Fluency Characteristics Research Articles

Profiling fluency: An analysis of individual variation in disfluencies in adult males

Individual variation in non-fluency behaviour in normally fluent (NF) adults, is investigated. Differences among speakers in the usage of a range of features such as filled and silent pauses, sound prolongations, repetition of phrases, words or part-words, and self-interruptions is explored in the spontaneous speech of 20 male speakers of Standard Southern British English from the DyViS database. The speech analysed is semi-spontaneous, and taken from a simulated police interview task. A taxonomy of fluency features for forensic analysis (TOFFA) was applied to this speech data. The rate of occurrence of each feature per 100 syllables is calculated for each speaker. Results show that individuals vary considerably in the rates of these fluency features occurring in their speech and that between-speaker differences are present in the types of features speakers produce. Implications of the significance of these findings for forensic phonetics are discussed.

Exploring speaker fluency with phonologically annotated ICE corpora

ABSTRACTThis study demonstrates how quantitative characteristics of speaker fluency can be measured in the phonologically annotated and time‐aligned corpora ICE‐Nigeria and ICE‐Scotland, which belong to the ‘new generation’ of ICE corpora. Some files from the categories broadcast talk and unscripted speeches in ICE Nigeria and ICE Scotland were phonemically annotated and analysed, and for each speaker the mean length of run ( = average number of words per utterance) and articulation rate ( = mean number of phonemes per total articulation time) were calculated. These results show how phonological and time‐aligned annotations can enrich ICE corpora, and how they allow comparisons of varieties of English that go beyond studies of syntactic and lexical variation.

Fluency in the narratives of a bilingual person with non-fluent aphasia and a neurogenic stutter

Fluency in the narratives of a bilingual person with non-fluent aphasia and a neurogenic stutter

Shaping a score: Complexity, accuracy, and fluency in integrated writing performances

The present study investigates integrated writing assessment performances with regard to the linguistic features of complexity, accuracy, and fluency (CAF). Given the increasing presence of integrated tasks in large-scale and classroom assessments, validity evidence is needed for the claim that their scores reflect targeted language abilities. Four hundred and eighty integrated writing essays from the Internet-based Test of English as a Foreign Language (TOEFL) were analyzed using CAF measures with correlation and regression to determine how well these linguistic features predict scores on reading–listening–writing tasks. The results indicate a cumulative impact on scores from these three features. Fluency was found to be the strongest predictor of integrated writing scores. Analysis of error type revealed that morphological errors contributed more to the regression statistic than syntactic or lexical errors. Complexity was significant but had the lowest correlation to score across all variables.

What makes a charismatic speaker? A computer-based acoustic-prosodic analysis of Steve Jobs tone of voice

The former Apple CEO Steve Jobs was one of the most charismatic speakers of the past decades. However, there is, as yet, no detailed quantitative profile of his way of speaking. We used state-of-the-art computer techniques to acoustically analyze his speech behavior and relate it to reference samples. Our paper provides the first-ever acoustic profile of Steve Jobs, based on about 4000 syllables and 12,000 individual speech sounds from his two most outstanding and well-known product presentations: the introductions of the iPhone 4 and the iPad 2. Our results show that Steve Jobs stands out against our reference samples in almost all key features of charisma, including melody, loudness, tempo and fluency, and he produced significant quantitative differences when addressing customers and investors in his speeches. Against this background, we provide specific advice on how to improve a speaker’s charismatic impact. We conclude with describing how further technological advances will move computers and behavioral characteristics like human speech even closer together.

Speaking Rate among Adult Hebrew Speakers: A Preliminary Observation

Background: Speaking rate is an important basic temporal characteristic of speech, essential for research as well as clinical applications. Accordingly, it has become a common measure in studies conducted in various fields, such as speech science, speech pathology, behavioral psychology, neuropsychology and emotions. Yet, normative speaking rate data, which are language specific, are still required. This study was aimed to provide preliminary data on speaking-rate and articulation-rate among Hebrew speaking adults, and to examine differences between genders and age-groups. Methods and Findings: Recordings of 78 Hebrew speaking adults (39 men and 39 women) in three age-groups (20-40 years, 41-60 and 61-above) were analyzed. All recordings were obtained from radio broadcast interviews. Speaking rate and articulation rate were quantified using two metrics: syllable-per-second (SPS) and word-per-minute (WPM). Results revealed a mean overall speaking rate of 5.60 SPS and 154.11 WPM, while articulation rate was 6.26 SPS and 175.70 WPM. A gradual reduction in both metrics was observed between the three age-groups. This reduction reached a statistical significance only between the younger and older age-groups (p<0.001). In contrast, no differences in speaking- and articulation-rate were found between men and women. Conclusions: This study provides preliminary data on speaking- and articulation-rate values for adult Hebrew speakers. Data support previous reports on a general reduction in speech rate of the older age group, while demonstrating a lack of gender difference. Results facilitate a comparison of rate measurements performed in Hebrew with those obtained in other languages. Data also provide a baseline for future comparison of speech and fluency characteristics in various pathological groups with normally fluent speakers.

Characteristics of Fluency and Speech in Two Families With High Incidences of Stuttering.

This study presents data from 2 families with high incidence of stuttering, comparing methods of phenotype assignment and exploring the presence of other fluency disorders and corresponding speech characteristics. Three methods for assigning phenotype of stuttering were used: self-identification, family identification, and expert identification. Agreement on which individuals were assigned by each of these methods was studied. Multiple measures of fluency and speech production were obtained. Self-reports and descriptions of blocking rather than self-identification as a person who stutters demonstrated the best agreement with expert identification of stuttering. Family identification showed poor agreement with both expert and self-identification of stuttering. Using binary categories of fluent or stuttering, 90% of individuals in 1 family were classified by expert consensus. Only 70% of the other family could be similarly categorized. Experts required 2 other categories, cluttering and other fluency disorders, to fully characterize dysfluency within this family. These 2 families also demonstrated differences in speech production. Some families with high incidence of stuttering may also have high incidence of other fluency disorders and other speech-production difficulties. This finding may have ramifications for genetic studies, including criteria for defining phenotype and collapsing data across multiple families.

How do utterance measures predict raters’ perceptions of fluency in French as a second language?

While the research literature on second language (L2) fluency is replete with descriptions of fluency and its influence with regard to English as an additional language, little is known about what fluency features influence judgments of fluency in L2 French. This study reports the results of an investigation that analyzed the relationship between utterance fluency measures and raters’ perceptions of L2 fluency in French using mixed-effects modeling. Participants were 40 adult learners of French at varying levels of proficiency, studying in a university immersion context. Speech performances were collected on three different types of narrative tasks. Four utterance fluency measures were extracted from each performance. Eleven untrained judges rated the speech performances and we examined which utterance fluency measures are the best predictors of the scores awarded by the raters. The mean length of runs and articulation rate proved to be the most influential factors in raters’ judgments, while the frequency of pauses played a less important role. The length of pauses was positively related to fluency scores, indicating a prominent cross-linguistic variation specific to French. The relative importance of the utterance measures in predicting fluency ratings, however, was found to vary across tasks.

Effects of Strategic Planning Time on L2 Paired Oral Test Performance

AbstractPlanning, as a task condition, is hypothesized to influence L2 test performance and thus test scores (Skehan, 1998). This study investigates the effects of lengths of strategic planning time on L2 paired oral test performance, moderated by L2 proficiency. It aims to determine whether differences in performance result from 0, 1, 2 or 3 minutes of planning time, and whether planning time and proficiency interactively affect performance. The participants were 72 Chinese EFL learners, divided into four groups, each performing the same dialogic task with 1 or 2 or 3 minute planning time or none. All speech recordings were rated by two trained raters, and the transcripts of the speech samples subjected to a discourse analysis, measuring fluency features of Rate A and Rate B, complexity features of syntactic complexity, syntactic variety and lexical variety, and accuracy features of error-free clauses and correct verb forms. Findings show a stable accuracy, higher fluency in the planned condition, and greater syntactic complexity when learners are given 3 minutes’ planning time. No interaction is found between planning time and proficiency.

The Perception of Fluency in Native and Nonnative Speech

Where native speakers supposedly are fluent by default, nonnative speakers often have to strive hard to achieve a nativelike fluency level. However, disfluencies (such as pauses, fillers, repairs, etc.) occur in both native and nonnative speech and it is as yet unclear how fluency raters weigh the fluency characteristics of native and nonnative speech. Two rating experiments compared the way raters assess the fluency of native and nonnative speech. The fluency characteristics were controlled by using phonetic manipulations in pause (Experiment 1) and speed characteristics (Experiment 2). The results show that the ratings of manipulated native and nonnative speech were affected in a similar fashion. This suggests that there is no difference in the way listeners weigh the fluency characteristics of native and nonnative speakers.

Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties

&lt;span&gt;In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special Learning Difficulties (SpLD) at Cyprus University of Technology. As part of their university courses, students have two compulsory English courses. Due to their SpLD and low level of language competence, the eight participants enrolled in the English programme for students with SpLD. This programme is based on the phonological approach and the research done in methods dealing with dyslexia (Shaywitz et al., 2004). After being introduced to the iPod-supported Repeated Reading activity, students worked independently for 8 weeks. They listened and replicated three recorded texts performed by native speakers, using Voice Memo. Texts were based on specific phonetic rules the students had to master. Students recorded their best performance of each text reading, using DropVox. Curriculum-Based Measurement, adapted by Rasinski (2004), was used to measure students’ automaticity (speed and accuracy), and an adapted version of Zutell and Rasinksi’s (1991) Multidimensional Framework to measure prosodic features of fluency. A phonemic accuracy scale was developed and used to assess students’ performance related to specific phonemes students had difficulty with. Data analysis revealed that the independent out-of-class use of Repeated Reading, supported by iPod Touch technology helped in increasing students’ automaticity, improving their prosodic features of fluency, including that of specific phonemes.&lt;/span&gt;

The Effects of Creative Teaching Method on Motivation and Academic Achievement of Elementary School Students in Academic Year 2014 - 2015

General purpose of the study is to examine the effects of creative teaching method on motivation and academic achievement of elementary school students in academic year 2014-2015. Research method is quasi-experimental by implementing pre-test and post-test with groups of experimental and control. Statistical population include all of students in elementary school that the number of them are 1184 students and are selected by cluster random sampling in school. Numbers of 50 students (25 students in control group and 25 students in experimental group) are statistical sample of this research. Methods of data analysis have been descriptive statistics and independent t-test. Total results of the research have shown that teaching based on creative model in elementary school classrooms with regard to features of genuineness and fluency and flexibility in educational situations affect academic achievement and motivation in experimental group. There is significant difference between experimental group and control group to the effect of creative teaching method and this difference in favor of group that is used creative teaching method in the classroom.

Words Won’t Fail

Applying sexual selection theory to language, it can be assumed that high verbal proficiency increases attractiveness, but male more than female attractiveness, because women have higher costs regarding reproduction and are thus more selective in mate choice. These predictions were tested experimentally. In the first study, videos were used as the stimuli for opposite-sex participants where an actor/actress performed verbal self-presentations. The content was alike but was delivered with three levels of verbal proficiency with respect to lexical, grammatical, and fluency features. The main effect of verbal proficiency on attractiveness was supported, but the interaction effect was not supported between verbal proficiency and sex according to which male more than female attractiveness is affected by verbal proficiency. In the second study, only audio tracks from the videos were used. Both effects were significant, supporting the assertion that language plays a significant role in mate choice, especially for male attractiveness.

Fluency Characteristics of Foreigners Learning Korean

Fluency Characteristics of Foreigners Learning Korean

Creativity and Narrative Writing in L2 Classrooms: Comparing Individual and Paired Task Performance

El estudio presentado en este artículo examina el rol de creatividad de los estudiantes cuando se escribe individualmente y colaborativamente en el L2. A este fin, una muestra de 92 estudiantes de lengua inglesa (nivel intermedio) de la universidad de Isfahán, Irán, participaron en este estudio. Los participantes fueron divididos en dos grupos: un grupo trabajaba individualmente y el otro grupo trabajaba colaborativamente. Se mida la creatividad usando el Test Torrance (Abreviado) para Adultos (ATTA) para observar la fluidez, elaboración, flexibilidad, y originalidad. También el estudio mida la complejidad, exactitud, y fluidez (CEF) de la ejecución de una tarea donde los estudiantes narran un relato basado en una imagen. Los resultados mostraron (a) importantes ventajas en lo que se refiere a (CEF) en cuanto se refiere a escrituras colaborativas en comparación con aquellos textos hechos individualmente; (b) correlaciones importantes, entre la creatividad y la fluidez de los estudiantes; y (c) una relación negativa entre la originalidad y la creativa tanto en la ejecución de la tarea por parejas como ejecución individual.

Characteristics of Language Fluency and Speech Fluencyin School-age Children who Stutter

Characteristics of Language Fluency and Speech Fluencyin School-age Children who Stutter

Forthcoming Issues

The former Apple CEO Steve Jobs was one of the most charismatic speakers of the past decades. However, there is, as yet, no detailed quantitative profile of his way of speaking. We used state-of-the-art computer techniques to acoustically analyze his speech behavior and relate it to reference samples. Our paper provides the first-ever acoustic profile of Steve Jobs, based on about 4000 syllables and 12,000 individual speech sounds from his two most outstanding and well-known product presentations: the introductions of the iPhone 4 and the iPad 2. Our results show that Steve Jobs stands out against our reference samples in almost all key features of charisma, including melody, loudness, tempo and fluency, and he produced significant quantitative differences when addressing customers and investors in his speeches. Against this background, we provide specific advice on how to improve a speaker’s charismatic impact. We conclude with describing how further technological advances will move computers and behavioral characteristics like human speech even closer together.

Automatic Scoring on English Passage Reading Quality

In this paper we studied the computer automatic scoring for English discourse oral reading. According to the view and guidelines of manual scoring, we analyzed the voices from oral reading with speech recognition technology, and extracted the series of features including reading completeness features, pronunciation accuracy features and fluency features for evaluation. We mapped these features to scores by SVM regression. In the testing of English discourse oral reading for 4000 middle school students, in which the materials of 3200 students were used to train and the rest of 800 students to test, we got a good result that the difference between average machine score and reference score is 1.18, while the difference between average human score and reference score is 1.31. The experience result shows this system can be used in practice.

Harnessing Storytelling as a Sociopragmatic Skill: Applying Narrative Research to Workplace English Courses

Narratives are often overlooked in workplace talk, but they contribute in crucial ways to relationship building and identity construction in workplace interaction. In this article we analyse narratives told by skilled migrants from non‐English‐speaking backgrounds during a workplace internship conducted as part of a Workplace Communication course. The analysis adopts a social constructionist stance recognising that narratives are co‐constructed between interactants in ongoing interaction. Although earlier TESOL research has made use of narratives as a source of information for designing teaching programmes and for improving specific linguistic features of fluency, this article demonstrates that narratives also provide (ESOL) teachers with an opportunity to empower students in their efforts to negotiate high‐stakes environments such as workplace settings.

장.노년기 성인의 유창성 특성 연구

With the increase of senior population, adults in their manhood and senescence with neurogenic defects also increase as well; thus, it is necessary to conduct foundational research on speech fluency to rehabilitate adults with neurogenic language disorders. Thereupon, this study analyzes the characteristics of speech fluency comparatively by age and sex with the subjects of normal adults in their 50`s to 70`s. According to the result of collecting language samples from total 90 adults, 30 (15 males, 15 females) in each age group of the 50`s, 60`s, and 70`s and comparing the speech rate and disfluency frequency, first, adults in their 70`s showed slower speech rate than those in their 50`s or 60`s. And those in their 50`s, 60`s, and 70`s indicated no difference in their speech rate by sex. Second, there was no difference in normal disfluency and total disfluency among the adults in the 50`s, 60`s, and 70`s. Also, there was no difference among the age groups by sex, either. Third, there was no correlation between speech rate of all the age groups and disfluency frequency.