Bibliografías temáticas / Foreign speakers

Literatura académica sobre el tema "Foreign speakers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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Artículos de revistas sobre el tema "Foreign speakers"

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Gnevsheva, Ksenia y Daniel Bürkle. "Age Estimation in Foreign-accented Speech by Native and Non-native Speakers". Language and Speech 63, n.º 1 (13 de febrero de 2019): 166–83. http://dx.doi.org/10.1177/0023830919827621.

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Current research shows that listeners are generally accurate at estimating speakers’ age from their speech. This study investigates the effect of speaker first language and the role played by such speaker characteristics as fundamental frequency and speech rate. In this study English and Japanese first language speakers listened to English- and Japanese-accented English speech and estimated the speaker’s age. We find the highest correlation between real and estimated speaker age for English listeners listening to English speakers, followed by Japanese listeners listening to both English and Japanese speakers, with English listeners listening to Japanese speakers coming last. We find that Japanese speakers are estimated to be younger than the English speakers by English listeners, and that both groups of listeners estimate male speakers and speakers with a lower mean fundamental frequency to be older. These results suggest that listeners rely on sociolinguistic information in their speaker age estimations and language familiarity plays a role in their success.
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Bazzi, Luca, Susanne Brouwer, Margarita Planelles Almeida y Alice Foucart. "Would you respect a norm if it sounds foreign? Foreign-accented speech affects decision-making processes". PLOS ONE 17, n.º 10 (5 de octubre de 2022): e0274727. http://dx.doi.org/10.1371/journal.pone.0274727.

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Does listening to a foreign-accented speaker bias native speakers’ behavior? We investigated whether the accent, i.e., a foreign accent versus a native accent, in which a social norm is presented affects native speakers’ decision to respect the norm (Experiments 1 and 2) and the judgement for not respecting it (Experiment 2). In Experiment 1, we presented 128 native Spanish speakers with new social norms, adapted from the measures imposed by the Spanish Government to fight the Covid-19 pandemic (e.g., ‘To avoid the spread of the Covid-19 virus, keep your distance’), whereas in Experiment 2, we presented 240 native Spanish speakers with everyday social norms learned from childhood (e.g., ‘Not littering on the street or in public places’), that have an intrinsic cultural and linguistic link. In Experiment 1, the norms were uttered either in a native accent, or in a foreign accent unfamiliar to our participants to avoid stereotypes. In Experiment 2, we added an accent negatively perceived in Spain to assess the role of language attitudes on decision making. Overall, accent did not directly impact participants’ final decisions, but it influenced the decision-making process. The factors that seem to underlie this effect are emotionality and language attitudes. These findings add up to the recent Foreign Accent effect observed on moral judgements and further highlight the role of the speaker’s identity in decision making.
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WEATHERHEAD, Drew, Ori FRIEDMAN y Katherine S. WHITE. "Preschoolers are sensitive to accent distance". Journal of Child Language 46, n.º 6 (13 de agosto de 2019): 1058–72. http://dx.doi.org/10.1017/s0305000919000369.

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AbstractCan children tell how different a speaker's accent is from their own? In Experiment 1 (N = 84), four- and five-year-olds heard speakers with different accents and indicated where they thought each speaker lived relative to a reference point on a map that represented their current location. Five-year-olds generally placed speakers with stronger accents (as judged by adults) at more distant locations than speakers with weaker accents. In contrast, four-year-olds did not show differences in where they placed speakers with different accents. In Experiment 2 (N = 56), the same sentences were low-pass filtered so that only prosodic information remained. This time, children judged which of five possible aliens had produced each utterance, given a reference speaker. Children of both ages showed differences in which alien they chose based on accent, and generally rated speakers with foreign accents as more different from their native accent than speakers with regional accents. Together, the findings show that preschoolers perceive accent distance, that children may be sensitive to the distinction between foreign and regional accents, and that preschoolers likely use prosody to differentiate among accents.
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Zeisler, Bettina. "Context! Or how to read thoughts in a foreign language". Journal of South Asian Languages and Linguistics 3, n.º 2 (1 de septiembre de 2016): 197–221. http://dx.doi.org/10.1515/jsall-2016-0010.

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AbstractBased on personal experience during long term fieldwork in Ladakh, this article will discuss a special technique for field research. It will emphasise the need to access the speakers’ creative unconsciousness by applying the time-consuming ‘ping-pong game’, that is, by confronting every speaker with real language data, by rechecking each speaker’s statement with at least one other speaker, and by feeding back evaluations from a second or third speaker to an original speaker and back in an almost endless repetition. A special focus here will be on the collection of compounds showing the phenomenon of consonant migration and on data gathering with respect to verb semantics and verb valency.
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Foucart, Alice y Susanne Brouwer. "Is There a Foreign Accent Effect on Moral Judgment?" Brain Sciences 11, n.º 12 (10 de diciembre de 2021): 1631. http://dx.doi.org/10.3390/brainsci11121631.

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Recent studies have shown that people make more utilitarian decisions when dealing with a moral dilemma in a foreign language than in their native language. Emotion, cognitive load, and psychological distance have been put forward as explanations for this foreign language effect. The question that arises is whether a similar effect would be observed when processing a dilemma in one’s own language but spoken by a foreign-accented speaker. Indeed, foreign-accented speech has been shown to modulate emotion processing, to disrupt processing fluency and to increase psychological distance due to social categorisation. We tested this hypothesis by presenting 435 participants with two moral dilemmas, the trolley dilemma and the footbridge dilemma online, either in a native accent or a foreign accent. In Experiment 1, 184 native Spanish speakers listened to the dilemmas in Spanish recorded by a native speaker, a British English or a Cameroonian native speaker. In Experiment 2, 251 Dutch native speakers listened to the dilemmas in Dutch in their native accent, in a British English, a Turkish, or in a French accent. Results showed an increase in utilitarian decisions for the Cameroonian- and French-accented speech compared to the Spanish or Dutch native accent, respectively. When collapsing all the speakers from the two experiments, a similar increase in the foreign accent condition compared with the native accent condition was observed. This study is the first demonstration of a foreign accent effect on moral judgements, and despite the variability in the effect across accents, the findings suggest that a foreign accent, like a foreign language, is a linguistic context that modulates (neuro)cognitive mechanisms, and consequently, impacts our behaviour. More research is needed to follow up on this exploratory study and to understand the influence of factors such as emotion reduction, cognitive load, psychological distance, and speaker’s idiosyncratic features on moral judgments.
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Kuntarto*, Niknik M. "Portrait of indonesian usage in gafabaca's children's story book series; gafabaca series 1 and 2, fish series, and cat series". Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, n.º 1 (25 de julio de 2019): 27–40. http://dx.doi.org/10.30998/jh.v1i1.32.

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Talking is one and the four skills in language that is productive and active Because of them that, a lot of foreign speakers have difficulty when first learning to speak in Indonesian one problem often encountered is the limited vocabulary that is owned by a foreign speaker Many instructional media offered to increase the amount of vocabulary for speakers Asung, one of which is the media images media images can increase 400% ability of foreign speakers in remembering vocabulary in the classroom, therefore, the authors developed a media joyful learning in the form of a comic comics is a combination of pictures and words capable of arouse and excite the foreign speakers to continue to learn to speak in a way that is fun this paper will describe a form of learning berbucara who could inspire and stimulate foreign speakers as well as fun in the classroom through the comic making it easier for foreign speakers achieve the goal of learning to speak.
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Ramliyana, Randi. "Comic "Gora" in the textbook serial BIPA Dahsyat: media increase vocabulary mastery in learning Indonesian for foreign Speakers". Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, n.º 1 (25 de julio de 2019): 79–84. http://dx.doi.org/10.30998/jh.v1i1.39.

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Talking is one and the four skills in language that is productive and active Because of them that, a lot of foreign speakers have difficulty when first learning to speak in Indonesian one problem often encountered is the limited vocabulary that is owned by a foreign speaker Many instructional media offered to increase the amount of vocabulary for speakers Asung, one of which is the media images media images can increase 400% ability of foreign speakers in remembering vocabulary in the classroom, therefore, the authors developed a media joyful learning in the form of a comic comics is a combination of pictures and words capable of arouse and excite the foreign speakers to continue to learn to speak in a way that is fun this paper will describe a form of learning berbucara who could inspire and stimulate foreign speakers as well as fun in the classroom through the comic making it easier for foreign speakers achieve the goal of learning to speak.
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Burda, Angela N., Carlin F. Hageman, Julie A. Scherz y Harold T. Edwards. "Age and Understanding Speakers with Spanish or Taiwanese Accents". Perceptual and Motor Skills 97, n.º 1 (agosto de 2003): 11–20. http://dx.doi.org/10.2466/pms.2003.97.1.11.

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This pilot study concerned the intelligibility of accented speech for listeners of different ages. 72 native speakers of English, representing three age groups (20–39, 40–59, 60 and older) listened to words and sentences produced by native speakers of English, Taiwanese, and Spanish. Listeners transcribed words and sentences. Listeners also rated speakers' comprehensibility, i.e., listeners' perceptions of difficulty in understanding utterances, and accentedness, i.e., how strong a speaker's foreign accent is perceived to be. On intelligibility measures, older adults had significantly greater difficulty in understanding individuals with accented speech than the other two age groups. Listeners, regardless of age, were more likely to provide correct responses if they perceived the speaker easier to understand. Ratings of comprehensibility were highly correlated with ratings of accentedness.
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Rosenhouse, Judith. "Native Speakers Pronunciation of Foreign Names". Babel. Revue internationale de la traduction / International Journal of Translation 46, n.º 3 (31 de diciembre de 2000): 245–59. http://dx.doi.org/10.1075/babel.46.3.05ros.

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Due to various reasons, proper names (personal names) are often considered a separate group within the noun category of a language. Nowadays, foreign names are much more wide-spread, perhaps, than ever before. This fact causes pronunciation difficulties to speakers in the native-language environment. Moreover, the foreign origin of a name remains long after an individual’s immigration, and many foreign names are integrated into the absorbing language. Two problem areas arise for speakers of a certain language who have to pronounce foreign names: on the written modality level, letter-to-sound correspondence, and on the aural modality, the pronunciation of the foreign name (according to the speaker’s L1). These issues require decisions about phonological and phonetic features of the foreign language which are to be adopted or discarded in pronouncing a name. Based on our field study, various solutions of these problems are here described and discussed. It appears that native speakers of English (not only American English, as our study reveals) do not base their decisions only on the graphic form of the names (letter sequences); their experience with other languages affects their productions. In addition, not all letter sequences yield identical pronunciation decisions. Thus, solutions are not uniform. Examples are given from French surnames and personal names that occur in English in the USA.
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RODRIGUEZ-CUADRADO, SARA, CRISTINA BAUS y ALBERT COSTA. "Foreigner talk through word reduction in native/non-native spoken interactions". Bilingualism: Language and Cognition 21, n.º 2 (11 de octubre de 2017): 419–26. http://dx.doi.org/10.1017/s1366728917000402.

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We explore the properties of foreigner talk through word reduction. Word reduction signals that the speaker is referring to the same entity as previously and should be preserved for foreigner talk. However, it leads to intelligibility loss, which works against foreigner talk. Pairs of speakers engaged in a task where native speakers talked either to a native or non-native listener. Natives talking to non-natives performed foreigner talk for duration and intensity. Duration and intensity were reduced for native and non-native listeners equally. These results suggest that word reduction is insensitive to communicative adjustments in the context of foreign talk.
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Tesis sobre el tema "Foreign speakers"

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Onditi, Tom L. S. "The acquisition of English wh-interrogatives by Dholuo L1 speakers". Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239500.

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Sugirin, (Sugirin) y sugirin@uny ac id. "The comprehension strategies of above average English as a foreign language (EFL) readers". Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.

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The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.
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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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Ryan, Ann Margaret Gitzean. "Vowel blindness in Arabic learners of English". Thesis, Swansea University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570310.

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Wu, Mian y 吴冕. "Speech perception of English as a foreign language by Mandarin Chinese speakers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206725.

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Childress, Anita Gaye. "An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.

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The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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Picard, Michelle Yvette. "The serpent both in water and on land : a critical phenomenological investigation of foreign students' experiences of learning English in South Africa". Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002639.

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In this dissertation I attempt to examine “the experience of the perspective” of foreign students introduced into English classrooms in South Africa. I acknowledge the importance of focussing on the individual’s narrative, since it is “only through an unconscious synthetic activity of consciousness” that perspectives are connected together (Carspeken 1996:11), but, along with Freire, I believe that “generative themes” can only be investigated in “man-world relationships”. The researcher needs to examine the phenomenon in context of the world that it originated from, since “historical themes are never isolated , independent, disconnected or static” (Freire 1972: 73). In this dissertation I, therefore, carefully follow the classic phenomenological steps to analyse data from my respondents and then immediately contextualise it in term of literature about the learners background, the educational and political system in which they currently find themselves as well as general literature about the phenomenon of immigrants and learning of a second language. The premise underlying this research is the “taken-for-granted certainty” (Carspeken 1996:11) that there is something unique in the South African situation which results in foreign students experiencing the learning of English in a particular way within this context.
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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Kennedy, Sara 1973. "Second language learner speech and intelligibility : instruction and environment in a university setting". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115651.

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The purpose of this study was to investigate changes in the pronunciation and intelligibility of instructed and uninstructed second language (L2) learners over time, and to identify instructional, environmental, and methodological factors playing a role in pronunciation and intelligibility.
Seventeen L2 graduate students at an English-medium university recorded three personal anecdotes over five months. The students also regularly logged their exposure to and use of English. Nine of the students (instructed group) were concurrently taking an oral communication course focussing on suprasegmental pronunciation. Classroom instruction was regularly observed and recorded. All 17 students were interviewed at the end of the study.
L1 listeners heard anecdotes from three instructed and three uninstructed students, matched for length of residence and first language (L1). Listeners also heard anecdotes from four L1 English speakers. One group of listeners retold each anecdote after hearing it (discourse-level task). The other group paused the recording of each anecdote whenever a word was unclear (word-level task). Each group of listeners also rated excerpts for accentedness, comprehensibility, and fluency.
Results of quantitative and qualitative analyses showed that: (a) no unambiguous changes in the pronunciation or intelligibility of either L2 learner group occurred over time; (b) word-level intelligibility measures more consistently differentiated L1 and L2 groups, and the instructed and uninstructed L2 groups; (c) compared to the instructed group, the uninstructed group logged relatively more English exposure/use for academic activities and relatively less for interactive social activities; (d) many instructed L2 learners did not believe that their pronunciation had noticeably improved, but almost all expressed satisfaction with their ability to communicate in English; (e) at the end of the study, many uninstructed learners reported persistent difficulties in communicating in English.
The results suggest that instruction in suprasegmental aspects of pronunciation sometimes may not lead to improved intelligibility or pronunciation. In addition, some L2 learners can be as intelligible as L1 speakers, depending on the listening task. Finally, results suggest that L2 learners' perceptions of their communicative ability and their patterns of L2 exposure/use are related. Implications for university preparation and support programs for L2 graduate students are discussed.
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Subiabre, Ubilla Paulina Beatriz. "A phonetic variationist study on Chilean speakers of English as a foreign language". Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6363/.

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Variationist research in the Labovian paradigm has traditionally looked at the structured heterogeneity found in first language (L1) speech. More recently this quantitative methodology has been applied to speakers acquiring a second language (L2), usually in immigrant settings. This research has shown that alongside well documented L2 acquisition processes, sociolinguistic patterns are also found, just as in native speech. This dissertation examines the speech of native speakers of Spanish acquiring English in Chile, extending traditional quantitative methodology to L2 contexts, specifically to English as a foreign language (EFL) situations. I examine the variation of four phonetic variables: voiceless alveolar fricative (ʃ), voiceless alveolar affricate (ʧ), and postvocalic (r), which range from stigmatised to prestigious in both Spanish and English; and voiced dental fricative (ð), which has been extensively documented in English, mainly constrained by linguistic factors. Through the analysis of the speech of eighteen university students, I seek to test, firstly, whether the patterns of variation characteristic of Chilean Spanish are transferred to English and secondly, whether the variation exhibited by native speakers of English is replicated in EFL contexts. The results suggest that: (1) the expected transfer of patterns from Chilean Spanish to English does not occur for the variables (ʃ) and (ʧ), and (2) the patterns found in non- native speech in EFL contexts replicates the patterns found in native speakers of English for the variables voiced dental fricative (ð) and postvocalic (r). Amongst the social factors considered, the effect of social class is shown to contribute to the variation of postvocalic (r) and (ʃ), as years of instruction in English did to the variation of (ʃ); in relation to the contribution of internal factors, it is found that phonetic environment and position have an effect on the varying use of (ʃ) and (ð). As predicted for (ð), the effect of purely linguistic factors is confirmed. Thus this study demonstrates that the notion of structured heterogeneity can be extended to contexts of EFL, especially in relation to the effect of internal constraints.
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Libros sobre el tema "Foreign speakers"

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Dale, Paulette. English pronunciation for Japanese speakers. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.

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Compton, Arthur J. Pronouncing English for Mandarin speakers. San Francisco: Carousel House, 1999.

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Compton, Arthur J. Pronouncing English for Slavic speakers. San Francisco: Carousel House, 1999.

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Goslin, Benjamin du Plessis. Zulu for English speakers. Pietermaritzburg, South Africa: Shuter & Shooter, 1992.

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Lacie, Christina. Barron's English for foreign language speakers: The easy way. Hauppauge [NY]: Barron's Educational Series, 2008.

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Lacie, Christina. Barron's English for foreign language speakers: The easy way. Hauppauge [NY]: Barron's Educational Series, 2008.

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Uchiyama, Rollins Yuriko, ed. Japanese for young English speakers. [Nagoya-shi]: Published for Kawai Institute for Culture and Education, 1994.

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Dale, Paulette. English pronunciation for Spanish speakers: Vowels. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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U, In-hye. Easy Korean grammar: For English speakers. Sŏul-si: Hanguk Munhwasa, 2000.

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Britt, Greg. TOEFL prep for Chinese speakers. Me xico, D.F.]: [BSL Books], 2010.

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Capítulos de libros sobre el tema "Foreign speakers"

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Kupisch, Tanja, Neal Snape y Ilse Stangen. "Foreign language acquisition in heritage speakers". En Hamburg Studies on Linguistic Diversity, 99–122. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/hsld.2.08kup.

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McLelland, Nicola. "Which languages do English speakers want to learn?" En Teaching and Learning Foreign Languages, 5–38. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315624853-2.

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Iaia, Pietro Luigi. "The Representation of Foreign Speakers in TV Series". En Linguistic and Cultural Representation in Audiovisual Translation, 147–62. New York : Routledge, [2018] | Series: Routledge Advances in translation and interpreting studies, 32: Routledge, 2018. http://dx.doi.org/10.4324/9781315268552-9.

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Teng, Mark Feng y Barry Lee Reynolds. "English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?" En English Literacy Instruction for Chinese Speakers, 3–13. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_1.

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Teng, Mark Feng y Barry Lee Reynolds. "English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications". En English Literacy Instruction for Chinese Speakers, 369–78. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_22.

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Ateeq, Mohammad y Abualsoud Hanani. "Speech-Based L2 Call System for English Foreign Speakers". En Speech and Computer, 43–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26061-3_5.

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Stangen, Ilse, Tanja Kupisch, Anna Lia Proietti Ergün y Marina Zielke. "Foreign accent in heritage speakers of Turkish in Germany*". En Hamburg Studies on Linguistic Diversity, 87–108. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/hsld.4.04sta.

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Sitaresmi, Nunung, Lilis Siti Sulistyaningsih, Rahmawati y Rohima Auliya Sukmawaty. "Indonesian Pronunciation Skills of Korean Speakers as Indonesian Language Program for Foreign Speakers Learning Materials". En Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 389–94. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-91-6_61.

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Bui, Gavin y Rhett Yu. "Spaced Multi-draft Composing and Feedback in Mainland Chinese English as a Foreign Language Secondary School Writing Literacy". En English Literacy Instruction for Chinese Speakers, 127–41. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_8.

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Mikić Čolić, Ana y Ivana Trtanj. "Discourse Competence of Speakers of Croatian as a Foreign Language". En Примењена лингвистика данас, 77–92. Београд: Универзитет у Београду, Филолошки факултет, 2020. http://dx.doi.org/10.18485/dpls_pld.2020.6.ch4.

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Actas de conferencias sobre el tema "Foreign speakers"

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"Foreign keynote speakers". En 2019 International Conference on Electrical, Communication, and Computer Engineering (ICECCE). IEEE, 2019. http://dx.doi.org/10.1109/icecce47252.2019.8940660.

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Ruslan, Titin, Fikri Hakim y Shinta Rosiana. "Teaching Model in Writing Indonesian for Advanced Foreign Speakers (Practical Study of Writing Skills for Foreign Speakers)". En Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295087.

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Stouten, Frederik y Jean-Pierre Martens. "Recognition of foreign names spoken by native speakers". En Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-576.

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Cucchiarini, Catia y Lou Boves. "Automatic assessment of foreign speakers' pronunciation of dutch". En 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA: ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-247.

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Kiseleva, O. V. y Salifu Issyaku Zinedin. "FEATURES OF ERRORS IN THE SPEECH OF FOREIGN CADETS (FOREIGN SPEAKERS) STUDYING THE RUSSIAN LANGUAGE". En Проблемы лингвистики и медиакоммуникаций. Благовещенск: Амурский государственный университет, 2022. http://dx.doi.org/10.22250/9785934933952_119.

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Kapaeva, Angelika. "THE DEVELOPMENT OF BACHELORS' CULTURAL COMPETENCE IN FOREIGN LANGUAGE ACQUISITION". En ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.13.

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Resumen
The article is dedicated to the development of Bachelors' cultural competence. The analysis of cultural competence definitions provided the selection of the most effective methods, aids for the development of Bachelors' cultural competence to communicate successfully with native speakers in everyday life as well as in professional sphere.
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Sudaryanto, Memet, Chafit Ulya, Muhamad Rohmadi y Kuhafeesah Kuhafeesah. "Inter-rater Assessment on Listening Media for Foreign Language Speakers". En Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295064.

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Suharsono, Degita Danur, Julien Arief Wicaksono y Gullit Tornado Taufan. "Course Design of Indonesian Language for Foreign Speakers in Vocational Education". En The First International Conference on Social Science, Humanity, and Public Health (ICOSHIP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210101.035.

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Rohmadi, Muhammad, Chafit Ulya, Memet Sudaryanto y Manuel Ximenes. "Feasibility Analysis of Basic Writing and Reading Materials for Foreign Speakers". En Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295063.

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Jannah, Raudhatul, Prima Gusti Yanti, Ade Hikmat y Nani Solihati. "Learning Indonesian for Foreign Speakers (BIPA) Based Teaching Materials Local Wisdom". En ICLIQE '21: The 5th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3516875.3516879.

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