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Sees word formation as an economical, important means of building vocabulary. Gives examples showing several different word-building patterns. Sees as a reasonable teaching goal the gaining of competence only in "receptive" word formation, i.e., recognition. The student can learn to build new words only from simple, frequently recurring patterns. (IFS/WGA)

Only regular word-building patterns are considered. Patterns are chosen for their communicative value, degree of difficulty, and applicability. Examples of word-building exercises are given, taken from actual texts. Work in word formation is recommended even for the beginners' level. (IFS/WGA)

This research paper was conducted to investigate and report the phonological problems that Master One English as a Foreign Language students at the university of Adrar face when they listen to spoken discourse, especially when they try to perceive and interpret words that undergo sound modifications at word boundaries, namely assimilation, elision, intrusion, linking and weak forms. The sample comprised a class of Master One with 20 students who were subjected to a small text which is used for two purposes; first, as a cloze dictation test to measure students’ ability to recognize words undergoing sound modifications, and the same text was transcribed and given to students where they were asked to provide any instance of reduced forms processes. The results revealed that students had a lot of difficulties in breaking up words into their individual sounds (i.e., lexical segmentation) due to the occurrence of reduced forms that blurred the ends and beginnings of words. With the transcribed text, students produced very few instances of the required reduced forms. The results of the investigation beg the teachers of English to handle and use native-like English. Résumé Ce travail de recherche a été mené pour étudier et rapporter les problèmes phonologiques auxquels sont confrontés les étudiants du Master Anglais comme Langue Etrangère de l'université d'Adrar lorsqu'ils écoutent un discours parlé, en particulier lorsqu'ils tentent de percevoir et d'interpréter des mots qui subissent des modifications sonores aux limites des mots, à savoir l'assimilation, élision, intrusion, liaison et formes faibles. L'échantillon était constitué d'une classe de première année Master de 20 étudiants qui ont été soumis à un petit texte utilisé à deux fins : d’abord, comme teste de dictée pour mesurer la capacité des étudiants à reconnaître des mots subissant des modifications sonores, et le même texte a été transcrit et remis aux étudiants où il leur a été demandé de fournir toute instance de processus de formes réduites. Les résultats ont révélé que les étudiants avaient beaucoup de difficultés à diviser les mots en leurs sons individuels (c'est-à-dire la segmentation lexicale) en raison de l'apparition de formes réduites qui brouillaient les fins et les débuts des mots. Avec le texte transcrit, les étudiants ont produit très peu d’exemples des formes réduites requises. Les résultats plaident les professeurs d'anglais soient prêts à maîtriser et utiliser l'anglais comme un locuteur natif.

Copyright of Sprachreport is the property of Institut fuer Deutsche Sprache and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HNO is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Starting from the role of listening comprehension in foreign language teaching, this paper illustrates the importance of phonological competence in general and prosody in particular in facilitating the auditory decoding process. Subsequently, the new phonological control scale in the companion volume of the CEFR is presented, which, in contrast to the previous scale, also emphasises the suprasegmental aspects of language. These are crucial in the receptive phase to break down the flow of language into smaller units of meaning, which are easier to process in short-term memory and thus support the decoding process. Finally, micro listening exercises are shown, created with authentic material and designed to promote receptive prosodic competence in German as a foreign language. [ABSTRACT FROM AUTHOR]

Copyright of Praxis der Kinderpsychologie und Kinderpsychiatrie is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Slawistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: For severe hearing loss and even profound deafness, cochlear implants (CIs) have become the treatment of choice. For establishment of the CI indication, the preoperative Freiburger monosyllabic word recognition (EV) at 65 dB SPL in free field with a hearing aid (EV HG 65) and the maximal understanding (mEV) without a hearing aid with headphones results are important. The goal of this retrospective study was to analyse the correlation of word recognition with a hearing aid at 80 dB SPL (EV HG 80) and mEV. This represents an extension to measuring EV HG 65 compared to mEV and to pure-tone audiometry (4FPTA)., Methods: In this study, word recognition with and without a hearing aid was retrospectively analysed for 661 ears. Inclusion criterium was CI implantation at a later date., Results: During preoperative CI diagnostics, an mEV of 0% was found in 334 ears. The EV HG 65 for 485 ears and the EV HG 80 for 335 ears were also 0%. The EV with hearing aid was found to worsen with increasing 4FPTA at both sound pressure levels, although this effect was smaller at 80 dB SPL than at 65 dB SPL. Including only ears with mEV > 0 % (N = 260 ears), a stronger correlation between EV HG 80 and mEV with a difference of (-4.0 ± 16.4%) in comparison to EV HG 65 and mEV with a difference of (-18.3 ± 16.7%) is seen. This shows a significant difference between mEV and EV HG 80 compared to mEV and EV HG 65., Conclusion: At a sound pressure level of 65 dB SPL, EV with hearing aid often does not show the accordance with mEV specified by hearing aid and CI guidelines. The EV HG 80 correlates better with mEV than EV HG 65. For clinical diagnosis it is rational to measure speech discrimination with hearing aid at levels higher than 65 dB SPL., (© 2023. The Author(s).)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Training of Word Recognition with Willy Wordbear: A Syllable-Based Reading Promotion Program for Elementary School Being able to read words fluently and accurately is an important milestone in learning to read but not all children reach it. For weak readers, it is often difficult to make the transition from letter-by-letter reading to visual word recognition through orthographic comparison processes using larger (sub-)lexical units. The syllable seems to provide a bridge to orthographic decoding for children who learn to read German. Against this background, this replication study investigated the effectiveness of a syllable-based reading training on the visual word recognition and reading comprehension of second graders in an experimental pre-post design. To this end, 101 children whose word recognition performance in a standardized reading test was below the mean value in comparison to the classroom norm were randomly assigned to the experimental group or a waiting control group. Linear models revealed significant improvements in orthographic decoding in the experimental group after completion of the 24-session small group training. Children who received the training of repeated reading and segmentation of frequent syllables were able to recognize words faster and more accurately. These findings are further evidence of the effectiveness of the training for promoting the recognition of written words.