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Lobacheva, Marina V., e Svetlana V. Androsova. "ON THE STATUS AND MODIFICATIONS OF THE INTERNAL SYLLABLE STRUCTURE IN SYLLABIC LANGUAGES (BASED ON MANDARIN CHINESE)". Theoretical and Applied Linguistics, n. 3 (2017): 23–40. http://dx.doi.org/10.22250/2410-7190_2016_2_4_23_40.
Testo completoAbstract (sommario):
The current paper touches upon two points of view on syllable nature in syllabic languages that are widely observed in literature. According to the first one, the syllable can be described as a grouping of smaller elements using the terms "phoneme," "allophone", "vowel", "consonant" that apply to non-syllabic languages. The second one is to regard the syllable as a minimal paradigmatic unit, similar to the phoneme in the non-syllabic languages. The obtained results enable to assume that such syllable constituents variation in Chinese spontaneous speech that might be a reflection of a common tendency in the Chinese speech flow.
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Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell e Anna Grace Cooper. "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi". Teaching of Psychology 46, n. 1 (16 dicembre 2018): 6–15. http://dx.doi.org/10.1177/0098628318816129.
Testo completoAbstract (sommario):
Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student’s perceptions of teacher effectiveness and strategies for assessing learner-centeredness.
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Kamran, Umaima, Saira Maqbool e Lubna Umar. "Syllable Structure of Pakistani English in Phonological Theory". Volume V Issue I V, n. I (30 marzo 2020): 300–312. http://dx.doi.org/10.31703/gssr.2020(v-i).31.
Testo completoAbstract (sommario):
This article describes the syllable of Pakistani English (PE. It compares the syllable of PE with British English, in the light of concepts of syllabic (Chomsky and Halle, 1968), syllabification, template, syllable pattern, model of syllable structure, phonotactics and syllable weight. In the end, the following differences in syllabic phonology of PE and British English are summarized: In phonotactic constraints, one difference is found that is in the syllable of PE cluster of three consonants i.e. /s/, /p or t or k/, /l or r/ is allowed only in monosyllabic words, whereas word internally this cluster is not permissible. So, [ek.sklIUd] becomes [eks.klIUd] in PE; the weight of the syllable in PE is not only based on the quality of vowel but also the quality of consonant; in PE every syllable must contain vowel as a nucleus.
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Khattala, Asma. "EFL Teachers’ Involvement in Designing Higher Education Syllabi: Reality and Expectations Case of EFL Teachers in Setif 2 University, Algeria". Milev Journal of Research and Studies 7, n. 1 (30 giugno 2021): 434–48. http://dx.doi.org/10.58205/mjrs.v7i1.735.
Testo completoAbstract (sommario):
The motivation underlying this research is the indisputable importance of teachers’ involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers’ involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Permanent EFL teachers at Mohamed LamineDebaghineSetif 2 university volunteered to undertake the study by answering a questionnaire with both limited-scale and open-ended questions. Findings revealed that teachers’ role in syllabus design is overlooked. Teachers are considered as mere implementers of the syllabi which come from the top. Despite this, they believe to have a voice to contribute beyond the classroom, especially that they recognize several issues in the current syllabi. Referring to teachers only at the final stages of syllabus design (i.e., implementation) may negatively impact syllabi adequacy and the overall efficacy of the educational system. Hence, the study proposed some recommendations as to make room for teachers’ voice.
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Strimel, Morgan, e Jason Northrup. "Syllabus Statements: A Point of Visibility for Disability Services". Journal of Postsecondary Student Success 2, n. 1 (27 ottobre 2022): 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.
Testo completoAbstract (sommario):
Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an accurate name and contact information for the institution’s disability services office, the accuracy of procedures for establishing accommodations, and the usage of the office’s pre-written disability/accommodation syllabus statement. Of the 58 syllabus statements, only 39.7% included completely accurate information related to disability services and accommodation-related procedures. Further, none of the syllabi in the sample used the syllabus statement(s) made publicly available by the university’s disability services office. The authors outline action items for disability services professionals and other campus stakeholders to leverage syllabi as a key point of visibility for disability services and ensure that students are provided with clear, concise, and accurate information necessary to establish accommodations entitled to them under federal law.
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Xu, Chenchen, Yen-Hwei Lin e Karthik Durvasula. "Sonority bias in Rugao di-syllabic syllable contraction". Proceedings of the Linguistic Society of America 3, n. 1 (3 marzo 2018): 28. http://dx.doi.org/10.3765/plsa.v3i1.4316.
Testo completoAbstract (sommario):
Two analyses, vowel sonority and the linear order of pre-contraction vowels, have been proposed to account for the vowel selection between two competing vowels in Chinese syllable contraction. An experiment was run to test whether sonority and/or linear order bias the vowel selection in Rugao syllable contraction. Our results confirmed the role of vowel sonority, and did not present supporting evidence for the linear order analysis. Sonority hierarchies along the dimensions of both height and centrality exhibit the same consistent and robust pattern, providing a new perspective to look at competing vowels in vowel-related phonological processes.
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Gin, Logan E., Rachel A. Scott, Leilani D. Pfeiffer, Yi Zheng, Katelyn M. Cooper e Sara E. Brownell. "It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution". Advances in Physiology Education 45, n. 2 (1 giugno 2021): 224–40. http://dx.doi.org/10.1152/advan.00119.2020.
Testo completoAbstract (sommario):
Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to what extent there were differences in the presence or absence of certain syllabus elements based on course level and course size. We found that instructors are most likely to include content about course expectations and least likely to include content about creating positive classroom climate on their course syllabi. Despite university requirements, many instructors did not include the university-mandated criteria and they did not include elements that could increase how inclusive students perceive the course to be. However, instructors more often included inclusive content when it was required by the university. We also found that students enrolled in upper level courses and small enrollment courses are provided with less content on their syllabi, which we would then interpret as a less inclusive syllabus. We discuss the implications of how these results may differentially impact students in these courses and how the syllabus can be a tool for creating more inclusive college biology courses.
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Farrow, Ben, Tom Leathem e Amna Salman. "Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation". International Journal of Contemporary Education 5, n. 1 (15 dicembre 2021): 34. http://dx.doi.org/10.11114/ijce.v5i1.5403.
Testo completoAbstract (sommario):
Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.
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ÁLVAREZ, CARLOS J., GUACIMARA GARCÍA-SAAVEDRA, JUAN L. LUQUE e MARCUS TAFT. "Syllabic parsing in children: a developmental study using visual word-spotting in Spanish". Journal of Child Language 44, n. 2 (15 febbraio 2016): 380–401. http://dx.doi.org/10.1017/s0305000916000040.
Testo completoAbstract (sommario):
AbstractSome inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were asked to detect one-syllable words that could be found at the beginning of pseudo-words, with the boundary between the word and the remaining letters being manipulated. The end of the embedded word could either match the syllabic boundary (e.g. the word FIN in the pseudo-word FINLO, where the syllable boundary is between N and L) or not (e.g. FINUS, where the syllable boundary is located between I and N). The results showed that children of both grades were faster in the syllabic than the non-syllabic condition, and that the magnitude of this effect was the same regardless of reading ability. The results suggest an early universality in the use of syllables in Spanish, regardless of reading level.
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Nirwana. "PRONUNCIATION ERRORS IN SYLLABIC CONSONANTS (AN INVESTIGATION OF THE STUDENT'S PHONOLOGICAL UNDERSTANDING)". JLE: Journal of Literate of English Education Study Program 2, n. 2 (29 dicembre 2021): 55–67. http://dx.doi.org/10.47435/jle.v2i2.752.
Testo completoAbstract (sommario):
This research examined pronunciation errors in syllabic consonant sounds uttered by fourth-semester students in the English and literature departments. This study aimed to find out how fourth-semester students read the text and pronounce syllabic consonant sounds. The theories of English phonetics and phonology were proposed by Peter Roach and Corder's theory of error analysis. The data was gathered using the descriptive qualitative method. The researcher used the phone as an instrument to record herself reading aloud text. According to the findings, the students made three errors: addition, omission, and selection. First, they began using the schwa sound with long syllabic consonant words. Second, some syllables were removed, which was most common in the final syllable. Third, they identified where a syllable in a word should go because they heard a vowel sound that should not be there or a sound in a syllable that was in the wrong location. This mistake occurs in the middle and last syllables
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CONRAD, MARKUS, CARLOS J. ÁLVAREZ, OLIVIA AFONSO e ARTHUR M. JACOBS. "Sublexical modulation of simultaneous language activation in bilingual visual word recognition: The role of syllabic units". Bilingualism: Language and Cognition 18, n. 4 (18 novembre 2014): 696–712. http://dx.doi.org/10.1017/s1366728914000443.
Testo completoAbstract (sommario):
We addressed the question of whether syllabic units of the presented language would activate words containing these syllables in the nonpresented language. In two lexical decision experiments using Spanish and German words presented to two groups of late Spanish–German and German–Spanish bilinguals and to two monolingual control groups, target words’ syllable-frequency in the nonpresented language was manipulated. Inhibitory effects of syllable-frequency in the nonpresented language were found only when Spanish–German bilinguals read German L2 words– suggesting that L2 sublexical syllabic units activated L1 syllabic neighbors’ representations that would interfere with L2 target processing. On the contrary, no inhibitory effects but rather a facilitation tendency due to syllable-frequency from the nonpresented German language was obtained for both groups of bilinguals reading Spanish words. This dissociation concerning the spread of activation from sublexical units to lexical representations from bilinguals’ two languages is discussed in terms of structural differences between the two languages.
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Jonáková, Stanislava, Mária Šikolová e Magdalena Veselá. "Aspects Influencing ESP Syllabus Design in Lifelong Military Education". International Journal of Learning, Teaching and Educational Research 21, n. 4 (30 aprile 2022): 63–79. http://dx.doi.org/10.26803/ijlter.21.4.4.
Testo completoAbstract (sommario):
This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllabus design the creators considered in the process of their compilation. The findings reveal that active teacher participation is one of the most prominent characteristics of the entire syllabus design process in all of the institutions examined, which results from the specific nature of the courses focused on preparing learners for final English examinations in a military context. Integrated syllabi, which are product-oriented and teacher-led, are another defining characteristic typical for both levels in all institutions. The syllabi in the countries studied are designed similarly, considering such crucial aspects as the learners’ entrance level, previous syllabus, exit requirements, and the type and length of courses. The study offers new insight into the organisational structure of courses at the elementary level, and an increase in the number of lessons in courses for Level 1 organised within the Czech army is strongly proposed.
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Johnson, Claire. "Best Practices in Syllabus Writing: Contents of a Learner-Centered Syllabus". Journal of Chiropractic Education 20, n. 2 (1 gennaio 2006): 139–44. http://dx.doi.org/10.7899/1042-5055-20.2.139.
Testo completoAbstract (sommario):
This article presents an overview of syllabus structure for faculty members and administrators who would like to develop and evaluate their syllabi. A brief overview about syllabus contents and a checklist is provided.
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Ismael Hama, Kozhin Omer. "Adopting and Adapting Syllabi by Instructors of English Language Departments at University Level: An Applied Study". JOURNAL OF LANGUAGE STUDIES 8, n. 5 (31 maggio 2024): 294–313. http://dx.doi.org/10.25130/lang.8.5.16.
Testo completoAbstract (sommario):
Syllabus is a crucial instructional resource that assists educators with clarification and simplification of subjects and sheds light on the content of a course of study, step by step. It is a crucial aspect of university teaching to provide syllabi for all their offered modules; thus, every instructor requires one to teach a class properly. Instructors, however, always use syllabi to improve their performance and make their teaching better suit students’ needs to learn and gather information to enhance their university education. This study examines how instructors deal with syllabi in terms of designing, adopting and adapting or only adopting them. It; therefore, sheds light on instructor’s expertise in curriculum design in general and the process of syllabus creation and adoption especially. Therefore, eighteen (18) university instructors from the University of Sulaimani and Komar University of Science and Technology have been chosen to answer a questionnaire of six (6) main questions and two (2) sub-questions on syllabus design and adoption. The results show that most of the instructors are unaware of the needed procedures for both designing and adapting previously designed syllabi by experts. Moreover, they do not always take environment analysis into consideration as much as they care about students’ needs when making adjustments to the syllabi that they adopt. Eventually, the study sums up with conclusions and recommendations.
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Kurbanbaev, Dj, e Z. Jumaniyazova. "Syllable formation and syllable division in english". Ренессанс в парадигме новаций образования и технологий в XXI веке, n. 1 (30 maggio 2022): 51–52. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp51-52.
Testo completoAbstract (sommario):
As stated above the syllabic structure, as a component of the phonetic system, consists of syllable formation and syllable division which are in close relationship to each other. All theories of the syllable have more often attempted to explain the syllable formation, but the problem of the division has not been thoroughly investigated, which is both theoretically and practically important in language description. Nevertheless, it is possible to formulate some general rules of syllable formation and syllable division in English [1: 103].
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orva, Abo, Sow miya, Sow miya e Naga rajan. "Student Syllabus Tracker". International Academic Journal of Science and Engineering 9, n. 2 (16 luglio 2022): 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.
Testo completoAbstract (sommario):
Syllabus are crucial tools that aid university teachers in explaining to students the goal and course direction. Syllabi creation and storage using conventional methods can get tiresome and time-consuming. At a sizable private institution, the Center for Teaching and Learning has created a tool to speed up the process of creating, modifying, and saving syllabi. The designer and developer will introduce and demonstrate the recently developed tool during the roundtable session, facilitate a discussion about how the tool can be used to enhance communication between teachers, students, and departments, and then give the attendees the opportunity to use the tool. Easy to view the students syllabus detail. Identify the particular set of the syllabus of the students. It is easy for each subject faculty. Serve as the framework for the selected course materials, course details, and method of instructions. University teaching and learning is always accessed through syllabi. Using this analogy as a foundation, this paper introduces Open Syllabus, a model-based REACT JS, NODE JS, MANGO DB approach to course outlines for online courses. The resources (files, citations, assignments, etc.), activities (quiz, forum, etc.), and course information (description, objectives, etc.) are all organized in Open Syllabus in a way that gives instructors direction, students navigational clarity, and export/import capabilities for sharing content across platforms.
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Dargiel, Karolina. "Sylaba w gwarze Moravy e Epërme". Slavia Meridionalis 10 (31 agosto 2015): 53–68. http://dx.doi.org/10.11649/sm.2010.005.
Testo completoAbstract (sommario):
Syllable pattern in Morava e Epërme local dialect of AlbanianThis article summarizes the first part of a research on syllable pattern in Kosovo dialects. It attempts to answer the question, whether Kosovo dialects have one-peak syllable pattern, two-peak syllable pattern or maybe some other type. Facing many theories about the syllabic unit, that have been created until now, for our study we choose the sonority theory, which is a very comfortable model for formulating distributional rules of speech sounds.Standard Albanian language is untypical against other European languages. This is due to the fact that it tolerates two-peak homorganic consonant clusters [NO-] in word initial position (mb-, mp-, nd-, ŋg-, nʣ-, ɲɟ-). Two-peak clusters in word final position are not accepted; consonants are always separated by vowel [ә]. What we observe in Standard Albanian is rather one-peak syllable pattern, where the hierarchy of sonority in the syllable is obeyed, but the least sonorous nasal sonorants should be classified to the distributional group of obstruents. And how does it look like in other Albanian dialects?For our study we have chosen several Kosovo dialects, which seem the most relevant for the examined problems. In this article I deal with the local dialect of Morava e Epërme, where I have studied the following issues:[SO-] initial clusters (including clusters with liquids l and rr),*[-OS] final clusters,Clusters [-OSO-] with an interobstruental sonorant,Consonantal proclitics on strong morphological borders (t’, m’, n’, s’),Occurences of vowel [ә]. Does it have phoneme status in this local dialect?Can sonorants and obstruents be syllabic?Our study has proved, that [NO-] initial clusters have tendency for reduction: [mbyt], [ŋuʃt] instead of [mbyt], [ŋguʃt, whereas sporadic occurence of the two-peak initial clusters lO-, rrO- is phonetically conditioned (it means that this form occurs only after vowels [m‿ka‿ʎʃu:], [mu‿Rʣu:]).Final *[-OS] clusters in Morava e Epërme, as in the standard Albanian, are completely extinct (they are usually split by vowel [ә]: [vetәm ktu], [natәn], [θupәr]). Th same referes to the clusters [-OSO-], which usually occur with the syllabic sonorant or inserted vowel schwa [ә].Dialect of Morava e Epërme tolerates syllabic sonorants and in some contexts also syllabic obstruents.The vowel [ә] appears very often, but never in unmotivated position. Therefore we can conclude that this sound does not have the phoneme status in this dialect.Dialect of Morava e Epërme neither has the typical one-peak syllable pattern (it tolerates two-peak initial clusters), nor it has a two-peak syllable model (it does not tolerate two-peak final clusters). This local dialect can be classified, the same as standard Albanian, as a one with one-peak syllable pattern, where, however, nasal sonorants should be distributionally classified as obstruents (and not as sonorants).
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Eslami, Maryam, Kameryn Denaro, Penelope Collins, Jacklyn M. Sumarsono, Michael Dennin e Brian Sato. "How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM". PLOS ONE 19, n. 4 (17 aprile 2024): e0301331. http://dx.doi.org/10.1371/journal.pone.0301331.
Testo completoAbstract (sommario):
Fostering equity in undergraduate science, technology, engineering, and mathematics (STEM) programs can be accomplished by incorporating learner-centered pedagogies, resulting in the closing of opportunity gaps (defined here as the difference in grades earned by minoritized and non-minoritized students). We assessed STEM courses that exhibit small and large opportunity gaps at a minority-serving, research-intensive university, and evaluated the degree to which their syllabi are learner-centered, according to a previously validated rubric. We specifically chose syllabi as they are often the first interaction students have with a course, establish expectations for course policies and practices, and serve as a proxy for the course environment. We found STEM courses with more learner-centered syllabi had smaller opportunity gaps. The syllabus rubric factor that most correlated with smaller gaps was Power and Control, which reflects Student’s Role, Outside Resources, and Syllabus Focus. This work highlights the importance of course syllabi as a tool for instructors to create more inclusive classroom environments.
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Ziková, Markéta, Martin Březina, Radek Čech e Pavel Kosek. "Syllabic Consonants in Historical Czech and How to Identify Them". Journal of Linguistics/Jazykovedný casopis 74, n. 1 (1 giugno 2023): 391–400. http://dx.doi.org/10.2478/jazcas-2023-0055.
Testo completoAbstract (sommario):
Abstract The paper provides fine-grained evidence concerning the development of syllabic consonants /r l/ in Czech, that is only sketched in the existing literature. The evidence is based on an automatic parser that identifies potential syllable-projecting segments according to sonority. The parser was applied to six verse texts from the 14th–16th centuries, which show a strong tendency towards octosyllabicity. The data provided by the parser newly reveal that the shift from non-syllabic to syllabic /r l/ is position-dependent: word-medial non-syllabic strings C(r/l)C change more rapidly than non-syllabic word-final ones C(r/l)#. This finding is in line with a cross-linguistic observation that non-syllabic C(r/l)C are marked, hence they are regularly syllabified prior to less marked C(r/l)#.
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Bye, Patrik. "Coda Maximisation in Northwest Saamic". Nordic Journal of Linguistics 28, n. 2 (21 novembre 2005): 189–221. http://dx.doi.org/10.1017/s0332586505001423.
Testo completoAbstract (sommario):
The languages of the Northwest Saamic group evince a pattern of syllabification that maximises the complexity of the coda in a bimoraic stressed syllable (cf. Kiparsky 2004 on Fenno-Swedish). The coda maximisation requirement interacts with four other syllabic well-formedness constraints in a fixed ranking that regulates the sonority profile, quantity and structural complexity of the rhyme. Varying the point at which the coda maximisation requirement interleaves with the constraints in this fixed ranking generates a restrictive microtypology of coda maximisation in Northwest Saamic. The last part of the paper proposes to eliminate the stipulative fixed ordering by ranking the four syllabic well-formedness constraints in a proper inclusion (stringency) hierarchy (de Lacy 2004). It is argued that syllable rhymes may be characterised as falling on a scale of degree of perceptual integrity (dpi) and that complex codas are more dispreferred when the syllable has low dpi.
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Shikali, Casper S., Zhou Sijie, Liu Qihe e Refuoe Mokhosi. "Better Word Representation Vectors Using Syllabic Alphabet: A Case Study of Swahili". Applied Sciences 9, n. 18 (4 settembre 2019): 3648. http://dx.doi.org/10.3390/app9183648.
Testo completoAbstract (sommario):
Deep learning has extensively been used in natural language processing with sub-word representation vectors playing a critical role. However, this cannot be said of Swahili, which is a low resource and widely spoken language in East and Central Africa. This study proposed novel word embeddings from syllable embeddings (WEFSE) for Swahili to address the concern of word representation for agglutinative and syllabic-based languages. Inspired by the learning methodology of Swahili in beginner classes, we encoded respective syllables instead of characters, character n-grams or morphemes of words and generated quality word embeddings using a convolutional neural network. The quality of WEFSE was demonstrated by the state-of-art results in the syllable-aware language model on both the small dataset (31.229 perplexity value) and the medium dataset (45.859 perplexity value), outperforming character-aware language models. We further evaluated the word embeddings using word analogy task. To the best of our knowledge, syllabic alphabets have not been used to compose the word representation vectors. Therefore, the main contributions of the study are a syllabic alphabet, WEFSE, a syllabic-aware language model and a word analogy dataset for Swahili.
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Vepretskii, Sergei, e Albert Davletshin. "A Possible [tze] Syllable and its Associates in Maya Writing". Estudios de Cultura Maya 59 (7 febbraio 2022): 11–36. http://dx.doi.org/10.19130/iifl.ecm.59.22x871.
Testo completoAbstract (sommario):
The decipherment of the Maya script is still far from completion and awaits the interpretation of a considerable number of logograms and syllabic signs. This paper is dedicated to the composite sign that has been previously considered a ligature of two syllabic signs, tzo and ko. The present analysis shows that these two graphic elements are never written separately and that the ko-like element differs from the other ko syllables attested in the corresponding inscriptions. The sign is found in the context of other syllables involving the mid-front e vowel, implying a previously unrecognized Ce syllable, with “C” standing for an unknown consonant. In Palenque, the sign follows the le syllable; the combination of these two signs is attested in the position of a predicate, which might be interpreted as the verb letz-e, “he/she climbed, went up”. The data collected allow us to propose the phonetic reading tze and fill one more gap in the Maya syllabic grid.
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Smith, Randolph A. "Preventing Lost Syllabi". Teaching of Psychology 20, n. 2 (aprile 1993): 113. http://dx.doi.org/10.1207/s15328023top2002_13.
Testo completo
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Roberts-Smith, Jennifer. "Thomas Campion’s iambic and quantitative Sapphic: Further evidence for phonological weight in Elizabethan English quantitative and non-quantitative meters". Language and Literature: International Journal of Stylistics 21, n. 4 (novembre 2012): 381–401. http://dx.doi.org/10.1177/0963947012444952.
Testo completoAbstract (sommario):
Fulfilling a central goal of a generation of Elizabethan English metrical theory often referred to as the ‘quantitative movement’, Thomas Campion succeeded in demonstrating the role of syllable quantity, or phonological weight, in Elizabethan iambic pentameter. Following Kristin Hanson (2001, 2006), this article parses Campion’s scansions of Early Modern English syllables, according to moraic theory, into resolved moraic trochees. The analysis demonstrates that (1) Campion distinguished between syllable weight (syllable quantity) and stress or strength (accent) in Early Modern English; (2) Campion prohibited syllabic consonants in English iambic pentameter, despite the fact that they were attested in Early Modern English as a whole; (3) in a successful adaptation of the Latin rule of ‘position’, as described by William Lily and John Colet’s Short Introduction of Grammar (1567), Campion re-syllabified coda consonants followed by vowels; and (4) Campion employed syllabic elision as a means of avoiding pyrrhic syllable combinations that resulted in non-maximal filling of long positions in a line of English iambic pentameter. His two iambic pentameters – the ‘pure’ and the ‘licentiate’ – are both accentual and quantitative meters that, in accordance with moraic theory, integrate stress and strength with syllable weight. He contrasted stress and weight in the quantitative Sapphic lyric ‘Come let us sound with melodie’ (Campion, 1601). Hanson’s (2001, 2006) reconsideration of the role of syllable quantity in Elizabethan metrical theory and Elizabethan poetry should be continued.
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Spjut, Lina. "En läroplansanalys om samstämmighet inom Lgr11". Educare - vetenskapliga skrifter, n. 3 (24 maggio 2021): 102–29. http://dx.doi.org/10.24834/educare.2021.3.5.
Testo completoAbstract (sommario):
This article investigates in what way the Swedish compulsory school curriculum (Lgr11) addresses knowledge regarding Swedish national minorities. The aim is to study alignment within Lgr11 through a case of the theme national minorities. Research questions target alignment within syllabi and alignment between syllabi and the aim and guidelines in the curricula. Theories of alignment and curriculum theory formed the theory and methodology for the analysis, foregrounding similarities and differences in how Swedish national minorities are addressed in Lgr11. Results show numerous inconsistencies. Learning goals in curriculum and syllabus content are, for instance, not aligned, and differences exist within the syllabus between aim (syfte), central content (centralt innehåll) and the lower set measurable demands (kunskapskrav). This is problematic since earlier research demonstrated that measurable demands have out-conquered teaching content. These challenges for teacher’s interpretation of curricula and syllabus can affect the teaching content.
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Qasem, Fawaz Ali Ahmed. "Exploring Spelling Errors with Relation to the Phonological Syllable Structure in the Writings of Saudi ESL Learners". International Journal of English Linguistics 10, n. 6 (7 settembre 2020): 152. http://dx.doi.org/10.5539/ijel.v10n6p152.
Testo completoAbstract (sommario):
Making spelling errors is one of the common issues faced by learners in any language as Second Language (SL) at the early stage of learning. This study investigated the spelling errors in the writings of undergraduate B.A. English students, University of Bisha, Al-Namas, Saudi Arabia. The study explored the spelling errors’ phenomenon with relation to the phonological syllable structure of words where the spelling errors were classified into three categories of words, (1) mono-syllabic, (2) di-syllabic, and (3) tri-syllabic and complex syllabic words. The researcher analyzed the spelling errors with relation to the sounds/phonemes positions in each syllable, (a) onset position, (b) nucleus position, and (c) coda position spelling errors. The results showed that Arabic-speaking learners made more spelling errors in tri-syllabic and complex syllabic words compared to the spelling errors in mono-syllabic words. The results explored that learners made more spelling errors in the nucleus position with 54.85% and fewer errors in the coda position 36.40%. Interestingly learners made a small number of errors than the other groups with 8.75% in the onset position. This suggested that English vowels, being in the nucleus position, are a more problematic position for Arab learners than consonants. The omission and the substitution spelling errors were more frequent and high compared to other categories. The study explored that the spelling errors are attributed to the different orthographical and morpho-phonological systems of L1 and L2 including the letter-to-sound correspondence and sound-to-letter correspondence, homophones, silent letters. The study concluded with some solutions to help learners avoid the spelling errors such as the importance of the phonological awareness of ESL.
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Hsu, Dong-Bo. "The syllable in Old Chinese: sub-syllabic processes, syllable structure, and the status of medial glides". Journal of East Asian Linguistics 18, n. 4 (novembre 2009): 361–95. http://dx.doi.org/10.1007/s10831-009-9050-3.
Testo completo
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Govorov, Anton, Karina Babayanc, Marina Govorova, Svetlana Derkunskaya, Anastasiia Chernysheva, Sergey Koryakov e Valeriya Artamonova. "ALGORITHMS FOR EXAMINATION AND VERIFICATION OF WORK PROGRAMS OF DISCIPLINES FOR USE IN INFORMATION SYSTEMS". Vestnik of Astrakhan State Technical University. Series: Management, computer science and informatics 2021, n. 3 (30 luglio 2021): 143–56. http://dx.doi.org/10.24143/2072-9502-2021-3-143-156.
Testo completoAbstract (sommario):
The article considers a syllabus as a core component of the educational program and an essential tool for describing an academic course for both a teacher and a student. Nowadays, there is gradual automation of document flow in educational institutions, including educa-tional and methodological documentation. It is required to develop the university's information system and the algorithm itself for the formal and content-wise review to automate the syllabus validation and verification process. The syllabus review process at St. Petersburg State University, RANEPA, and HSE was considered in the study. Therefore, a universal algorithm applicable to information systems has been designed. Since March 2021, ITMO University has been widely using “Educational Program Maker” web service to manage educational program elements. The developed system utilizes educational analytics methods which are widely used in online education for student behavior patterns evaluation and education results improvement. The proposed algorithm is implemented for syllabi development and review. Introduction of the module for the syllabi creation in a standardized and unified format allows to describe the prerequisites and post requisites of academic courses and link various educational activities with learning outcomes, making it possible to reveal the course content. Introducing the verification modules made it possible to automate the process of syllabi approvement
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Konečnik Kotnik, Eva, Mojca Ilc Klun, Tatjana Resnik Planinc e Karmen Kolnik. "What kind of syllabus do Slovenian geography teachers in primary school want?" Dela, n. 50 (6 marzo 2019): 45–80. http://dx.doi.org/10.4312/dela.50.45-80.
Testo completoAbstract (sommario):
The objective of this paper is to present part of the research results on Slovenian geography syllabi, which began in an online chat room in the framework of the Meeting of Slovenian Geographers in Maribor in September 2017. Afterwards, it expanded beyond the set framework and continued until April 2018 via the online group ‘Geolista’, in which geography teachers are included. The aim of the research was to determine what kind of syllabi geography teachers in Slovenia want for geography lessons at the primary and secondary levels of education. This paper presents the opinions of the respondents about the basic conceptual orientation of the syllabus for primary school, as well as about its foundation and scope. The respondents evaluated the adequacy of the existing elements of the syllabus and provided suggestions for supplementing/transforming it. The 122 respondents evaluated the existing concept of the geography syllabus for primary school as good, but at the same time, they expressed a wish for a more issue-oriented syllabus. The majority favours a more general and, above all, shorter syllabus for geography lessons in primary school, accompanied by a handbook on how to execute it. A crucial message is that any modernisation of the syllabus should be undertaken in a timely and systematic manner, with sufficient participation of all stakeholders.
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Tondoprasetyo, Antonius Cahyono. "Translation Process of Core Values, Vision, and Mission into The Prescribed Curriculum". Beyond Words 10, n. 1 (maggio 2022): 49–69. http://dx.doi.org/10.33508/bw.v10i1.3126.
Testo completoAbstract (sommario):
The case study is intended to describe how Core Values, Vision, and Mission of English Education Department in Widya Mandala Catholic University’s Graduate School (Magister Pendidikan Bahasa Inggris or “MPBI”) are translated into the syllabi (prescribed curriculum) using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions are: first, do the course syllabi reflect the Vision, Mission and Core Values of MPBI? And second, how the vision, mission and core values are translated into the prescribed curriculum (syllabi)? This study was conducted by analyzing the syllabi using document analysis parameters and triangulated by conducting interviews to some lecturers and students in MPBI-19. The results are: first, the syllabi were reflecting the core values, vision and mission statements. Second, there are four ways to deliver values. Third, syllabus should be seen as a part of a curriculum not as a separated unit of course. Fourth, all courses are crystallized in Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized format of syllabus to help lecturers state their values explicitly. Second, there are opportunities to research further the same topic in the scope of enacted curriculum. And third, lecturers should maintain their internalization processes.
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Sulpizio, Simone, Giacomo Spinelli e Cristina Burani. "STRESYL". Written Language and Literacy 20, n. 1 (6 ottobre 2017): 80–103. http://dx.doi.org/10.1075/wll.20.1.05sul.
Testo completoAbstract (sommario):
Abstract During the last few decades, empirical research on reading has shown increasing interest in syllable units. More recently, stress assignment has become a particular focus of interest. The relation between syllables and stress, however, has yet to be investigated for Italian. In this paper, we describe a new database, STRESYL, that can help researchers to investigate the relation between syllables and stress in Italian. STRESYL offers type and token measures relating stress information to syllable units, both in terms of syllable forms and syllabic structures.
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Hinestroza, José Martínez, Maceigh D. Strange e Ciara D. Townsell. "Centering Mathematics Pre-Service Teachers’ Whole Selves: A Collaborative Approach to Course Syllabus Design". Mathematics Teacher Educator 12, n. 2 (febbraio 2024): 89–110. http://dx.doi.org/10.5951/mte.2023-0031.
Testo completoAbstract (sommario):
In this participatory research, two pre-service teachers (PSTs) and a mathematics teacher educator (MTE) collaboratively analyzed multiple voices that influence syllabi from elementary mathematics teaching methods courses. Findings suggest syllabi fall along a continuum from harmonious to dissonant orchestration of the voices of past and present children, PSTs, MTEs, universities, and state policies. Formatting, stance makers, and content and wording influenced the kind of multivocality that addressivity, ventriloquation, and hybridization constituted. These findings informed our use of collage method to create a sample syllabus that centers the voices of PSTs and their future students. We discuss implications that intentional syllabus design decisions may have in humanizing these documents and fostering a relationship of mutuality and support between PSTs and MTEs.
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Budianti, Yudi, e Fitri Indri Wardhani. "ANALISIS PENERAPAN METODE SILABA UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR". Pedagogik : Jurnal Pendidikan Guru Sekolah Dasar 11, n. 2 (31 ottobre 2023): 109–16. http://dx.doi.org/10.33558/pedagogik.v11i2.7956.
Testo completoAbstract (sommario):
This research was motivated by the low initial reading ability of Indonesian elementary school students. This is because teachers still use conventional learning methods where learning is only centered on the teacher while students are not involved much or are not active in learning. In this condition, the syllabic method (silaba) becomes an alternative solution method, because the syllabic method involves interaction between students and teachers, so that there is no longer any learning that only dominates the teacher or only dominates smart students. This research also aims to review how the syllable method (sylaba) affects the beginning reading abilities of lower grade elementary school students. The method used for the review is systematic or Systematic Literature Review (SLR) by analyzing research results that have been published nationally relating to the syllable method (sylaba) on the initial reading ability of lower grade elementary school students for Indonesian language lessons, sample analysis are 15 journals that have been published in the last 10 years. The journal discusses the syllable method, based on the findings of the analysis of the syllable method (sylaba) which has a positive influence. From each article or journal that has been analyzed, there are differences, but overall this research shows the conclusion that the syllable method for beginning Indonesian reading skills in lower grade elementary school students has a significant influence on elementary school students' reading abilities.
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Fréchet, Nadjim, Justin Savoie e Yannick Dufresne. "Analysis of Text-Analysis Syllabi: Building a Text-Analysis Syllabus Using Scaling". PS: Political Science & Politics 53, n. 2 (29 novembre 2019): 338–43. http://dx.doi.org/10.1017/s1049096519001732.
Testo completoAbstract (sommario):
ABSTRACTIn the last decade, text-analytic methods have become a fundamental element of a political researcher’s toolkit. Today, text analysis is taught in most major universities; many have entire courses dedicated to the topic. This article offers a systematic review of 45 syllabi of text-analysis courses around the world. From these syllabi, we extracted data that allowed us to rank canonical sources and discuss the variety of software used in teaching. Furthermore, we argue that our empirical method for building a text-analysis syllabus could easily be extended to syllabi for other courses. For instance, scholars can use our technique to introduce their graduate students to the field of systematic reviews while improving the quality of their syllabi.
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Wong, Andus Wing-Kuen, Jie Wang, Siu-San Wong e Hsuan-Chih Chen. "Syllable retrieval precedes sub-syllabic encoding in Cantonese spoken word production". PLOS ONE 13, n. 11 (20 novembre 2018): e0207617. http://dx.doi.org/10.1371/journal.pone.0207617.
Testo completo
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Wiseman, P. Eric, Joseph Hoffman, Susan Day e Terry Clements. "A Syllabus-based Review of Collegiate Arboriculture Course Content in the United States". Arboriculture & Urban Forestry 37, n. 2 (1 marzo 2011): 51–59. http://dx.doi.org/10.48044/jauf.2011.008.
Testo completoAbstract (sommario):
The professional skills and expertise demanded of practicing arborists are greater than at any time in the past, and many employers and educators believe that higher education plays a role in educating future professionals in this field. Although recent surveys have identified major instructional topics that are critically important for future arborists, no assessment of whether these topics are being taught in college and university programs is available. The following paper is a syllabus-level assessment of 68 arboriculture courses being taught at U.S. institutions of higher education. The most common instructional topics observed in syllabi of arboriculture courses at both two- and four-year institutions were pruning (85%), disorders (81%), physiology/biology (79%), risks/hazards (79%), and soils/nutrition (75%). Tree planting and tree selection, topics identified by educators and public sector employers in previous studies as among the most important instructional areas, were found only in 74% and 62% of course syllabi, respectively. Safety was mentioned in only 53% of syllabi. Syllabus content was similar at two-year and four-year institutions, although tree identification and arborist certification were mentioned more frequently in two-year institution syllabi. Trends in arboriculture education and implications for employers and professionals are discussed.
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Kleiner, Yuri. "The Syllable according to Aristotle". Histoire Épistémologie Langage 39, n. 1 (2017): 137–53. http://dx.doi.org/10.3406/hel.2017.3591.
Testo completoAbstract (sommario):
Les commentateurs modernes ont critiqué la définition de la syllabe selon Aristote («un son dépourvu de signification, composé d’une muette et d’une voyelle » ) au motif qu’elle ne tiendrait pas compte des syllabes constituées d’une unique voyelle. Cependant, de telles syllabes ne pouvaient être que «longues par nature » , (/ C -/), quantitativement/ métriquement égales aux syllabes «longues par position/ convention/ institution » (/ C C-C/) et à la séquence dissyllabique / C C /, plutôt qu’aux unités constructionnelles, /CV/, composées de deux unités élémentaires (στοιχεία) faisant partie de l’inventaire phonologique. Ainsi comprise, la syllabe d’Aristote aurait pu figurer parmi les notions phonologiques de base. L’inscription de la syllabe dans la catégorie du «non-signifiant», rapportée à la cohérence aristotélicienne de la distinction entre sons «signifiants» et «non-signifiants», suggère que l’idée de signe linguistique est implicitement présente dans le système aristotélicien des «parties de l’expression».
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Onipenko, Nadezhda K. "We Аre Frequently Asked..." Russkaia Rech, n. 1 (febbraio 2021): 104–16. http://dx.doi.org/10.31857/s013161170013910-0.
Testo completoAbstract (sommario):
The article offers detailed answers to the questions that are asked in the letters addressed to the Institute of the Russian Language. It discusses three topics: the morphemic structure of the infi nitive and the terminology used to denote the formative affi x; the possibility of forming short roots and the systematical morphological study of theirs, the difficulty of morphemic segmentation of the words with short roots; different ways of dividing a word and the connection between syllabus division and methods of teaching reading. The article demonstrates an explanatory approach to the issues of teaching Russian language at school. The first part of the paper explains the choice of the term ‘suffi x’ to denote a formative affix in the infinitive. The explanation is based on the description of Russian morphological system, particularly, on the comparison of nominal and verbal word formation. The second part is based on the opposition of names and verbs, the morphemic structure of nominal and verbal word forms. This approach allows us to present the foundations of the internal unity of the Russian morphological system, to show the connection of indivi dual linguistic phenomena with the general laws of the organization of the linguistic system. In the third part, different principles of syllable division and the connection between syllabic division and morphemic division of a wordform are discussed. It is shown that when publishing books for teaching reading, it is necessary to take into account different principles of syllabic division, as well as morphemic division of a word.
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Hasanova, V. F. "SYLLABIC PATTERNS IN THE LIGHT OF STATISTICAL ANALYSIS (BASED ON THE MATERIAL OF ENGLISH AND AZERBAIJANI LANGUAGES)". Tiltanym, n. 2 (29 giugno 2023): 90–96. http://dx.doi.org/10.55491/2411-6076-2023-2-90-96.
Testo completoAbstract (sommario):
The attempt to describe phonemes and phoneme systems is one of the main features of modern linguistics. The study of the combinatorics of phonemes is very actual in phonology, because the description and comparison of the results of languages that are not only related but also differ significantly according to their typological characteristics, is one of the main issues that syntagmatic phonology is facing today. Phonemes in each language combine in syntagmatic relationships according to intra-linguistic laws and form the basis of its phonological system. By studying the sequence of phonemes in the act of speaking, it is possible to determine certain regularities that constitute the essence of combinatorics of segment units. This study is dedicated to revealing the main syllable patterns in the English and Azerbaijani languages and determining the principles of syllable formation in speech. The paper states that syllabic patterns are universal and common to all languages. It is also noted that the syllable is one of the most mysterious and complex phenomena in the sound system of the language. As a result of the statistical analysis, general and specific syllable models were found in the compared languages. Besides, with the help of statistical analysis, quantitative indicators reflecting the frequency of development of syllabic models in the compared languages were obtained.
40
Shivachi, Casper Shikali, Refuoe Mokhosi, Zhou Shijie e Liu Qihe. "Learning Syllables Using Conv-LSTM Model for Swahili Word Representation and Part-of-speech Tagging". ACM Transactions on Asian and Low-Resource Language Information Processing 20, n. 4 (26 maggio 2021): 1–25. http://dx.doi.org/10.1145/3445975.
Testo completoAbstract (sommario):
The need to capture intra-word information in natural language processing (NLP) tasks has inspired research in learning various word representations at word, character, or morpheme levels, but little attention has been given to syllables from a syllabic alphabet. Motivated by the success of compositional models in morphological languages, we present a Convolutional-long short term memory (Conv-LSTM) model for constructing Swahili word representation vectors from syllables. The unified architecture addresses the word agglutination and polysemous nature of Swahili by extracting high-level syllable features using a convolutional neural network (CNN) and then composes quality word embeddings with a long short term memory (LSTM). The word embeddings are then validated using a syllable-aware language model ( 31.267 ) and a part-of-speech (POS) tagging task ( 98.78 ), both yielding very competitive results to the state-of-art models in their respective domains. We further validate the language model using Xhosa and Shona, which are syllabic-based languages. The novelty of the study is in its capability to construct quality word embeddings from syllables using a hybrid model that does not use max-over-pool common in CNN and then the exploitation of these embeddings in POS tagging. Therefore, the study plays a crucial role in the processing of agglutinative and syllabic-based languages by contributing quality word embeddings from syllable embeddings, a robust Conv–LSTM model that learns syllables for not only language modeling and POS tagging, but also for other downstream NLP tasks.
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Taft, Marcus, Carlos J. Álvarez e Manuel Carreiras. "Cross-language differences in the use of internal orthographic structure when reading polysyllabic words". Mental Lexicon 2, n. 1 (11 maggio 2007): 49–63. http://dx.doi.org/10.1075/ml.2.1.04taf.
Testo completoAbstract (sommario):
The way in which adult readers process the internal orthographic structure of words was examined in two languages that differ in their syllabic structure, English and Spanish. Readers of both languages were presented with polysyllabic words split according to either their pronounced syllable (e.g., cac tus) or their maximized initial unit corresponding to their Basic Orthographic Syllabic Structure (BOSS, e.g., cact us). In agreement with other recent research, it was found that speed of lexical decision to syllabically split words was faster than to BOSS split words for poorer English speakers, while better English speakers were more oriented toward the BOSS. The Spanish data suggested an overall syllable bias regardless of reading ability, though less so for better readers. The contrast between the English and Spanish results is explained in terms of phonological considerations being more important for Spanish readers.
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Bryukhovskikh, L. A., O. L. Belyaeva, A. V. Mamaeva e V. I. Petrochenko. "FORMATION OF THE SYLLABIC SYSTEM OF THE LANGUAGE AND ITS MECHANISMS IN CHILDREN WITH DYSARTRIA AND ALALIA". Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, n. 2 (30 giugno 2021): 30–38. http://dx.doi.org/10.25146/1995-0861-2021-56-2-269.
Testo completoAbstract (sommario):
Statement of the problem. The article analyzes the problem of studying specific features in the violation mechanisms of the syllabic structure of words, caused by the sensorimotor basic components in cases of dysarthria and alalia in preschool children. The purpose of the article is to show the connection and specific features of the formation of the syllabic system and its basic sensorimotor components in children with various forms of speech dysontogenesis. Methodology (materials and methods) includes analysis and synthesis of modern concepts, theories of leading Russian and foreign psychological and pedagogical studies, as well as modern studies in correctional pedagogy and special psychology. Research results. A comparative analysis of the results of the experimental study has been carried out. Significant sensorimotor components for the formation of the syllable structure of words have been determined. Special features were revealed in a variety of types of violations of the syllabic structure, its basic components in preschool children with general speech underdevelopment with dysarthria and with motor alalia. Conclusion. The mechanisms of violation of the syllable system, their relationship with the state of the basic sensorimotor components in preschoolers with general speech underdevelopment at dysarthria and alalia were studied.
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Aubin, Thierry, e Pierre Jouventin. "Localisation of an acoustic signal in a noisy environment: the display call of the king penguin Aptenodytes patagonicus". Journal of Experimental Biology 205, n. 24 (15 dicembre 2002): 3793–98. http://dx.doi.org/10.1242/jeb.205.24.3793.
Testo completoAbstract (sommario):
SUMMARY King penguin chicks identify their parents by an acoustic signal, the display call. This call consists of a succession of similar syllables. Each syllable has two harmonic series, strongly modulated in frequency and amplitude, with added beats of varying amplitude generated by a two-voice system. Previous work showed that only one syllable of the call is needed for the chick to identify the calling adult. Both the frequency modulation pattern of the syllable and the two-voice system play a role in the call identification. The syllabic organisation of the call, the harmonic structure and the amplitude modulations of the syllables apparently do not contribute to individual recognition. Are these acoustic features useless? To answer to this question, playback experiments were conducted using three categories of experimental signals: (i) signal with only the fundamental frequencies of the natural call, (ii) signal with the amplitude of each syllable kept at a constant level and (iii) signals with only one syllable, repeated or not. The responses of chicks to these experimental signals were compared to those obtained with the calls of their natural parents. We found that these acoustic features, while not directly implicated in the individual recognition process,help the chicks to better localise the signal of their parents. In addition,the redundant syllabic organisation of the call is a means of counteracting the masking effect of the background noise of the colony.
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Sujana, I. Made, Untung Waluyo, Eka Fitriana e Dew Suryani. "Outcome-Based Syllabus Designs for the Teaching of English to Students of Medicine Faculty, University of Mataram, Indonesia". Journal of English Language Teaching and Applied Linguistics 4, n. 3 (7 luglio 2022): 35–45. http://dx.doi.org/10.32996/jeltal.2022.4.3.4.
Testo completoAbstract (sommario):
The results of needs analysis from Competency Standards of Indonesian Medical Doctors (SKDI) and the Profile of Faculty of Medicine, the University of Mataram, Lombok Indonesia, show that English has a strong position for students at this Faculty. English is needed for study preparation, graduation requirements, apprenticeship in a hospital, a job competition, and professional development. However, the high demand for English is not supported by well-designed language programs. This article is a part of a three-year project aiming at redesigning language programs based on the gaps between necessities (TSA) and current levels of English. It employs R & D approach. From the analysis, seven syllabi are designed to fulfill various demands, i.e., short-term, mid-term, and long-term goals. These goals produce various kinds of syllabus such as General Academic Reading, Academic Reading, TOEFL Preparation Course (Listening, SWE, and Reading), English for Communication, and English for Presentation. Those syllabi are realized by employing different approaches to syllabus design, depending on the goals and characteristics of the courses. The study yields a number of approaches to cater to students’ needs, i.e., Structural-Based (for TOEFL – SWE section), Skill-Based (for Reading and Listening on TOEFL), Genre-Based (General Academic Reading and English for Presentation), and Content-Based (for academic English), and Topic-based. Syllabi (for English for Communication). This study signifies that different purposes of language learning need different approaches to syllabus design.
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Osman, Wan Hurani, Sabariah Abd. Rahim, Anna Lynn Abu Bakar e Nor Dawirah Rahman. "REVISITING ENGLISH LEARNERS' ACADEMIC WRITING NEEDS". International Journal of Education, Psychology and Counseling 6, n. 41 (31 luglio 2021): 172–82. http://dx.doi.org/10.35631/ijepc.641013.
Testo completoAbstract (sommario):
Unlike Malaysian schools that use syllabi issued by the Education Ministry, Malaysia's public universities have full autonomy of their syllabi. English language courses and curricula in public universities are usually based on the needs of stakeholders; government, community, academicians, learners, and also parents (Avci, Ring, and Mitchelli, 2015). Traditionally, most English language courses focus on learners’ proficiency and aim to equip learners with general, social, academic, and employment language skills. In this century, there is a need to keep up with the learners’ latest needs and requirements which are closely related to technology and globalisation. This present quantitative study attempts to tap into the current needs, perceptions, and views related to academic writing in English of one of the stakeholders in a public university in Malaysia. A group of learners in a public university was given a questionnaire that contained questions related to academic writing and the English language at the undergraduate level. The findings of this study will help syllabus designers first identify the value and importance of the existing syllabi and then, if necessary, craft the syllabus based on the current needs and views of one of the university’s stakeholders.
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CHETAIL, FABIENNE, e STÉPHANIE MATHEY. "Interaction between phonemic abilities and syllable congruency effect in young readers". Journal of Child Language 40, n. 2 (4 gennaio 2012): 492–508. http://dx.doi.org/10.1017/s0305000911000493.
Testo completoAbstract (sommario):
ABSTRACTThis study investigated whether and to what extent phonemic abilities of young readers (Grade 5) influence syllabic effects in reading. More precisely, the syllable congruency effect was tested in the lexical decision task combined with masked priming in eleven-year-old children. Target words were preceded by a pseudo-word prime sharing the first three letters that either corresponded to the syllable (congruent condition) or not (incongruent condition). The data showed that the syllable priming effect interacted with the score of phonemic abilities. In children with good phonemic skills, word recognition was delayed in the congruent condition compared to the incongruent condition, while it was speeded up in children with weaker phonemic skills. These findings are discussed in a lexical access model including syllable units.
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Liu, Dan. "The Acquisition of English Word Stress by Mandarin EFL Learners". English Language Teaching 10, n. 12 (9 novembre 2017): 196. http://dx.doi.org/10.5539/elt.v10n12p196.
Testo completoAbstract (sommario):
Compared with the study of acquisition of syntax and morphology, there is a relative lack of research on the acquisition of phonology, the L2 acquisition of word stress in particular. This paper investigates the production of word stress by 70 Chinese college students in their reading aloud. Altogether 350 minutes’ recordings were collected and coded. The result shows that improper assignment of word stress most likely occurs in two-syllable words and three-syllable words and on the first syllable. The factors which account for these problems are learners’ insensitivity to syllabic structure of English words and lack of knowledge of rules on English word stress.
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Singhal, Tara Chand. "Spectrogram-feature-based speech syllable and word recognition using syllabic language dictionary". Journal of the Acoustical Society of America 103, n. 5 (1998): 2264. http://dx.doi.org/10.1121/1.422736.
Testo completo
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Cooper, Adam I. "The Typology of PIE Syllabic Sonorants". Indo-European Linguistics 1, n. 1 (2013): 3–67. http://dx.doi.org/10.1163/22125892-00101002.
Testo completoAbstract (sommario):
One of the most prominent features of reconstructed PIE phonology is sonorant syllabicity: sonorant consonants function as syllable peaks when, generally speaking, they are not adjacent to a vowel. The general acceptance of this phenomenon in its various contours has persisted (see e.g. Mayrhofer 1986, Fortson 2009, Meier-Brügger 2010, Weiss 2011, etc.), despite the absence, for the most part, of any attempt to ascertain its credibility along the cross-linguistic dimension. In this paper, we evaluate the reconstructed PIE system from precisely this perspective. In comparing the established properties of PIE syllabic sonorants—including their distribution across words and morphemes, the complexity of their syllable margins, their participation in prosodic phenomena, their morphophonological alternation, and the directionality of their vocalization—against a survey of syllabic consonants across the languages of the world, we demonstrate the typological plausibility of the reconstruction, and so reinforce the confidence with which it has been maintained.
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MCS. Shathifa e Asem Shehadeh Ali. "Similarities and differences between phonological phenomena in Arabic and Tamil languages: syllable-focused study". Al-Jawhar : Journal of Arabic Language 2, n. 1 (1 giugno 2024): 19–29. http://dx.doi.org/10.69493/ajoal.v2i1.39.
Testo completoAbstract (sommario):
Phonological phenomena mean the rules and phonetic characteristics that help to build words and vocabulary, create and use speech, and differentiate between them according to context. Accordingly, in a language there are phonetic units that are studied at non-structual level and structual level. They have an impact on teaching the Arabic language to native speakers in general and to non-native speakers in particular. Errors in phonetic phenomena lead to linguistic errors. The research problem is defined by the question: “Is there a similarity in the syllable system of phonological phenomena between the Arabic and Tamil languages, which are from two different language families? This research aims to clarify the syllabic system of phonological phenomena between Arabic and Tamil languages, and to identify the similarities and differences in syllabic system of phonological phenomena between them. This research relies on qualitative methodology under contrastive descriptive analysis to identify similarities and differences in phonological phenomena between the languages. Secondary data were gathered from books, researches and literary studies. This research titled “Similarities and differences between phonological phenomena in Arabic and Tamil languages: syllable-focused study” finds that the syllables are divided based on length and the closing and opening in the two languages are in the same form. There are no two consecutive consonants at the beginning of the word in them. In terms of differences, the Arabic syllable begins with a consonant only, and there is no Arabic syllable that begins with a vowel, while the Tamil syllable begins with a consonant and a vowel. More than two consonants can not exceed in the middle of the Arabic word, meanwhile can exceed in Tamil. The places where the syllables occur in the two languages are differed according to characteristics of both languages. The Arabic syllable system is very similar to Tamil language.