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Deutsch als Zweitsprache: Wo der Markt (zu gut) funktioniert ; German as a second language: Where the market works (too well)
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In: Magazin erwachsenenbildung.at (2017) 32, 6 S. (2017)
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Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates
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In: Electronic Theses and Dissertations (2017)
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| 63 |
Clinical reasoning of junior doctors in emergency medicine: a grounded theory study
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| 64 |
Neue Sprachen lehren und lernen: Fremdsprachenunterricht in der Weiterbildung
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In: Perspektive Praxis ; 236 (2017)
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Literalität als soziale Praxis: Bedeutungen von Schriftsprachlichkeit
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In: REPORT - Zeitschrift für Weiterbildungsforschung ; 34 ; 3 ; 36-47 ; Partizipation und Alphabetisierung/Grundbildung (2017)
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| 66 |
Fremdsprachen - Trendsprachen: Konjunkturen des Sprachenerwerbs Erwachsener am Beispiel des Volkshochschulangebots
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In: DIE Zeitschrift für Erwachsenenbildung ; 2 ; 45-48 ; Intimacy of Lifelong Learning .innere Seite des Lernens (2017)
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| 67 |
Dem "subjektiven Faktor" auf der Spur: die Geschichte der Erwachsenenbildung im Spiegel berufsbiografischer Generativität
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In: REPORT - Zeitschrift für Weiterbildungsforschung ; 34 ; 1 ; 61-76 ; Forschungsmethoden in der Weiterbildung (2017)
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| 68 |
High or low? Comparing high and low-variability phonetic training in adult and child second language learners
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Abstract:
Background: High talker variability (i.e., multiple voices in the input) has been found effective in training nonnative phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However, no study has directly compared the effectiveness of high versus low talker variability in children. Methods: Native Greek-speaking eight-year-olds (N = 52), and adults (N = 41) were exposed to the English /i/-/I/ contrast in 10 training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (four talkers) or low (one talker) variability training conditions. Results: Both age groups improved during training, and both improved more while trained with a single talker. Results of a three-interval oddity discrimination test did not show the predicted benefit of high-variability training in either age group. Instead, children showed an effect in the reverse direction—i.e., reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences between participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners. Discussion: This paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learners found in a previous paper (Giannakopoulou, Uther & Ylinen, 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature. ; British Academy Small grant (SG111965) Economic and Social Research Council (ES/K013637/2)
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Keyword:
adult second language learning; child second language learning; high-variability perceptual training; L2 phonetic contrasts; phonetic training; Q110 Applied Linguistics; second language
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URL: http://hdl.handle.net/10547/622117
https://doi.org/10.7717/peerj.3209
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| 69 |
The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?
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| 70 |
Introducing Young Adult Literature (YAL) in the English as a Foreign Language (EFL) Classroom: The Maze Runner (2009) by James Dashner
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| 71 |
Surface electromyographic control of a novel phonemic interface for speech synthesis
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| 72 |
Flipping the Classroom: Is it a flipping good idea, or a flop?
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In: James, T, Conradie, H, (2016). Flipping the Classroom: Is it a flipping good idea, or a flop?. 01-02 December 2016, FABENZ Biennial Conference, 3rd, 2016: Accessibility flexibility equity, Auckland, New Zealand, FABENZ, Hamilton, NZ, p. 1-16, http://fabenz.org.nz/conference/ (2016)
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| 73 |
Integration durch Bildung. Migranten und Flüchtlinge in Deutschland. Gutachten ...
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Integration durch Bildung. Migranten und Flüchtlinge in Deutschland. Gutachten
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In: Münster : Waxmann 2016, 327 S. (2016)
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Assessing Training Methods to Educate Dairy Workers
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In: Kansas Agricultural Experiment Station Research Reports (2016)
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'Please don't call me Mister': patient preferences of how they are addressed and their knowledge of their treating medical team in an Australian hospital
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Powerful Partnerships: A Community Program for Low Income, High School Dropouts and a University
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In: National Youth Advocacy and Resilience Conference (2016)
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GAME-BASED SECOND LANGUAGE VOCABULARY TRAINING: IMPLICATIONS FOR LEARNING OUTCOMES AND BRAIN FUNCTION
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Feedback on feedback – does it work?
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In: Helm, Francesca [Hrsg.]; Bradley, Linda [Hrsg.]; Guarda, Marta [Hrsg.]; Thouësny, Sylvie [Hrsg.]: Critical CALL. Proceedings of the 2015 EUROCALL conference, Padova, Italy. Dublin : Research-publishing.net 2015, S. 507-511 (2015)
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