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Автор: Grafiati

Опубліковано: 27 липня 2024

Оновлено: 28 липня 2024

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Статті в журналах з теми "Spanish language – video recordings for spanish speakers"

Sadowsky, Scott. "The Sociolinguistic Speech Corpus of Chilean Spanish (COSCACH)." International Journal of Corpus Linguistics 27, no. 1 (January 31, 2022): 93–125. http://dx.doi.org/10.1075/ijcl.19103.sad.

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Abstract This paper presents the Sociolinguistic Speech Corpus of Chilean Spanish (COSCACH) v1.0, a 9.3-million-word corpus containing transcribed, lemmatized and morphologically tagged text, audio recordings and videos from 1,237 L1 speakers of Chilean Spanish, as well as a control sample of 21 non-Chilean L1 Spanish speakers. The COSCACH is the first freely available corpus of spoken Chilean Spanish of substantial size, as well as one of the largest speech corpora of any variety of Spanish. Following a review of other Chilean speech corpora, I describe how the COSCACH was constructed, covering corpus design, speaker recruitment and metadata collection, speech elicitation and recording, transcription, lemmatization and morphological tagging, and corpus compilation. I thereby aim to provide a blueprint for creating modern, large-scale speech corpora suitable for phonetic, sociophonetic and sociolinguistic research, in addition to traditional inquiry into semantics, lexis, grammar, pragmatics and discourse.

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Pye, Clifton, Scott Berthiaume, and Barbara Pfeiler. "Northern Pame-Spanish language acquisition in the context of incipient language loss." International Journal of Bilingualism 24, no. 2 (February 22, 2019): 246–65. http://dx.doi.org/10.1177/1367006919826328.

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Aims and Objectives/Purpose/Research Questions: Northern Pame (autonym: Xi’iuy) is an Otopamean language situated in the Mexican state of San Luís Potosí. Today over 90% of the Pame population speaks Spanish, and two-year-old children only speak Northern Pame in two Northern Pame villages. The paper explores differences in two-year-old Pame children’s production of words in Northern Pame and Spanish in order to assess the possibility that developmental constraints and/or language shift influence the form and distribution of the children’s words in the two languages. Design/Methodology/Approach: The study is based on video recordings of five Northern Pame children around the age of 2;0. The adult speakers included one father and four mothers. Four hours of production data were analyzed from each of the five children. Data and Analysis: We analyzed the following: (1) the proportion of major lexical categories; (2) the use of the Spanish copula ser in Pame; (3) the mean segmental length of words in Pame and Spanish; and (4) the syllable structure of words in Pame and Spanish. Findings/Conclusions: The overall results demonstrate that the children’s Pame and Spanish words have distinct linguistic properties. Originality: The study is the first to report acquisition data for the Northern Pame language. Northern Pame differs from Spanish on a wide range of lexical and grammatical features. The analysis includes four lexical features. The outcomes for these four features produce a multi-dimensional measure of language differentiation. Significance/Implications: The study shows that Northern Pame parents are successfully passing their home language to their children despite pressure from the contact language. The children acquired the features of Pame words even though some mothers produced over 40% of their nouns in Spanish. The Spanish vocabulary does not inhibit the children’s developing Pame lexical structures.

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Peredo, Karen. "the Learning Spanish language and culture." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 7, 2022): 23–24. http://dx.doi.org/10.24135/pjtel.v4i1.141.

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Developing intercultural understanding is vital in language education; with this in mind, this project creates an online language-learning tool with the intention of increasing secondary students' intercultural communicative skills and practicing the Spanish language through scripted content that encourages social interactions. This virtual learning environment (VLE) features 360-degree video recordings of a native Spanish speaker acting as a significant historical figure. Students are encouraged to engage in one-on-one dialogues as part of digital selectable modules which are centred around the influential character’s main life events; these modules present vocabulary in different contexts. The footage is recorded in a green screen studio and features are added in post-production. Participants can opt to watch a video narrated by the historical character about past events to only develop listening skills. However, this resource intends to represent a real-life communicative experience through social interactions with a native speaker. Thus, the character prompts questions and users can opt type or select provided answers - voice recognition is a desirable feature that depends on finding suitable software. The actor is encouraged to offer non-verbal reactions such as facial expressions to encourage examinations of those responses. The goal is to promote intercultural communicative competence (ICC) via online interactions. By scaffolding learning, interactions will develop language skills to succeed in today's globalised world, stimulate reflective practices and inspire social action. This project-based research will evaluate, review, and analyse literature regarding distance-learning approaches, student-centred theories and means by which ICC can be facilitated and promoted in digital education. A framework is devised considering pedagogical aspects for its effective use. Firstly, VLE supported by constructivism promote interaction between learners and content; student involvement in the construction of new knowledge is imperative (Whitlock, 2017). New knowledge is built on prior knowledge and influenced by social experiences as connections to the real-world increase engagement and make learning relevant (Reid-Martinez & Grooms, 2021). Similarly, heutagogy promotes active participation, autonomy and self-determination to learn (Blaschke, 2012). Online learning allows students to take ownership of their education, enhancing skills of self-direction. As a result, language students’ roles change from passive learners to confident speakers able to communicate with native speakers on digital platforms (Tolosa et al., 2021). Correspondingly, concepts of ICC and intercultural citizenship (IC) are integrated into the framework to enhance students' abilities to value their culture, to relate to others meaningfully and to promote active and collective social action (Byram, 2021). Subsequently, key elements will be categorised and implemented to create a platform that fosters Spanish language acquisition. During the process, a script is devised which includes cultural aspects of the language, prompts language practice and generates instances where interactions could occur. Video performances are recorded, edited, and revised. Additionally, a prototype is presented to a focus group consisting of language experts to provide feedback. To evaluate its usefulness, quantitative data will be collected via online surveys; close questions with ratings will be part of the questionnaire to investigate participants’ experiences. Pre and post surveys implementing questions from the intercultural sensitivity scale (Chen and Starosta, 2000) and ICC scale (Arasaratnam, 2012) are provided. The panellists' feedback about their experience with the prototype will be integrated for further modifications. Qualitative data will be gathered through observations, interviews and discussions with undergraduate students and/or specialist panellists. This data will be transcribed, organised and examined following naturalistic interpretive analysis (Aguayo, 2014) to measure changes in users’ awareness about ICC skills. This project promotes the development of skills necessary to become intercultural citizens through immersive, 360-degree footage of real-world scenarios that are not possible in traditional classroom settings.

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Jauregi, Kristi, and Emerita Bañados. "Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs." ReCALL 20, no. 2 (March 28, 2008): 183–207. http://dx.doi.org/10.1017/s0958344008000529.

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AbstractThis paper describes an intercontinental project with the use of interactive tools, both synchronous and asynchronous, which was set up to internationalize academic learning of Spanish language and culture. The objective of this case study was to investigate whether video-web communication tools can contribute to enriching the quality of foreign language curricula, by facilitating a motivating virtual communication environment for purposeful interaction between non native and native speakers of Spanish to accomplish learning tasks. The project was carried out between a class of twenty Spanish as foreign language students from the University of Utrecht, The Netherlands, and a class of twenty Chilean trainee Spanish teachers from the University of Concepción, Chile. Students interacted weekly, over two months, in dyads and small groups making use of a video-web communication tool, Adobe Connect. The video-web communication tool enabled synchronous interactions, during which participants could see each other while talking and sharing audiovisual documents on-line. A blog was also used to promote collaboration, reflection and exchange of ideas about issues raised during the synchronous sessions. Qualitative data was collected through a questionnaire, analysis of recordings of learners' interaction sessions and the project blog. Results show a positive impact on motivation and on learning outcomes, particularly regarding understanding of the use of language in given contexts, and of cultural issues.

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Pozzi, Rebecca, Chelsea Escalante, and Tracy Quan. "“Being myself in Spanish”." Study Abroad Research in Second Language Acquisition and International Education 8, no. 2 (October 5, 2023): 230–58. http://dx.doi.org/10.1075/sar.22001.poz.

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Abstract This case study examines the pragmatic development of address forms of a US-based Spanish heritage speaker of Mexican descent, Juan, during an 11-week abroad program in Argentina. Instruments included a background questionnaire, a pre/post-written elicitation task, four interviews, and 16 naturalistic recordings during host family dinners and service encounters. Findings indicate that Juan decreased his use of vos on elicitation tasks and did not use vos at all in naturalistic recordings. There was an increase, however, in his metapragmatic awareness, or his understanding of the ways variable forms index social meaning, specifically regarding address forms. These results were related to Juan’s bicultural identity construction, investment, and evolving withdrawal from or participation in the host community. This study highlights the importance of triangulating elicited and naturalistic data with qualitative information and moving away from appropriate-based models that compare heritage speakers’ pragmatic choices to those of monolingual native speakers.

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Coloma, Germán. "Argentine Spanish." Journal of the International Phonetic Association 48, no. 2 (July 13, 2017): 243–50. http://dx.doi.org/10.1017/s0025100317000275.

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Although Spanish is a relatively unified language, in the sense that people from very distant locations manage to understand each other well, there are several phonetic phenomena that distinguish geographically separated varieties. The total number of native speakers of Spanish is above 400 million, and roughly 10% of them live in Argentina (Instituto Cervantes 2014). The accent described below corresponds to formal Spanish spoken in Buenos Aires, and the main allophones are indicated by parentheses in the Consonant Table. The recordings are from a 49-year-old college-educated male speaker, who has lived all his life in either the city of Buenos Aires or the province of Buenos Aires.

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Valero-Garcés, Carmen. "Interaction and conversational constrictions in the relationships between suppliers of services and immigrant users." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 12, no. 4 (December 1, 2002): 469–95. http://dx.doi.org/10.1075/prag.12.4.04val.

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This article deals with aspects of interaction between doctors and immigrant users whose native language is not Spanish (immigrant non-native speakers of Spanish: INNSS) in healthcare centers in Spain. The methodological focus is based on institutional conversation analysis following Drew and Heritage’s studies (Drew & Heritage 1992; Heritage 1997; Drew and Sarjonen 1997), and ethnographic research (Cicourel 1992). It is my intention to examine the characteristics and peculiarities -if any- of doctor-patient interaction when the participants are immigrants and non-native speakers of Spanish who are not fluent in the language of interaction, in this case Spanish. The study is based on quantitative and qualitative data which come from surveys and recordings carried out in healthcare centers in northern Madrid, Spain, during 2000 - 2001.

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Pinzl, Michelle Marie. "Non-scripted role-playing with heritage speakers and second language learners in the medical interpreting classroom." Translation and Translanguaging in Multilingual Contexts 10, no. 2 (May 13, 2024): 206–35. http://dx.doi.org/10.1075/ttmc.00134.pin.

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Abstract This article examines dialogue interpreting in unscripted role-plays in the community interpreting classroom. In 2019, faculty members from several departments at Viterbo University (La Crosse, Wisconsin) coordinated an interprofessional education collaboration via role-playing in the institution’s Clinical Simulation Learning Center. Nursing, social work and pre-medical students were given the health-professional roles of caring for community members with limited English proficiency (who acted as ‘patients’). Interpreting students, both heritage speakers of Spanish and second language learners (L2) of both English and Spanish, facilitated language access for all parties involved. Recordings of these dialogues were then transcribed, annotated, and analyzed via mixed methods. This study examines overall and comparative findings of how heritage speakers and second language learners interpret dialogue, focusing on the textual aspects of their exchanges. While no language profile seemed to perform particularly better overall, certain indicators were more problematic for L2 Spanish speakers and/or heritage speakers. The presentation of these results and conclusions intend to foster improved teaching interventions for classrooms with students of varying English <> Spanish language backgrounds.

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Nagle, Charles, Pavel Trofimovich, and Annie Bergeron. "TOWARD A DYNAMIC VIEW OF SECOND LANGUAGE COMPREHENSIBILITY." Studies in Second Language Acquisition 41, no. 04 (March 12, 2019): 647–72. http://dx.doi.org/10.1017/s0272263119000044.

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AbstractThis study took a dynamic approach to second language (L2) comprehensibility, examining how listeners construct comprehensibility profiles for L2 Spanish speakers during the listening task and what features enhance or diminish comprehensibility. Listeners were 24 native Spanish speakers who evaluated 2–5 minute audio clips recorded by three university-level L2 Spanish speakers responding to two prompts. Listeners rated comprehensibility dynamically, using Idiodynamic Software to upgrade or downgrade comprehensibility over the course of the listening task. Dynamic ratings for one audio clip were video-captured for stimulated recall, and listeners were interviewed to understand which aspects of L2 speech were associated with enhanced versus diminished comprehensibility. Results indicated that clips that were downgraded more often received lower global ratings but upgrading was not associated with higher ratings. Certain problematic features and individual episodes caused listeners’ impressions to converge, though substantial individual variation among listeners was evident.

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Sarymsakova, Albina, and Patricia Martín-Rodilla. "Software-assisted identification of non-native pitch elements for Russian-speaking learners of Spanish." Loquens 10, no. 1-2 (December 30, 2023): e104. http://dx.doi.org/10.3989/loquens.2023.e104.

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In this paper we present the results of an automatic comparative-contrastive analysis of functional elements of intonational contour (anacrusis, first peak, body, nucleus and final inflection) produced by non-native speakers of Spanish, whose first language is Russian. This analysis was carried out with the Plugin for phonetic-phonological analysis in Spanish (PAFe), a software tool for an instant comparative analysis of a non-native speakers’ pronunciation which takes audio recordings as input and implements multiple intonation comparison algorithms between native and non-native speakers of Spanish to calculate the percentage of similarity in intonation production. We used the intersyllabic analysis function of PAFe in order to identify which functional pitch elements of Russian speaking learners of Spanish -male and female- present more tonal deviations. Our results show that most tonal differences occurred in the body of the f 0 contour for female speakers whereas for male speakers the greatest tonal contrast was in the first peak. The obtained data indicate that these pitch elements are potentially challenging for Russian speaking learners of Spanish in their pursuit of acquiring phonetic-phonological competence. In addition, this study allowed us to identify which parameters of PAFe analysis per syllables require further refinement, such as processing of limited intonational spectrum values.

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Дисертації з теми "Spanish language – video recordings for spanish speakers"

Iskold, Lubov V. "An empirical study of the effectiveness of group video viewing in a comprehension-based Destinos curriculum in Spanish /." Diss., 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9935164.

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Witten, Caryn Marie. "The effects of input enhancement and interactive video viewing on the development of pragmatic awareness and use in the beginning Spanish L2 classroom." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3108535.

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Книги з теми "Spanish language – video recordings for spanish speakers"

Johnson, Ryan, Merced González, and Connie Salvador. Signing fiesta: Sign language instructional videos in Spanish. Santa Maria, CA: New Rule Productions, 1998.

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Johnson, Ryan, Merced González, and Connie Branney. Signing fiesta: Sign language instructional videos in Spanish. Santa Maria, CA: New Rule Productions, 1996.

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Johnson, Ryan, Merced González, and Connie Branney. Signing fiesta: Sign language instructional videos in Spanish. Santa Maria, CA: New Rule Productions, 1996.

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Johnson, Ryan, and Merced González. Signing fiesta: Sign language instructional videos in Spanish. Santa Maria, CA: New Rule Productions, 1998.

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Johnson, Ryan, Merced González, and Connie Salvador. Signing fiesta: Sign language instructional videos in Spanish. Santa Maria, CA: New Rule Productions, 1998.

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Johnson, Ryan, Merced González, and Connie Branney. Signing fiesta: Sign language instructional videos in Spanish. Santa Maria, CA: New Rule Productions, 1996.

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Johnson, Ryan, Merced González, and Connie Branney. Signing fiesta: Sign language instructional videos in Spanish. Santa Maria, CA: New Rule Productions, 1996.

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(Firm), MasterVision. Basic Spanish & Portuguese by DVD. New York, N.Y: MasterVision, 2005.

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Hardt-Redondo, Christina. Imágenes contra el olvido, lo que nunca se contó del Franquismo. Madrid]: Impulso Records, 2006.

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Dk Publishing. Complete language pack: Spanish. London: Dorling Kindersley, 2012.

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Частини книг з теми "Spanish language – video recordings for spanish speakers"

Salameh Jiménez, Shima. "Chapter 1. Linguistic change in the 20th century." In Language Change in the 20th Century, 17–62. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/pbns.340.01sal.

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This paper analyses the colloquialization of football-match broadcastings in Peninsular Spanish throughout the 20th century, in line with other recent works dealing with the colloquialization of mass-media. To do so, it accounts for (a) linguistic features, (b) register variation, and (c) external factors related to colloquialization. The analysis is based on a self-compiled database of audio-visual recordings aired between 1968 and the 2000s in Tv and radio. According to results, colloquialization in Peninsular Spanish football broadcasts was developed during three main periods: 1960s–1980s, 1980s–1990s, and 1990s up to now. Specifically, colloquialization can be measured by speech speed, vocabulary and the use of address terms, among other features. These features, in turn, are associated with register variation properties, such as changes in the proximity shared by speakers or the presence of day-to-day topics in broadcastings. Last, some external factors, such as the influence of historical events or the role of announcers also seem to affect the results analysed.

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Troyer, Robert A. "Agency and Policy: Who Controls the Linguistic Landscape of a School?" In Educational Linguistics, 89–119. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_5.

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AbstractAgency has been an ongoing topic of concern in Linguistic Landscape (LL) studies since the field’s emergence while more recently notions of top-down vs. bottom-up power have been questioned in favor of more nuanced appreciations of the multiple factors that influence a local LL actor’s selection and emplacement of public language. Agency in public schools in the United States exists at the nexus of policy (determined at national, state, and local district levels) and the many decisions made by administrators at individual schools while teachers and support staff, students, and other stakeholders act according to and sometimes against explicit and implied policies. Previous studies of the LL of schools (schoolscapes) have demonstrated the role that public displays of language play in constructing identities, agency, diversity, and ideologies that affect multilingualism and literacy practices. This chapter reports findings of a mixed-methods study of all three elementary schools and the two secondary schools in a mid-sized public school district in Oregon. The combination of photographs, video-recorded walking tours led by schoolscape actors, and interviews with teachers and administrators documents the district’s schoolscapes and provides insight regarding their composition. This data leads to a classification of the functions of schoolscape signage and comparisons across the three elementary schools and across educational levels in terms of languages present, attitudes, policies, and agency. A Nexus Analysis focuses on the ideological positioning of Spanish relative to English and the construction of collective identities primarily as they affect English Language Learners and Spanish heritage speakers in the district.

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Canto, Silvia, Kristi Jauregi-Ondarra, and Alice Gruber. "High-Immersion Virtual Reality-Mediated Intercultural Virtual Exchange." In Telecollaboration Applications in Foreign Language Classrooms, 136–59. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7080-0.ch007.

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Social virtual reality (VR) is a powerful tool to enrich foreign language (FL) learning processes in collaborative settings. Given the importance of situated, contextual, and interactional learning practices in FL learning, social VR has attracted the attention of language educators. Despite its potential, it has received little attention in research and is underused in FL education. In this study, students in international dyads (Germany – the Netherlands) collaborated in VR using Spanish as a lingua franca, carrying out tasks in a social VR app using high-immersion head-mounted VR headsets. Engagement, students' willingness to communicate, and sense of presence in the social VR environment were investigated. Qualitative and quantitative data included pre- and post-surveys, reflection diaries, video-recordings of the interactions and focus group interviews. The findings show willingness to communicate in social VR varied among students, sense of presence differed among students, students displayed varying degrees of engagement, and some VR features eased student anxiety.

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Тези доповідей конференцій з теми "Spanish language – video recordings for spanish speakers"

Пилипенко, Г. П. "Адаптация испанских глаголов в речи славян-переселенцев в Аргентине". У Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.09.

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In the north-east of Argentina, in the province of Misiones, there are speakers of Ukrainian, Polish, Belarusian dialects, descendants of labor migrants who began to settle there since the end of the XIX century. During the field researches carried out from 2015 to 2019, narratives in dialect were collected in these languages. The paper discusses models of verb adaptation borrowed from the Spanish language in the speech of the descendants of Slavic immigrants. Both oral speech recordings and written sources of the dialect are involved (the diary of a migrant from Volhynia, Kirill Wozniuk, written in the South Volhynian dialect of the Ukrainian language). The models of verb adaptation in all three languages are identical.

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Gris, Lucas Rafael Stefanel, and Arnaldo Candido Junior. "Automatic Spoken Language Identification using Convolutional Neural Networks." In Congresso Latino-Americano de Software Livre e Tecnologias Abertas. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/latinoware.2020.18603.

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Automatic Spoken Language Identification systems classify the spoken language automatically and can be used in many tasks, for example, to support Automatic Speech Recognition or Video Recommendation systems. In this work, we propose an automatic language identification model obtained through a Convolutional Neural Network trained over audio spectrograms on Portuguese, English and Spanish languages. The audio for the model training was obtained through audiobooks and different corpora for speech recognition systems. The audios were used to generate instances having five seconds each. We addressed the limitation of having few speakers in our dataset with simple data augmentation techniques such as speed and pitch changing on the original instances to increase the size of the dataset. The proposed model was optimized with a random hyperparameter search which provided a final model able to identify the proposed languages with 83% of accuracy on a new, unseen test data, made with audios from different sources.

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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.

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