Articles de revues : « Video recordings for German speakers »

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Ylönen, Sabine. « Deutsch-deutscher Wissenschaftsdialog im Umbruch : Soziale Positionierung in mündlicher Wissenschaftskommunikation zwischen Ost und West ». Fachsprache 31, n^o 1-2 (31 mai 2017) : 21–47. http://dx.doi.org/10.24989/fs.v31i1-2.1424.

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This paper analyses the German-German dialogue in science after the reunification in 1990. The analyses are based on video recordings of the first joint conference of East- and West-German researchers of plant breeding that took place in Bernburg in spring 1991. Special emphasis is placed on questions of identity and social positioning: 1. How did East- and West-German scientists discuss the reunification? 2. To what extend did old and new German citizens use different strategies for communicative interaction in their conference presentations? Three opening addresses, three conference presentations and the closing speeches were examined using conversation analysis. The results show that all speakers touched upon the topic of reunification. The asymmetric starting position of East- and West-German plant breeders became clear in examples of juridical, institutional, communicative and methodological reorganisation in the field of plant breeding in the new states of Germany. Furthermore, the speakers’ communicative strategies differed depending on their origin. Despite a clear asymmetry in the German-German scientific dialogue, mutual efforts for understanding were observed. East-German scientists were emotional in their explanations, assertions and appeals; those from the old states praised the achievements of their Eastern colleagues, and made attempts to try and build up community spirit. Theresults also show that the value of research depends, for example, on the time and place where it was conducted, and its originality, on ideational (politically predefined settings) and financial opportunities of scientific communities. In the context of the analysed conference presentations, such transepistemic framing becomes clear, for example, in reporting on classic plant breeding in East Germany and plant breeding based on gene technology in West Germany. The analysis is embedded in the social context of 1991 with its implications for East- and West-German scientists and provides an outlook on the developments after 1991.

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FLECKEN, MONIQUE. « Event conceptualization by early Dutch–German bilinguals : Insights from linguistic and eye-tracking data ». Bilingualism : Language and Cognition 14, n^o 1 (23 septembre 2010) : 61–77. http://dx.doi.org/10.1017/s1366728910000027.

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This experimental study investigates event construal by early Dutch–German bilinguals, as reflected in their oral depiction of everyday events shown in video clips. The starting point is the finding that the expression of an aspectual perspective (progressive aspect), and its consequences for event construal, is dependent on the extent to which means are grammaticalized, as in English (e.g., progressive aspect) or not, as in German (von Stutterheim & Carroll, 2006). The present study shows that although speakers of Dutch and German have comparable means to mark this aspectual concept, at a first glance at least, they differ markedly both in the contexts as well as in the extent to which this aspectual perspective is selected, being highly frequent in specific contexts in Dutch, but not in German. The present experimental study investigates factors that lead to the use of progressive aspect by early bilinguals, using video clips (with different types of events varied along specific dimensions on a systematic basis). The study includes recordings of eye movements, and examines how far an aspectual perspective drives allocation of attention during information intake while viewing the stimulus material, both for and while speaking. Although the bilinguals have acquired the means to express progressive aspect in Dutch, their use shows a pattern that differs from monolingual Dutch speakers. Interestingly, these differences are reflected in different patterns in the direction of attention (eye movements) when verbalizing information on events.

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Bychok, Alla. « Application of teaching methods and tools in "Linguistic study" classes (german language) in the training of students of the specialty "Business communications and translation" ». ScienceRise : Pedagogical Education, n^o 5 (56) (30 septembre 2023) : 25–28. http://dx.doi.org/10.15587/2519-4984.2023.293255.

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During the training of highly qualified specialists of the "Business Communications and Translation" program, the course "Linguistic Studies (in German) is studied. In this course, teaching methods and tools are widely used to ensure perception and consolidation with the help of feedback and self-control and taking into account the individual capabilities of students of authentic material of a country science nature. The aforementioned discipline contributes to the formation of communicative and translation competence for effective communication, as well as adequate translation and mutual understanding. Thus, in classes, those methods and teaching tools are widely used, which provide an opportunity to improve students' communication skills in combination with grammar skills. In our study, the methods and means of education are considered through the prism of training students – future translators. This makes it possible to prepare qualified and competitive translators for work on the world market of labour and services with appropriate interdisciplinary coordination of all cycles of humanitarian and specialized educational disciplines. It is a well-known fact, that perfect command of a foreign language involves not only the knowledge and ability of students to correctly use lexical units in combination with grammatical constructions at the level necessary for oral and written communication. In the educational process, students learn to perceive information of authentic content by ear and improve their reproduction skills. In practical classes, future specialists learn to model professional situations in German in order to prepare for foreign language professional communication, as well as when writing business letters, drawing up annotations, able to conduct dialog-conversation, presentation-advertising and presentation-report. When training future translators, it is essential to evaluate the achievements of the culture of native speakers in German-speaking countries, to understand its essence, meaning and role for humanity. The fact of awareness of the importance of using information and computer technologies in order to improve professional activity is integral. It is also worth paying attention to the personal traits of the communicator - the future translator: features of the use of oratory, sociability, self-development skills and self-evaluation in certain professional and communicative situations. Such methods as "Brain-ring", press conference, round aquarium, simulation games, game design, trainings, creation of a situation of success, etc. contribute to this. The following tools are important: the Internet, virtual simulators, audio and video recordings of a creative direction, video conferences, presentations

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Dyakiv, Khrystyna. « Irren ist menschlich oder Erfolg durch Misserfolg ». Germanica Wratislaviensia 141 (15 février 2017) : 197–210. http://dx.doi.org/10.19195/0435-5865.141.13.

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Der Beitrag widmet sich dem Thema der kommunikativen Deviationen in Interviews im Ukrainischen und Deutschen. Dabei werden die Deviationen sowohl in den Presseinterviews als auch in den populärsten Videointerviews auf YouTube untersucht. Die Deviationen werden in die von der Position des Adressanten, des Adressaten sowie des Zuschauers aufgeteilt. Die Aufmerksamkeit wird der Sprach- und der kommunikativen Kompetenz der Kommunikanten als der Hauptursache der Deviationen in den Interviews gelenkt. Die Deviationen werden als eine der Voraussetzungen der erfolgreichen Kommunikation bestimmt.To err is human, or success through failure The article is devoted to the topic of communicative deviations in the interviews in Ukrainian and German languages. Communicative failures are investigated in press releases as well as in the most popular video recordings on YouTube. The deviations are viewed from the position of the speaker, the addressee, and the spectator. Particular attention is paid to the language and the communicative competence of the communicants as the main cause of deviations in the interviews. The deviations are determined as one of the prerequisites for comprehending successful communication.

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Brunner, Jana. « Supralaryngeal mechanisms of the voicing contrast in velars ». ZAS Papers in Linguistics 39 (1 janvier 2005) : 145. http://dx.doi.org/10.21248/zaspil.39.2005.252.

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This study investigates supralaryngeal mechanisms of the two way voicing contrast among German velar stops and the three way contrast among Korean velar stops, both in intervocalic position. Articulatory data won via electromagnetic articulography of three Korean speakers and acoustic recordings of three Korean and three German speakers are analysed. It was found that in both languages the voicing contrast is created by more than one mechanism. However, one can say that for Korean velar stops in intervocalic position stop closure duration is the most important parameter. For German it is closure voicing. The results support the phonological description proposed by Kohler (1984).

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Lesnyak, Marina Valerievna. « Pragmalinguistic approach to the description of lecturers’ speech behaviour in the genre of popular science discourse “video lecture” ». Philology. Issues of Theory and Practice 16, n^o 9 (1 septembre 2023) : 2862–68. http://dx.doi.org/10.30853/phil20230446.

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The aim of the paper is to describe the implementation of the strategic speech behaviour of two groups of speakers, German-language ones and English-language ones, from the perspective of pragmalinguistics in the genre of popular science discourse “video lecture”. The paper describes the pragmalinguistic characteristics of the video lecture genre as a typical communication situation, examines fragments of stereotypical and individual speech behaviour of TED Talks speakers and TED Talks Germany speakers and also conducts their comparative analysis. The scientific novelty of the research lies in applying a pragmalinguistic approach to the study of speakers’ modern discourse practices in the genre of scientific video lectures. It is the first time that a comparative analysis of the discourse practices of the German-language and English-language groups of speakers has been carried out in order to identify the specifics of their speech behaviour aimed at providing the most effective speech impact on the audience and the components of the communicative situation of the video lecture have been described. As a result, fragments of lecturers’ stereotypical and individual speech behaviour actualised by three communicative strategies, the strategy of attraction, the strategy of new knowledge presentation, the strategy of persuasion, as well as and their constituent tactics have been identified and presented.

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Gnevsheva, Ksenia. « The expectation mismatch effect in accentedness perception of Asian and Caucasian non-native speakers of English ». Linguistics 56, n^o 3 (26 juin 2018) : 581–98. http://dx.doi.org/10.1515/ling-2018-0006.

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Abstract Previous research on speech perception has found an effect of ethnicity, such that the same audio clip may be rated more accented when presented with an Asian face (Rubin, Donald L. 1992. Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education 33(4). 511–531. doi: 10.1007/bf00973770). However, most previous work has concentrated on Asian non-native English speakers, and Caucasian speakers remain under-explored. In this study, listeners carried out an accentedness rating task using stimuli from first language Korean, German, and English speakers in 3 conditions: audio only, video only, and audiovisual. Korean speakers received similar accentedness ratings regardless of condition, but German speakers were rated significantly less accented in the video condition and more accented in the audiovisual condition than the audio one. This result is explained as an expectation mismatch effect, whereby, when the listeners saw a Caucasian speaker they did not expect to hear a foreign accent, but if they actually heard one it was made more salient by their expectation to the contrary.

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Lange, Britta. « Archival Silences as Historical Sources. Reconsidering Sound Recordings of Prisoners of War (1915-1918) from the Berlin Lautarchiv ». SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 7, n^o 3 (9 avril 2018) : 46–60. http://dx.doi.org/10.7146/se.v7i3.105232.

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This article aims to consider not only sound recordings of speech samples as historical sources, but also the absence of words and the content hereof: silences in speech. Its focus are sound recordings made by prisoners in German camps during World War I, today kept in the Lautarchiv (Sound Archive) of the Humboldt-Universität zu Berlin (http://www.lautarchiv.hu-berlin.de/). The World War I recordings comprise one of the archive’s three founding collections. The fi rst contains voice portraits of illustrious fi gures such as Kaiser Wilhelm II and Paul von Hindenburg, the recordings of which began during the war in connection with the autograph collection of Ludwig Darmstaedter. The second collection is made up of voice portraits of people who were not well-known or prominent individuals, but exemplary speakers of particular languages and dialects. Between 1915 and 1918, in German prisoner of war camps, the state-funded Königlich Preußische Phonographische Kommission (Royal Prussian Phonographic Commission) produced sound recordings of a range of languages, dialects and ethnic groups for the purposes of linguistic and musicological research.

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Rogozińska, Marta. « Tilgungstendenzen in Konferenzvorträgen. Eine korpusbasierte Studie ». Studia Linguistica 35 (29 mars 2017) : 205–19. http://dx.doi.org/10.19195/0137-1169.35.11.

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Deletion trends in academic talks. A corpus-based analysisThe purpose of this paper is to describe some current deletion trends in modern spoken German. The study is based on orthographic transcriptions of academic talks made by German native speakers. The analysis has been conducted in order to show the most common phonetic reductions of the formal Standard German variety as used today in official situations in Germany. The linguistic data are taken from the GeWiss corpus, which is a comparative corpus of audio recordings and transcriptions of spoken academic languages German, Polish, English. The research organizations involved were the Herder Institute at the University of Leipzig, Wrocław University and Aston University in Birmingham.

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Irsara, Martina. « Encoding climbing scenes in English : frequency and patterns in descriptions written by speakers of diverse languages ». Brno studies in English, n^o 2 (2022) : 5–24. http://dx.doi.org/10.5817/bse2022-2-1.

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The English verb climb has a greater range of syntactic formulations than its Ladin and Italian counterparts, the majority of which do not take direct objects and most commonly express effortful uphill movement; however, German appears typologically closer to English. As a result, the question arises as to whether English learners with diverse first languages make different lexical and syntactic choices when describing climbing scenes in the target language. Because of diverse cross-linguistic impacts, it is expected that German speakers will employ the English verb climb in more contexts than Ladin and Italian speakers. Trentino-South Tyrolean speakers of Ladin (n = 13), Italian (n = 40), and German (n = 40) describe 12 artworks depicting a figure rising in various surroundings and directions, to confirm this fact. The preceding finding is corroborated by an online video-description task completed by speakers of Ladin (n = 57), Italian (n = 45), and German (n = 45). Despite difficulties distinguishing across multilingual groups of learners, this study reveals disparities amongst student groups with similar multilingual backgrounds. Contrastive assessment of multilingual learners' descriptions of human climbing scenarios indicates tendencies that are likely attributable to cross-linguistic variance.

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Bousquette, Joshua. « From Bidialectal to Bilingual ». American Speech 95, n^o 4 (1 novembre 2020) : 485–523. http://dx.doi.org/10.1215/00031283-8620496.

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The present work examines nominal case marking in Wisconsin Heritage German, based on audio recordings of six speakers made in the late 1940s. Linguistic data provide positive evidence for a four-case nominal system characteristic of Standard German. At the same time, biographical and demographic information show that the heritage varieties acquired and spoken in the home often employed a different nominal system, one that often exhibited dative-accusative case syncretism and lacked genitive case—features that surfaced even when Standard German was spoken. These data strongly suggest that speakers were proficient in both their heritage variety of German, acquired through naturalistic means, as well as in Standard German, acquired through institutional support in educational and religious domains. Over time, these formal German-language domains shifted to externally oriented, English-language institutions. Standard German was no longer supported, while the heritage variety was retained in domestic and social domains. Subsequent case syncretism in Wisconsin Heritage German therefore reflects the retention of preimmigration, nonstandard varieties, rather than a morphological change in a unified heritage grammar. This work concludes by proposing a multistage model of domain-specific language shift, informed by both synchronic variation within the community as well as by social factors affecting language shift over time.

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Scrimgeour, Anna. « Word-final T-deletion in Southern German ». Lifespans and Styles 4, n^o 2 (31 décembre 2018) : 14–24. http://dx.doi.org/10.2218/ls.v4i2.2018.2913.

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The recordings of 20 native German speakers were analysed to identify the strongest factors affecting the rates of word-final t-deletion. Deletion rates were shown to be higher for /t/s in semiweak verbs, when preceded or followed by sibilants, and in a conversational speaking style. In addition to this, frequent words showed higher deletion rates. English and German t-deletion were comparable to some extent in this study. However, deletion rates by morphological complexity showed differences between the languages: monomorphemic words, in particular, had lower deletion rates in German than in English. It was also shown that reading aloud reduces the deletion rates significantly which is in line with previous research.

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BERTHELE, RAPHAEL, et LADINA STOCKER. « The effect of language mode on motion event descriptions in German–French bilinguals ». Language and Cognition 9, n^o 4 (21 novembre 2016) : 648–76. http://dx.doi.org/10.1017/langcog.2016.34.

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abstractWhen describing motion in space, speakers of French and German are known to show different preferences. In French, the verb typically encodes the path, whereas in German the manner in which the figure moves is mapped onto the verb. In this paper, this difference between the two languages is investigated, drawing on the data produced by forty participants. All participants are multilinguals, with German and French as their two strongest languages. They described fifty video clips in two sessions, once in monolingual and once in bilingual mode. The critical stimuli were always described in German in both language modes, the fillers in German in monolingual mode but in French in bilingual mode. The analyses of the manner and path verb uses show that, in a bilingual mode, speakers significantly converge towards the French model, that is, they reduce the preference for manner verbs and increase the proportion of path verbs.

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Mistal, Craig, Stephen Takács et Gerhard Gries. « EVIDENCE FOR SONIC COMMUNICATION IN THE GERMAN COCKROACH (DICTYOPTERA : BLATTELLIDAE) ». Canadian Entomologist 132, n^o 6 (décembre 2000) : 867–76. http://dx.doi.org/10.4039/ent132867-6.

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AbstractOur objective was to test the hypothesis that late-instar nymph, male, and (or) female German cockroaches, Blattella germanica (L.), use sonic signals for intraspecific communication. A digital-recording system was assembled that consisted of a computer equipped with data-acquisition hardware and software, microphones sensitive to sonic and ultrasonic frequencies, and speakers capable of emitting sonic and ultrasonic sound. Sound was repeatedly recorded from groups of five nymphs, five virgin males, or five virgin females. Click-type sounds were commonly present in recordings from nymphs, and consisted of sound pulses of about 10-ms duration and peak frequencies of 7, 9, 11, and 14 kHz. Similar "clicks" were found in recordings from females. In replicated binary choice arena bioassays with individual laboratory-reared insects, played-back "clicks" from nymphs or females or computer-generated artificial clicks attracted nymphs but not males or females. These results provide the first evidence that sonic signals are part of the complex B. germanica communication system.

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Ebling, Sarah. « Building a parallel corpus of German/Swiss German Sign Language train announcements ». International Journal of Corpus Linguistics 21, n^o 1 (31 mars 2016) : 116–29. http://dx.doi.org/10.1075/ijcl.21.1.06ebl.

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We present a parallel corpus of German/Swiss German Sign Language train announcements. The corpus is used in a statistical machine translation system that translates from German to Swiss German Sign Language. The output of the translation system is then passed on to an animation system, the result being a sign language avatar representation on a mobile phone. Building the parallel corpus consisted of four steps: translating the written German train announcements into Swiss German Sign Language glosses, signing the announcements in front of a camera on the basis of the gloss transcriptions, notating the signs in the video recordings in a form-based sign language notation system, and adding information about non-manual features. The resulting corpus contains 3,241 sentence pairs, which makes it a large parallel corpus involving sign language.

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Brendel, O. « Modern possibilities of diagnostic research in the field of forensic video and audio analysis ». Theory and Practice of Forensic Science and Criminalistics 23, n^o 1 (27 juillet 2021) : 203–11. http://dx.doi.org/10.32353/khrife.1.2021.15.

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Issues that are increasingly arising in criminal proceedings are highlighted, namely: use of data obtained as a result of diagnostic researches on video, sound recordings that allows to ensure a higher level of completeness, objectivity and comprehensiveness of research. The purpose of the article is to analyze the possibilities of forensic diagnostic researches on video and sound recordings of both oral speech and the sound environment of an offense event. Various modern possibilities of researches on video and sound recordings are considered. Attention is paid both to the specifics of diagnostic speech researches in order to obtain information about personality of the unknown speaker and to information that can be obtained through research and diagnosis of non-speech information. Analyzed the possibilities (within the framework of the examination of video, sound recording) diagnostic researches on directly speech information, including the definition of: oral speech form, nature of relations between the interlocutors, conversation meaning (definition of the meaningful situation: consent vs disagreement; permission vs prohibition; understanding vs misunderstanding; request; advice; promise; assurance; gratitude; threat; clarification; order; question; message, etc.), rate of speech and the emotional state of the interlocutors, as well as expert diagnostics of biological parameters of the speakers. Possibilities of diagnostic studies of technical studies of recording media and recording equipment, that can contain information about the technology of obtaining/fixing/saving video, sound recordings, properties and features of the media itself are considered. Non-speech sounds are classified according to their belonging to certain sources. The article highlights effectiveness of using the forensic information obtained through forensic examination in practice of investigating crimes.

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Meyerhöffer, Nina, et Daniel C. Dreesmann. « Let's Talk Biology – Developing a Model for Incorporating English-Speaking Experts into the (Bilingual) Science Classroom ». American Biology Teacher 81, n^o 3 (1 mars 2019) : 152–59. http://dx.doi.org/10.1525/abt.2019.81.3.152.

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We present an instructional approach to incorporate into biology lessons an exchange of videos between international practicing scientists and secondary-school students. We validated the approach in German school settings in three curricular contexts: genetics, cell biology, and immunology. The participating students (n = 255) were native speakers of German with a background of English as a foreign language. The three participating scientists, English-speaking experts from the United Kingdom and Uganda, were rooted in different fields that were related to the respective curricular topics. We explain how the video exchange model was developed and evaluate students' comments and suggestions for improvement in a qualitative approach. This is followed by a discussion of implications for future applications. The video exchange was intended to promote English as the language of science in biology lessons. Through personal and genuine insight into science professions, students were able to experience the usefulness of English as a tool for international communication. We argue that the instructional model is applicable to a wide variety of educational contexts, including minority language students and native speakers of English.

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Ennser-Kananen, Johanna. « “That German stuff” : Negotiating Linguistic Legitimacy in a Foreign Language Classroom ». Journal of Language and Education 4, n^o 1 (31 mars 2018) : 18–30. http://dx.doi.org/10.17323/2411-7390-2018-4-1-18-30.

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This qualitative case study of one German suburban high school classroom in the Midwestern United States examines how learners of German negotiate their linguistic legitimacy, which is defined as discursively constructed acceptance or validation for their language use. Specifically, it investigates how the students negotiated legitimacy for using their target language German in their classroom. Based on the premise that linguistic legitimacy is crucial for the maintenance and development of speakers’ languages, data was collected and analyzed from classroom recordings, semi-structured interviews, and participant observations. Findings revealed that, while English dominated the lessons as the default legitimate language among the students, using German was accepted and valued under certain circumstances. Such instances of linguistic legitimacy included the use of German for entertainment or in role plays, a pattern which points to the students’ desire to mitigate investment and display “uninvestment” in learning or using German. Implications for foreign language (FL) pedagogy and teacher education are discussed.

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Leemann, Adrian. « Analyzing geospatial variation in articulation rate using crowdsourced speech data ». Journal of Linguistic Geography 4, n^o 2 (septembre 2016) : 76–96. http://dx.doi.org/10.1017/jlg.2016.11.

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Most recent studies on the geographical distribution of acoustic features analyze comparatively few speakers and localities, both of which may be unrepresentative of the diversity found in larger or more spatially fragmented populations. In the present study we introduce a new paradigm that enables the crowdsourcing of acoustic features through smartphone devices. We usedDialäkt Äpp, a free iOS app that allows users to record themselves, to crowdsource audio data. Nearly 3,000 speakers from 452 localities in German-speaking Switzerland provided recordings; we measured articulation rates for these speakers using a metric based on duration intervals between consecutive vowel onsets. Results revealed distinct regional differences in articulation rate between major dialect regions and individual localities. The specification of 452 localities enabled analyses at an unprecedented spatial resolution. Results further revealed a robust effect of gender, with women articulating significantly more slowly than men. Both the geographical patterns and the effect of gender found in this study corroborate similar findings on Swiss German previously reported in a very limited set of localities, thus verifying the validity of the crowdsourcing framework. Given the application of this new framework, a large bulk of the discussion is devoted to discussing methodological caveats.

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Axer, Gaby. « British accent perceptions and attributions of guilt by native and non-native speakers ». Journal of Language and Discrimination 3, n^o 2 (18 décembre 2019) : 195–217. http://dx.doi.org/10.1558/jld.39970.

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This paper uses the matched-guise technique to analyse the impact of accent perception in the context of suspect interrogation. Three native speakers of British English and one of Norwegian recorded a suspect’s statement in a version as close as possible to standard English as well as in their strongest accented pronunciation of English. These recordings were rated by native speakers of English (NSs) and German learners of English (non-native speakers, NNSs) regarding competence, social attractiveness, credibility/guilt and standardness. Qualitative and quantitative analysis of these ratings shows evidence for accented speakers being rated less competent, but more socially attractive and more likely to be guilty than their standard counterparts. Moreover, NNSs’ ratings were significantly higher for competence and guilt in the standard guises, as well as social attractiveness and guilt in the accent guises, while NSs twice as often reported pronunciation/accent having influenced their ratings. This study also found that specific regional stereotypes were less important compared to the perceived degree of standardness.

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Grümpel, Claudia, Pamela Stoll et José Luis Cifuentes Honrubia. « L3-Task : Language acquisition in a multilingual context ». Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, n^o 2 (8 décembre 2014) : 382–404. http://dx.doi.org/10.1075/resla.27.2.07gru.

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L3-Task is a pilot project based on a European project proposal by the University of Vienna (Austria), the University of Alicante (Spain), the University of Barcelona (Spain), the UNED of Madrid (Spain), and the University of Jena (Germany). The pilot project aimed at implementing and investigating peer-to-peer interaction between students of a third language (L3) through blended online tandems organized by the universities involved in the project, all of which offer formal courses of third languages. The present paper focusses on the participation in oral peer-to-peer interaction in German by students who are native speakers (NSs) of Spanish (L1), have studied English as a second language (L2) and are acquiring German as an L3 within a university program based on an A1 CEFR-based framework. In order to provide these non-native speakers (NNSs) of German with opportunities to develop oral competence, online tandems were organized with students at the University of Vienna who are NSs or near-native-speakers of German (NNSs-high). During their online encounter, the tandem partners carried out task-based interactions related to the formal German language course in university education. The interactions were carried out outside the classroom, and recorded and stored by the students themselves with the help of a common video-conference platform. In this article we present samples of transcribed interactions in German by 11 tandems composed of a NNS and a NS or NNS-high. The interactions were initially set up through the use of English, which is the tandem partners´ common L2.

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Henriques, Anna Smirnova, Mario Augusto de Souza Fontes, Pavel A. Skrelin, Tatiana V. Kachkovskaia, Svetlana Ruseishvili, Maria Cristina Borrego, Patrícia Piccin Bertelli Zuleta, Léslie Piccolotto Ferreira et Sandra Madureira. « Russian Immigrants in Brazil ». Cadernos de Linguística 1, n^o 2 (28 décembre 2020) : 01–18. http://dx.doi.org/10.25189/2675-4916.2020.v1.n2.id210.

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While L2 acquisition by Brazilians has been studied for different languages, the acquisition of Brazilian Portuguese by foreigners has been poorly explored. Recent studies of non-native accented speech in other languages have shown that a foreign accent could largely influence the perception of personal qualities of speakers, and this issue presents a large interest for intercultural research projects. Our research project is focused on Russophone immigrants living in Brazil, bilingual speakers of Russian and Portuguese. The specific aim of the current work is to describe a database containing information about 40 native Russian speakers living in São Paulo for at least six months. Their linguistic and sociocultural profiles are presented, and the experimental protocol of the data collection is described. The protocol included recording speech samples in Russian and in Portuguese and video recordings for further facial expression analysis of bilinguals by the program FaceReader 7.0. The analysis of the sociocultural profiles of the Russophones, presented in the current work, provides a strong basis for the enrichment of the phonetic, sociolinguistic, and nonverbal behavior analysis of these speakers.

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Knoblauch, Hubert, et Bernt Schnettler. « Video and Vision ». Journal of Contemporary Ethnography 44, n^o 5 (28 mai 2015) : 636–56. http://dx.doi.org/10.1177/0891241615587379.

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In this article, we sketch the field of qualitative video-analysis and locate videography within this. Instead of presenting the methods of videography formally, we illustrate the application of this method in a particular field: Marian apparitions occurring in a German town in 1999, captured live on video. The presentation of the method in this paper follows a general methodological structure. (1) We first outline the ethnographic context of the setting in which the video-recordings were made. This context includes actors, religious associations, and locations as well as some aspects of the apparitional events’ historical genesis. (2) We then turn to look at the performance of the Marian vision as recorded in the video. By applying sequential analysis, we roughly identify a temporal order to the event, which exhibits an interesting deviation from earlier forms of apparitions due to the way it takes a subjectively “spiritual” form. This finding leads us to finally (3) address the role of the subjective perspective that, as we argue, is a further essential dimension of videography. It is on this level that we are made aware of the relevance of the life-world as a methodological background for the kind of interpretive social science that takes the actor’s perspective into account.

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Habib, Muhammad Asad, et Arshad Ali Khan. « Vowel Epenthesis in Loanword Integration : A Study of English Consonant Cluster at Onset ». International Journal of English Linguistics 9, n^o 4 (12 juillet 2019) : 332. http://dx.doi.org/10.5539/ijel.v9n4p332.

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This study examines the process of vowel epenthesis used by the Punjabi speakers to integrate the English consonant cluster at onset position of the syllable. English and Punjabi are two different phonological system where English allows consonant cluster and complex consonants at onset while Punjabi only allows complex consonants. Hence for the integration of syllables with consonant cluster, Punjabi speakers have to insert a vowel to make the consonant configuration according to Punjabi phonotactics. The data for this study are collected from recordings of focus group discussions, interviews and video clips. The data are analyzed by using CV phonology and Distinct Feature theory. The results suggest that Punjabi speakers insert vowels to modify the English consonant clusters according to Punjabi phonological environment. Thus, they add another vowel node and resyllabify the consonant clusters. The mid central /ə/ vowel is the default epenthetic vowel while in some cases /e/ is also used before the consonant clusters.

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Concu, Valentina. « Grammatical Tenses and Communicative Intentions : A case study of the German Perfekt and Präteritum ». Linguistic Frontiers 4, n^o 2 (1 septembre 2021) : 31–37. http://dx.doi.org/10.2478/lf-2021-0015.

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Abstract Recent research in syntax and corpus linguistics has shown how the German Perfekt (present perfect) and Präteritum (simple past) are widely used in written language—even though these tenses are commonly described in DAF (German as a foreign language) materials as used respectively in the spoken and written forms. While these analyses only focus on written corpora, an extensive study on the use of tenses in spoken interaction is still missing. In this paper, I try to fill this gap in the literature by exploring the use of Perfekt and Präteritum in the recordings of the Frankfurt Auschwitz trials, held in Frankfurt am Main, from December 20, 1963, to August 19, 1965, and available on the web page of the Fritz Bauer Institute. Textual analyses of the depositions of five former German prisoners of the Polish concentration camp show that German native speakers use both tenses in their spoken interactions. These results widely contradict their depiction in DAF materials, textbooks, and grammars. Furthermore, the types of Präteritum found are far more diverse than is traditionally held by scholars, who claimed that the use of this tense in spoken language is limited to verbs such as sein (to be), haben (to have) and modals, such as können (can), müssen (must), sollen (should), etc. The outcome of this study shows how the difference between Perfekt and Präteritum is determined by the subjective attitude of the speakers in relation to the information they want to convey.

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Sandra, Benazzo, Dimroth Christine et Fabian Santiago. « Additive Linking in L2 French Discourse by German Learners : Syntactic Embedding and Intonation Patterns ». Languages 6, n^o 1 (28 janvier 2021) : 20. http://dx.doi.org/10.3390/languages6010020.

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This study deals with the expression of additive linking in L2 French by adult German learners with two proficiency levels (advanced vs. intermediate). We examine whether crosslinguistic influences are observed in three domains: the frequency and type of additive expressions in discourse, the syntactic integration of additive particles in the utterance and the prosodic contour associated with them. A total of 70 participants (20 French native speakers, 20 German native speakers and 30 German learners of L2 French) performed an oral narrative task elicited via a video clip presenting abundant additive contexts. Our results show that advanced German learners did not experience an L1 transfer in any of the domains analyzed, but instead they show a learner-specific tendency to overmark the contrastive status of the relevant entities in discourse. Yet traces of crosslinguistic influence are visible in intermediate learners’ choice and frequency of additive means, as well as the preferred position of the particles. All learners seem to have quickly discarded the possibility to mark scope by prosody, in contrast to what they do in their L1. We discuss these findings in the light of the L2 acquisition of cohesive devices in discourse and their interactions with different linguistic levels.

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Ortiz Medina, Janeth María. « Shaping your Identity as a Speaker of English : The Struggles of a Beginner Language Learner ». Colombian Applied Linguistics Journal 19, n^o 2 (4 août 2017) : 250. http://dx.doi.org/10.14483/22487085.10238.

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This paper is based on a study that intended to explore how three young adult learners of English constructed their identities as speakers of English through their positioning in oral tasks in an English class. It focuses on the story of one of the participants of the study: a beginner female English learner. Data collection methods used included class video and audio-recordings, interviews, and diaries kept by the participants. Findings indicated that learners’ positioning in spoken interactions not only directly affected their use of English, but also led them to non-linear transformations of their identities as speakers of English. These results pinpoint the need to gain awareness of the centrality of students’ identities in both their learning process and in language teaching practices and the need to observe how positioning operates in the language classroom.

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Oloff, Florence. « Okay as a neutral acceptance token in German conversation ». Variations autour du mot "ok", n^o 25 (1 décembre 2019) : 197–225. http://dx.doi.org/10.54563/lexique.924.

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In German oral discourse, previous research has shown that okay can be used both as a response token (e.g., for agreeing with the previous turn or for claiming a certain degree of understanding) and as a discourse marker (e.g., for closing conversational topics or sequences and/or indicating transitions). This contribution focuses on the use of okay as a response token and how it is connected with the speakers’ interactional state of knowledge (their understanding, their assumptions etc.). The analysis is based on video recorded everyday conversations in German and a sequential, micro-analytic approach (multimodal conversation analysis). The main function of conversational okay in the selected data set is related to indicating the acceptance of prior information. By okay, speakers however claim acceptance of a piece of information that they can’t verify or check. The analysis contrasts different sequences containing okay only with sequences in which change-of-state tokens such as ah and achso co-occur with okay. This illustrates that okay itself does not index prior information as new, and that it is not used for agreeing with or for confirming prior information. Instead it enables the speaker to adopt a kind of neutral, “non-agreeing” position towards a given piece of information.

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Kachel, Sven, Adrian P. Simpson et Melanie C. Steffens. « “Do I Sound Straight?” : Acoustic Correlates of Actual and Perceived Sexual Orientation and Masculinity/Femininity in Men's Speech ». Journal of Speech, Language, and Hearing Research 61, n^o 7 (13 juillet 2018) : 1560–78. http://dx.doi.org/10.1044/2018_jslhr-s-17-0125.

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Purpose This study aims to give an integrative answer on which speech stereotypes exist toward German gay and straight men, whether and how acoustic correlates of actual and perceived sexual orientation are connected, and how this relates to masculinity/femininity. Hence, it tests speech stereotype accuracy in the context of sexual orientation. Method Twenty-five gay and 26 straight German speakers provided data for a fine-grained psychological self-assessment (e.g., masculinity/femininity) and explicit speech stereotypes. They were recorded for an extensive set of read and spontaneous speech samples using microphones and nasometry. Recordings were analyzed for a variety of acoustic parameters (e.g., fundamental frequency and nasalance). Seventy-four listeners categorized speakers as gay or straight on the basis of the same sentence. Results Most relevant explicitly expressed speech stereotypes encompass voice pitch, nasality, chromaticity, and smoothness. Demonstrating implicit stereotypes, speakers were perceived as sounding straighter, the lower their median f0, center of gravity in /s/, and mean F2. However, based on actual sexual orientation, straight men only showed lower mean F1 than gay men. Additionally, we found evidence that actual masculinity/femininity and the degree of sexual orientation were reflected in gay and straight men's speech. Conclusion Implicit and explicit speech stereotypes about gay and straight men do not contain a kernel of truth, and differences within groups are more important than differences between them. Supplemental Material https://doi.org/10.23641/asha.6484001

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Albirini, Abdulkafi. « The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic ». Language in Society 40, n^o 5 (26 octobre 2011) : 537–62. http://dx.doi.org/10.1017/s0047404511000674.

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AbstractThis study examines the social functions of codeswitching (CS) between Standard Arabic (SA) and Dialectal Arabic (DA). The data came from thirty-five audio and video recordings in the domains of religious lectures, political debates, and soccer commentaries. The findings suggest that speakers create a functional division between the two varieties by designating issues of importance, complexity, and seriousness to SA, the High code, and aligning less important, less serious, and accessible topics with DA, the Low code. The CS patterns therefore reproduce the unequal socialvaluesand distribution of SA and DA in the Arabic sociolinguistic landscape and simultaneously call for a reconceptualization of the notion of diglossia as presented in Ferguson's (1959) work. Other functions of CS as a marker of speakers' attitudes and as an index of pan-Arab or Muslim identities are discussed. (Arabic, bidialectal codeswitching, High/Low dichotomy, functional diglossia, identity, language attitudes)*

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Pellegrino, Elisa, Sandra Schwab et Volker Dellwo. « Do speakers converge rhythmically ? A study on segmental timing properties of Grison and Zurich German before and after dialogical interactions ». Loquens 8, n^o 1-2 (28 juin 2022) : e078. http://dx.doi.org/10.3989/loquens.2021.078.

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This paper reports on the results of a research investigating whether rhythmic features, in terms of segmental timing properties, are object of speaker’s adjustments after the exposure to a conversational partner. In the context of dialects in contact, this is crucial to understand whether rhythmic attributes may bring about language variation and change. In the context of human-machine interactions, this can benefit the design of spoken dialogues systems to achieve human-likeness. To study rhythmic accommodation, we selected a corpus of pre- and post-dialogue recordings, performed by 18 speakers of Grison and Zurich German (henceforth GRG and ZHG), two Swiss German dialects characterised by noticeable segmental and supra-segmental differences. To quantify rhythmic convergence, we designed three measures based on the segmental timing differences between the two dialects. We compared the Euclidean distances in the three measures between GRG and ZHG speakers in a pair before and after two interactions. Results reveal that dyads members do not significantly shift the production of segmental timing features after the dialogues. Neither linguistic nor social factors can account for the observed accommodation pattern. Cross-dialectal segmental timing differences, captured by the three ratio measures, may be either robust against the influence of interlocutors’ acoustic behaviour or too subtle to be perceived or retained after interactions.

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Myintzu, Winn. « Use of the let it pass strategy among ASEAN English speakers ». EduLingua 7, n^o 1 (2021) : 89–108. http://dx.doi.org/10.14232/edulingua.2021.1.5.

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This study focuses on the use of the let it pass strategy (Firth, 1996) by English speakers from five member countries of the Association of Southeast Asian Nations (ASEAN) during interaction with each other. The data was from the video recordings of the participants during their conversations. Close and indepth analyses were carried out on instances of let it pass used by them. Then, retrospective interviews were conducted with each participant. Results showed that let it pass was a communication strategy the participants used to make their conversation flow smoothly, and that they used it as long as their nonunderstanding of what their interlocutor was saying did not cause a communication breakdown between them. This finding leads to the conclusion that the use of let it pass systematically facilitates talk when English speakers from ASEAN countries communicate with each other in English. Implications are noted for English language teaching and further research.

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Myintzu, Winn. « Use of the let it pass strategy among ASEAN English speakers ». EduLingua 8, n^o 1 (2022) : 89–108. http://dx.doi.org/10.14232/edulingua.2022.1.5.

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This study focuses on the use of the let it pass strategy (Firth, 1996) by English speakers from five member countries of the Association of Southeast Asian Nations (ASEAN) during interaction with each other. The data was from the video recordings of the participants during their conversations. Close and indepth analyses were carried out on instances of let it pass used by them. Then, retrospective interviews were conducted with each participant. Results showed that let it pass was a communication strategy the participants used to make their conversation flow smoothly, and that they used it as long as their nonunderstanding of what their interlocutor was saying did not cause a communication breakdown between them. This finding leads to the conclusion that the use of let it pass systematically facilitates talk when English speakers from ASEAN countries communicate with each other in English. Implications are noted for English language teaching and further research.

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Moon, Il-Joon, Mini Jo, Ga-Young Kim, Nicolas Kim, Young-Sang Cho, Sung-Hwa Hong et Hye-Yoon Seol. « How Does a Face Mask Impact Speech Perception ? » Healthcare 10, n^o 9 (7 septembre 2022) : 1709. http://dx.doi.org/10.3390/healthcare10091709.

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Face masks are mandatory during the COVID-19 pandemic, leading to attenuation of sound energy and loss of visual cues which are important for communication. This study explores how a face mask affects speech performance for individuals with and without hearing loss. Four video recordings (a female speaker with and without a face mask and a male speaker with and without a face mask) were used to examine individuals’ speech performance. The participants completed a listen-and-repeat task while watching four types of video recordings. Acoustic characteristics of speech signals based on mask type (no mask, surgical, and N95) were also examined. The availability of visual cues was beneficial for speech understanding—both groups showed significant improvements in speech perception when they were able to see the speaker without the mask. However, when the speakers were wearing the mask, no statistical significance was observed between no visual cues and visual cues conditions. Findings of the study demonstrate that provision of visual cues is beneficial for speech perception for individuals with normal hearing and hearing impairment. This study adds value to the importance of the use of communication strategies during the pandemic where visual information is lost due to the face mask.

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Dahmen, Josua. « Bilingual speech in Jaru–Kriol conversations : Codeswitching, codemixing, and grammatical fusion ». International Journal of Bilingualism 26, n^o 2 (8 décembre 2021) : 198–226. http://dx.doi.org/10.1177/13670069211036925.

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Aims and objectives: Language contact in the Yaruman community of Western Australia has led to prevalent bilingual practices between the endangered language Jaru and the creole language Kriol. This study examines ordinary conversations in the community and investigates whether the observable bilingual practices are interactionally relevant, and whether codemixing has led to the emergence of a conventionalised mixed language. Approach: The research is based on a qualitative analysis of bilingual speech in natural conversation. The approach combines the methodological framework of interactional linguistics with an analysis of the grammatical structures of conversational data. Data and analysis: The analysed data consist of two hours and thirty minutes of transcribed video recordings, comprising 13 casual multi-party conversations involving all generations in the Yaruman community. The recordings were made using lapel microphones and two high-definition cameras. Findings: Bilingual Jaru–Kriol speakers use codeswitching as an interactional resource for a range of conversational activities. In many cases, however, speakers’ code choices are not interactionally relevant. Instead, codemixing is often oriented to as a normative way of speaking and participants exploit their full linguistic repertoire by relatively freely combining elements from both languages. There are also signs of morphological fusion in the mixed speech of younger Jaru speakers, who more frequently combine Kriol verb structure and Jaru nominal morphology. However, this morphological split is not fully conventionalised and variation is still substantial. Originality: The bilingual speech continuum is supported by the analysis of conversational data in a situation of language shift. This article shows that fusion involving core grammatical categories can occur among a subgroup of speakers without developing into a community-wide mixed language. Significance: The study contributes to a better understanding of community bilingualism and bilingual practices in a situation of language shift. It demonstrates how codeswitching, codemixing, and grammatical fusion can co-exist in a bilingual community.

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Delere, Malte, Hanna Höfer et Gudrun Marci-Boehncke. « A MATTER OF TRANSLATION ? UDL AS FRAMEWORK FOR STUDENT TEACHER’S VIDEO ANALYSIS ». Education. Innovation. Diversity. 1, n^o 8 (28 juin 2024) : 28–40. http://dx.doi.org/10.17770/eid2024.1.8244.

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Teacher education needs innovative formats to meet the enormous challenge posed to schools by society's demand for inclusion. Teachers must be both competent and willing to involve all students in their lessons in the best possible way. One format for imparting both relevant knowledge and associated professional attitudes can be the reflection of taped teaching sequences. These are able to reflect the complexity of teaching in such a way that a particularly productive analysis can be carried out. The study aims to explore the potential of using the Universal Design for Learning (UDL; german version by Kremsner, Proyer, and Baesch 2020) as a framework for inclusion orientation in reflecting on videographed instructional sequences. We use qualitative analysis of recordings of a video-based accessible reflection task for 16 master students groups. The students were part of a preparatory seminar for the practical phase in the Master's program. The heterogeneous results indicate that using the UDL reveals multiple difficulties for the students due to its general structure and the German translation utilised. Furthermore, we identify that framing the reflection tasks in the context of inclusive didactics is essential for students' acquisition of competencies.

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Nielsen, Søren Beck. « Interactional integration of talk and note-taking ». Psychology of Language and Communication 25, n^o 1 (1 janvier 2021) : 145–67. http://dx.doi.org/10.2478/plc-2021-0007.

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Abstract This paper contributes to the current line of research that examines how participants interactionally engage in simultaneous multiple courses of actions. It looks into how institutional interactants jointly integrate two concurrent engagements: talk and note-taking. It builds upon video recordings of naturally occurring monitoring visits in Denmark, where social supervision representatives interview foster parents and facility leaders and simultaneously take notes on their laptop computers. Data suggest that talk and note-taking concur very commonly, that is, representatives take notes extensively while the other party talks. The paper investigates three factors that advance our knowledge about interactional reasons why this dual engagement can take place so commonly. First, when initiating concurring writing or talk, both parties orient towards simultaneous engagement in the two activities as appropriate. Second, whilst writing, representatives verbally display recipiency to talk, which prompt speakers to continue. Third, representatives frequently suspend the act of writing in order to briefly face the speakers, which they similarly treat as an encouragement to continue.

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Daigneault, Anna Luisa, et Gregory D. S. Anderson. « Living Dictionaries : A Platform for Indigenous and Under-Resourced Languages ». Dictionaries : Journal of the Dictionary Society of North America 44, n^o 2 (2023) : 57–74. http://dx.doi.org/10.1353/dic.2023.a915065.

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ABSTRACT: Due to globalization, cultural assimilation, the long-term impacts of colonization, and official (or de facto ) policies hostile to linguistic diversity, many languages of the world are threatened or endangered. Free online technological tools can assist in documentation efforts and revitalization programs, while also providing safe online spaces in which materials can be systematically recorded and shared. Led by community activists and linguists, Living Dictionaries are collaborative multimedia projects that are editable, expandable, and searchable. Using the latest web technologies to facilitate the creation and storage of language data paired with digital images, audio and video recordings of native speakers, the platform is user-friendly and available in fourteen interface languages. Living Dictionaries promote visibility for under-resourced languages, foster connectivity over vast distances, and support an online community of language learners who wish to access a language without proximity to proficient speakers. The Living Dictionaries platform provides meaningful opportunities for Indigenous citizen science through regular training webinars.

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Dolores, Maria, et Jorge Mañana-Rodriguez. « Exploring Engagement in Online Videos for Language Learning through YouTube’s Learning Analytics ». EDEN Conference Proceedings, n^o 1 (21 septembre 2021) : 49–58. http://dx.doi.org/10.38069/edenconf-2021-ac0005.

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Until a few years ago, video analytics were not accessible to learning stakeholders, mainly because online video platforms did not share the users’ interactions on the system with stakeholders. However, this scenario has changed, and currently YouTube, the world’s largest media sharing site, offers these data. YouTube is also the main tool for transmitting audio-visual content in Language MOOCs (massive open online courses), and its video engagement data can be monitored through the YouTube Studio channel, which provides free and open access to video analytics. In this paper we present our research based on the analysis of viewers’ engagement with 35 videos of the Language MOOC entitled Alemán para hispanohablantes: basic principles (German for Spanish-speakers). The data provided by the YouTube Studio Learning Analytics platform has enabled new insights related to participants’ watching of these videos in Language MOOCs (LMOOCs). The results of our study provide pedagogical implications for Foreign Language instructors concerning the use of videos in language learning.

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Carroll, Mary, Katja Weimar, Monique Flecken, Monique Lambert et Christiane von Stutterheim. « Tracing trajectories ». Language, Interaction and Acquisition 3, n^o 2 (19 décembre 2012) : 202–30. http://dx.doi.org/10.1075/lia.3.2.03car.

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Although the typological contrast between Romance and Germanic languages as verb-framed versus satellite-framed (Talmy 1985) forms the background for many empirical studies on L2 acquisition, the inconclusive picture to date calls for more differentiated, fine-grained analyses. The present study goes beyond explanations based on this typological contrast and takes into account the sources from which spatial concepts are mainly derived in order to shape the trajectory traced by the entity in motion when moving through space: the entity in V-languages versus features of the ground in S-languages. It investigates why advanced French learners of English and German have difficulty acquiring the use of spatial concepts typical of the L2s to shape the trajectory, although relevant concepts can be expressed in their L1. The analysis compares motion event descriptions, based on the same sets of video clips, of L1 speakers of the three languages to L1 French-L2 English and L1 French-L2 German speakers, showing that the learners do not fully acquire the use of L2-specific spatial concepts. We argue that encoded concepts derived from the entity in motion vs. the ground lead to a focus on different aspects of motion events, in accordance with their compatibility with these sources, and are difficult to restructure in L2 acquisition.

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Lorenc, Anita. « Polish pronunciation animations developed on the basis of electromagnetic articulography ». Lingua Posnaniensis 56, n^o 1 (24 juillet 2015) : 107–23. http://dx.doi.org/10.2478/linpo-2014-0007.

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Abstract This paper discusses the subject of pronunciation visualization, based on methodologies in experimental phonetics. It presents a brief survey of major Polish instrumental research into articulation, focusing primarily on contemporary dynamic visualizations using electromagnetic articulography. The author’s own investigations were conducted using an AG 500 articulograph, a device which records and visualizes the working and movement of the articulatory organs. Two speakers were recorded: one with standard pronunciation and the other with articulation defects. A multi-specialist team prepared vocal tract models, taking into account the speaker’s anatomical conditions as recorded with the articulograph, video recordings, and photographs. Articulographic data enabled the preparation of pronunciation animations of 45 words, which show the standard realization of all vowels and consonants of Polish, and eight animations of non-standard articulation.

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Fuchs, Susanne. « Articulatory correlates of the voicing contrast in alveolar obstruent production in German ». ZAS Papers in Linguistics 41 (1 janvier 2005) : 252. http://dx.doi.org/10.21248/zaspil.41.2005.268.

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This work investigates laryngeal and supralaryngeal correlates of the voicing contrast in alveolar obstruent production in German. It further studies laryngealoral co-ordination observed for such productions. Three different positions of the obstruents are taken into account: the stressed, syllable initial position, the post-stressed intervocalic position, and the post-stressed word final position. For the latter the phonological rule of final devoicing applies in German. The different positions are chosen in order to study the following hypotheses: 1. The presence/absence of glottal opening is not a consistent correlate of the voicing contrast in German. 2. Supralaryngeal correlates are also involved in the contrast. 3. Supralaryngeal correlates can compensate for the lack of distinction in laryngeal adjustment. Including the word final position is motivated by the question whether neutralization in word final position would be complete or whether some articulatory residue of the contrast can be found. Two experiments are carried out. The first experiment investigates glottal abduction in co-ordination with tongue-palate contact patterns by means of simultaneous recordings of transillumination, fiberoptic films and Electropalatography (EPG). The second experiment focuses on supralaryngeal correlates of alveolar stops studied by means of Electromagnetic Articulography (EMA) simultaneously with EPG. Three German native speakers participated in both recordings. Results of this study provide evidence that the first hypothesis holds true for alveolar stops when different positions are taken into account. In fricative production it is also confirmed since voiceless and voiced fricatives are most of the time realised with glottal abduction. Additionally, supralaryngeal correlates are involved in the voicing contrast under two perspectives. First, laryngeal and supralaryngeal movements are well synchronised in voiceless obstruent production, particularly in the stressed position. Second, supralaryngeal correlates occur especially in the post-stressed intervocalic position. Results are discussed with respect to the phonetics-phonology interface, to the role of timing and its possible control, to the interarticulatory co-ordination, and to stress as 'localised hyperarticulation'.

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Kennedy, Sara. « Using stimulated recall to explore the use of communication strategies in English lingua franca interactions ». Journal of English as a Lingua Franca 6, n^o 1 (1 janvier 2017) : 1–27. http://dx.doi.org/10.1515/jelf-2017-0004.

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AbstractIn this study, the communication strategy use of two pairs of English as a lingua franca (ELF) users was explored in relation to two contextual factors, the communicative goal and the ELF users’ thoughts and feelings about the interactions. The ELF users were video-recorded engaging in researcher-designed tasks which required sharing information to achieve a joint goal. Subsequent stimulated recall with individual speakers targeted instances of potential or actual difficulties in understanding. Recordings and transcripts of the paired tasks and stimulated recall were used to identify communication strategies used to address difficulties in understanding. Results showed that overall, 11 different strategy types were seen across both pairs of speakers. However, the pair which achieved the shared goal showed a different pattern of strategy use and of interaction than the pair which did not achieve the shared goal. The two pairs also differed in how they attributed responsibility for successful communication. These findings, discussed in the context of previous ELF communication strategy research, highlight benefits of investigating interlocutors’ contemporaneous thoughts and feelings and the ways in which communication strategies are used during interactions.

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Zalović, Ana. « Mother Language-Based Teaching of the Russian Lexicon to Croatian Students ». Scientific Research and Development. Modern Communication Studies 13, n^o 2 (6 mai 2024) : 35–38. http://dx.doi.org/10.12737/2587-9103-2024-13-2-35-38.

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This article discusses the main reasons underlying the difficulties and errors experienced by Croatian native speakers in mastering the lexical structure of another Slavic language, specifically Russian, in the initial stage of learning. The author's attention is focused on the student’s substitution of meanings of lexical units in Russian with words of the native language, due to interlingual or linguistic paronymy. In teaching Russian to Croatian native speakers, it is important to maintain the thematic and situational principle of teaching, the principle of sufficiency, and the principle of relying on the mother tongue. This paper provides examples of effective vocabulary mastering: the use of visual clarity, reliance on similar sounding words in the native language, internationalisms, archaisms, application of the tacit (implicit) knowledge mechanism, unconscious reliance on equivalent, similar sounding words from close South Slavic languages, particularly Serbian and Slovenian (as positive interference). Attention is focused on the development of logical thinking and independence, the correct use of the dictionary, and working with audio recordings and video materials. The article focuses on words with connotative meaning, linguocultural lexis, non-equivalent and partially equivalent lexis, and speech etiquette.

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Cutrim Schmid, Euline. « Video-stimulated reflection as a professional development tool in interactive whiteboard research ». ReCALL 23, n^o 3 (1 septembre 2011) : 252–70. http://dx.doi.org/10.1017/s0958344011000176.

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AbstractSeveral authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers’ own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers’ reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development.

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Adnyani, Ni Luh Putu Sri, Ni Luh Sutjiati Beratha, I. Wayan Pastika et I. Nyoman Suparwa. « The development of verbal morphology and word order in an Indonesian-German bilingual child : A case study ». Topics in Linguistics 19, n^o 1 (1 juin 2018) : 33–53. http://dx.doi.org/10.2478/topling-2018-0003.

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Abstract The contexts and circumstances of the occurrence of cross-linguistic influence in bilingual children’s language development are still a matter of debate. The present study argues that in the early development of a bilingual child exposed to two typologically distinct languages (Indonesian and German), the child developed two separate linguistic systems. The child, raised in Indonesia, was exposed to Indonesian by her Indonesian mother and to German by her German father. The study focuses on the early stages of verbal morphology and word order, from ages 1;3 to 2;2. The corpus took the form of conversational text or speech based on spontaneous interactions in natural settings. The data was collected using diary records, supplemented by weekly video recordings. In analysing the data, two software systems were used: ELAN and Toolbox. The speech was segmented based on utterances. All verbal morphology and word order was coded. The results show that verbal morphology in Indonesian and German was acquired by the child at different times, with the development of German verbs occurring later than Indonesian verb acquisition. In addition, there is evidence of interaction between the two developing systems. Cross-linguistic interference was identified when the child used the Indonesian vocatives-predicate combination in German utterances while, at the same time, the child also applied the German verb-final clause structure in Indonesian utterances when she should have produced German utterances. Thus, the results from this case study suggest that both language external and internal factors account for the occurrence of cross-linguistic influence.

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Tanır, Ahmet. « Comparing Synchronous and Asynchronous Learning Environments during Process of Learning German as A Third Language in Terms of Enhancing Students&#39 ; Metacognitive Awareness ». Higher Education Studies 12, n^o 2 (23 mai 2022) : 168. http://dx.doi.org/10.5539/hes.v12n2p168.

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The present study dealt with exploring to what extent asynchronous virtual learning environment (ASVLE) and synchronous virtual learning environment (SVLE) enhance students' metacognitive awareness in L3 German learning process. During a five-week intervention, the students of the experimental group were taught L3 German synchronously through the BigBlueButton web conferencing system. In contrast, course notes, video-recordings were shared on Moodle Learning Management System (MLMS) asynchronously with those of the control group. The study was conducted on 72 undergraduates and assessed based on the pre-and post-tests of the Metacognitive Awareness Inventory (MAI) and semi-structured interviews. The findings indicated that SVLE improved the MAI scores of students in the experimental group. In addition, the findings obtained from the interviews revealed that the interaction between student-instructors in SVLE increased the students' motivation and engagements into the courses compared to ASVLE. As for ASVLE, there was no evidence about the enhancements of the students of control group in terms of metacognitive awareness before and after intervention. Transactional distance and poor quality of the relationship between students and instructor caused students to give up learning L3 German.

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Adnyani, Ni Luh Putu Sri, Ni Luh Sutjiati Beratha et I. Nyoman Suparwa. « CHILD COMPREHENSION OF ADULTS’ VERBAL INPUT : A CASE OF BILINGUAL ACQUISITION IN INFANCY ». Indonesian Journal of Applied Linguistics 7, n^o 1 (31 mai 2017) : 11. http://dx.doi.org/10.17509/ijal.v7i1.6853.

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Research concerning comprehension in early simultaneous bilingualism is still very limited. Thus, this study focuses on describing a bilingual infant’s comprehension of adults’ verbal input addressed to the child in an Indonesian-German language environment, and the child’s understanding of translation equivalents (TEs). The child, who was exposed to Indonesian and German simultaneously from birth, was observed from age 0;9 to age 1;3 using a diary supplemented with weekly video recordings. A “one parent-one language” system was applied in which the child received Indonesian language from the mother and German language from the father from birth. Since the family live in Indonesia and have regular contact to the collective family members, the child received dominant exposure in Indonesian compared to German. The data was transcribed and analysed using ELAN. The results show that the adults’ verbal inputs in the form of speech addressed to the child were in the form of short utterances which very often had a high-pitched sound and were rich in repetition. The adults’ speech was able to be discriminated by the child. In the pre-production stage, the child could understand approximately 6 (six) proper nouns, 18 (eighteen) Indonesian words and 14 (fourteen) German words. The result reveals that the child could comprehend more words in Indonesian than in German. It was also found that the child could understand some bilingual synonyms, which implies that at the pre-production stage, the child already went through a process of bilingual development.

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Olsson, Bruno. « The Absconditive revealed : Attention alignment in the grammar of Coastal Marind ». Open Linguistics 5, n^o 1 (16 mai 2019) : 136–55. http://dx.doi.org/10.1515/opli-2019-0009.

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AbstractSpeakers of Coastal Marind, a Papuan language of the Anim family, use a special inflectional form of the verb to signal that the state of affairs that the verb describes is outside the addressee’s current focus of attention. A central claim of the paper is that speakers use this verb form, which I call the Absconditive, to signal that the addressee should realign their attention to achieve shared access to the state of affairs. The paper describes the function of this attentional-epistemic grammatical category and provides examples of its use, mostly drawn from video recordings of face-to-face interaction. I also contrast the Absconditive with constructions with related functions, such as the use of morphology expressing information-structural notions (narrow focus), and a verb form that appears to express shared access to a referent.

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Saville-Troike, Muriel. « Private speech : evidence for second language learning strategies during the ‘silent’ period ». Journal of Child Language 15, n^o 3 (octobre 1988) : 567–90. http://dx.doi.org/10.1017/s0305000900012575.

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ABSTRACTThis study focuses on children who go through a ‘silent’ period early in the course of second language development, during which they largely cease verbal communication with speakers of the second language (English). Video recordings with radio microphones under natural conditions revealed that most of these children engaged in extensive private speech, which they were found to use for a variety of intrapersonal learning strategies, including (1) repetition of others' utterances, (2) recall and practice, (3) creation of new linguistic forms, (4) paradigmatic substitution and syntagmatic expansion, and (5) rehearsal for overt social performance. Quantity and quality of private speech was related not only to the children's level of cognitive development and the difficulty of the learning task (confirming previous research), but also to the children's social orientation and learning style, and to the domain of knowledge (language) that was being acquired.

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