DOCSLIB.ORG

Code Switching As a Grammar Teaching Strategy in Saudi Arabian

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Code Switching As a Grammar Teaching Strategy in Saudi Arabian Code Switching as a Grammar Teaching Strategy in Saudi Arabian EFL Classrooms Amirah Nasser Almansour School of Humanities and Communication Arts Western Sydney University 2016 A Thesis Submitted to The School of Humanities and Communication Arts, Western Sydney University, in Fulfilment of the Requirements for the Degree of Doctor of Philosophy i Dedication I dedicate this thesis to my loving parents, Dr. Nasser Almansour and Lateefah Aljamhan, who are the reason for what I have become today. I am grateful for their continuous support and encouragement, as well as for their prayers, which have been answered. Father, words cannot describe my deepest love and gratitude. I admire your knowledge and wisdom. I am inspired by you and honoured to be able to follow in your footsteps. Mother, infinite being of love, light and generosity, I am eternally grateful for all you have done and all you have given. You are truly a magnificent person. Thank you for your constant support and guidance. A special feeling of gratitude goes to my husband Dr. Khalid Alhomoud. Without his patience, understanding, support, and most of all, love, the completion of this work would not have been possible. I also dedicate my work to my precious children Faisal and Abdulrahman, and to my baby girl Mafaz, who has made my life a bit challenging yet so much more enjoyable. Thank you for tolerating my absence during the last four years. Finally, many thanks and appreciation to all of my family, especially my sisters and brothers in Saudi Arabia, who believed in my ability to achieve this degree. ii iii Acknowledgements It is hard to overstate my gratitude to my supervisors Associate Professor Mustapha Taibi and Associate Professor Ruying Qi. I am very thankful for the inspirational guidance, encouragement and advice they have provided throughout my candidature. I would like to express my appreciation to Professor Alexander Yeung, who was my associate supervisor during the initial stage of my candidature and who provided me with guidance on statistical methods. Furthermore, I would also like to thank the staff of the School of Humanities and Communication Arts, Western Sydney University, for their help and assistance during the last four years. Thanks to Gillian Warry and Dr. Michelle Hall for proofreading and formatting. Finally, I gratefully acknowledge King Saud University for their scholarship and for offering me the valuable opportunity to undertake this doctoral degree. iv Statement of Originality The work presented in this thesis is to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in whole or in part, for a degree at this or any other institution. Amirah Nasser Almansour Signature: Date: 01 August 2016 i Table of Contents LIST OF TABLES .............................................................................................. V LIST OF FIGURES .......................................................................................... VI PUBLICATIONS ............................................................................................. VII ABSTRACT .................................................................................................... VIII CHAPTER 1: INTRODUCTION ....................................................................... 1 1.1 Context of the study ....................................................................................................................... 2 1.2 Aim and scope .................................................................................................................................. 4 1.3 Research questions ........................................................................................................................ 5 1.4 Significance of the study ............................................................................................................... 6 1.5 Thesis structure .............................................................................................................................. 7 CHAPTER 2: LITERATURE REVIEW ........................................................... 9 2.1 Research domain ............................................................................................................................ 9 2.2 Grammar teaching methods ........................................................................................................ 9 2.2.1 Brief history .............................................................................................................................................. 10 2.2.2 Structure based methods .................................................................................................................... 12 2.2.3 Communicative based methods ....................................................................................................... 14 2.2.4 Form focused methods ........................................................................................................................ 16 2.3 The EFL classroom ....................................................................................................................... 19 2.3.1 Differences between EFL and ESL classrooms .......................................................................... 20 2.3.2 Language of instruction in EFL classrooms ................................................................................ 22 2.3.3 EFL classrooms around the world .................................................................................................. 25 2.3.4 Translanguaging ..................................................................................................................................... 28 2.3.5 Usage of L1 in the Saudi EFL classroom ....................................................................................... 29 ii 2.4 Code switching and the EFL classroom ................................................................................. 31 2.4.1 Language contact ................................................................................................................................... 31 2.4.2 Types of code switching ...................................................................................................................... 34 2.4.3 Theoretical frameworks of code switching ................................................................................ 35 2.4.4 Code switching in the classroom ..................................................................................................... 41 2.5 Research gap ................................................................................................................................. 42 2.5.1 Findings relating to CS in the Saudi EFL classroom ................................................................ 42 2.5.2 What types of code switching can be used in grammar learning? .................................... 43 2.5.3 Is there any specific amount of teachers’ code switching that is beneficial for students’ learning? .................................................................................................................................................... 43 2.6 Chapter summary ........................................................................................................................ 43 CHAPTER 3: METHODOLOGY .................................................................... 45 3.1 Research questions ..................................................................................................................... 45 3.2 Hypothesis ..................................................................................................................................... 46 3.3 Measurement and sample population selection ............................................................... 47 3.3.1 Sample population ................................................................................................................................. 47 3.3.2 Grammar class setting ......................................................................................................................... 48 3.4 Recruitment process ................................................................................................................... 48 3.4.1 Ethics and prearrangements ............................................................................................................. 49 3.4.2 Differences in code switching ........................................................................................................... 49 3.4.3 Selection of participants ..................................................................................................................... 50 3.5 Syllabus and schedule ................................................................................................................ 51 3.6 Instrument design ....................................................................................................................... 52 3.6.1 Qualitative instruments ...................................................................................................................... 52 3.6.2 Quantitative instruments ................................................................................................................... 52 3.6.3 Recording of teachers’ talk ................................................................................................................ 53 3.6.4 Transcription
Load more

Recommended publications
  • MSU Working Papers in Second Language Studies Volume 7
    MSU Working Papers in Second Language Studies Volume 7, Number 1 2015 3 MSU Working Papers in SLS 2016, Vol. 7 ISBELL, RAWAL, & TIGCHELAAR – EDITORS’ MESSAGE Editors’ Message: Seventh Volume of the MSU Working Papers in Second Language Studies The Editorial Team is pleased to introduce the 7th volume of the MSU Working Papers in Second Language Studies. The Working Papers is an open-access, peer-reviewed outlet for disseminating knowledge in the field of second language (L2) research. The Working Papers additionally has a two-layered formative aim. First, we welcome research that is “rough around the edges” and provide constructive feedback in the peer review process to aid researchers in clearly and appropriately reporting their research efforts. Similarly, for scholars working through ideas in literature reviews or research proposals, the peer review process facilitates critical yet constructive exchanges leading to more refined and focused presentation of ideas. Second, we extend an opportunity to in-training or early-career scholars to lend their expertise and serve as reviewers, thereby gaining practical experience on the “other side” of academic publishing and rendering service to the field. Of course, we also value the interviews with prominent L2 researchers and book/textbook reviews we receive, which provide a useful resource for L2 scholars and teachers. We must acknowledge (and in fact are quite glad to) that without the hard work of authors and reviewers, the Working Papers would not be possible. This volume of the Working Papers features two empirical research articles, a research proposal, a literature review, and two reviews. Before introducing these articles in detail, however, we wish to reflect on the history of the Working Papers by answering a simple question: What happens once an article is published in the Working Papers? Life after Publication As an open-access journal, the Working Papers lives on the internet, freely accessible by just about anyone.
    [Show full text]
  • Sentential Switching on Teaching Grammar
    Cumhuriyet Üniversitesi Fen Fakültesi Cumhuriyet University Faculty of Science Fen Bilimleri Dergisi (CFD), Cilt:36, No: 3 Özel Sayı (2015) Science Journal (CSJ), Vol. 36, No: 3 Special Issue (2015) ISSN: 1300-1949 ISSN: 1300-1949 The Effect of Intra-sentential, Inter-sentential and Tag- sentential Switching on Teaching Grammar Atefeh ABDOLLAHI1,*, Ramin RAHMANY2, & Ataollah MALEKI3 2Ph.D. of TEFL, Department of Humanities, Faculty of Teaching English and Translation, Takestan Branch, Islamic Azad University, Takestan, Iran. Received: 01.02.2015; Accepted: 05.05.2015 ______________________________________________________________________________________________ Abstract. The present study examined the comparative effect of different types of code-switching, i.e., intra- sentential, inter-sentential, and tag-sentential switching on EFL learners grammar learning and teaching. To this end, a sample of 60 Iranian female and male students in two different institutions in Qazvin was selected. They were assigned to four groups. Each group was randomly assigned to one of the afore-mentioned treatment conditions. After the experimental period, a post-test was taken from students to examine the effect of different types of code- switching on students’ learning of grammar. The results showed that the differences among the effects of the above- mentioned techniques were statistically significant. These findings can have implications for EFL learners, EFL teachers, and materials’ developers. Keywords: Code, Code switching, Inter-sentential switching, Tag-switching, Inter-sentential switching 1. BACKGROUND AND PURPOSE Code switching, i.e., the use of more than one language in speech, has been said to follow regular grammatical and stylistic patterns (Woolford, 1983). Patterns of code switching have been described in terms of grammatical constraints and various theoretical models have been suggested to account for such constraints.
    [Show full text]
  • Enhanced Input in LCTL Pedagogy
    Enhanced Input in LCTL Pedagogy Marilyn S. Manley Rowan University Abstract Language materials for the more-commonly-taught languages (MCTLs) often include visual input enhancement (Sharwood Smith 1991, 1993) which makes use of typographical cues like bolding and underlining to enhance the saliency of targeted forms. For a variety of reasons, this paper argues that the use of enhanced input, both visual and oral, is especially important as a tool for the less- commonly-taught languages (LCTLs). As there continues to be a scarcity of teaching resources for the LCTLs, individual teachers must take it upon themselves to incorporate enhanced input into their own self-made materials. Specific examples of how to incorpo- rate both visual and oral enhanced input into language teaching are drawn from the author’s own experiences teaching Cuzco Quechua. Additionally, survey results are presented from the author’s Fall 2010 semester Cuzco Quechua language students, supporting the use of both visual and oral enhanced input. Introduction Sharwood Smith’s input enhancement hypothesis (1991, 1993) responds to why it is that L2 learners often seem to ignore tar- get language norms present in the linguistic input they have received, resulting in non-target-like output. According to Sharwood Smith (1991, 1993), these learners may not be noticing, and therefore not consequently learning, particular target language forms due to the fact that they lack perceptual salience in the linguistic input. Therefore, in order to stimulate the intake of form as well as meaning, Sharwood Smith (1991, 1993) proposes improving the quality of language input through input enhancement, involving increasing the saliency of lin- guistic features for both visual input (ex.
    [Show full text]
  • Contingencies
    Page 1 - B&T11220_ERIM_Omslag_DeLanghe_11apr11 CONTINGENCIES 236 BART DE LANGHE LEARNING NUMERICAL AND EMOTIONAL ASSOCIATIONS IN AN UNCERTAIN WORLD The ability to learn about the relation or covariation between events happening in the world is probably the most critical aspect of human cognition. This dissertation examines Contingencies how the human mind learns numerical and emotional relations and explores consequences BART DE LANGHEBART - Contingencies for managerial and consumer decision making. First, we study how uncertainty in the environment affects covariation learning and Learning Numerical and Emotional Associations explore the consequences for consumers’ price-quality inferences and product valuation. in an Uncertain World Second, we examine how different types of accountability (process versus outcome) and analytical intelligence affect learning and judgment. We highlight the implications for employee performance management. Third, building on associative models of memory, we show that bilingual consumers perceive advertising messages in their native language (L1) to be more emotionally intense than advertising messages in their second language (L2). Finally, we explore the consequences of a greater perceived emotionality in L1 for international marketing research. The practical implications of this dissertation are of interest for professionals working ERIM in the area of pricing, branding, marketing research, and human resources. From a theoretical point of view, this dissertation relates to the fields of judgment and decision making under uncertainty and cognitive psychology. Design & layout: B&T Ontwerp en advies (www.b-en-t.nl) Print: Haveka (www.haveka.nl) Design & layout: B&T Ontwerp en advies (www.b-en-t.nl) ERIM The Erasmus Research Institute of Management (ERIM) is the Research School (Onder - zoek school) in the field of management of the Erasmus University Rotterdam.
    [Show full text]
  • Isum 許諾楽曲一覧 更新日：2019/1/23
    ページ：1/37 ISUM 許諾楽曲一覧 更新日：2019/1/23 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM-1880-0537 JASRAC あの紙ヒコーキ くもり空わって ISUM-8212-1029 JASRAC SUNSHINE ISUM-9896-0141 JASRAC IT'S GONNA BE ALRIGHT ISUM-3412-4114 JASRAC あの青をこえて ISUM-5696-2991 JASRAC Thank you ISUM-9456-6173 JASRAC LIFE ISUM-4940-5285 JASRAC すべてへ ISUM-8028-4608 JASRAC Tomorrow ISUM-6164-2103 JASRAC Little Hero ISUM-5596-2990 JASRAC たいせつなひと ISUM-3400-5002 NexTone V.O.L ISUM-8964-6568 JASRAC Music Is My Life ISUM-6812-2103 JASRAC まばたき ISUM-0056-6569 JASRAC Wake up! ISUM-3920-1425 JASRAC MY FRIEND 19 ISUM-8636-1423 JASRAC 果てのない道 ISUM-5968-0141 NexTone WAY OF GLORY ISUM-4568-5680 JASRAC ONE ISUM-8740-6174 JASRAC 階段 ISUM-6384-4115 NexTone WISHES ISUM-5012-2991 JASRAC One Love ISUM-8528-1423 JASRAC 水・陸・そら、無限大 ISUM-1124-1029 JASRAC Yell ISUM-7840-5002 JASRAC So Special -Version AI- ISUM-3060-2596 JASRAC 足跡 ISUM-4160-4608 JASRAC アシタノヒカリ ISUM-0692-2103 JASRAC sogood ISUM-7428-2595 JASRAC 背景ロマン ISUM-5944-4115 NexTone ココア by MisaChia ISUM-1020-1708 JASRAC Story ISUM-0204-5287 JASRAC I LOVE YOU ISUM-7456-6568 NexTone さよならの前に ISUM-2432-5002 JASRAC Story(English Version) 369 AAA ISUM-0224-5287 JASRAC バラード ISUM-3344-2596 NexTone ハレルヤ ISUM-9864-0141 JASRAC VOICE ISUM-9232-0141 JASRAC My Fair Lady ft. May J. "E"qual ISUM-7328-6173 NexTone ハレルヤ -Bonus Tracks- ISUM-1256-5286 JASRAC WA Interlude feat.鼓童,Jinmenusagi AI ISUM-5580-2991 JASRAC サンダーロード ↑THE HIGH-LOWS↓ ISUM-7296-2102 JASRAC ぼくの憂鬱と不機嫌な彼女 ISUM-9404-0536 JASRAC Wonderful World feat.姫神 ISUM-1180-4608 JASRAC Nostalgia
    [Show full text]
  • The Relative Effects of Enhanced and Non-Enhanced Structured Input on L2 Acquisition of Spanish Past Tense
    THE RELATIVE EFFECTS OF ENHANCED AND NON-ENHANCED STRUCTURED INPUT ON L2 ACQUISITION OF SPANISH PAST TENSE by Silvia M. Peart, B.A, M.A., M.A. A Dissertation In SPANISH Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Spanish Approved Andrew P. Farley Idoia Elola Greta Gorsuch Janet Perez Susan Stein Fred Hartmeister Dean of the Graduate School May, 2008 Copyright 2008, Silvia M. Peart Texas Tech University, Silvia M. Peart, May 2008 ACKNOWLEDGMENTS I would like to thank first my mentor, advisor and friend, Dr. Andrew Farley. His guidance helped me learn not only the main topics of second language acquisition, but also led me to develop as a professional. It has been a pleasure to work with him these last three years. I thank him for his support this last year, his mentoring and patience. I want also to express my gratitude to Dr. Idoia Elola whose support also has been a key to my success as a doctoral student. Her encouragement and assistance during this last year has been the fuel that kept me in motion. I would like to thank Dr. Susan Stein and Dr. Beard for their friendship and their encouraging support in all my projects as a student. Finally, I would like to thank my committee for their invaluable feedback. I am also grateful to the friends I made during my career at Texas Tech University. It was also their support that encouragement that kept me on track all these years.
    [Show full text]
  • Love Light Free Read
    Carolyn Wren Love Light Free Read Love Light By Carolyn Wren An Adults only High Heat Sci-Fi Romance For more books, visit the ‘books’ page of the website www.carolynwren.com 1 Carolyn Wren Love Light Free Read Love Light Lord Roth pinched her nipple, just hard enough for erotic pleasure without crossing the line into pain. His skill in knowing the difference made Ria moan with desire. Eyes half closed, she watched their reflections in the mirror, enjoying the stark difference between his onyx skin and her pale, white flesh as he caressed and kneaded her breasts. ‘Harder.’ With one foot propped on a low table, and her legs spread wide apart, she had a clear uninterrupted view of him sliding in and out of her body, the long, dark shaft glistening with her juices. His thighs slapped against hers as he thrust. She wanted to reach down, to touch herself, but that would spoil her view, and voyeurism was very important to her today. She wanted to see her transformation, watch as her body came alive in swirls of darkness. ‘Touch me. I need to come.’ Lord Roth obliged without hesitation. One long fingered hand slid down her stomach and delved between her legs. He opened her folds, finding her pleasure zone with the accuracy of an experienced and passionate lover. Pleasure slithered along her nerve endings. The scent of arousal hit the air as more moisture poured from her body, coating her thighs and his fingers. His ragged breath was loud in her ears as he squeezed and massaged in an alternating rhythm, teasing and tormenting her.
    [Show full text]
  • Identifying Linguistic Cues That Distinguish Text Types: a Comparison of First and Second Language Speakers
    Identifying Linguistic Cues that Distinguish Text Types: A Comparison of First and Second Language Speakers Scott A. Crossley, Max M. Louwerse and Danielle S. McNamara (Mississippi State University and University of Memphis) Crossley, Scott A, Max M. Louwerse and Danielle S. McNamara. (2008). Identifying Linguistic Cues that Distinguish Text Types: A Comparison of First and Second Language Speakers. Language Research 44.2, 361-381. The authors examine the degree to which first (L1) and second language (L2) speakers of English are able to distinguish between simplified or authen- tic reading texts from L2 instructional books and whether L1 and L2 speak- ers differ in their ability to process linguistic cues related to this distinction. These human judgments are also compared to computational judgments which are based on indices inspired by cognitive theories of reading process- ing. Results demonstrate that both L1 and L2 speakers of English are able to identify linguistic cues within both text types, but only L1 speakers are able to successfully distinguish between simplified and authentic texts. In addition, the performance of a computational tool was comparable to that of human performance. These findings have important implications for second lan- guage text processing and readability as well as implications for material de- velopment for second language instruction. Keywords: second language reading, text readability, materials development, text processing, psycholinguistics, corpus linguistics, computa- tional linguistics 1. Introduction Recent research has demonstrated that text readability for second language (L2) learners is better measured using cognitively inspired indices based on theories of text comprehension as compared to readability formulas that de- pend on surface level linguistic features (Crossley, Greenfield & McNamara 2008).
    [Show full text]
  • The Effect of Input Enhancement, Individual Output, and Collaborative Output on Foreign Language Learning: the Case of English Inversion Structures
    RESLA 26 (2013), 267-288 THE EFFECT OF INPUT ENHANCEMENT, INDIVIDUAL OUTPUT, AND COLLABORATIVE OUTPUT ON FOREIGN LANGUAGE LEARNING: THE CASE OF ENGLISH INVERSION STRUCTURES SHADAB JABBARPOOR* Islamic Azad University, Garmrar Branch (Iran) ZIA TAJEDDIN Allameh Tabataba ‘i University (Iran) ABSTRACT. The present study compares the short term and long term effects of three focus-on-form tasks on the acquisition of English inversion structures by EFL learners. It also quantitatively investigates learners’ trend of development during the process of acquisition. Ninety freshmen from a B.A. program in TEFL were randomly divided into the three task groups. The tasks included textual enhancement in Group 1 and dictogloss in Group 2 and 3, where texts were reconstructed individually and collaboratively, respectively. Alongside a pretest and a posttest, production tests were administered to assess the trend of development in each group. Results revealed that the impacts of input and collaborative output tasks were greater than that of the individual output task. Moreover, the findings documented that the trend of development in the output group was not a linear additive process, but a rather U-shaped one with backsliding. This study supports previous studies that have combined enhancement with instructional assistance. KEY WORDS. Collaborative output, individual output, input enhancement, dictogloss, inversion structures. RESUMEN. Este estudio compara los efectos a corto y largo plazo de tres tareas de foco en la forma en la adquisición de estructuras de inversión por parte de apren- dices de inglés como lengua extranjera. Asimismo, se presenta una investigación cuan- titativa de las pautas de desarrollo durante el proceso de adquisición.
    [Show full text]
  • English Song Booklet
    English Song Booklet SONG NUMBER SONG TITLE SINGER SONG NUMBER SONG TITLE SINGER 100002 1 & 1 BEYONCE 100003 10 SECONDS JAZMINE SULLIVAN 100007 18 INCHES LAUREN ALAINA 100008 19 AND CRAZY BOMSHEL 100012 2 IN THE MORNING 100013 2 REASONS TREY SONGZ,TI 100014 2 UNLIMITED NO LIMIT 100015 2012 IT AIN'T THE END JAY SEAN,NICKI MINAJ 100017 2012PRADA ENGLISH DJ 100018 21 GUNS GREEN DAY 100019 21 QUESTIONS 5 CENT 100021 21ST CENTURY BREAKDOWN GREEN DAY 100022 21ST CENTURY GIRL WILLOW SMITH 100023 22 (ORIGINAL) TAYLOR SWIFT 100027 25 MINUTES 100028 2PAC CALIFORNIA LOVE 100030 3 WAY LADY GAGA 100031 365 DAYS ZZ WARD 100033 3AM MATCHBOX 2 100035 4 MINUTES MADONNA,JUSTIN TIMBERLAKE 100034 4 MINUTES(LIVE) MADONNA 100036 4 MY TOWN LIL WAYNE,DRAKE 100037 40 DAYS BLESSTHEFALL 100038 455 ROCKET KATHY MATTEA 100039 4EVER THE VERONICAS 100040 4H55 (REMIX) LYNDA TRANG DAI 100043 4TH OF JULY KELIS 100042 4TH OF JULY BRIAN MCKNIGHT 100041 4TH OF JULY FIREWORKS KELIS 100044 5 O'CLOCK T PAIN 100046 50 WAYS TO SAY GOODBYE TRAIN 100045 50 WAYS TO SAY GOODBYE TRAIN 100047 6 FOOT 7 FOOT LIL WAYNE 100048 7 DAYS CRAIG DAVID 100049 7 THINGS MILEY CYRUS 100050 9 PIECE RICK ROSS,LIL WAYNE 100051 93 MILLION MILES JASON MRAZ 100052 A BABY CHANGES EVERYTHING FAITH HILL 100053 A BEAUTIFUL LIE 3 SECONDS TO MARS 100054 A DIFFERENT CORNER GEORGE MICHAEL 100055 A DIFFERENT SIDE OF ME ALLSTAR WEEKEND 100056 A FACE LIKE THAT PET SHOP BOYS 100057 A HOLLY JOLLY CHRISTMAS LADY ANTEBELLUM 500164 A KIND OF HUSH HERMAN'S HERMITS 500165 A KISS IS A TERRIBLE THING (TO WASTE) MEAT LOAF 500166 A KISS TO BUILD A DREAM ON LOUIS ARMSTRONG 100058 A KISS WITH A FIST FLORENCE 100059 A LIGHT THAT NEVER COMES LINKIN PARK 500167 A LITTLE BIT LONGER JONAS BROTHERS 500168 A LITTLE BIT ME, A LITTLE BIT YOU THE MONKEES 500170 A LITTLE BIT MORE DR.
    [Show full text]
  • Natural Language Processing and Language Learning
    To appear 2012 in Encyclopedia of Applied Linguistics, edited by Carol A. Chapelle. Wiley Blackwell Natural Language Processing and Language Learning Detmar Meurers Universität Tübingen [email protected] As a relatively young field of research and development started by work on cryptanalysis and machine translation around 50 years ago, Natural Language Processing (NLP) is concerned with the automated processing of human language. It addresses the analysis and generation of written and spoken language, though speech processing is often regarded as a separate subfield. NLP emphasizes processing and applications and as such can be seen as the applied side of Computational Linguistics, the interdisciplinary field of research concerned with for- mal analysis and modeling of language and its applications at the intersection of Linguistics, Computer Science, and Psychology. In terms of the language aspects dealt with in NLP, traditionally lexical, morphological and syntactic aspects of language were at the center of attention, but aspects of meaning, discourse, and the relation to the extra-linguistic context have become increasingly prominent in the last decade. A good introduction and overview of the field is provided in Jurafsky & Martin (2009). This article explores the relevance and uses of NLP in the context of language learning, focusing on written language. As a concise characterization of this emergent subfield, the discussion will focus on motivating the relevance, characterizing the techniques, and delin- eating the uses of NLP; more historical background and discussion can be found in Nerbonne (2003) and Heift & Schulze (2007). One can distinguish two broad uses of NLP in this context: On the one hand, NLP can be used to analyze learner language, i.e., words, sentences, or texts produced by language learners.
    [Show full text]
  • THE MERRY WIDOW Music by Franz Lehar English Dialogue by Gershom Clark Morningstar Lyrics by Adrian Ross and Ronald Orenstein
    THE MERRY WIDOW Music by Franz Lehar English Dialogue by Gershom Clark Morningstar Lyrics by Adrian Ross and Ronald Orenstein FEATURES OF THIS SHOW The Merry Widow was a major hit in the United States, two years after it opened in Vienna. It boasted an English translation by Adrian Ross, a major lyricist in England. Although other librettos have been written for it since, Ross’s lyrics hold up very well, when modified for modern audiences. They convey the language that marks the period that is so important for the style of the show. Gershom Morningstar was commissioned by the Guild to rework the dialog, which was the show's weakest feature. New elements were added for plot depth and to increase the humor Obviously a star vehicle for a soprano as the Widow, the tenor De Rosillon and the soprano Valencienne have glorious duet material. The role of Danilo is one of the few chances for a baritone to be the romantic lead. The character moving the plot is Baron Zeta, who may be primarily an actor, as he sings little. There are good opportunities for supporting characters as well. CAST REQUIREMENTS Widow Hanna Glavari, soprano Marquis Cascada, baritone Count Danilo Danilovitch, baritone M. St. Brioche, a dandy, tenor Baron Mirko Zeta, actor General Cromov, actor, chorus Betush, his secretary, male or female actor Olga, his wife, actor, chorus Valencienne, his wife, soprano General Bogdanovitch, actor, chorus Camille, her lover, tenor Sylvaine, his wife, actor, chorus Zozo, the lead grisette, mezzo-soprano Praskovia Pritschitz, actor, chorus Six Grizettes, dancers Folk dancers, act 2 Chorus of embassy officials and their wives MUSICAL NUMBERS Overture........................................................................................
    [Show full text]