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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: On the effectiveness of Robot-Assisted Language Learning
Author: Sungjin Lee
Institution: Pohang University of Science and Technology
Author: Hyungjong Noh
Institution: Pohang University of Science and Technology
Author: Jonghoon Lee
Institution: Pohang University of Science and Technology
Author: Kyusong Lee
Institution: Pohang University of Science and Technology
Author: Gary Geunbae Lee
Institution: Pohang University of Science and Technology
Author: Seongdae Sagong
Institution: Korea Institute of Science and Technology
Author: Munsang Kim
Institution: Korea Institute of Science and Technology
Linguistic Field: Applied Linguistics; Computational Linguistics
Subject Language: English
Abstract: This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from ten to twelve, were enrolled in English lessons. A pre-test/post-test design was used to investigate the cognitive effects of the RALL approach on the students??? oral skills. No significant difference in the listening skill was found, but the speaking skills improved with a large effect size at the significance level of 0.01. Descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of RALL approach. The result showed that RALL promoted and improved students??? satisfaction, interest, confidence, and motivation at the significance level of 0.01.

CUP at LINGUIST

This article appears in ReCALL Vol. 23, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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