Open Access. Powered by Scholars. Published by Universities.®

Modern Languages Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 3 of 3

Full-Text Articles in Modern Languages

Cross-Linguistic Phonosemantics, Raleigh Anne Butler May 2017

Cross-Linguistic Phonosemantics, Raleigh Anne Butler

Chancellor’s Honors Program Projects

No abstract provided.


Phonetic And Phonological Research Sharing Methods, Cory C. Coogan Jan 2017

Phonetic And Phonological Research Sharing Methods, Cory C. Coogan

The Kabod

This paper reviews the materials linguists use to compile and share research in the linguistic sub-fields of phonetics and phonology. It summarizes the content and purpose of major books, journal publications, and databases within these two fields, especially those with broad selections of data that have been collected for cross-linguistic study and research reference. This paper discusses the various uses of these materials and then analyzes how well equipped the linguistic research community is for compiling and sharing comprehensive-oriented language data.


Statistical Literacy Among Applied Linguists And Second Language Acquisition Researchers, Shawn Loewen, Elizabeth Lavolette, Le Anne Spino, Mostafa Papi, Jens Schmidtke, Scott Sterling, Dominik Wolff Jun 2014

Statistical Literacy Among Applied Linguists And Second Language Acquisition Researchers, Shawn Loewen, Elizabeth Lavolette, Le Anne Spino, Mostafa Papi, Jens Schmidtke, Scott Sterling, Dominik Wolff

Language Resource Center

The importance of statistical knowledge in applied linguistics and second language acquisition (SLA) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial replication of this older work by investigating (a) applied linguists’ general experiences with statistics, (b) underlying factors that constitute applied linguists’ knowledge about and attitudes toward statistics, and (c) variables that predict attitudes toward statistics and statistical self-efficacy. Three hundred thirty-one scholars of applied linguistics and SLA completed a questionnaire. Eighty percent had taken a statistics class; however, only 14% of doctoral students and 30% of professors felt that their statistical training was adequate. A factor analysis of participants’ knowledge of statistical terms revealed three factors: common inferential statistics knowledge, advanced statistics knowledge, and basic descriptive statistics knowledge. An analysis of participants’ attitudes toward statistics revealed two factors: statistics are important and lack of statistical confidence. Regression analyses ...