Hits 4.721 – 4.740 of 4.796
4721 |
Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools
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In: Masters Theses & Specialist Projects (2015)
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4722 |
Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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4723 |
Current practices: pre-admission assessment of American Sign Language and English language competency in interpreter education programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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4724 |
Similar Settings, Different Story Lines: The Positioning of ESL Teachers in Two Middle Schools
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In: Reading Horizons: A Journal of Literacy and Language Arts (2015)
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4725 |
老人与海: The Cultural Classroom Handbook
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2015)
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4726 |
Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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4727 |
English learning as a means of self-fulfilment : a grounded theory of language learning behaviour
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4728 |
The 'English language question' in higher education : some reflections on issues and strategy
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4729 |
Imagining more than just a prisoner : the work of prisoners' penfriends
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4730 |
Portraits of Indonesian Language Learners as Imagined Bilinguals
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4731 |
Examining the quality of phonological representations in Anindilyakwa children in Australia
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4732 |
Peer review in a graduate writing class: Case studies of first- and second - language students
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In: ETD Collection for University of Texas, El Paso (2015)
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4733 |
Voices: Karen Refugees in Cache Valley, Utah
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In: ENGL 6750—Voices: Karen Refugees in Cache Valley, Utah (2015)
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4734 |
Exploración de las Narrativas Bilingües Orales y Escritas en Español e Inglés
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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4735 |
Monolingual and Bilingual Intervention Outcomes in a Bilingual Child with Autism
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In: Open Access Theses & Dissertations (2015)
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4736 |
A Comparison Of Maze Frequency And Type Across Language And Speaker: A Look At English And Spanish Narrative Retells
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In: Open Access Theses & Dissertations (2015)
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4737 |
A Corpus for Investigating English-Language Learners' Dialog Behaviors
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In: Departmental Technical Reports (CS) (2015)
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4738 |
Peer Review in a Graduate Writing Class: Case Studies of First-and Second- Language Students
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In: Open Access Theses & Dissertations (2015)
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4739 |
The Window To The Bilingual Mind: Eye Movements Reveal Psycholinguistic Grain Unit Sizes Of Bilingual Spoken Word Recognition
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In: Open Access Theses & Dissertations (2015)
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Abstract:
Although there are common phonological units across different languages, previous studies have shown that individual differences of language proficiency affect sound unit preferences in monolingual and bilingual speakers. The cross-language lexical activation of phonological representations in bilingual minds can provide a great opportunity for testing hypotheses about how this key factor modulates the cross-linguistic phonological transfer across languages. In this study, I used the eye-tracking technique and quantitative methods (i.e., growth curve analysis and multilevel regression) to examine how individual differences in language proficiency affect cross-language phonological unit size transfer in Chinese-English bilinguals. Participants heard a spoken word and were asked to identify its corresponding picture from an array that included a target picture, a within-language phonological competitor picture, and two phonologically unrelated control pictures. Growth curve analysis was used to analyze the proportion of eye fixations to target and competitor pictures during spoken word recognition. I found that Chinese-English bilinguals with increased English proficiency showed higher fixation proportions to smaller Chinese phonological units (i.e., onset and rime units), even though these units are not major processing units for Chinese spoken word recognition. This result suggested that the variation of the second language (L2) English proficiency modulated the first language (L1) Chinese phonological sensitivity to finer-grained unit sizes. Moreover, Chinese-English bilinguals demonstrated higher fixation proportions to the L1 phonological unit (i.e., the consonant-vowel unit, CV unit) when they recognized L2 spoken words, reflecting the idea that the CV unit was transferable across language boundaries, from Chinese to English. This transfer pattern suggests that Chinese-English bilinguals might employ both L1 and L2 phonological units while recognizing spoken words. Together, the findings provide evidence that bilinguals co-activated L1 and L2 phonological units and that the cross-linguistic phonological transfer was modulated by individual differences in language proficiency.
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Keyword:
Chinese-English Bilinguals; Cognitive Psychology; Language Proficiency; Linguistics; Phonological Units; Spoken Word Recognition
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URL: https://scholarworks.utep.edu/open_etd/1087 https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=2086&context=open_etd
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4740 |
Moving beyond the language–literature divide in foreign language programs: The use of digital annotation tools
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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