In order to determine whether durational variation in anticipatory and carryover vowel nasalizati... more In order to determine whether durational variation in anticipatory and carryover vowel nasalization (henceforth, "temporal nasalization patterns") is influenced more by phoneme inventory similarity or by phonotactic constraints, this study examined temporal nasalization patterns in American English (AmE) and Tagalog, two unrelated languages that have the same nasal consonant phonemes, across different places of articulation (/m, n, ŋ/), nasalization intervals (anticipatory, carryover), and boundary conditions (syllable: CVNVC, word: CVN#VC). Results showed that in both languages there was a place effect on nasalization duration (/ŋ/ greater than /m, n/), but the effect was stronger in AmE than in Tagalog. This difference between languages reflected the occurrence of a place effect for both nasalization intervals in AmE, but only for the carryover interval in Tagalog. There was an interval effect (anticipatory greater than carryover) in AmE but not in Tagalog. In addition, ...
Common to all who undertake the study of motivation and language education is the notion that the... more Common to all who undertake the study of motivation and language education is the notion that the more self-determined, internalized, the motivation is the more successful an L2 learner can become. However, common experience indicates that students seek value on the skills they learn specifically students in the tertiary level, which may not fit as something internally driven. Using Deci & Ryan's (1985) Self-Determination Theory, the present study measured the Extrinsic Motivation (EM; Ryan & Deci, 2000) levels of students across the four macro-skills of language. Correlation analyses revealed that the subjects (n=38) employ EM-Integration toward learning Listening and Speaking skills while EM-Identified Regulation toward Writing and Reading skills. Results suggest that providing pedagogical allowances to develop EM may also help improve English proficiency in a way that is meaningful for the students
Here is my first attempt in analyzing a large data set from Cashinahua. I am posting this as a k... more Here is my first attempt in analyzing a large data set from Cashinahua. I am posting this as a keepsake. Nevertheless, you are more than welcome to leave comments on where I can still improve. (I recognize that there are errors in this draft as well as haphazard presentation.)
Reading is an important skill for any language learner. In reading, fluency is its vital componen... more Reading is an important skill for any language learner. In reading, fluency is its vital component of developing competency. However, literature has mixed inclination whether to treat fluency or prosody as primary indicator of such competency. This paper attempts to provide a review of related literature in this regard. Amidst varying views concerning the causality of fluency and prosody, there seems to be a particular causality in play, and, thus, outlines the role of prosody as a component of reading fluency in general. More practically, it is reasonable to suggest that having a hierarchical view of prosody within fluency can effectively facilitate reading competency.
In order to determine whether durational variation in anticipatory and carryover vowel nasalizati... more In order to determine whether durational variation in anticipatory and carryover vowel nasalization (henceforth, "temporal nasalization patterns") is influenced more by phoneme inventory similarity or by phonotactic constraints, this study examined temporal nasalization patterns in American English (AmE) and Tagalog, two unrelated languages that have the same nasal consonant phonemes, across different places of articulation (/m, n, ŋ/), nasalization intervals (anticipatory, carryover), and boundary conditions (syllable: CVNVC, word: CVN#VC). Results showed that in both languages there was a place effect on nasalization duration (/ŋ/ greater than /m, n/), but the effect was stronger in AmE than in Tagalog. This difference between languages reflected the occurrence of a place effect for both nasalization intervals in AmE, but only for the carryover interval in Tagalog. There was an interval effect (anticipatory greater than carryover) in AmE but not in Tagalog. In addition, ...
Common to all who undertake the study of motivation and language education is the notion that the... more Common to all who undertake the study of motivation and language education is the notion that the more self-determined, internalized, the motivation is the more successful an L2 learner can become. However, common experience indicates that students seek value on the skills they learn specifically students in the tertiary level, which may not fit as something internally driven. Using Deci & Ryan's (1985) Self-Determination Theory, the present study measured the Extrinsic Motivation (EM; Ryan & Deci, 2000) levels of students across the four macro-skills of language. Correlation analyses revealed that the subjects (n=38) employ EM-Integration toward learning Listening and Speaking skills while EM-Identified Regulation toward Writing and Reading skills. Results suggest that providing pedagogical allowances to develop EM may also help improve English proficiency in a way that is meaningful for the students
Here is my first attempt in analyzing a large data set from Cashinahua. I am posting this as a k... more Here is my first attempt in analyzing a large data set from Cashinahua. I am posting this as a keepsake. Nevertheless, you are more than welcome to leave comments on where I can still improve. (I recognize that there are errors in this draft as well as haphazard presentation.)
Reading is an important skill for any language learner. In reading, fluency is its vital componen... more Reading is an important skill for any language learner. In reading, fluency is its vital component of developing competency. However, literature has mixed inclination whether to treat fluency or prosody as primary indicator of such competency. This paper attempts to provide a review of related literature in this regard. Amidst varying views concerning the causality of fluency and prosody, there seems to be a particular causality in play, and, thus, outlines the role of prosody as a component of reading fluency in general. More practically, it is reasonable to suggest that having a hierarchical view of prosody within fluency can effectively facilitate reading competency.
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