Phonological Acquisition - Science topic

I just finished my dissertation in which a few interviews were in foreign language. This is what I did, and it worked like a charm.

1. Code all interviews in their original language - without translation. In this, you will not loose the meaning.

2. Translate only those parts of the foreign-language-interviews, what you would like to it as quotes. This is so much easier.

Dear Saba

Your topic is interesting and useful but it is more related to terminology so it can not help me by now. But i really appreciate your interest to help.

Thank you

Dear Liqaa Habeb,

there is no simple answer to your question.

For one's first language (L1), any delay seems to affect the final attainment. The most systematic research in this area was done on deaf children acquiring sign language (see work by Rachel Mayberry, such as her article with Lock and Kazmi in Nature in 2002, available at http://grammar.ucsd.edu/mayberrylab/Publications.html ). This research is better controlled than case studies on feral children such as Genie (https://en.wikipedia.org/wiki/Genie_(feral_child)). 

For second language (L2) acquisition, the question regarding critical periods is still very controversial. Many researchers assume there are maturational constraints in brain development (i.e., loss of brain plasticity during childhood/adolescence) that result in a critical period even for second language acquisition. Generative linguists (influenced by Chomsky) might argue that the relevant mechanism is decreasing accessibility of 'Universal Grammar' (a kind of native bio-program thought to enable easy language acquisition in childhood). These approaches sometimes argue that 'critical periods' for L2 may be limited to the domains of grammar/syntax and phonology (sound system, thus resulting in foreign accents etc.), whereas the acquisition of new words and their meanings (lexical semantics) may not be subject to critical periods. In other words, critical periods may not affect all aspects of language equally, and the critical periods for different linguistic domains may happen at distinct times (the one for phonology likely being the first). However, not everyone agrees that there are critical periods at all. While it is true that second language learning tends to become more difficult with increasing age (hardly anyone would deny this), factors other than biological loss of brain plasticity may explain this. One such factor is the presence of your first language in your brain that competes with the new L2 for brain resources. Other factors contributing to one's success in L2 acquisition are: (i) the  similarity between L1 and L2, (ii) how you learn the L2 (classroom or immersion), (iii) whether you identify with the culture of your L1 or your L2, (iv) how motivated you are and why you learn the L2, ... and so on.  Unsurprisingly, brain imaging studies have significantly contributed to this research in the past 20 years. But again, while most early studies (prior to the year 2002) seemed to support the 'critical period hypothesis' in L2 acquisition, more recent work does not. My own work uses event-related brain potentials (ERPs), and I have argued that many early ERP studies supporting the CPH were methodologically problematic (if not flawed). I am attaching a recent overview article for your convenience. It also includes a brief intro to ERPs, so you don't have to be familiar with this technique. In the article you will also find lots of references to articles that either support or question the critical period hypothesis.

I hope this helps.

Cheers, Karsten 

Hi Valeria, Good to hear from you I am undertaking the research at pilot and laboratory scale. I will be operating four 7m2 raceway at our local wastewater treatment plant. I will also be doing laboratory experiments to support optimisation of the raceways. I have only just started the project and I have not selected any definite species as yet, however I will be bio-prospecting species from local wastewater treatment plants to locate a viable waste water species. some of my focus is to treat high strength centrate (digestate) so I will be focusing on ammonia tolerant species as part of tis research. I will keep you informed as the project develops.

Hello Bahia Dhwai,

The need for a  practical set of standards for evaluating teachers' reflections and effectiveness can guarantee that teachers have the proper qualifications for teaching. These standards should address a number of issues such as teachers' pedagogical and/ or  content knowledge , quality of instruction,  classroom climate , classroom management skills, teacher beliefs, and professional behaviors. Naturally, for evaluating the quality of teachers' reflections on their practices, you need to use qualitative methods of data collection such as interview, questionnaire, observation,  retrospective commentary, etc. By contrast, for a quantitative evaluation you need to use analytical methods like discourse analysis techniques. The following links can hopefully provide you with the related literature you are looking for.

Best of luck,

R. Biria

you might be interested in the Aljameel et al (2016) survey article about string similarity for the Arabic language (please see link)

Dear Sir/Mam

My study is based on the removal of Dye. I have gone through the procedure of enzyme activity which show  activity of Laccase. but I want to study the composition of enzyme which change after dye removal.

Does it have to be Spanish from Spain? And does it have to be secondary school? If not necessarily from Spain, than I might find some contact here in La Paz (like Instituto Americano: amerinst@amerinst.edu.bo), Bolivia. If not necessarily from secondary school I might find here at my University.

Please follow my previous presentations, and I think and hope you will find rich answer to your important question, also feel free and contact me again and again for more academic cooperation.

Regards,

Emad

Hi Arif,thanks a lot for your interest, I shall send more info to your mailbox.

Kind regards

Lucyna

Thank you, dear Elana!

Hm.. I wonder - how does it happen with the autistic group of children. They tend to reduce their communication in general, so perhaps their use of communicators is very limmited. Perhaps the use of interjections is not reduced? I am not aware of studies on this...

Dear Yahya Mobarakim,

I hope the following link is what you are looking for.

Best regards,

R. Biria

https://web.stanford.edu/class/.../Rickford-1985b-Ethnicity-as-a-Sociolinguistic-Boundary.pd..

Thanks, Natalie

Same answer, yes, as Conor Snoek's. Follow the link given there. TB

Dear Suha Balushah,

 Generally speaking, translation of data collecting instruments from one language to another language should satisfy the criteria of what is called  textual, dynamic equivalence across languages. More specifically, the translated instrument should cater to various dimensions of equivalence including semantic, conceptual  and normative equivalences. Notably, semantic

equivalence is to make sure that words and sentences in two languages represent the sames meaning. Conceptual equivalence, on the other hand, refers to the commonality of the concept across the targeted languages. Finally, Normative equivalence ensures  that the  translated text  should  pay attention to those  social norms that may be different in two languages. As an illustration, the researcher may decide to adjust some of the questions on the used questionnaire, which may violate the socioculural norms and values (e.g., issues specific to religion, health beliefs, etc) of the participants in the new context. 

Best regards,

R. Biria

Dear Nosheen,

Attached are relevant literature that may assist you.

Regards

Hi.. Mamata Nayak

My be this interesting for you.

Arabic Character Recognition System Development - ResearchGate

https://www.researchgate.net/.../259290862_Arabic_Character_Recognition_System_Development.

The 4th International Conference on Electrical Engineering and Informatics (ICEEI 2013). ArabicCharacter Recognition System Development. Iping Supriana.

 Prof. Peters,

Thank you very much for a speedy reply!

Rosanne

look this link:

Wow Thank you so much Adejoke! These are going to be very helpful for my research. 

Thank you for your responses.

I also agree that there the difference between simultaneous and sequential is not clear-cut. For that matter, a great many things regarding languages are not clear-cut, which I believe to be the fundamental flaw in attempting empirical research in applied linguistics. Nonetheless, I think research is necessary, but such blurred distinctions need to be taken into account.

In response to Yakobo Mutiti, I believe Vivian Cook suggested that taking a multicompetence approach, the input as well as resulting grammar knowledge would pass 'bilingually' through the LAD, allowing for a single bilingual grammar. However, as Chomsky's monolingual-centered theories and Cook's adaptations are still very opaque, I would like to return to my original question of how processing may be different.

In a sense, my question may be: is bilingualism cognitively the same for everyone, thus making acquisition of a third language the same across different 'types' of bilinguals?

 ¿De qué proyecto habla?

First thing is you may need to decide your basic vocabulary list based upon ESP. If there is one related to immediate environment of the learners can help bring change faster. I hope it helps!

Hi Douglas,

Please have a look at this post:

HTH.

Samer

Dear Michael.

My honest suggestion is follow grounded theory (Glaser) tradition. Basically interact with literature and your close observation. Thanks! 

Take a look to this case study: 

First Steps in the Acquisition of German Phonology: A Case Study*

Janet Grijzenhout & Sandra Joppen.