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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'On the effectiveness of Robot-Assisted Language Learning'
Author: SungjinLee
Institution: 'Pohang University of Science and Technology'
Author: HyungjongNoh
Institution: 'Pohang University of Science and Technology'
Author: JonghoonLee
Institution: 'Pohang University of Science and Technology'
Author: KyusongLee
Institution: 'Pohang University of Science and Technology'
Author: GaryGeunbaeLee
Institution: 'Pohang University of Science and Technology'
Author: SeongdaeSagong
Institution: 'Korea Institute of Science and Technology'
Author: MunsangKim
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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