Literatura académica sobre el tema "Oral input"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Oral input".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Oral input"
1
Mehvar, Reza. "Input rate-dependent stereoselective pharmacokinetics: Effect of pulsatile oral input." Chirality 6, no. 3 (1994): 185–95. http://dx.doi.org/10.1002/chir.530060305.
Texto completo
2
Mehvar, Reza. "Input rate-dependent stereoselective pharmacokinetics: Enantiomeric oral bioavailability and blood concentration ratios after constant oral input." Biopharmaceutics & Drug Disposition 13, no. 8 (1992): 597–615. http://dx.doi.org/10.1002/bdd.2510130806.
Texto completo
3
Acosta, Jomar Francis P. "Portrait of Teaching Oral Communication in Context: Input To A Teaching Model." International Journal of Research Publication and Reviews 5, no. 1 (2024): 4440–45. http://dx.doi.org/10.55248/gengpi.5.0124.0332.
Texto completo
4
Duong, Phuong-Thao, Maribel Montero Perez, Long-Quoc Nguyen, Piet Desmet, and Elke Peters. "The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking." Studies in Second Language Learning and Teaching 13, no. 1 (2023): 101–24. http://dx.doi.org/10.14746/ssllt.29727.
Texto completoResumen
The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners’ lexical use and fluency. However, the fluency and lexical complexity in learners’ L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.
5
KITAYAMA, Yunosuke, Koutaroh YAMAZAKI, Motoki USUI, Shiroh ITAI, Jun UCHIYAMA, and Akitoshi ITO. "Development of an oral soft input device." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2020 (2020): 1P2—F07. http://dx.doi.org/10.1299/jsmermd.2020.1p2-f07.
Texto completo
6
Amores Sánchez, Mónica, and Elisabet Pladevall Ballester. "The effects of written input on young EFL learners’ oral output." Journal of English Studies 12 (December 20, 2014): 7. http://dx.doi.org/10.18172/jes.2821.
Texto completoResumen
The present paper explores whether the incentive of written input affects oral language development of young learners of English in a minimal input situation. After an eight-week instruction period with both written and oral input in the experimental group and just oral input in the control group, data were obtained by means of an oral test consisting of question and answer, picture description and L1 translation tasks. The effects on the learners’ oral output were measured with respect to the number of target words, semanticpragmatic appropriateness, syntactic acceptability and L1 translation. The experimental group shows higher scores in all variables tested and a number of significant differences emerge with respect to the control group. These results are in line with studies conducted with other learner populations which suggest that students should write to learn and indicate that young learners’ oral proficiency is benefitted from integrating written language with oral production.
7
Chen Pichler, Deborah. "Challenging the oral-only narrative." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (2022): 6–26. http://dx.doi.org/10.31299/hrri.58.si.1.
Texto completoResumen
Learning a language is, at its core, a process of noticing patterns in the language input surrounding the learner. Although many of these language patterns are complex and difficult for adult speakers/signers to recognize, infants are able to find and learn them from the youngest age, without explicit instruction. However, this impressive feat is dependent on children’s early access to ample and well-formed input that displays the regular patterns of natural language. Such input is far from guaranteed for the great majority of deaf and hard of hearing (DHH) children, leading to well-documented difficulties and delays in linguistic development. Efforts to remedy this situation have focused disproportionately on amplifying DHH children’s hearing levels, often through cochlear implants, as young as possible to facilitate early access to spoken language. Given the time required for cochlear implantation, its lack of guaranteed success, and the critical importance of exposing infants to quality language input as early as possible, a bimodal bilingual approach can optimize DHH infants’ chances for on-time language development by providing them with both spoken and signed language input from the start. This paper addresses the common claim that signing with DHH children renders the task of learning spoken language more difficult, leading to delays and inferior language development, compared to DHH children in oral-only environments. That viewpoint has most recently been articulated by Geers et al. (2017a), which I will discuss as a representative of the many studies promoting an oral-only approach. Contrary to their claims that signing degrades the language input available to DHH children, recent research has demonstrated that the formidable pattern-finding skills of newborn infants extends to linguistic cues in both the spoken and signed modalities, and that the additional challenge of simultaneously acquiring two languages is offset by important “bilingual advantages.” Of course, securing early access to high quality signed input for DHH children from hearing families requires considerable effort, especially since most hearing parents are still novice signers. This paper closes with some suggestions for how to address this challenge through partnerships between linguistics researchers and early intervention programs to support family-centered bimodal bilingual development for DHH children.
8
Kirchhoff, Natalie. "interacción entre pares y el input escrito." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (2022): 1–11. http://dx.doi.org/10.37467/revhuman.v11.3866.
Texto completoResumen
El estudio presente investigó la influencia del input escrito en las interacciones orales entre pares en un aula de alemán como lengua extranjera. Los aprendientes participaron en seis actividades de interacción en el aula. Un grupo de catorce aprendientes fue expuesto a input oral durante las actividades y el otro grupo de catorce aprendientes aparte del input oral también recibió input escrito. Las interacciones orales fueron grabadas en audio y transcritas para analizar la frecuencia y la naturaleza de los episodios relacionados con la lengua (ERL). Los resultados sugieren que el input escrito influye en las interacciones orales.
9
Amidon, Gordon L., and Yasuhiro Tsume. "Oral product input to the GI tract: GIS an oral product performance technology." Frontiers of Chemical Science and Engineering 11, no. 4 (2017): 516–20. http://dx.doi.org/10.1007/s11705-017-1658-7.
Texto completo
10
ELLIS, R. "Modified Oral Input and the Acquisition of Word Meanings." Applied Linguistics 16, no. 4 (1995): 409–41. http://dx.doi.org/10.1093/applin/16.4.409.
Texto completoTesis sobre el tema "Oral input"
1
Bernardo, Tânia Ferreira. "Motivar os alunos para a participação oral : poderá o uso de input visual na sala de aula motivar os alunos para participação oral?" Master's thesis, Porto : [Edição do Autor], 2010. http://hdl.handle.net/10216/54901.
Texto completoResumen
A motivação é um factor fundamental para uma aprendizagem efectiva na sala de aula e aumentar e direccionar a motivação dos alunos é uma das responsabilidades do professor. Ao deparar-me com a falta de motivação para a participação oral em duas tunnas de língua estrangeira da Escola Secundária António Sérgio, vi nesta problemática o tema adequado para o desenvolvimento do meu projecto de Investigação-acção, realizado durante o meu estágio pedagógico no ensino do Inglês e do Alemão. Após diversas observações de tunna e reflexões acerca de vários materiais e estratégias motivadoras, propus para foco deste projecto a seguinte questão: Poderá o uso de input visual na sala de aula motivar os alunos para a participação oral? No decorrer do ano lectivo 2009/2010, dediquei cinco aulas em cada disciplina à realização deste proj ecto, descrito no presente relatório. Utilizando input visual como elemento motivador, procurei despertar o interesse, o gosto pela aprendizagem, a auto¬ estima e a vontade de participar oralmente nas actividades da sala de aula dos alunos em estudo. Embora condicionada pela escassez de tempo e pelo contexto específico em que se realizou, esta Investigação-acção obteve resultados visivelmente positivos, tendo contribuído não só para a motivação destes alunos para a participação oral, mas também para a minha própria motivação e crescimento como professora.
2
Bernardo, Tânia Ferreira. "Motivar os alunos para a participação oral : poderá o uso de input visual na sala de aula motivar os alunos para participação oral?" Dissertação, Porto : [Edição do Autor], 2010. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000205592.
Texto completoResumen
A motivação é um factor fundamental para uma aprendizagem efectiva na sala de aula e aumentar e direccionar a motivação dos alunos é uma das responsabilidades do professor. Ao deparar-me com a falta de motivação para a participação oral em duas tunnas de língua estrangeira da Escola Secundária António Sérgio, vi nesta problemática o tema adequado para o desenvolvimento do meu projecto de Investigação-acção, realizado durante o meu estágio pedagógico no ensino do Inglês e do Alemão. Após diversas observações de tunna e reflexões acerca de vários materiais e estratégias motivadoras, propus para foco deste projecto a seguinte questão: Poderá o uso de input visual na sala de aula motivar os alunos para a participação oral? No decorrer do ano lectivo 2009/2010, dediquei cinco aulas em cada disciplina à realização deste proj ecto, descrito no presente relatório. Utilizando input visual como elemento motivador, procurei despertar o interesse, o gosto pela aprendizagem, a auto¬ estima e a vontade de participar oralmente nas actividades da sala de aula dos alunos em estudo. Embora condicionada pela escassez de tempo e pelo contexto específico em que se realizou, esta Investigação-acção obteve resultados visivelmente positivos, tendo contribuído não só para a motivação destes alunos para a participação oral, mas também para a minha própria motivação e crescimento como professora.
3
Ortega, Duran Mireia. "Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/401091.
Texto completoResumen
The study of crosslinguistic influence (CLI), a phenomenon that emerges due to the interaction of different languages in the learners’ mind, has attracted the attention of SLA researchers since the emergence of the field. It is nowadays clear that learners rely on their previously acquired languages when acquiring and when attempting communication using the target language. However, the extent to which previously acquired knowledge percolates into the language being acquired might depend on varied factors, which have been a fundamental concern in CLI research. A great amount of research in the last decades has focused on the study of the factors of language typology, recency of use, L2 status and proficiency (e.g. Ringbom, 1987, 2001, 2005; Cenoz, 1997, 2001; Williams & Hammarberg, 1998; Jarvis, 2001; De Angelis & Selinker, 2001; Hammarberg, 2001; Odlin & Jarvis, 2004; Navés et al 2005; Sánchez, 2011). Other variables, such as input and cognitive language learning abilities, which might also be relevant in the appearance of CLI, are under-researched.
The purpose of the present study is, therefore, to contribute to the discussion about the factors that promote or prevent CLI. More precisely, it aims at exploring the role that the factors cognitive language learning abilities and amount and type of input have on the appearance of both lexical and grammatical CLI by analysing 107 Catalan/Spanish learners of EFL. On the one hand, the variable cognitive language learning ability considers the learners’ WMC, attention span, language aptitude as measured by the Llama F test (Meara, 2005b), as well as their lexical access. On the other hand, the variable amount and type of input considers the learners’ length of language exposure, measured in relation to number of hours of instruction, exposure in naturalistic settings through SA programmes, and cumulative hours of contact outside the classroom. Lexical and grammatical CLI occurrences were identified from an oral task (a film retelling), and they were further classified according to their type. Following Jarvis (2009), lexical CLI occurrences were classified into lexemic and lemmatic. Moreover, three cases of grammatical CLI –i.e. null subjects, word order and use of articles- were considered in the present study.
The analysis of the data revealed that CLI can occur at advanced stages of proficiency. However, the learners’ level of proficiency is indeed an important factor to take into consideration, as it appeared to significantly influence the appearance of transferred items in the data. Regarding the effects of cognitive language learning abilities and input on the occurrence of CLI, the former did not appear to affect CLI much as compared to the latter. The analysis only showed one statistically significant correlation between language switches and the lexical access factor.
Input, on the other hand, seems to explain CLI occurrence to a greater extent, as several statistically significant correlations were obtained in the quantitative analysis of the data. From the input indexes used, the one that had a major effect was ‘time spent abroad’, since it correlated with the total amount of CLI, the amount of lexical CLI, especially the lemmatic type, language switches and transfer of word order. Additionally, instruction in a classroom setting seemed to have an influence on the amount of lexemic CLI and subcategorization CLI (the type that involves choice of the wrong complement), and cumulative hours of contact with English on the number of semantic extensions produced by the learners.
Finally, the analysis of the interaction of cognitive language learning abilities and input revealed that those learners with high WM and high input produced fewer cases of CLI than those with low WM and low input. However, no statistically significant differences were found among the other groups.<br>L’estudi de la influència interlingüística ha atret l’atenció dels investigadors en segones llengües des de l’aparició d’aquesta área d’estudi. Els aprenents es recolzen en les llengües que han adquirit prèviament a l’hora d’aprendre i comunicar-se en la llengua meta. No obstant això, el grau en què les llengües adquirides prèviament es filtra en la llengua que s’està aprenent pot dependre de diversos factors, com la tipologia lingüística, l’ús recent de les llengües, l’estatus de la L2 i la proficiència. Altres variables, com l’input i les habilitats cognitives per l’aprenentatge de llengües han estat poc investigades.
L’objectiu del present estudi és, per tant, contribuir a la discussió sobre aquests factors. Es pretén explorar el paper que les habilitats cognitives i la quantitat i tipus d’input té en l’aparició de la influència entre llengües de tipus lèxic i gramatical mitjançant l’anàlisi de 107 aprenents d’anglès com a llengua. Les ocurrències d’influència interlingüística de tipus lèxic i gramatical van ser identificades a partir d’una tasca oral. L’anàlisi de les dades ha demostrat que la influència interlingüística pot ocórrer en nivells avançats de proficiència. Pel que fa referència als efectes de les habilitats cognitives i l’input i l’aparició de la influència entre llengües, el primer no sembla afectar significativament la influència interlingüística en comparació amb el segon. L’anàlisi de les dades només va mostrar una correlació significativa entre els préstecs i el factor de l’accés lèxic. L’input, d’altra banda, sembla explicar l’aparició de la influència entre llengües en major mesura. El “temps a l’estranger” va correlacionar significativament amb la quantitat total d’ocurrències, el nombre d’ocurrències de influència lèxica, expecialment del tipus lemàtic, préstecs i transferència de l’ordre de les paraules. A més a més, la instrucció a l’aula va tenir una influència sobre la quantitat de transferència de tipus lexèmic i subcategorització (del tipus que implica l’elecció del complement erroni), i les hores de contacte amb l’anglès fora de l’aula sobre el nombre de extensions semàntiques produïdes pels alumnes. Finalment, l’anàlisi de la interacció de les habilitats cognitives en l’aprenentatge de llengües i l’input, ha demostrat que aquells aprenents amb una alta
memòria operativa i més input produeixen menys casos d’influència entre llengües.
4
Wolf, James Patrick. "Strategically Planned Versus Rehearsed L2 Narratives Under Different Modality and Input Conditions." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/366512.
Texto completoResumen
Language Arts<br>Ed.D.<br>In an attempt to investigate the impact of planning on second language (L2) oral production, an experimental study that contrasted the effects of two types of pre-task planning (strategic planning vs. rehearsal) on the L2 oral task performance of 64 Japanese university EFL learners under different modality (aural vs. written) and language (L1 vs. L2) conditions of pre-task input was conducted. The main aim was to determine whether strategic planning (i.e., silent preparation) and rehearsal (i.e., active practice) before L2 oral tasks differentially impact performance in terms of fluency, complexity, and accuracy. An additional aim was to examine the effects on performance of providing pre-task input to assist planning. Furthermore, I elicited the learners’ perceptions of the value of the pre-task input toward assisting their oral task performance via 5-point Likert scale post-task questionnaires. No difference was found between strategic planning and rehearsal in their effects on L2 oral task performance regarding fluency, complexity, or accuracy. This result suggests that, when it comes to pre-task planning, L2 teachers can generally have their learners engage in either strategic planning or rehearsal without differentially impacting their task performance. Concerning the provision of pre-task input, the L1 and L2 input induced commensurate levels of fluency and complexity. However, the L2 input led to significantly greater accuracy of oral production than did the L1 input. This finding is important as it suggests that L2 learners can possibly acquire something from the input provided to them in the course of pre-task planning. Moreover, the post-task questionnaire results corroborated this finding as the participants indicated that the L2 input significantly enhanced their accuracy and also helped them use a wider range of vocabulary during the tasks. Thus, if the aim of a teaching or testing situation is oriented toward fluency, the results indicate that it makes no difference whether pre-task input is in learners’ L1 or L2. In contrast, if the aim is oriented toward accuracy, then teachers and testers should provide L2 input in order to facilitate optimal performance.<br>Temple University--Theses
5
Oliveira, Santos Diana. "Learning Fixed Expressions in English through watching Sitcoms : the role of Intentionality." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH025.pdf.
Texto completoResumen
Notre thèse étudie le rôle de l'intention dans l'apprentissage d'expressions figées en anglais lors du visionnage de sitcoms. L'un des principaux sujets d'intérêt de cette thèse est la gamme apparemment illimitée d'activités qu'offre le Web 2.0. Les internautes peuvent l'exploiter à des fins de divertissement, d'information, de communication, de socialisation, de formation et, ce qui nous intéresse le plus dans cette thèse, l'apprentissage des langues. Pour répondre à notre question de recherche « Dans quelle mesure différents niveaux d'intention peuvent influencer l'apprentissage d'expressions fixes en regardant des sitcoms en anglais ? », nous avons mené une étude en trois phases selon cinq objectifs La première phase consistait en un questionnaire visant (1) à comprendre le contexte actuel d'exposition et d'utilisation de l'anglais des étudiants universitaires en dehors des cours et (2) à explorer les intentions possibles guidant le visionnage des sitcoms. Dans la deuxième phase nous avons mené une quasi-expérience (3) pour mesurer l'impact de l'intention sur l'apprentissage d'expressions figées en regardant des sitcoms et (4) pour une meilleure compréhension de l'attention portée sur les images et le sous-titres. Enfin, la troisième phase a été conçue (5) pour étudier le rôle de l'intervention de l'enseignant dans la promotion de la conscience métacognitive. Nous avons constaté qu'un nombre considérable d'étudiants reçoivent une quantité importante d'informations en anglais, le visionnage de séries étant leur activité audiovisuelle préférée. Les résultats ont également indiqué que le plaisir apporté par les sitcoms est une raison sous-jacente du visionnage de séries, ainsi que l'intention d'apprendre la langue. En regardant Friends, How I Met Your Mother, The Big Bang Theory et Brooklyn 99, chaque participant a appris au moins une des six expressions fixes (Way to go, Hang in there, You're on, Get over it, Knock it off et Good grief). De plus, les indices non verbaux contenus dans les expressions faciales ont aidé les participants à apprendre certaines expressions, tandis que la lecture des sous-titres semble avoir aidé d'acquisition d'autres. Enfin, les résultats montrent une différence considérable de gains entre simplement demander aux participants de prêter attention à la langue et les aider à diriger leur attention vers le vocabulaire, via des stratégies d'apprentissage. Cela indique que des différents degrés d'intention peuvent modifier les résultats d'apprentissage<br>Our thesis investigates the role of intention in learning fixed expressions in English through watching Sitcoms. One of the main topics of interest in this thesis is the seemingly unlimited range of activities web 2.0 offers. Internet users can exploit it for entertainment, information, communication, socializing, training and, what interests us the most in this thesis, language learning. To answer our research question “To which extent different levels of intention can impact the learning of fixed expressions while watching Sitcoms in English?”, we carried out a three-phase study with five objectives in mind. The first phase consisted of a questionnaire aiming (1) to understand the current context of exposure and use of English of French university students outside of class and (2) to explore the possible intentions guiding sitcom viewing. In the second phase we conducted a quasi-experiment (3) to measure the impact of intention on learning fixed expressions while watching sitcoms and (4) to a better understanding of learners' gaze while watching sitcoms to analyze the learning of fixed expressions. Finally, the third phase was designed (5) to investigate the role of teacher intervention in promoting metacognitive awareness. We found that a considerable number of students receive a substantial amount of input in English, in which series viewing is the favorite audiovisual activity they undertake. Results also indicated that the enjoyment sitcoms bring is an underlying reason for series watching, together with the intention to learn the language. By watching Friends, How I Met Your Mother, The Big Bang Theory and Brooklyn 99, every participant learned at least one of the six fixed expressions (Way to go, Hang in there, You're on, Knock it off, Get over it and Good grief). Furthermore, nonverbal clues in the expressive facial expressions helped participants learn some of the expressions, while reading captions seemed to have helped other target items. Finally, results show a considerable difference in gains between just asking participants to pay attention to the language and helping them direct attention to it, through strategy training. This indicates that different degrees of intention can change learning outcomes
6
Engel, Hugues. "Dislocation et référence aux entités en français L2 : Développement, interaction, variation." Doctoral thesis, Stockholms universitet, Institutionen för franska, italienska och klassiska språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38716.
Texto completoResumen
This thesis investigates the use and development of dislocations in oral productions by Swedish users of French as a second language (L2). Dislocations are highly frequent in French oral speech and play an essential role in building utterances. L2 users of French must therefore acquire the grammatical means necessary to build this structure as well as the pragmatic principles underlying its use. The study is empirical, and based on a corpus of oral productions from a wide range of non-native speakers (NNS), from beginners studying at university to L2 users who have spent many years in France. The analysis also includes oral productions from a control group of native speakers (NS). The aim is to identify a path of development by which the different forms and functions of dislocations are acquired. Furthermore, the study examines the influence of tasks on the use of dislocations, by analysing two tasks which place very different demands on the informants in terms of cognitive effort, namely interviews and retellings. The analysis focuses on two main kinds of dislocations: on the one hand, [moi je VP] (and its syntactical variants); on the other hand, dislocations referring to third entities (such as [NP il VP] and [NP c’est X]). The results show that both kinds go through a process of development in French L2. However, French learners seem to master the lexical dislocations referring to third entities as well as their pragmatic rules of use from the first stages of acquisition, yet with deviances in some cases. On the other hand, the frequency of use of [moi je VP] and its syntactical variants correlates highly with the level of development of the NNS. Moreover, there is a significantly greater frequency of dislocations in the NNS retelling tasks than in their interviews. In the NS group, the frequency of use remains comparable in both tasks. This difference between NS and NNS is probably due to the additional cognitive load that retellings demand compared with interviews—e.g., recalling the succession of events, solving the lexical problems posed by the story that is to be retold. It is proposed that this additional load may trigger, as a compensation strategy, an increase in the frequency of use of dislocations in the NNS speech.
7
Monschau, Jacqueline [Verfasser]. "Input and output in oral reading in English : the interaction of syntax, semantico-pragmatics and intonation / vorgelegt von Jacqueline Monschau." 2004. http://d-nb.info/97168121X/34.
Texto completo
8
Goldberg, Hanah. "Language Development in Preschoolers at Risk: Linguistic Input among Head Start Parents and Oral Narrative Performance of Deaf and Hard-of-Hearing Children." 2016. http://scholarworks.gsu.edu/epse_diss/108.
Texto completoResumen
The development of children’s language skills during the preschool years plays a crucial role in subsequent reading and school success. Some children may enter kindergarten with oral language skills that lag behind their peers’. Two such groups are children from low-socioeconomic status (SES) families and those who are deaf or hard of hearing (DHH).
Study 1 considered parents’ linguistic input during interactions with their Head Start pre-kindergarten children in two conversational contexts. The first, shared storybook reading, has featured prominently in early language interventions but proven less efficacious among low-SES samples. The second, shared reminiscing, offers a theoretically promising setting in which to promote child vocabulary skills but lacks empirical support. This study examined features of parental language known to relate to children’s vocabulary, including parents’ quantity of speech, lexical diversity, syntactic complexity, and intent to elicit child language. Parents’ and children’s expressive vocabulary knowledge was also considered. Forty parent-child dyads’ conversations during storybook reading and shared reminiscing were audiorecorded, transcribed, analyzed, and coded. Paired t-tests revealed that, while parents talked more during book reading, they used greater levels of syntactic complexity and language-eliciting talk during shared reminiscing. Parents’ own vocabulary knowledge was related to their children’s but not to linguistic input in either context.
Study 2 considered the oral narrative skills of DHH preschoolers relative to language-matched hearing children. School-age DHH children often experience delays in the development of narrative skills compared to their hearing peers. Little is known about the narrative abilities of DHH children during the preschool years. This study examined 46 DHH and 58 vocabulary-matched hearing preschoolers’ overall language production, lexical diversity, syntactic complexity, and narrative comprehension skills. DHH children produced a similar number of words and demonstrated similar levels of narrative understanding compared to their hearing peers. However, DHH children’s narratives contained significantly less complex syntax. Gains in lexical diversity differed by group, with DHH children demonstrating less growth over the course of the school year despite making more gains on a standardized measure of vocabulary.
Implications for instruction, assessment, and future research are discussed for both low-SES and DHH children.
9
Samaranayake, Sarath Withanarachchi. "The effects of authentic materials using role-playing activities on oral proficiency : a case study of Thai undergraduate students." Diss., 2012. http://hdl.handle.net/10500/6029.
Texto completoResumen
This study investigates the effects of authentic materials and contextually-developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually-developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually-developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education.<br>English Studies<br>M.A. (TESOL (Teaching English to Speakers of Other Languages))
10
Hugues, Engel. "Dislocation et référence aux entités en français L2: Développement, interaction, variation." Phd thesis, 2010. http://tel.archives-ouvertes.fr/tel-00495686.
Texto completoResumen
This thesis investigates the use and development of dislocations in oral productions by Swedish users of French as a second language (L2). Dislocations are highly frequent in French oral speech and play an essential role in building utterances. L2 users of French must therefore acquire the grammatical means necessary to build this structure as well as the pragmatic principles underlying its use. The study is empirical, and based on a corpus of oral productions from a wide range of non-native speakers (NNS), from beginners studying at university to L2 users who have spent many years in France. The analysis also includes oral productions from a control group of native speakers (NS). The aim is to identify a path of development by which the different forms and functions of dislocations are acquired. Furthermore, the study examines the influence of tasks on the use of dislocations, by analysing two tasks which place very different demands on the informants in terms of cognitive effort, namely interviews and retellings. The analysis focuses on two main kinds of dislocations: on the one hand, [moi je VP] (and its syntactical variants); on the other hand, dislocations referring to third entities (such as [NP il VP] and [NP c'est X]). The results show that both kinds go through a process of development in French L2. However, French learners seem to master the lexical dislocations referring to third entities as well as their pragmatic rules of use from the first stages of acquisition, yet with deviances in some cases. On the other hand, the frequency of use of [moi je VP] and its syntactical variants correlates highly with the level of development of the NNS. Moreover, there is a significantly greater frequency of dislocations in the NNS retelling tasks than in their interviews. In the NS group, the frequency of use remains comparable in both tasks. This difference between NS and NNS is probably due to the additional cognitive load that retellings demand compared with interviews—e.g., recalling the succession of events, solving the lexical problems posed by the story that is to be retold. It is proposed that this additional load may trigger, as a compensation strategy, an increase in the frequency of use of dislocations in the NNS speech.
Libros sobre el tema "Oral input"
1
Williams, Brien R. Doing Video Oral History. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0019.
Texto completoResumen
Oral historians once tended to regard the sound recording of interviews as only the collecting stage of their enterprise. They considered the transcript as the authoritative document of record. This article focuses on the role of historians in capturing oral history through video. Later, however, aural recordings acquired more authority and began to be seen as a legitimate, if not co-equal, version of the interview. Now, oral historians are steadily adding video recording to their work. Foremost among the advantages of using video is the increased information obtained even in a simple “talking head” interview. This article enlists an extensive guideline for carrying out videohistory beginning with equipments and production techniques such as the equipment needed will include a consumer-grade video camera with at least one external microphone input, a camera tripod, and one or more quality microphones. A detailed description of video tour and ways of capturing video history concludes this article.
2
Ducasse, Ana Maria. Interaction in Paired Oral Proficiency Assessment in Spanish: Rater and Candidate Input into Evidence Based Scale Development and Construct Definition. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.
Buscar texto completo
3
LaBelle, Brandon. Lexicon of the Mouth. Bloomsbury Academic, 2014. http://dx.doi.org/10.5040/9781501382802.
Texto completoResumen
Lexicon of the Mouth surveys the oral cavity as the central channel by which self and surrounding are brought into relation. Questions of embodiment and agency, attachment and loss, incorporation and hunger, locution and the non-sensical are critically examined. In doing so, LaBelle emphasizes the mouth as a vital conduit for negotiating "the foundational narrative of proper speech." Lexicon of the Mouth aims for a viscous, poetic and resonant discourse of subjectivity, detailed through the "micro-oralities" of laughing and whispering, stuttering and reciting, eating and kissing, among others. The oral cavity is posed as an impressionable arena, susceptible to all types of material input, contamination and intervention, while also enabling powerful forms of resistance, attachment and conversation, as well as radical imagination. Lexicon of the Mouth argues for the revolutionary promise of the laugh, the spirited mythologies of the whisper, the schizophonics of self-talk, and the primal noise of gibberish, suggesting that the significance of voicing is fundamentally bound to the exertions of the mouth. Subsequently, assumptions around voice and vocality are unsettled in favor of an epistemology of the oral, highlighting the acts of the tongue, the lips and the throat as primary mediations between interior and exterior, social structures and embodied expressions. LaBelle makes a significant contribution to currents in sound and voice studies by reminding that to hear the voice, and to consider a politics of speech, is first and foremost to assume the mouth.
4
Ng, Wan-Fai, Arjan Vissink, Elke Theander, and Francisco Figueiredo. Sjögren’s syndrome—management. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0128.
Texto completoResumen
Management of Sjögren's syndrome (SS) encompasses confirmation of diagnosis, disease assessment, and treatment of glandular and systemic manifestations including special situations such as pregnancy and SS-related lymphoma. The American European Consensus Group classification criteria 2002 are the current gold standard for the diagnosis of SS. Salivary gland sialometry, sialochemistry, and ultrasound and tear osmolarity may be useful adjuncts. Symptoms of SS are non-specific and must be actively explored. When assessing patients with SS, it is important to consider not only objective parameters such as abnormalities in blood tests and changes in tear and salivary flow, but also patient-reported outcome measures and impact on quality of life. Current management of patients with SS is hampered by the lack of evidence-based strategies. The symptoms experienced by patients with SS are often not fully appreciated by clinicians, which may contribute to the suboptimal management of the condition. Management of fatigue remains a major challenge and a holistic, multidisciplinary approach is recommended. Factors that may contribute to fatigue should be fully addressed. Recent advances in the understanding of the pathogenic mechanisms of SS have informed more targeted therapeutic strategies with some promising data. Optimal management of SS requires expertise from different disciplines. Combined clinics with rheumatology, oral medicine, and ophthalmology input will improve care and communications as well as reduce the number of clinic visits for patients and healthcare-related cost. Effective link between pSS specialists, dentists, opticians, and general practitioners will facilitate early diagnosis and reduce risk of long-term disability of SS.
5
Ng, Wan-Fai, Arjan Vissink, Elke Theander, and Francisco Figueiredo. Sjögren’s syndrome—management. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199642489.003.0128_update_001.
Texto completoResumen
Management of Sjögren’s syndrome (SS) encompasses confirmation of diagnosis, disease assessment, and treatment of glandular and systemic manifestations including special situations such as pregnancy and SS-related lymphoma. The American European Consensus Group (AECG) classification criteria 2002 are the current gold standard for the diagnosis of SS. Salivary gland sialometry, sialochemistry, and ultrasound and tear osmolarity may be useful adjuncts. Recently, preliminary classification criteria of the American College of Rheumatology have been introduced as an alternative to the AECG criteria. Symptoms of SS are non-specific and must be actively explored. When assessing patients with SS, it is important to consider not only objective parameters such as abnormalities in blood tests and changes in tear and salivary flow, but also patient-reported outcome measures and impact on quality of life. Current management of patients with SS is hampered by the lack of evidence-based strategies. The symptoms experienced by patients with SS are often not fully appreciated by clinicians, which may contribute to the suboptimal management of the condition. Management of fatigue remains a major challenge and a holistic, multidisciplinary approach is recommended. Factors that may contribute to fatigue should be fully addressed. Recent advances in the understanding of the pathogenic mechanisms of SS have informed more targeted therapeutic strategies with some promising data. Optimal management of SS requires expertise from different disciplines. Combined clinics with rheumatology, oral medicine, and ophthalmology input will improve care and communications as well as reduce the number of clinic visits for patients and healthcare-related cost. Effective link between pSS specialists, dentists, opticians, and general practitioners will facilitate early diagnosis and reduce risk of long-term disability of SS.
Capítulos de libros sobre el tema "Oral input"
1
Gurzynski-Weiss, Laura, Kimberly L. Geeslin, Avizia Yim Long, and Danielle Daidone. "Chapter 10. Linguistic variation in instructor provision of oral input." In Expanding Individual Difference Research in the Interaction Approach. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.16.10gur.
Texto completo
2
Ellis, Rod. "Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input." In Studies in Bilingualism. John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sibil.17.06ell.
Texto completo
3
Long, Avizia Yim, and Kimberly L. Geeslin. "Chapter 7. Examining the role of instructor first language in classroom-based oral input." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.53.07lon.
Texto completo
4
Chen, Xiaobin, and Guonian Wang. "A Study of College Oral English Teaching Based on Immersion Teaching, Input and Output Theories." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-259-0_3.
Texto completo
5
Gabrys-Barker, D. "Chapter 18. From Oral Input to Written Output: On Individual Differences in External Storing of Information." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-020.
Texto completo
6
Yilmaz, Yucel, Senyung Lee, and Yilmaz Köylü. "Chapter 7. Isolated and combined effects of models and corrective feedback in the acquisition of the Turkish locative morpheme." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.69.07yil.
Texto completoResumen
This study investigated the relative effects of models, corrective feedback, and a mixed treatment including both models and corrective feedback in the development of the Turkish locative morpheme. Native speakers of English were assigned to one of four conditions: models, corrective feedback, mixed, or control. Participants performed one input-based and one output-based task with a native Turkish speaker and received treatment according to their group assignments. Learners’ performance was measured through a multiple-choice task and an oral picture description test once immediately after the treatment and once two weeks after the treatment. Results showed that the mixed treatment in which learners received models first and then corrective feedback was the most effective treatment.
7
Tsimpli, Ianthi Maria, Lina Mukhopadhyay, Anusha Balasubramanian, and Jeanine Treffers-Daller. "Chapter 4. Microstructural properties in the narrative retellings of young English learners in EMI schools in India." In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.04tsi.
Texto completoResumen
The present study investigates narrative microstructure in the English oral retellings of primary school children from disadvantaged backgrounds in India. For these children, the combination of rich linguistic diversity and English as the medium of instruction is a challenge since exposure to English is almost exclusively in the school context. Measures of microstructure include syntactic complexity and finiteness marking as well-known indices of English language ability. Microstructural properties are examined in relation to literacy performance in order to identify possible links between the two modalities. Participants’ language background was included to investigate a possible (dis)advantage associated with minority language speakers exposed to English as the medium of instruction. Our findings suggest that finiteness errors and number of function words are associated with performance on reading comprehension. English input in the classroom selectively predicts performance on complex syntax but not other aspects of microstructure measures. Children speaking minority languages at home are not disadvantaged in their English performance compared to children speaking the majority language (Telugu). Finally, error analysis suggests similarities between types of errors found in other studies of child L2 English. This study sheds light on English L2 narrative skills in a multilingual and underprivileged context with learners exposed to low levels of English language input.
8
Yan, Xun, Suthathip Ploy Thirakunkovit, Nancy L. Kauper, and April Ginther. "What Do Test-Takers Say? Test-Taker Feedback as Input for Quality Management of a Local Oral English Proficiency Test." In Post-admission Language Assessment of University Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39192-2_6.
Texto completo
9
Detey, Sylvain. "Phonetic input, phonological categories and orthographic representations: A psycholinguistic perspective on why language education needs oral corpora. The case of French-Japanese interphonology development." In Corpus Analysis and Variation in Linguistics. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tufs.1.12det.
Texto completo
10
Alobaid, Azzam. "ICT Virtual Multimedia Learning Tools/Affordances: The Case of Narrow Listening to YouTube Multimedia-Based Comprehensible Input for the Development of ESL Learners’ Oral Fluency." In Technologies, Artificial Intelligence and the Future of Learning Post-COVID-19. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93921-2_28.
Texto completoActas de conferencias sobre el tema "Oral input"
1
Yuan, Xiangxiang. "College Oral English teaching from the perspective of input and output theory." In 2017 4th International Conference on Information Technology and Career Education. Asian Academic Press Co., Limited, 2017. http://dx.doi.org/10.24104/rmhe/2017.04.02011.
Texto completo
2
Yoon, Su-Youn, Chong Min Lee, Klaus Zechner, and Keelan Evanini. "Development of Robust Automated Scoring Models Using Adversarial Input for Oral Proficiency Assessment." In Interspeech 2019. ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-1711.
Texto completo
3
Jiang, Ting. "Application of "Output-driven, Input-enabled Hypothesis" in College English Oral Teaching Design." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.116.
Texto completo
4
Qian, Guoting, and Yixuan Duan. "On the Curriculum Setting of College Oral English Course Based on Prefabricated Chunk Theory and Input and Output Strategies." In 3rd International Symposium on Social Science (ISSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/isss-17.2017.13.
Texto completo
5
Disserol, Caio, João Henrique Fregadolli Ferreira, Carolina Magalhães Britto, Maria Clara Spesotto, Carla Guariglia, and Marcos Christiano Lange. "Progressive lacunar stroke presenting as cheiro-oral syndrome, dysarthria and hemiataxia." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.636.
Texto completoResumen
Context: Lacunar infarcts are small infarcts caused by occlusion of a single penetrating vessel, affecting mostly the basal ganglia, subcortical white matter and pons1. Around 20-30% of patients may progress symptoms over hours to days, and this presentation is associated with disability and poor prognosis2. Case report: A 70-year-old man with history of smoking, hypertension and a previous right occipital stroke reported right upper lip paresthesias since awakening. In 2-hours the right perioral region and his right hand were affected. After 3-hours he noted slurred speech. After 4-hours, imbalance was added to the previous symptoms. On admission, NIHSS was 4, mostly by previous left hemianopia, new right arm ataxia and cerebellar dysarthria. There were no weakness or sensory déficits. Brain MRI showed a subacute lacunar stroke in the left thalamus. Discussion: Thalamic lacunar strokes can present in a wide range of symptoms depending on the affected nuclei. The ventral posterior lateral nucleus (VPLn) and the ventral posterior medial nucleus (VPMn) carries sensory input from the contralateral body and face, respectively3. Cheiro-oral syndrome (COS) is considered a pure sensory thalamic lacunar syndrome with symptoms that affect the face, hand and/or foot, but may be accompanied by ipsilateral ataxia if the ventral lateral nucleus is also affected4 . Although classically associated with thalamic ischemic lesions, there are descriptions of hemorrhagic strokes5 and multiple different affected regions presenting as COS, including brainstem5 , internal capsule6 , operculum7 , cortex8 , corona radiata9 and thalamus10. Early recognition and diagnosis is essencial to institute adequate early treatment and secondary prophylaxis.
6
Grover, A., P. Wright, S. Antoniou, and C. Jagjot. "4CPS-017 Evaluation of pharmacists’ input in anticoagulation clinic reviewing direct oral anticoagulants initiated in a secondary care hospital in london." In 24th EAHP Congress, 27th–29th March 2019, Barcelona, Spain. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/ejhpharm-2019-eahpconf.166.
Texto completo
7
Pavaloiu, Ionel bujorel, Simona andreea Sandu, Sorindan Grigorescu, Radu Ioanitescu, and George Dragoi. "VIRTUAL REALITY FOR EDUCATION AND TRAINING IN DENTISTRY." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-052.
Texto completoResumen
Dental students have to master, along with the theoretical knowledge, a lot of visual, practical and technical skills, essential to the dentistry profession. They include visual assessment of the medical condition, where the three-dimensional (3D) view differs from the images from manuals, first-rate psychomotor skills and understanding of the technical issues arisen in dental practice (restorations, implants, etc...). In recent years, both internationally and nationally, the invasive treatments made by students on patients were limited and are increasingly replaced by various alternative training solutions. Simulator laboratories with teeth replicas, typodonts (models of the oral cavity) and phantom heads are used for preclinical skills development. The paper presents the introduction of virtual reality as an e-learning tool for the dentistry education and training in Romania. It will precede and attend the current methods, accelerating the learning process before and during the training with artificial models and phantom heads, reducing the expenditure of artificial teeth, student time and instructor effort. Virtual reality for education and training in dentistry implies the usage of a human-computer interface dedicated to this task. The working environment is a 3D representation of the dental tools and of the oral cavity with teeth and gums, accessible through stereoscopic devices. The input is capturing the hand/hands posture and movements using haptic devices or other hardware sensor devices that detects hand and finger motions. The feedback includes visual modifications, tactile feedback and sound effects when different operations are performed in the oral cavity. The use of these technologies will decrease the costs of the educational process and will increase its quality through individual training and self-assessment of the results.
8
Araya, Francis Darmont, and Pradeep Radhakrishnan. "Investigating the Design and Manufacture of PneuNet Actuators As a Prosthetic Tongue for Mimicking Human Deglutition." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24220.
Texto completoResumen
Abstract The number of Total Glossectomy cases in the United States is seeing an increasing trend as per the Nationwide Inpatient Sample Database. Patients, who have undergone such aggressive surgical procedures, have extensive limitations performing basic oral functions such as swallowing (deglutition), eating and speaking. Current rehabilitation prostheses do little in restoring the functionality of the original tongue. This is true especially in deglutition, which is necessary to transfer a bolus to the esophagus. Such patients need advanced prosthetic devices and through this research, investigations into potential solutions for prosthetic tongues to aid in deglutition were carried out. Different designs were considered and based on a decision matrix, PneuNets (pneumatic networks) were adopted as the foundational basis for generating prosthetic tongue designs. Several prototypes were fabricated that used the Fused Filament Deposition process for producing the mold and silicone Eco-flex 00-30 for producing the mechanism. The resulting mechanism was powered using a pneumatic input and kinematic data was collected. Details from literature review, design iterations, simulations, validation processes, manufacturing challenges and conclusions will be discussed in depth in this paper.
9
Ülker, Nilüfer, Özlem Gemalmaz, and Yasemin Yüksek. "Towards 21st century citizenship through sustainable development goals in foreign language education." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1315.
Texto completoResumen
Since learning, literacy, and life skills have become essential for individuals in the information age, the focus on education has shifted to preparation of students for the knowledge society. This is valid for all levels and spheres of education including but not limited to foreign language teaching in higher education. With this in mind, a new English for Academic Purposes (EAP) Course aiming to equip freshman level university students with necessary learning skills has been launched. A particular emphasis has been given to developing the students’ English language skills so as to facilitate their communicative competence both in their academic and professional lives. The course adopts a challenge-based learning approach, which provides students with a meaningful framework for learning as it is based on solving real-world problems. In the course, the students work on real world challenges based on the 17 Sustainable Development Goals (SDGs) of the United Nations (UN) while using the learning skills (the four C’s) of the 21st Century, namely critical thinking, creativity, collaboration, and communication. During the course, the students work together on the issues highlighted as challenges in United Nation’s report on Turkey’s state regarding the 17 SDGs, and offer solutions in groups in the form of poster presentations, academic papers and oral presentations. The course has been implemented since fall 2021. In this concept paper, the researchers will share their experiences and research plans about the evaluation of the course based on Stufflebeam’s Context (C), Input (I), Process (P), Product (P) (CIPP) Evaluation Model.
10
Kassaee, Saiid, Adewale Odukomaiya, Ahmad Abu-Heiba, et al. "Ground Level Integrated Diverse Energy Storage (GLIDES) Cost Analysis." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87517.
Texto completoResumen
With the increasing penetration of renewable energy, the need for advanced flexible/scalable energy storage technologies with high round-trip efficiency (RTE) and high energy density has become critical. In this paper, a techno-economic model of a novel energy storage technology developed by the Oak Ridge National Laboratory (ORNL) is presented and used to estimate the technology’s capital cost. Ground-Level Integrated Diverse Energy Storage (GLIDES) is an energy storage technology with high efficiency which can store energy via input of electricity and heat and supply dispatchable electricity. GLIDES stores energy by compressing and expanding a gas using a liquid piston. GLIDES performance has been extensively studied analytically and experimentally. This study aims to develop a comprehensive combined performance and cost modeling environment. With the desired system storage capacity kilowattage, storage time (hours), and an initial RTE guess as inputs, the model optimizes the selection of system components to minimize the capital cost. The techno-economic model described in this paper can provide preliminary cost estimates and corresponding performance for various system sizes and storage times.
Informes sobre el tema "Oral input"
1
Painter, Scott. ORNL Input to GDSA Repository Systems Analysis FY21. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1814326.
Texto completo
2
Jones, Scott B., Shmuel P. Friedman, and Gregory Communar. Novel streaming potential and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone. United States Department of Agriculture, 2011. http://dx.doi.org/10.32747/2011.7597910.bard.
Texto completoResumen
The “Novel streaming potential (SP) and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone” project ended Oct. 30, 2015, after an extension to complete travel and intellectual exchange of ideas and sensors. A significant component of this project was the development and testing of the Penta-needle Heat Pulse Probe (PHPP) in addition to testing of the streaming potential concept, both aimed at soil water flux determination. The PHPP was successfully completed and shown to provide soil water flux estimates down to 1 cm day⁻¹ with altered heat input and timing as well as use of larger heater needles. The PHPP was developed by Scott B. Jones at Utah State University with a plan to share sensors with Shmulik P. Friedman, the ARO collaborator. Delays in completion of the PHPP resulted in limited testing at USU and a late delivery of sensors (Sept. 2015) to Dr. Friedman. Two key aspects of the subsurface water flux sensor development that delayed the availability of the PHPP sensors were the addition of integrated electrical conductivity measurements (available in February 2015) and resolution of bugs in the microcontroller firmware (problems resolved in April 2015). Furthermore, testing of the streaming potential method with a wide variety of non-polarizable electrodes at both institutions was not successful as a practical measurement tool for water flux due to numerous sources of interference and the M.S. student in Israel terminated his program prematurely for personal reasons. In spite of these challenges, the project funded several undergraduate students building sensors and several master’s students and postdocs participating in theory and sensor development and testing. Four peer-reviewed journal articles have been published or submitted to date and six oral/poster presentations were also delivered by various authors associated with this project. We intend to continue testing the "new generation" PHPP probes at both USU and at the ARO resulting in several additional publications coming from this follow-on research. Furthermore, Jones is presently awaiting word on an internal grant application for commercialization of the PHPP at USU.
3
Tranchant, Jean-Pierre, Jessica Gordon, Jo Carpenter, et al. Bangladesh Initiative to Enhance Nutrition Security and Governance (BIeNGS) Final Evaluation Report. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/ids.2024.036.
Texto completoResumen
The BIeNGS programme was ultimately designed to lead to improved nutrition status of children and mothers in the two Bangladeshi districts of Jamalpur and Sherpur. This report summarises the endline findings from the evaluation of the BIeNGS programme. This comprised of a mixed methods design combining quantitative surveys with project beneficiary households, Community Clinic and CNP staff together with a qualitative and process component to gather community and implementer perspectives and process monitoring data. Quantitative findings provide a ‘before-after’ comparison of project logframe indicators amongst core target groups (i.e. women and children) in line with the project’s theory of change. Qualitative findings provide complementary, in-depth perspectives on the effectiveness and sustainability of BIeNGS activities from the perspective of beneficiaries engaged in various project components (including Producer Groups, MenCare Groups, CG, CVA and Adolescent Clubs), as well as implementing partners’ experiences. Comparing baseline and endline results, we see many positive changes in these indicators, particularly in terms of an improvement in overall food security and the frequency of consumption of different food groups in the past seven days, children’s dietary diversity, particularly amongst girls, children’s diet frequency and overall adequacy; consumption of iron-rich and zinc-rich foods, mothers dietary diversity and consumption of healthy and nutritious foods (including green leafy vegetables and eggs); and consumption of Iron and Folic Acid (IFA) during pregnancy. Accompanying these nutritional improvements, we also see positive improvements in nutrition knowledge from baseline to endline, nutrition knowledge for adolescent girls, the proportion of children who are fully immunized and 100% coverage of treatment of child diarrhoea with oral rehydration salts. We also see that many indicators improved most amongst the poorest households compared to the rest of the population, including in stunting, MAD and exclusive breastfeeding. Several aspects of the programme were targeted at women and gender relations, particularly producer groups, but also the Infant and Young Child Feeding (IYCF) support delivered by both community health clinics (the target of the programme’s capacity strengthening) and the programme’s own dedicated community nutrition promotors. Such activities also included the MenCare component, which was designed to tackle men’s role in family care structures and to address wider patriarchal structures. Here we see some similarly impressive results: improvements in women’s participation in agricultural activities; women’s feeling that they have inputs in health and nutrition matters and women’s feelings that they have control over their income. Some of these increases are particularly strong, where, for example, in Jamalpur, women’s involvement in grain farming went from 32% to 60%, high value crop farming from 6% to 25%.