The measurement of meaning

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

Child psychiatrists, pediatricians, and other child clinicians need to have a solid understanding of child language development. There are at least four important reasons that make this necessary. First, slowing, arrest, and deviation of language development are highly associated with, and complicate the course of, child psychopathology. Second, language competence plays a crucial role in emotional and mood regulation, evaluation, and therapy. Third, language deficits are the most frequent underpinning of the learning disorders, ubiquitous in our clinical populations. Fourth, clinicians should not confuse the rich linguistic and dialectal diversity of our clinical populations with abnormalities in child language development. The challenge for the clinician becomes, then, how to get immersed in the captivating field of child language acquisition without getting overwhelmed by its conceptual and empirical complexity. In the past 50 years and since the seminal works of Roger Brown, Jerome Bruner, and Catherine Snow, child language researchers (often known as developmental psycholinguists) have produced a remarkable body of knowledge. Linguists such as Chomsky and philosophers such as Grice have strongly influenced the science of child language. One of the major tenets of Chomskian linguistics (known as generative grammar) is that children’s capacity to acquire language is “hardwired” with “universal grammar”—an innate language acquisition device (LAD), a language “instinct”—at its core. This view is in part supported by the assertion that the linguistic input that children receive is relatively dismal and of poor quality relative to the high quantity and quality of output that they manage to produce after age 2 and that only an advanced, innate capacity to decode and organize linguistic input can enable them to “get from here (prelinguistic infant) to there (linguistic child).” In “Constructing a Language,” Tomasello presents a contrasting theory of how the child acquires language: It is not a universal grammar that allows for language development. Rather, human cognition universals of communicative needs and vocal-auditory processing result in some language universals, such as nouns and verbs as expressions of reference and predication (p. 19). The author proposes that two sets of cognitive skills resulting from biological/phylogenetic adaptations are fundamental to the ontogenetic origins of language. These sets of inherited cognitive skills are intentionreading on the one hand and pattern-finding, on the other. Intention-reading skills encompass the prelinguistic infant’s capacities to share attention to outside events with other persons, establishing joint attentional frames, to understand other people’s communicative intentions, and to imitate the adult’s communicative intentions (an intersubjective form of imitation that requires symbolic understanding and perspective-taking). Pattern-finding skills include the ability of infants as young as 7 months old to analyze concepts and percepts (most relevant here, auditory or speech percepts) and create concrete or abstract categories that contain analogous items. Tomasello, a most prominent developmental scientist with research foci on child language acquisition and on social cognition and social learning in children and primates, succinctly and clearly introduces the major points of his theory and his views on the origins of language in the initial chapters. In subsequent chapters, he delves into the details by covering most language acquisition domains, namely, word (lexical) learning, syntax, and morphology and conversation, narrative, and extended discourse. Although one of the remaining domains (pragmatics) is at the core of his theory and permeates the text throughout, the relative paucity of passages explicitly devoted to discussing acquisition and proBOOK REVIEWS

Constructing a language: A usage-based theory of language acquisition

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then, evidence is presented that lexical frequency, attention to form, and ethnic identity interact with measures of language experience, thereby shaping positive and negative effects of experience on L2 phonological learning. Next, it is argued that language experience and L2 learning outcomes are linked through bi-directional, reciprocal relationships. The paper concludes with a discussion of several avenues of future research for the study of language experience in L2 phonological learning.

/pdf/language-experience-in-l2-phonological-learning-effects-of-17be3m0pg6.pdf

Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables

Explanations for the well-documented second language (L2) learning challenge of the English regular past include verb semantics (Bardovi-Harlig, 2000), phonetic properties (Goad, White, & Steele, 2003), and frequency factors (Collins, Trofimovich, White, Cardoso, & Horst, 2009). Difficulty perceiving past-tense morphology (i.e., hearing –ed in the input) has received less research attention. In this study, we explored the roles of three perceptual factors (phonological environment, speech rate, semantic clues) among 106 L2 learners and 81 English speakers of a similar age. Experiment 1 was a forced-choice auditory identification task contrasting perceptually ‘ easy ’([əd] + vowel) and ‘ hard ’ ([t] or [d] + consonant) regular past contexts at normal conversational speed. Experiment 2 contrasted easy and hard contexts at a slowed-down speech rate. Experiment 3 included time adverbials that matched or mismatched the tense marker (e.g., walked the dog now vs. walked the dog yesterday ). The L2 learners behaved at just above chance at normal conversational speed in both contexts, and slowing speech down helped them in easy contexts only. The English speakers were more accurate in easy than in hard contexts regardless of speech rate. Both L2 learners and English speakers also relied on adverbials at the expense of the phonetic cue to past morphology (– ed ). Implications of these findings for the roles of input and frequency in L2 learning, and for pronunciation teaching (i.e., setting reasonable learning goals) are discussed.
	 Resume: Le defi que represente l’apprentissage du passe regulier en anglais langue seconde (AL2) est bien documente. Les explications portent sur la semantique verbale (Bardovi-Harlig, 2000), les proprietes phonetiques (Goad, White et Steele, 2003) et les facteurs de frequence (Collins, Trofimovich, White, Cardoso et Horst, 2009). En revanche, la difficulte a percevoir la morphologie du temps passe (a savoir, entendre la terminaison en –ed de l’enonce) a recu moins d’attention de la part des chercheurs. Dans cette etude, nous avons analyse le role joue par trois facteurs de perception (l’environnement phonologique, la vitesse d’elocution, les indices semantiques) chez 106 apprenants d’AL2 et 81 locuteurs de l’anglais du meme groupe d’âge. L’experience 1 consistait en une tâche d’identification auditive a choix force opposant, a une vitesse de conversation normale, des contextes ou le passe regulier etait « facile » ([əd] + voyelle) ou « difficile » ([t] ou [d] + consonne) a percevoir. L’experience 2 opposait des contextes faciles et difficiles avec une vitesse d’elocution reduite. L’experience 3 comprenait des adverbes de temps qui correspondaient ou non au temps du verbe (p. ex. walked the dog now et walked the dog yesterday).A la vitesse de conversation normale, les apprenants ont reagi un peu mieux qu’aleatoirement dans les deux contextes, et la diminution de la vitesse d’elocution les a aides seulement dans les contextes faciles. Les anglophones etaient plus precis dans les contextes faciles que dans les contextes difficiles, peu importe la vitesse d’elocution. Les apprenants comme les anglophones se fient aux adverbes plutot qu’a l’indice phonetique de la morphologie du passe (–ed). Les consequences de ces resultats sur le role de l’enonce et de la frequence dans l’apprentissage de la L2 et dans l’enseignement de la prononciation (c’est-a-dire l’etablissement d’objectifs d’apprentissage raisonnables) sont presentees.

Kick the Ball or Kicked the Ball?: Perception of the Past Morpheme –ed by Second Language Learners

https://onlinelibrary.wiley.com/doi/pdf/10.1111/lang.12337

Extending the Reach of Research: Introducing Open Accessible Summaries at Language Learning

For many patients throughout the world, access to healthcare depends on the patients’ and healthcare providers’ ability to communicate efficiently in each other’s language. One way to reduce linguistic barriers to healthcare access is to increase the number of linguistically and culturally competent healthcare professionals. Conspicuously absent in the literature on second language (L2) training of healthcare professionals, however, is the use of technology that combines meaningful interaction, feedback, simulation, and asynchronous access. The goal of this paper is to fill this gap by describing and evaluating the “Virtual Language Patient,” a computer-based L2 training module for healthcare professionals. The module employs automatic speech recognition technology, pronunciation assessment, and video clips of a simulated medical history interview with a minority language patient. Five nurses-in-training at a French-language nursing college in Quebec reported that the module was easy to operate and that it addressed their anticipated language learning needs. More importantly, analysis of the data file automatically generated by the module revealed improvements in acceptability of the nurses’ pronunciation of the medical interview questions. These findings suggest that the module can be effective in language training for healthcare professionals. Implications for the improvement of virtual dialogue systems are discussed.

Using ASR Technology in Language Training for Specific Purposes: A Perspective from Quebec, Canada

This case study examined the benefits of a sensory-based approach for teaching second language pronunciation to actors, addressing the unique learning goal of nativelike speech for nonnative professional actors. Two French Canadian actors (Marianne and Sebastian) were followed over 10 weeks of pronunciation instruction based on Knight’s (2012) theatrical voice methods and Gibson’s (1969) principles of sensory learning. Audio samples from scripted performances before and after instruction were rated for global and linguistic measures by 10 linguistically trained listeners and for performance measures by 10 advanced acting students. Listener ratings showed a significant improvement in accentedness for Marianne and greater comprehensibility for both actors, while qualitative data revealed actors’ preferences for different types of instruction. Results suggest that sensory learning appears beneficial for some learners and that pronunciation instruction could be supplemented with sensory-based activities.

Engaging the senses: A sensory-based approach to L2 pronunciation instruction for actors

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