions does not fully represent the Arab culture and in the interaction between the academic and administrative staff and the Arab Bedouin students.

An evaluation of automated, internet-based psychiatric history taking

History taking using a web-based, automated software module (Historian) was compared with standard outpatient initial assessment on a community sample of 27 new psychiatric outpatients. The comprehensiveness and acceptability of the computer interview was evaluated. Historian was found to take psychiatric histories comparable with regard to content and comprehensiveness with those taken by clinicians. Historian was found to be highly acceptable to patients on a wide range of measures. History-taking software may help to prioritise referrals, focus the initial assessment and reduce consultation time in a psychiatric outpatient setting. The availability of a comprehensive history (Historian) is likely to lead to a shorter face-to-face consultation which could then be better focused on diagnosis and treatment. Service users with special needs such as hearing impairment, poor mobility or with no command of the English language (but literate in their native tongue) may benefit from improved access to psychiatric services.

Lost in transit or ready for takeoff?: Airport Cinema and European identity

ABSTRACTTravel cinema has flourished in the era of EU expansion and Schengen open border policies because it provides a fitting template for the exploration of the new possibilities of European identity. This article will focus on a related strand of cinema that is less common for practical and aesthetic reasons. Airport cinema is arguably the exemplar of what an interconnected and transnational ‘European’ cinema is or could be. More broadly, it represents the possibilities of what a properly European identity might look like in the future. The airport – and air travel – is symbolic on various levels of the policies and ideologies of European citizenship construction. The three examples take different approaches to the topic and cover a wide geographic swath of the Continent. In each the airport is a zone of transit and containment, but more than simply a non-place it also becomes the site of an encounter that defines or delineates European identity. In Viagem a Portugal/Journey to Portugal (Sérgio Tréfaut, 2011, Portugal), a Ukranian doctor is detained in the Faro airport because her very presence as an eastern European woman arouses suspicion. In Dual (Nejc Gazvoda, 2013, Slovenia/Croatia/Denmark),a Danish woman meets a Slovenian women who works at the airport during an unplanned layover in Ljubljana. Their relationship and linguistic interactions – in English but also their respective native tongues – symbolizes the uncertain standing of a young generation of Europeans. A final example offers a more playful twist on identity within the context of post-Schengen travel. In L’Italien, by Olivier Baroux (2010, France), the Marseille airport becomes a symbolic border zone between the different identities a Frenchman of Algerian descent. The airport here becomes something similar to what Etienne Balibar theorizes as ‘borderland Europe’, a space where one enjoys the freedom to recreate one’s identity in a positive light.

A Study on the Korean Language Training through the Analysis of Postposition Errors

본 논문은 외국인 학습자가 한국어 작문과정에서 보이는 문법적 오류를 분석하여 이를 바탕으로 초급 외국인 학습자들을 위한 문법교육 강화 방안을 제시하는 데 목적이 있다. 그중 이번 연구는 학습자의 조사(助詞) 사용 오류를 대상으로 하였다. 조사는 한국어의 문법 특성을 가장 잘 보여주는 문법 요소인데, 외국인 학습자의 학습과정에서는 가장 많이 오류가 나타나는 범주이기도 하다. 이 연구는 조사의 오류 사례를 유형별로 분류하여 고찰하였고 외국인 학습자의 모국어의 문법특징을 고찰함으로써 두 언어 간의 관련성을 살펴보고자 하였다. 이번 연구는 A 대학교 한국어능력 초급 수준의 학생 21명의 작문과제를 대상으로 조사의 오류 빈도를 처리하였다. 다음으로 개별 조사에 대해서 오류가 발생한 선·후행 요소와 문맥 등을 관찰하고 그 원인을 분석해 보았다. 조사의 오류는 유형별로는 누락, 첨가, 대치의 세 가지로 나눌 수 있었다. 또 오류가 발생한 원인은 모국어의 전이, 과잉 일반화, 단순화, 과잉 적용, 회피의 다섯 가지로 범주화할 수 있었다. 학습자의 오류 중 누락의 오류는 조사의 정확한 사용법을 알지 못할 때 회피해버림으로써 발생하는 경우와 모국어의 전이에 의한 것이 대부분이었고, 첨가의 오류는 과잉 적용과 모국어의 전이에 의해 발생하는 것으로 확인되었다. 연구 결과를 바탕으로 하여 외국어로서 한국어를 교육하는 교실 현장에서 적용할 수 있는 교육 방안을 몇 가지 제안하였다. 한국어 학습자들이 보편적으로 범하는 오류들은 대부분 조사의 기본적인 의미를 파악하지 못해서가 아니라 문맥 속에서 적절한 사용법을 알지 못하기 때문에 발생하는 것들이었다. 따라서 조사의 의미와 기능에 대한 지식적인 교육보다는 전체 맥락 속에서 조사의 의미를 제시하고 활용하는 연습을 하도록 제안하였다. 두 번째로 한국어 학습자들만이 범하는 특수한 오류는 한국어의 발음과 관련되는 것이 많았다. 따라서 한국어 교사들은 문법 교육시 발음 교육의 중요성도 염두에 두고 가르쳐야 함을 강조하였다. 세 번째로는 학습자의 모국어에 따라 발생하는 개별적 오류들은 학습자의 모국어와의 대조분석을 통해 예측이 가능한 오류들이므로 한국어 교사들은 학습자의 언어와 한국어의 언어 간 차이점과 유사점에 초점을 맞추어서 지도하는 것이 더욱 효과적임을 제안하였다. (동서울대학교, 남부대학교)This paper is aimed at providing a way to enhance grammar education for foreign learners based on the analysis of grammatical errors made during the Korean composition process. Among them, this study covered the use of research errors among grammar mistakes presented in learners compositions. Postposition is the most grammatical element that shows the characteristics of the grammar of the Korean language, making it the most common category of error in the learning process of foreign learners of Korean. The study examined the error cases in the survey by type, and also investigated and presented the grammatical characteristics of the foreign learners native language. The study looked at the frequency of the survey s errors in writing tasks for 21 Korean students with a second level of proficiency at A University. Individual surveys were then investigated and analyzed the causes of the errors, such as the leading and trailing elements, and the context. The errors in the investigation could be divided into three types : omission, addition, and confrontation. The cause of the error could also be categorized into five categories : transference, overgeneralization, simplification, overoperation and avoidance of the native language. Most of the errors that were missing from the learners errors were caused by dodging when the exact usage of the survey was not known, and mistakes in the checking and the overinformation of the native tongue were applied. Based on the results of the study, I would like to suggest a few things that are applicable in the classroom field where Korean is taught as a foreign language. Most of the errors Korean language learners make commonly are not ones that fail to grasp the basic meaning of postposition, but ones that are caused by not knowing the proper usage in the context. Consequently, rather than having a knowledge education on the meaning and function of postposition, it is necessary to practice presenting and using the meaning of postposition in its entirety. Secondly, the special errors only Korean learners make are a lot to do with the pronunciation of Korean. Therefore, Korean teachers should also keep in mind the importance of pronunciation education in grammar education. Third, the individual errors associated with a learner s native language are foreseeable errors from a comparative analysis with the learner s native language. Consequently, it would be more effective for Korean teachers to focus on the similarities and differences between the learners languages and the Korean language. (Dong Seoul University, Nambu University)

Construction of immigrant mothers’ language experiences in Taiwan: Mothering in one’s second language is a ‘choice’?

This study dissects a cross-border linguistic dilemma and critiques the missed opportunities for linguistic diversity in Taiwan. Past studies have shown that immigrant mothers from Southeast Asia are discouraged from transmitting the cultures and languages of their home countries to their children, yet few voices have been heard from the mothers themselves. Taking a poststructuralist approach on identity and employing life story interviews, the study examines the mothers’ language experiences and explores how their language choices as mothers are constructed by and reconstructing the changing family, social, and national contexts. The mothers’ narratives reveal that whether to pass down their first language to their children is an on-going, complex decision-making process shaped by one’s immigration status, dynamic family relationships and roles, and changing life circumstances. The study contributes to the field by highlighting these mothers’ native tongues in such immigrant families as sites of oppression and liberation as we envision equitable, multicultural societies in Taiwan.

The age of the teachers and their personal equation in the evaluation of pupils’ knowledge

Statistical analysis of the grades at the end of the semester in the following subjects: native tongue, history, mathematics and chemistry in Zadar primary school (7th graders) given to the pupils by 29 teachers (age up to 40) and 29 teachers older than 40, showed that younger teachers are somewhat less strict in grading than the older teachers but there is no significant difference. The value of hi-square was 1,32 which does not have any statistical significance. The conclusion is that the age of the teachers does not have any influence on their personal equation in the evaluations of pupils’ knowledge in the schools.

Speech and Wages

Although language has been widely studied, relatively little is known about how a worker's speech, in his/her native tongue, is related to wages, or what explains the observed relationship. To address these questions, I analyzed audio data from respondents to the NLSY97. Wages are strongly associated with speech patterns among both African Americans and Southern whites. For Southern whites, this is largely explained by residential location. For blacks, it is explained by sorting: workers with mainstream speech sort toward occupations that involve intensive interpersonal interactions and earn a sizeable wage premium there. [ABSTRACT FROM AUTHOR]

Investigating deception in second language speakers: Interviewee and assessor perspectives

PurposeThe first of two experiments investigated the effect that speaking in a non‐native language has on interviewees’ perceptions of their interview experience. A second experiment investigated evaluators’ perceptions of the credibility of interviewees who spoke in their native or non‐native language.MethodFor the first experiment, 52 participants told the truth or lied about their identity during a mock border control interview. All of the participants were interviewed in English, for half of the sample this was their native language, and for the other half of the sample English was not their native tongue. Post‐interview, all participants completed a self‐report questionnaire relating to their perceptions of their interview experience. For the second experiment, 128 participants evaluated the credibility of interviewees from the first experiment. The modality of presentation of interview clips was varied and included ‘Visual and Audio’, ‘Visual Only’, ‘Audio Only’, and ‘Transcript Only’.ResultsNon‐native speakers were more likely than native speakers to report being nervous and cognitively challenged during their interviews and were more likely to monitor their own behaviour. Overall, evaluators were better able to distinguish between truth tellers and liars who were speaking in their native language than between truth tellers and liars who were non‐native speakers. Relative to native speakers, there was a smaller truth bias for evaluations of non‐native speakers. When evaluators were considering the non‐native speakers, they achieved higher discrimination accuracy when they were exposed to ‘Visual Only’ or ‘Transcript Only’ presentations than when they were shown the ‘Visual and Audio’ or ‘Audio Only’ interview clips.ConclusionsSelf‐reported experiences of a mock border control interview differed dependent on whether interviewees were speaking in their native or non‐native language. Discrimination accuracy was better for native speakers than it was for non‐native speakers and was at its worst when evaluators heard the accents of the non‐native speakers.

Making Sense of Dementia Screening

Making Sense of Dementia Screening

May the Weak Be Helped!

May the Weak Be Helped!

LANGUAGE POLICY PLANNING AS A POLITICAL TOOL FOR SOCIAL STRATIFICATION: ANALYSING THE CASE OF PARAGUAY

English has been the medium of instruction since the beginning of the 20th century in the Philippines during the arrival of the Americans. This has been incorporated holistically in the society through the educational system, communication, mass media, publications and social media. It is given therefore that Filipino learners are bilingual-- i.e., speaking both Filipino (the native tongue) and English as Second Language (ESL). After a century though, proficiency in the language is still a difficulty and an anxiety, especially from public school learners. In Taytay Senior High School (a public senior high school), Grade 11 students were observed of certain levels of difficulties in reading, writing, speaking and listening. In this study, the researchers probed deeper into the following: a.) the difficulties experienced by grade 11 students b.) the factors that led to such difficulties and c.) the articulated ways to help them overcome such difficulties in English proficiency. As a descriptive study, the researchers used pre-survey, survey, FGD and extensive literature review as methodologies. The survey results revealed problematic stages on vocabulary, training and knowledge, confidence and self-esteem and interest. Articulated in the FGD furthermore were issues of generation, practice/articulation, and system as factors that led to difficulties in reading writing, speaking and listening. On the other hand, Grade 11 students underscored power of mind, the use of native language and practice as methodical solutions to the problem. Further directions of this study could include elaboration of the FGD results that pertain to issues of generation, practice/articulation and system. The use of native language could also be expounded on future studies.

Thinking in a Foreign language reduces the causality bias.

The purpose of this research is to investigate the impact of a foreign language on the causality bias (i.e., the illusion that two events are causally related when they are not). We predict that using a foreign language could reduce the illusions of causality. A total of 36 native English speakers participated in Experiment 1, 80 native Spanish speakers in Experiment 2. They performed a standard contingency learning task, which can be used to detect causal illusions. Participants who performed the task in their native tongue replicated the illusion of causality effect, whereas those performing the task in their foreign language were more accurate in detecting that the two events were causally unrelated. Our results suggest that presenting the information in a foreign language could be used as a strategy to debias individuals against causal illusions, thereby facilitating more accurate judgements and decisions in non-contingent situations. They also contribute to the debate on the nature and underlying mechanisms of the foreign language effect, given that the illusion of causality is rooted in basic associative processes.

ARTICULATED DIFFICULTIES OF GRADE 11 STUDENTS AT TAYTAY SENIOR HIGH SCHOOL (TSHS) IN ENGLISH PROFICIENCY

English has been the medium of instruction since the beginning of the 20th century in the Philippines during the arrival of the Americans. This has been incorporated holistically in the society through the educational system, communication, mass media, publications and social media. It is given therefore that Filipino learners are bilingual-- i.e., speaking both Filipino (the native tongue) and English as Second Language (ESL). After a century though, proficiency in the language is still a difficulty and an anxiety, especially from public school learners. In Taytay Senior High School (a public senior high school), Grade 11 students were observed of certain levels of difficulties in reading, writing, speaking and listening. In this study, the researchers probed deeper into the following: a.) the difficulties experienced by grade 11 students b.) the factors that led to such difficulties and c.) the articulated ways to help them overcome such difficulties in English proficiency. As a descriptive study, the researchers used pre-survey, survey, FGD and extensive literature review as methodologies. The survey results revealed problematic stages on vocabulary, training and knowledge, confidence and self-esteem and interest. Articulated in the FGD furthermore were issues of generation, practice/articulation, and system as factors that led to difficulties in reading writing, speaking and listening. On the other hand, Grade 11 students underscored power of mind, the use of native language and practice as methodical solutions to the problem. Further directions of this study could include elaboration of the FGD results that pertain to issues of generation, practice/articulation and system. The use of native language could also be expounded on future studies.

Andrew Marvell’s Paper Work: The Earl of Carlisle’s Baltic Embassy (1664)

The discovery of a dozen ‘new’ documents in Marvell’s hand from the Carlisle embassy discloses much about his role in Sweden and Denmark late in 1664. The forms and contents of the letters themselves, and the further diplomatic correspondence with which they are bound, confirm how the demands first of language (owing to a preference for diplomacy in native tongues in Muscovy and Sweden) and then of secrecy (owing to extremes of caution in Denmark) worked against Marvell having more of a part in the negotiations in those countries. Even so, the documents show him in service as diplomatic secretary on matters great and small. They also shed new light on Marvell’s ventriloquial function, whether it is Carlisle speaking in Marvell’s writing or whether the secretary more nearly writes in his own person. When we find Carlisle, ship-bound with his secretary for a week off Elsinore, writing his friends for the sake of writing, and curveting rhetorically as never before, we sense something nearer minds melding at the end of their 18 months abroad together. Marvell learned a lot from hearing Carlisle speak and from speaking for Carlisle.