Search

In a recent study, I demonstrated that large numbers of L2 (second language) speakers do not appear to influence the morphological or information-theoretic complexity of natural languages. This paper has three primary aims: First, I address recent criticisms of my analyses, showing that the points raised by my critics were already explicitly considered and analysed in my original work. Furthermore, I show that the proposed alternative analyses fail to withstand detailed examination. Second, I introduce new data on the information-theoretic complexity of natural languages, with the estimates derived from various language models—ranging from simple statistical models to advanced neural networks—based on a database of 40 multilingual text collections that represent a wide range of text types. Third, I re-analyse the information-theoretic and morphological complexity data using novel methods that better account for model uncertainty in parameter estimation, as well as the genealogical relatedness and geographic proximity of languages. In line with my earlier findings, the results show no evidence that large numbers of L2 speakers have an effect on natural language complexity. [ABSTRACT FROM AUTHOR]

With the rapid development of world Englishes (WEs) and multilingualism, pragmatic failure is still an unsolved matter for non-native speakers (NNSs). Although many studies have paid attention to technology application in second language acquisition (SLA), there are limited systematic reviews concerning technology-based instructions to develop English pragmatic competence for NNSs. This study gains a comprehensive overview to identify the situation and trend of technology-based instructions to develop English pragmatic competence for NNSs based on 20 articles from 2015 to 2023. Various findings indicate that based on technology instructions and technology resources, English pragmatic awareness and multidimensional development should be emphasized to foster English pragmatic competence among NNSs. Implications and suggestions are also provided for further research from this review. [ABSTRACT FROM AUTHOR]

The globalization of higher education has necessitated a comprehensive understanding of the English language as a pivotal medium for interdisciplinary learning. This paper explores the significance of English in fostering collaboration across diverse academic disciplines and enhancing the educational experience of students. It investigates how English serves as a bridge for communication among scholars and professionals from varied fields, facilitates access to a vast array of academic resources, and promotes critical thinking and innovation. Through qualitative analysis and case studies, the research illustrates how proficiency in English equips students with the necessary skills to engage in interdisciplinary projects and prepare for the demands of a global workforce. Furthermore, the paper highlights the challenges faced by non-native English speakers in interdisciplinary settings and proposes strategies to mitigate these barriers. The findings underscore the essential role of English in promoting interdisciplinary learning and preparing students for a multifaceted global landscape. [ABSTRACT FROM AUTHOR]

English as an International Language (EIL) constitutes a paradigm for the teaching of English from a pluri-centric linguistic, cultural, and pedagogical approach. This article reports on the partial findings of a Comparative Case Study (CCS) conducted to assess the manifestation of the notion of EIL in the curriculum policy documents of a selection of initial teacher education programs in Colombia. Qualitative Content Analysis (QCA) was applied to the curriculum policy documents of three English teacher education programs, and a descriptive account of the contents of these documents is given to support the reported assessment. The analysis revealed that the manifestation of EIL, whenever found, was mostly inferable in the documents of two programs in the functional dimension of EIL and in its dimension of Teacher Education, whereas one program’s document generally did not show manifestation of this paradigm.

The structure of language and researchers' perspectives on it have underpinned the evolution of second language pedagogy. Consequently, the progression of second language education can be categorized into three distinct stages. Initially, language education was synonymous with grammar instruction; subsequently, grammar was excluded from the curriculum; and finally, grammar instruction was reintegrated and complemented with communicative approaches. Thus, it is evident that grammar poses a significant challenge in second language education, a challenge that extends to teaching Persian grammar to non-native speakers. Moreover, a critical aspect of second language learning and instruction is the acquisition process—specifically, the stages second language learners navigate and the reasons behind them. Numerous scholars have explored this topic, including Manfred Pienemann, who in 1998 proposed the “Processability Theory.” This theory delves into the intricate process of second language grammar acquisition, positing that learners advance through a structured sequence known as the “Processability Hierarchy.” Processability Theory posits that second language learners sequentially master content words, function words, phrases, sentences, and subordinate clauses. Considering the discourse on the significance of grammar and the difficulties in learning and teaching specific grammatical structures in Persian, the researchers sought to explore the acquisition of causative constructions by non-native Persian speakers, employing Processability Theory. They then intended to develop a teaching model for these constructions, tailored for non-Iranian Persian learners, using the research outcomes. To accomplish this, they needed to ascertain the Processability Hierarchy stage at which each Persian causative construction is acquired. Following their investigations, they discovered that simple causative constructions are learned during the sentence processing stage, whereas complex causatives are mastered at the subordinate clause processing stage. Building on this, data was gathered using an interview technique, as recommended by the theory. The study involved 120 non-Iranian Persian learners across five proficiency levels: beginner, pre-intermediate, intermediate, upper-intermediate, and advanced. The data were scrutinized using analytical methods consistent with Processability Theory. The analysis confirmed the theory's prediction that Persian learners initially grasp simple causatives before moving on to complex ones. Moreover, it was established that learners progress through the periphrastic, unequal root, equal root, compound unequal, and mono-lexical causatives in sequence when learning simple causatives. For complex causatives, the order of acquisition was found to be agentive-obligative unrestricted, without implicit meaning, with negative implicit meaning, agentive-obligative permissive, and patientive-obligative compulsive. Ultimately, the research findings informed the creation of a model for teaching causative constructions in Persian to non-native speakers.

The emotional stance of the instructor in an educational video can influence the learning process. For this reason, we checked the first link of the cognitive-affective model of e-learning, namely, whether learners can recognize emotions that an instructor expresses only with their voice. Since English is not the native language for many learners and most instructional videos are produced in English, we tested for possible differences in emotion recognition between native and non-native speakers. We focused on positive emotions typically conveyed in such videos — enthusiasm and calmness. Native and non-native English speakers watched 12 short video clips about wood as a building material spoken by an instructor in different emotional tones — five videos expressed enthusiasm, five calmness, one boredom and one frustration. Participants rated the extent to which they thought the narrator expressed a specific emotion, the valence and activation level of the narration and solved an English vocabulary test. Both native and non-native speakers recognized the correct emotions (except for frustration), demonstrating the power of voice prosody to convey emotion in a multimedia learning scenario. Native speakers rated the enthusiastic videos more positively than non-native speakers, indicating a subtle difference in the way the two groups perceive emotions expressed through voice. [ABSTRACT FROM AUTHOR]

Arabic as a second language is an essential component of modern education. Speaking abilities are a crucial aspect of language mastery and play a crucial role in ensuring effective communication. However, there are still a significant number of students who are unable to adequately master speech skills. This issue has prompted numerous researchers to investigate strategies for acquiring abilities to speak. However, few scholars place a systematic literary emphasis on this subject. In order to resolve the identified issues, the purpose of this article is to examine the emphasis of systematic literature on recent studies concerning Arabic-speaking skills learning strategies among non-native speakers. This SLR writing procedure has referenced the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) writing standard. Four primary databases, Web of Science, Scopus, SAGE, and ERIC, were used to locate the articles and related resources included in this SLR. Based on thematic analysis, there are four primary themes in this SLR: 1) Cognitive 2) Teaching aids 3) Communication Strategy, and 4) Behavior. In order to improve speaking skills to a high level, the study recommends the use of learning strategies for speech skills practised in learning. [ABSTRACT FROM AUTHOR]

Learning the Arabic language through gamified methods is beneficial, particularly for beginners. Gamification provides an enjoyable and challenging experience for the learners, motivating them to become committed and participate in the classroom activity. The students develop a more competitive spirit and anticipate their chances of achieving high scores for each game level and ranking high against fellow learners. Game elements such as feedback and audio pronunciations assist in user engagement with the teacher and other learners. This systematic literature review critically synthesizes past literature to create an understanding of the application and effectiveness of gamified learning strategies for Arabic language learning. PRISMA technique was used to conduct a systematic review, and after final scrutiny, 15 articles were shortlisted for review. The findings suggested that gamification improves learner motivation, engagement, and achievement in mastery of Arabic vocabulary and grammar among non-native speakers. The degree of motivation is influenced by the teacher's perception, attitude, enthusiasm, and commitment to gamified learning strategies. The findings of this systematic review can help language instructing institutions to emphasize gamification to enhance the motivation of learners and increase their learning abilities. Moreover, it can be helpful for instructors of the Arabic language, and they can realize the importance of gamification in teaching Arabic to non-native speakers. [ABSTRACT FROM AUTHOR]

This study investigates the perceptions and attitudes of English teachers at the tertiary level about World Englishes, utilizing a qualitative-methods approach. Data were collected through semi-structured interviews with 14 teachers. The findings reveal that the majority of teachers view English as a crucial tool for global communication and professional development. Many teachers emphasize the significance of English in their professional lives, highlighting its role in teaching and connecting with the academic community. Additionally, the study underscores the importance of effective teaching skills over nativeness and flexibility in language use. Most teachers feel more comfortable speaking English with non-native speakers, citing familiarity and a non-judgmental environment. The preference for native teachers in teaching pronunciation and speaking skills is also noted. Overall, the study highlights the dynamic and inclusive nature of English as a global language and its multifaceted role in various aspects of life. These insights contribute to the understanding of English language teaching and the evolving perceptions of English in a globalized world. [ABSTRACT FROM AUTHOR]

Language and culture could not be learned and taught separately. Therefore, a learning material based on culture should be considered for a meaningful instructional process. This study is aimed to develop a culture based textbook for academic purpose using a model of teaching language and culture. This model includes language knowledge, language awareness, culture awareness, and culture experience. The first step (need assessment) concerning the need to develop a culture based textbook was done in the previous study by Zuchdi and Nurhadi (2019), while the level of students language competence and their cultural interest was done in the beginning of this study. This study was the development of an intercultural based textbook through these following procedures: defining objectives, identifying culture topics, developing materials and media of instruction, content layout and graphic design, internal and external review, try out for product validation, and developing final draft. Based on the survey, the majority of respondents were in level 3 and 4 of Indonesian language competence, so this textbook was developed for that levels. The respondents were students taking Indonesian language program in Ahmad Dahlan University in Yogyakarta. The data were collected using pretest-postest and instructor’s reflection, and then analyzed by finding out the difference between the scores category. Almost half of the pretest scores were in the low and medium category, while all of the postest scores were in the high category. Based on the the instructor’s reflection, the students were really involving to study using this textbook. It can be concluded that the culture based Indonesian language textbook for academic purpose is effective for teaching and learning Indonesian as a foreign language.

In a recent study, I demonstrated that large numbers of L2 (second language) speakers do not appear to influence the morphological or information-theoretic complexity of natural languages. This paper has three primary aims: First, I address recent criticisms of my analyses, showing that the points raised by my critics were already explicitly considered and analysed in my original work. Furthermore, I show that the proposed alternative analyses fail to withstand detailed examination. Second, I introduce new data on the information-theoretic complexity of natural languages, with the estimates derived from various language models—ranging from simple statistical models to advanced neural networks—based on a database of 40 multilingual text collections that represent a wide range of text types. Third, I re-analyse the information-theoretic and morphological complexity data using novel methods that better account for model uncertainty in parameter estimation, as well as the genealogical relatedness and geographic proximity of languages. In line with my earlier findings, the results show no evidence that large numbers of L2 speakers have an effect on natural language complexity.

Using videotaped interviews of beginner, intermediate, and native English speakers, we examined whether observers' perceptions of linguistic measures of accentedness, temporal fluency, lexicogrammar, and comprehensibility influenced their deception detection. We found that observers could detect differences in speech characteristics between proficiency levels, and that they were less able to detect deception among beginner speakers compared to intermediate and native speakers. Beginner speakers were also afforded more of a truth bias compared to intermediate, but not native speakers. Interestingly, observers' backgrounds, including prior exposure to non-native speech, did not influence their judgments. Rather, observers' discrimination and response bias appeared to be most affected by speakers' fluency and comprehensibility, respectively. This study is one of the first to separate and directly compare perceptions of linguistic characteristics and their role in deception detection. Findings raise questions about equitable deception detection in legal settings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Scientific Development for Studies & Research (JSD) is the property of Journal of Scientific Development for Studies & Research (JSD) 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.)

The Revised Hierarchical Model (RHM) proposed by Kroll and Stewart has been one of the most influential models of late multilingual language processing. While the model has provided valuable insights into language processing mechanisms, the role of contextual factors for the RHM has not been investigated to date. Such contextual effects could be manifold, including individual speakers' language profiles (such as age of acquisition, proficiency, and immersion experiences), experimental factors (such as different instruction languages), and environmental factors (such as societal language(s)). Additionally, it also appears promising to investigate the applicability of the RHM to non-native multilingual speakers from diverse backgrounds. To investigate whether some of the mentioned contextual factors affect non-native language processing, we designed three online experiments requiring answers in German and English, but tested speakers whose first language was neither German nor English. They performed a series of translation, picture-naming, and recall tasks based on Kroll and Stewart, as well as providing detailed information on their proficiencies, profiles of language use, and exposure. Experiment 1, conducted with speakers living in Germany, established the paradigm and investigated the role of individual differences in linguistic background. While Experiment 2 focused on the short-term effects of the experimental context by varying whether instructions were provided in German or in English, Experiment 3 examined the longer-term role of the current language environment by comparing individuals living in German-speaking countries with speakers living in societies where neither experimental language is spoken regularly. As in Kroll and Stewart, both the response language and the list type constituted key variables affecting response times and accuracy, known as language asymmetry and category interference. Importantly, the strength of this asymmetry was affected by participants' immersion experiences, suggesting a certain dynamic development in multilingual language processing. In addition, context also seemed to play a role for experimental performance, especially the language environment examined in Experiment 3. Hence, speakers' individual linguistic backgrounds and experience with the experimental languages, as well as additional contextual factors, need to be considered when conducting multilingual experiments and drawing conclusions about multilinguistic processing. [ABSTRACT FROM AUTHOR]

This instructional guide illuminates the path for educators, providing a robust framework to adeptly navigate the intricacies of commencing the teaching journey. It transcends mere subject mastery to spotlight essential elements vital for impactful teaching, encompassing delineated objectives, discerning text curation, and fostering an environment conducive to learning. By tackling an array of challenges, encompassing the selection of apt pedagogical approaches and the adept management of diverse student cohorts, meticulous preparation of instructional materials emerges as indispensable. This evaluation underscores the flexibility of the outlined model to seamlessly adapt to diverse educational landscapes and its potential to catalyze further exploration into innovative teaching methodologies and learning paradigms. [ABSTRACT FROM AUTHOR]

Due to the increasing number of international exchanges, foreign users have gradually become a significant consumer segment. Many of them are not proficient in the local language. Providing them with native language services will be an important trend, both from a business and a humanistic perspective. The purpose of this study is to investigate the fast-food restaurant ordering system that can provide multilingual services for foreigners, and to investigate factors that influence fast food restaurant consumers to adopt multilingual self-service ordering systems. Based on the characteristics of foreign users, we have proposed experience factors such as convenience, translation quality, social anxiety, and the Flow. According to research, the convenience of the service has a strong direct impact on consumers' intention to use, social anxiety has a weak direct impact on consumers' intention to use, and translation quality has a weak direct impact on consumers' intention to use through the intermediate variable of social anxiety. Particularly, Flow experience is not associated with intention to use. The Flow state is one in which users are completely immersed and do not notice time or the surroundings when the perceived difficulty of a task matches their abilities. The purpose of this study is to improve our understanding of the customer evaluation criteria for multilingual self-service systems, as well as to establish the MSSS model for future research on multilingual self-service systems.

Writing a scientifically sound manuscript in one’s mother tongue is difficult. This difficulty increases for authors writing in their second or third language. In English-language publishing, beyond writers’ grasp of the English language, cultural differences may be of concern, given that journals in different languages might follow distinct rules and logic. Therefore, for non-native English speakers, learning the proper rules of English scientific writing may be useful for publishing sound and logical articles. Herein, we summarize highlights of sound scientific writing for non-native English speakers, to help them smoothly transform their ideas into words.

Learning the Arabic language through gamified methods is beneficial, particularly for beginners. Gamification provides an enjoyable and challenging experience for the learners, motivating them to become committed and participate in the classroom activity. The students develop a more competitive spirit and anticipate their chances of achieving high scores for each game level and ranking high against fellow learners. Game elements such as feedback and audio pronunciations assist in user engagement with the teacher and other learners. This systematic literature review critically synthesizes past literature to create an understanding of the application and effectiveness of gamified learning strategies for Arabic language learning. PRISMA technique was used to conduct a systematic review, and after final scrutiny, 15 articles were shortlisted for review. The findings suggested that gamification improves learner motivation, engagement, and achievement in mastery of Arabic vocabulary and grammar among non-native speakers. The degree of motivation is influenced by the teacher’s perception, attitude, enthusiasm, and commitment to gamified learning strategies. The findings of this systematic review can help language instructing institutions to emphasize gamification to enhance the motivation of learners and increase their learning abilities. Moreover, it can be helpful for instructors of the Arabic language, and they can realize the importance of gamification in teaching Arabic to non-native speakers.

Given the challenges faced in enacting curricular expectations of developing intercultural communicative competence through the teaching of languages, this study reports on a language and culture assistants (LACs) programme that may offer a viable pathway for foreign language programmes around the world. We examine how local non-native speaker LACs developed intercultural pedagogical skills when placed in schools. Data analysed was collected from interviews, written and oral reflections and teaching resources. The participants were 10 advanced Spanish students from two New Zealand universities who supported 12 teachers across 12 classes (approximately 350 students) in six schools over 7 weeks. Findings reveal that LACs of this profile – both a learner of the language and an interculturally competent speaker) – may become role models for school-aged children of a language. Pedagogically, we found that the LACs were expert informants who translated their intercultural experiences into teachable content. [ABSTRACT FROM AUTHOR]

the study investigates the degree to which classroom activities in teaching Arabic language speaking skills for non-native speakers are used with regards to the perspective of their teachers. A random sample was chosen consisting of (186) male and female teachers in Amman, Jordan. The descriptive survey-based approach was used, including a questionnaire targeting the following five domains: recreational language activities, competition-based language activities, cooperative language activities, dialogue-based activities, and language simulation activities. The validity and reliability of the instruments were verified. It was found that the extent of carrying out classroom activities is moderate. Additionally, there is not any statistically significant difference (α = 0.05) due to gender. The researchers recommend conducting a similar study from the perspective of students. [ABSTRACT FROM AUTHOR]

Automated essay scoring (AES) has become a valuable tool in educational settings, providing efficient and objective evaluations of student essays. However, the majority of AES systems have primarily focused on native English speakers, leaving a critical gap in the evaluation of non-native speakers' writing skills. This research addresses this gap by exploring the effectiveness of automated essay-scoring methods specifically designed for non-native speakers. The study acknowledges the unique challenges posed by variations in language proficiency, cultural differences, and linguistic complexities when assessing non-native speakers' writing abilities. This work focuses on the automated student assessment prize and Khon Kaen University academic English language test dataset and presents an approach that leverages variants of the long short-term memory network model to learn features and compare results with the Kappa coefficient. The findings demonstrate that the proposed framework and approach, which involve joint learning of different essay representations, yield significant benefits and achieve results comparable to state-of-the-art deep learning models. These results suggest that the novel text representation proposed in this paper holds promise as a new and effective choice for assessing the writing tasks of non-native speakers. The result of this study can apply to advance educational assessment practices and promote equitable opportunities for language learners worldwide by enhancing the evaluation process for non-native speakers [ABSTRACT FROM AUTHOR]

Having error-free communication in air-to-ground communication is somewhat nonsensical in real-life conditions. Multiple factors, external or internal, inevitably cause miscommunication or misunderstanding. During unprecedented situations, the ability to adapt and language competency becomes a significant factor in ensuring that communication between pilots and air traffic controllers can succeed. Aviation English falls under English for Specific Purposes and acts as a lingua franca for aviation communication. Thus far, language training is still inadequate to prepare pilots and air traffic controllers during emergencies or non-routine situations. The open-ended survey was conducted before the first development phase of the aviation communication competence framework. The rationale of this survey is to understand the need and perception of aviation language among pilots and air traffic controllers. The findings suggest that although they feel confident using aviation English in radiotelephony, most agree that it is imperative to have language training to improve aviation communication safety and standardise aviation phraseology and language. The findings also suggest that fundamental English language proficiency and non-standard phraseology use reduce efficiency in aviation communication. Furthermore, cultural and linguistic diversity among pilots and air traffic controllers creates misunderstandings and non-understanding in interactions. These findings suggest that aviation language development and training can be improved by diligent monitoring and evaluating the current needs of pilots and air traffic controllers.

Best practice eyewitness interviewing mnemonics have not been tested with linguistically diverse samples. Cognitively complex mnemonics may overload non-native speakers’ cognitive resources, which are already engaged in speaking a non-native language. Social facilitation mnemonics may help non-native speakers, who might be hesitant to report details. The current study tested the reverse order mnemonic (cognitively complex) and a set of introductory instructions (social facilitation) compared to control interviews among native and non-native English speakers. Native speakers provided more details than nonnative speakers, particularly in the control interview condition. Both the reverse order and control conditions elicited newly generated details because of repeated questioning. Accuracy rates were comparable across language and interview conditions. Future research should develop an interviewing protocol that is sensitive to the challenges faced by nonnative speakers.

Recognition systems suffer from significant performance degradation when operating in foreign accent conditions. Speech rhythm, which is considered the most discriminating prosody parameter, has been proposed in the study to help recognition systems overcome the mismatching issue. Thus, the study presents a new approach to evaluating the MLP classifier based on the speech rhythm of native and non-native speakers by involving statistical knowledge. The gender of speakers was also investigated. Nine measures of speech rate were computed using the most established rhythm models. The set of statistical analyses was conducted to obtain an overall picture of speakers' rhythm variability. For the recognition tasks, the engine was learned and tested using a set of combined rhythm metric vectors. The statistical analysis results helped us to explain some unexpected recognition outcomes and to choose the most suitable rhythm metrics to achieve our objectives. From all the experiments, the most appropriate rhythmic metric to categorize native and non-native speakers is the framework that combines VarcoX and CCI rhythmic measures. The recognition accuracy then reached about 81%. The efficiency of the system increased by about 9% compared to the other configurations. The performance of the system increases significantly (87%) when only male rhythm values are used. [ABSTRACT FROM AUTHOR]

The emergence of Industrial Revolution 4.0 targets challenging the norm and pushing boundaries. Hence, educational institutions are expected to embrace a few methods to adopt technology as part of their instructional strategies. The incorporation of technology can nurture students' motivation to learn English, particularly grammar. While game-based grammar learning provides motivation, enjoyment, and acquisition of grammar knowledge, trends in using game-based grammar learning have not been scrutinised in the context of a systematic review. Therefore, this paper reviewed articles on game-based grammar learning beginning in 2016 through 2021. The review summarises articles in the following categories: 1) research contextual dimension, 2) methodological dimension, 3) game dimension, and 4) outcomes dimension. By reviewing 25 articles, this systematic review could serve as a guide for designing language teaching and learning activities using a game-based approach. Based on the findings, the paper presents implications and suggestions for future research in terms of optimised delivery of knowledge using game-based grammar learning. [ABSTRACT FROM AUTHOR]

The aim of the current research is to show the effect of using the strategy (PQ4R) in developing Kurdish reading skills for non-native speakers of fifth-year literary students and the trend towards language learning, its sample consisted of (89) students, (45) students representing the experimental group and (44) students The control group, the researchers prepared two tools to achieve the goals: testing Kurdish reading skills, reading health, speed of reading (60 words), and reading (20) paragraphs for two equally divided questions, the first is multiple choice and the second is filling in the blanks, and the second tool is a measure of the trend towards learning the Kurdish language component Of (25) items, the researcher used the statistical means such as the Pearson correlation coefficient, the distinction equation, the difficulty equation, the t-test of two separate and independent samples, the reading speed measurement equation and the ETA square (2) as well as the statistical bag (spss) for the social sciences used, the following results obtained: 1- There is no statistically significant difference between the mean scores of the members of the experimental and pre-controlled groups in the reading skills as a whole. 2- There is a statistically significant difference between the mean scores of the members of the experimental group before and after in the reading skills as a whole. 3- There is a statistically significant difference between the mean scores of the experimental group members and the validity of the scales of the dimensional trend. 4- The size of the effect of the independent variable strategy (PQ4R) on the two dependent variables (Kurdish reading skills, and the trend towards Kurdish language learning) among members of the experimental group, the effect size is significant. 5- There is a statistically significant difference between the mean scores of the members of the experimental and control research groups and in favor of the members of the experimental group in the Kurdish reading skills as a whole. 6- There is a statistically significant difference between the mean scores of the members of the experimental and remote control groups in the measure of the trend towards learning the Kurdish language and in favor of the members of the experimental group. The researchers came up with a set of conclusions, recommendations and proposals. [ABSTRACT FROM AUTHOR]

The Revised Hierarchical Model (RHM) proposed by Kroll and Stewart has been one of the most influential models of late multilingual language processing. While the model has provided valuable insights into language processing mechanisms, the role of contextual factors for the RHM has not been investigated to date. Such contextual effects could be manifold, including individual speakers’ language profiles (such as age of acquisition, proficiency, and immersion experiences), experimental factors (such as different instruction languages), and environmental factors (such as societal language(s)). Additionally, it also appears promising to investigate the applicability of the RHM to non-native multilingual speakers from diverse backgrounds. To investigate whether some of the mentioned contextual factors affect non-native language processing, we designed three online experiments requiring answers in German and English, but tested speakers whose first language was neither German nor English. They performed a series of translation, picture-naming, and recall tasks based on Kroll and Stewart, as well as providing detailed information on their proficiencies, profiles of language use, and exposure. Experiment 1, conducted with speakers living in Germany, established the paradigm and investigated the role of individual differences in linguistic background. While Experiment 2 focused on the short-term effects of the experimental context by varying whether instructions were provided in German or in English, Experiment 3 examined the longer-term role of the current language environment by comparing individuals living in German-speaking countries with speakers living in societies where neither experimental language is spoken regularly. As in Kroll and Stewart, both the response language and the list type constituted key variables affecting response times and accuracy, known as language asymmetry and category interference. Importantly, the strength of this asymmetry was affected by participants’ immersion experiences, suggesting a certain dynamic development in multilingual language processing. In addition, context also seemed to play a role for experimental performance, especially the language environment examined in Experiment 3. Hence, speakers’ individual linguistic backgrounds and experience with the experimental languages, as well as additional contextual factors, need to be considered when conducting multilingual experiments and drawing conclusions about multilinguistic processing.

Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts' beliefs about incorporating ICA in the Language Proficiency Assessment (LPA). Basic qualitative research design was employed and questions were emailed to 97 native and non-native language testing and assessment experts of whom 32 participants returned their responses (response rate = 33%). Moreover, 10 of the experts were interviewed to triangulate the data. The data were analyzed qualitatively and quantitatively. The results demonstrated that there were no significant differences between native experts and non-native experts' attitudes towards whether ICA should be included in the LPA. Despite this finding, some native speaker experts strongly disagreed with the notion while some other non-native scholars supported it. This study may be helpful to Teaching English as a Foreign Language (TEFL) assessment experts who argue for the inclusion of ICA in the LPA, believing that such an inclusion would benefit not only second language proficiency assessment but also efforts in designing more effective instructional syllabuses. [ABSTRACT FROM AUTHOR]

Non-Native Bilingual Parenting (NNBP) is an emergent type of bilingual family setting where parents decide to raise their children bilingually in their second language, despite living in monolingual communities where their native language is spoken. However, research into family bilingualism has not yet given it much attention aside from a few published case studies. The present survey study aimed to shed light on the complex landscape of NNBP by exploring the Family Language Policy (FLP) of NNB families and the key factors that shape their attitudes and linguistic practices; specifically the parents' competence in the target language. Data were collected in April 2021 by means of a parental self-report questionnaire and processed using IBM SPSS statistics software. The final sample included 62 families. Descriptive statistics revealed that One Parent One Language (OPOL) was the most common interaction strategy and that most parents used majority language with each other. Besides, the most frequent language socialization practices for this group were identified as well as their common ideologies. Most notably, low reported rates of code-mixing, a very strong impact belief and moderate concern about their non-native model. Nonparametric tests found that the parents' level of competence in the target language affected some of their attitudes and practices. These insights invite further exploration of the field of family bilingualism. [ABSTRACT FROM AUTHOR]

Having error-free communication in air-to-ground communication is somewhat nonsensical in real-life conditions. Multiple factors, external or internal, inevitably cause miscommunication or misunderstanding. During unprecedented situations, the ability to adapt and language competency becomes a significant factor in ensuring that communication between pilots and air traffic controllers can succeed. Aviation English falls under English for Specific Purposes and acts as a lingua franca for aviation communication. Thus far, language training is still inadequate to prepare pilots and air traffic controllers during emergencies or non-routine situations. The open-ended survey was conducted before the first development phase of the aviation communication competence framework. The rationale of this survey is to understand the need and perception of aviation language among pilots and air traffic controllers. The findings suggest that although they feel confident using aviation English in radiotelephony, most agree that it is imperative to have language training to improve aviation communication safety and standardise aviation phraseology and language. The findings also suggest that fundamental English language proficiency and non-standard phraseology use reduce efficiency in aviation communication. Furthermore, cultural and linguistic diversity among pilots and air traffic controllers creates misunderstandings and non-understanding in interactions. These findings suggest that aviation language development and training can be improved by diligent monitoring and evaluating the current needs of pilots and air traffic controllers. [ABSTRACT FROM AUTHOR]

Dialogue is one of the most important methods of achieving a desired goal and persuading others to accept a certain idea. This research aims to identify the effect of the role-play strategy on the development of dialogue skills among advanced-level students in the Arabic Language Teaching Unit for Non-Native Speakers at Qassim University. Using the quasi-experimental approach, the study was administered to 50 students, 25 students in the experimental group and the same number in the control group. The experimental group was taught through role-play, while the control group was taught through the traditional textbook-based methods. Quantitative data were collected by means of a dialogue skills assessment scale designed to assess the designated dialogue skills of the study sample. A quantitative analysis of the results showed a positive effect of role-play on the development of dialogue skills in terms of self-esteem, good listening, the expression of opinion, and respect for others. The results also showed that the simulation of real-life situations motivated students to develop dialogue skills in an organized manner. The results also highlighted the positive and negative aspects of using role-play in enhancing dialogue skills of learners of Arabic as a second language. The study recommends expanding the use of the role-play strategy in teaching the various basic skills of the Arabic language to the non-native speakers at Qassim University. It also suggests useful ideas for other researchers to study innovative techniques for improving the acquisition of language skills among learners of Arabic as a second language. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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.)

The article examines important methodological problem of teaching Russian in multi-ethnic classes in the current context of migration processes. The object of the research is the process of teaching Russian for school students, the subject is the thinking of the adaptive learning system of A.S. Granitskaya as presumably effective model of school students’ activity on Russian classes in multiethnic environment. The purpose of the article is to study the theoretical foundations and experience of forming an educational process in a multi-ethnic class in the course of teaching Russian; to present possible solutions to the analyzed problem based on the adaptive learning system of A.S. Granitskaya. An analysis of the theory and practice of teaching Russian for school students in a multi-ethnic class over the past decades has shown that various models of a multi-ethnic schools have been created, and their specifics is determined by the students themselves; methods for enriching the vocabulary and forming the grammatical structure of the speech of non-native speaker learners have been developed; the effectiveness of technologies (project activities, ICT, etc.) has been proven. Special attention has been given to the technology of A.S. Granitskaya – the adaptive learning system – as a possible way to solve the problem. The study shows how this technology can be adapted in teaching Russian for multi-ethnic students, and reveals the effective aspects of forming the educational process using this technology.

Abstracts in research articles play a crucial role in settling the impact of academic articles. However, despite the abundance of research on academic discourse, variation in its linguistic features among scholars from different academic cultures seems to have remained untouched. This corpus linguistics study presents a comparative analysis of interactional metadiscourse markers in 96 research article abstracts written in English by both Russian and Spanish scholars in the field of linguistics. The study is based on the assumption that the distribution of interactional metadiscourse devices is different in the abstracts produced by each group of scholars. This is because Spanish academic discourse has been influenced by the growing expansion of Anglophone academic conventions to a larger extent. The theoretical basis of the study is Hyland’s (2005) taxonomy of interactional metadiscourse markers, which offers a pragmatically-grounded method for studying different types of such markers in academic discourse. Findings revealed that Spanish scholars leave more traces of themselves in their writing and take far more explicitly involved positions than Russian scholars. These findings carry pedagogical implications for academic writing course designers and instructors and can enhance non-native English writers’ knowledge of culture-specific and international academic writing conventions in the discipline.

As immigration and homeland security become of greater concern both at a global and national level, it is imperative to review existing research on observers' ability to accurately detect deception in non‐native speakers. Objectives of this systematic review were to summarise the evidence on adult observers' ability to accurately detect deception in non‐native speakers compared to native speakers; identify response biases in observers' judgements when judging native versus non‐native speakers' statements; and explore whether differences in observers' deception detection accuracy varies across targets' proficiency levels. Two reviewers independently searched five databases and screened for all quantitative studies that met pre‐selected search criteria. Out of 1885 records identified through database searching, 11 studies met the inclusion criteria. Discriminability for non‐native speakers was above chance in four samples. Most studies found support for a lie bias when judging non‐native speakers and a truth bias when judging native speakers. In addition to further research, these results highlight the need for better reporting of stimuli and observer samples as well as a standardised measure of individuals' proficiency level. [ABSTRACT FROM AUTHOR]

Joint Terminal Attack Controllers (JTACs) direct close-air-support during NATO operations, however, non-native speaker JTACs struggle to meet the NATO English proficiency requirement. This paper examines the effects of including more "military flavour" (Green & Wall, 2005) in the oral proficiency interview (OPI) for JTACs, developed in accordance with NATO Standardisation Agreement (STANAG) 6001. The new test format, called the "OPI+" included linguistic tasks associating military content domains with the linguistic functions traditionally elicited in the OPI, allowing for comparisons to be made between the two. The test was tried on the Norwegian JTAC selection course (N = 25). Test-taker performance was holistically rated in accordance with STANAG 6001, and candidate output on four OPI+ tasks later transcribed and analysed using discourse analytic measures. Findings suggest that while adding more professional flavour to the test of speaking will improve face validity, test-takers' qualitative and quantitative performance will not be significantly affected, as long as the language functions elicited remain the same. Moreover, when it comes to testing the professional language JTACs need in the target language use situation, the standard STANAG 6001 OPI test format apparently leaves something to be desired. • Effects of including military content in an oral proficiency interview were measured. • Discourse analytic measures were performed in addition to holistic ratings. • A general proficiency rating scale was used. • Inclusion of professional, domain-specific content increased face validity. • Professional, domain-specific content did not improve qualitative performance. [ABSTRACT FROM AUTHOR]

The increasing number of aircraft flying around the world has led to the requirement for air traffic controllers to improve their communication skills to face high demand traffic in the future. The paper examines the communication errors in the pilot-controller communication of six ab-initio air traffic controllers during simulation training. More than three hours of conversation were collected and analyzed qualitatively using conversational analysis. The transcribed data yielded a total of 62 instances of communication errors. The data revealed that clarity and pronunciation of ab-initio controllers contributed to problematic communication and reduced the efficiency of the air traffic controllers in communicating. In contrast, pronunciation errors rarely diminished comprehension amongst the controllers and pilots who share a similar first language and are familiar with the use of English in a lingua franca setting. The study also describes other instances of communication errors in pilot-controller communication. The results indicate that ab-initio air traffic controllers need to be proficient in three main areas in pilot controller communication to improve their performance: aviation phraseology, aviation English, and aviation knowledge. The findings suggest that pilots and air traffic controllers should achieve level 4 (operational) in aviation language proficiency test, before proceeding to aviation training that requires them to be proficient in their language skills.

Although it is commonly known that the dominant trend in the development of modern post-industrial society is globalization, today we can already talk about glocalization as a bidirectional process of integration and localization, complementary to the dialectical development of mankind. This process implies the unification of all spheres of social life in a single global space and the isolation of individual regions and ethnic groups as a protective reaction to preserve their uniqueness and identity. The described social trends are now becoming decisive for the development of the education system as the main social institution. Migration processes and related problems of integrating migrants into a new society, preserving the national language and culture, searching for identity - all these phenomena necessitate innovative methodological solutions that should be implemented in the context of learning the Russian language at a multicultural Russian school. The article considers topical problems related to the implementation of the program of teaching the Russian language in a multicultural environment. The authors propose a conceptual definition of a multicultural school. They analyze the pedagogical experience of individual educational institutions developing their own training methods for use in a multicultural environment. This analysis makes it possible to identify socio-adaptive, cultural, psychological and linguistic aspects of teaching Russian in a multicultural school. Along the way, an increase in the psychoemotional burden of teachers working in multi-ethnic classes is noted. Additionally, the effective experience of implementing preschool language training of non-native speakers in the Moscow region is analyzed. In line with the above, the authors review the current situation with regard to teaching the Russian language in the multiethnic regions of Russia through the example of the Republics of Sakha (Yakutia) and Tatarstan. In particular, it is noted that for the regions of the Russian Federation it is methodologically incorrect to use the term multicultural school, since in the national constituent entities of the Russian Federation there is a special type of national school, and a program for studying Russian as a non-native language is also being implemented.

This study investigates the practices of native, native-like and non-native speakers of English in academic writing. The researchers developed and validated a survey with Likert items. The items in the survey were created using the researchers’ personal experience, the literature and an open-ended survey with three items administered to 31 researchers. The resulting survey was validated through cognitive interviewing and piloting with 30 respondents. The survey conducted with 190 participants provided comparative insight into how the three groups differ in their use of technology, strategies and dictionaries along with challenges they faced in academic writing. The results globally indicated that non-native speakers used strategies more frequently than native-like English speakers or native speakers. Similarly, the integration of technology into academic writing process and dictionary use were a favourite activity among the non-native speakers. However, all three groups of researchers experienced similar challenges in academic writing, which globally suggests that language per se is not enough for success in scholarly writing and publishing. Keywords: academic writing, native speakers, non-native speakers, strategies

In recent decades, the issue of being a native English-speaking teacher (NEST) or a non-native English-speaking teacher (NNEST) has become an increasingly important area of study in non-native Englishspeaking countries. However, in some academic institutions, not all non-native speakers (NNSs) and NNS teachers are treated the same way because of the perception that one group is better than the other, which could negatively affect the teaching process as a whole. For this reason, this study endeavours to investigate Saudi students' achievements in four English courses. By adopting a quantitative design for collecting and analysing data, students' scores in English courses taught by both NESTs and NNESTs were compared and statistically analysed. The findings revealed that students performed equally in the exams regardless of their English teachers' nationalities and mother tongues. Such findings suggest that both NESTs and NNESTs had their own contributions to the profession if they were given equal support and working conditions. Finally, the study concluded with some suggestions and recommendations for further research. [ABSTRACT FROM AUTHOR]

Glocalization is a trend that requires individuals to be literate in their native languages and a target language. The use of a foreign language or a non-native language leads to language anxiety. This review paper aims to look into the commonalities and the gaps in the read studies. The researcher found that language anxiety happens in foreign language learning and teaching and at the macro-level of learning. With this, the studies used scales to measure the levels of anxiety of the respondents; they also aimed to study the precedents and effects of language anxiety and the coping strategies of learners and teachers to lessen language anxiety. Finally, gaps in the studies include a need for a language teaching anxiety focusing on macro skills of the teachers; mixedmethod studies are rare for qualitative methods and a need to employ effective strategies to cope with language anxieties. [ABSTRACT FROM AUTHOR]