Word Repetition Research Articles

Improving semi-autoregressive machine translation with the guidance of syntactic dependency parsing structure

The advent of non-autoregressive machine translation (NAT) accelerates the decoding superior to autoregressive machine translation (AT) significantly, while bringing about a performance decrease. Semi-autoregressive neural machine translation (SAT), as a compromise, enjoys the merits of both autoregressive and non-autoregressive decoding. However, current SAT methods face the challenges of information-limited initialization and rigorous termination. This paper develops a layer-and-length-based syntactic labeling method and introduces a syntactic dependency parsing structure-guided two-stage semi-autoregressive translation (SDPSAT) structure, which addresses the above challenges with a syntax-based initialization and termination. Additionally, we also present a Mixed Training strategy to shrink exposure bias. Experiments on seven widely-used datasets reveal that our SDPSAT surpasses traditional SAT models with reduced word repetition and achieves competitive results with the AT baseline at a 2×∼3× speedup.

Vocabulary sophistication in children’s L2 school writing

Abstract This paper tests three hypotheses about written vocabulary in child L2 English. Specifically, as children mature, (1) the mean frequency values of the nouns they use increase; (2) the mean frequencies of other parts-of-speech decrease; (3) the use of academic vocabulary increases only in certain types of writing. Using a corpus of writing by children in Norway, hypothesis 1 was confirmed up to the mid-teenage years. The mean frequency values of nouns then decreased. Analysis showed that the early increase is due to decreased repetition of low-frequency topic words. After age 15, frequencies drop as the main source of vocabulary moves from a region around the 150th most frequent lemma to one around the 550th. Hypotheses 2 and 3 were partially confirmed. Mean frequencies of non-nouns decreased in non-stories after Year 9. Non-stories became more academic across school years. Stories had much lower scores overall but also showed an increase at Year 10.

A comparison of working memory abilities between children with intellectual disability with non-specific aetiology and children with Down syndrome in schools for intellectual development in Germany

Objectives The study compares the working memory performance of students with Down syndrome (DS) to that of matched controls with non-specific intellectual disability (NSID). Even though empirical evidence is somewhat mixed and inconclusive, previous research suggests that students with DS display a relative weakness in the phonological loop. In contrast, no differences are reported in the visuo-spatial sketchpad and the central executive. Methods The sample consisted of 23 students with DS and 23 matched controls with NSID. The phonological loop was assessed using nonword repetition and picture span. Measures of the visuo-spatial sketchpad included a corsi-block task and a pattern span. Finally, an odd-one-out task was used to assess the executive-loaded working memory (ELWM) as a part of the central executive. Results Supporting our hypotheses, students with DS significantly differed from their peers with NSID in the phonological loop, while we found no performance differences for the visuo-spatial sketchpad and the ELWM. Conclusions Weaknesses in the phonological loop in students with DS are documented in literature and supported by this study. Important conclusions can be drawn for teachers’ instruction and students’ reading development. However, the study’s limitations mean that any inferences must be drawn cautiously.

Children with Auditory Brainstem Implants: Language Proficiency and Reading Comprehension Process.

Auditory performance and language proficiency in young children who utilize auditory brainstem implants (ABI) throughout the first three years of life is difficult to predict. ABI users have challenges as a result of delays in language proficiency and the acquisition of reading comprehension, even if ABI technology offers auditory experiences that enhance spoken language development. The aim of this study was to evaluate about the impact of language proficiency on reading comprehension skills in children with ABI. In this study, 20 children with ABI were evaluated for their reading comprehension abilities and language proficiency using an Informal Reading Inventory, Test of Early Language Development (TELD-3), Categories of Auditory Performance-II (CAP-II), and Speech Intelligibility Rating (SIR). Three distinct aspects of reading comprehension were assessed and analyzed to provide a composite score for reading comprehension abilities. TELD-3, which measures receptive and expressive language proficiency, was presented through spoken language. Studies have shown that there was a relationship between language proficiency and reading comprehension in children with ABI. In the present study, it was determined that the total scores of reading comprehension skills of the children who had poor language proficiency and enrolled in the school for the deaf were also low. The children use short, basic sentences, often repeat words and phrases, and have a restricted vocabulary. In addition, the children had difficulty reading characters and detailed paragraphs and could not remember events in a logical order. Children with ABI may potentially have complicated reading comprehension abilities due to lack of access to all the speech formants needed to develop spoken language. In addition, variables affecting the reading levels of children with ABI include factors such as age at implantation, duration of implant use, presence of additional disability, communication model and access to auditory rehabilitation. The reading comprehension skills of ABI users were evaluated in this study for the first time in the literature and may constitute a starting point for the examination of variables affecting reading comprehension in this area.

A Non-Surgical Wearable Option for Bone Conduction Hearing Implants: A Comparative Study with Conventional Bone Conduction Hearing Aids Mounted on Eyeglasses.

This study aimed to compare the audiological benefits of a non-implantable wearable option for a bone conduction (BC) implant mounted on an arch (SoundArc) to those of traditional BC hearing aids (HAs) mounted on eyeglasses (BCHAs) in patients with moderate to severe conductive or mixed hearing loss. A preliminary cross-sectional observational prospective cohort study was conducted in the Tertiary Audiological Department, University Hospital. Fourteen adults with conductive or mixed hearing loss (PTA at 0.5-1-2-4 KHz = 67 ± 15 dB HL) who had been wearing conventional BCHAs mounted on eyeglasses for at least 3 years and had declined surgical implantation of a bone conduction hearing implant (BCHI) were included in the study. Unaided and aided pure-tone air conduction (AC) and bone conduction (BC) thresholds, as well as speech tests in quiet and noise, were recorded at baseline and in two different settings: with a BCHI mounted on SoundArc® and with their own BCHAs mounted on eyeglasses using two couplers. Participants completed questionnaires in both conditions, including the International Inventory for Hearing Aids (IOI-HA), the Hearing Handicap Inventory for Adults/Elderly (HHIA/E), the Speech, Spatial, and Qualities of Hearing Scale (SSQ), a 10-point visual analog scale (VAS), and the Fatigue Impact Scale (FIS). A significant functional gain was observed in both settings (p = 0.0001). Better speech perception in quiet and noise was observed with SoundArc compared to conventional BCHAs on eyeglasses (improvements in word repetition scores in noise: +19.3 at SNR +10 dB, p = 0.002; +12.1 at SNR 0 dB, p = 0.006; and +11.4 at SNR -10 dB, p = 0.002). No significant differences were found in IOI-HA, FIS, and HHIA/E scores. However, significantly better SSQ scores were reported for SoundArc in all domains (p = 0.0038). Although patients were accustomed to using BCHAs mounted on eyeglasses, the bone conduction wearable option of the BCHI (SoundArc) proved to be a viable alternative for adult patients with conductive or mixed hearing loss who are unable or unwilling to undergo BCHI surgery.

Investigation of comparative Nonword repetition performance in multiple sclerosis: Group differences, subtype variations, and disability effects

This study investigated Nonword Repetition (NWR) tasks in individuals with Multiple Sclerosis (MS) compared to healthy controls (HC), focusing on phonological working memory (WMP). Significant differences were found in NWR acurracy (NWRacc) score between MS subgroups and HC (H = 48.2, p < 0.001). NWRacc decreased as the number of syllables increased in both groups, indicating increased cognitive load. All MS subtypes showed lower NWRacc compared to HC across varying syllable lengths (Mann Whitney U Test: two syllables U = 64.5, p < 0.001; three syllables U = 183, p < 0.001; four syllables U = 248, p < 0.001; five syllables U = 283.5, p < 0.001). However, no significant differences were found within MS subtypes based on syllable length. NWRacc did not differ between mild and severe MS groups. Overall, the NWR test effectively assessed WMP in MS, highlighting its utility in diagnosing and addressing language-cognitive challenges in individuals with MS. This underscores the importance of tailored intervention strategies to mitigate these challenges.

Exploring vowel errors produced in nonword repetition in children with speech and language disorders.

Accurate nonword repetition (NWR) is contingent on many underlying skills, including encoding, memory and motor planning and programming. Though vowel errors are frequently associated with childhood apraxia of speech (CAS), several recent studies have found that children with developmental language disorder (DLD) produce high rates of vowel errors in NWR tasks. This retrospective analysis explored whether the overall frequency and types of vowel errors produced in NWR distinguish children with DLD, children with CAS, children with speech sound disorder (SSD) and children with typical development (TD). We present data for 24 children (six per DLD, CAS, SSD and TD groups), ranging in age from 50-92 months. Children with DLD, CAS and SSD showed similar articulation scores and children with DLD and children with CAS showed similar expressive language scores. Total vowel errors, total monophthong errors, monophthong substitutions, diphthongization errors, total diphthong errors, diphthong substitutions and diphthong reduction errors were calculated by syllable length and group. Repeated measures analyses of variance were used to examine group differences. Children with DLD and children with CAS produced a higher frequency of total vowel errors compared to children with TD. Children with DLD produced more total monophthong errors than children with TD. Children with DLD and children with CAS produced more total diphthong errors than children with TD. For children with DLD, these were characterised by diphthong substitutions. For children with CAS, these were characterised by diphthong substitutions and diphthong reduction errors. For all measures, error rates in children with SSD did not significantly differ from any of the other three groups. Preliminary evidence indicates that children with DLD and children with CAS both show high rates of vowel errors in NWR tasks and weaknesses in encoding and memory. For children with CAS, additional motor planning difficulties are associated with an increased likelihood to reduce diphthongs. Children with SSD show more mild processing difficulties than children with DLD and children with CAS, though they do not perform as well as TD peers. Future work should replicate and further specify the processing weaknesses that affect vowel accuracy in NWR tasks in a larger sample. What is already known on the subject Nonword repetition (NWR) tasks are often included in diagnostic batteries to identify children with developmental language disorder (DLD). Poor performance on these tasks have historically been attributed to phonological working memory deficits in children with DLD. However, repeating nonwords relies on a number of underlying processing skills and many of these skills are affected to varying degrees in children with speech and language disorders. An in-depth analysis of vowel errors has the potential to reveal the shared as well as specific underlying processing weaknesses in children with DLD, children with childhood apraxia of speech (CAS) and children with speech sound disorder (SSD). What this paper adds to existing knowledge We found that children with DLD and children with CAS show low vowel competence compared to children with typical development. A nuanced examination of vowel error types further revealed that children with DLD and children with CAS show weaknesses in encoding and memory. Motor planning and programming weaknesses were unique to CAS. Children with SSD show more mild processing deficits and their performance did not significantly differ from any of the other three groups. What are the clinical implications of this work? Examining the types of vowel errors produced by children with DLD, children with CAS and children with SSD in NWR allows us to further specify the underlying processing weaknesses that differentiate these three groups. This research informs theoretical accounts of language processing in children with different types of speech and language disorders and has the potential to improve the diagnostic utility of NWR tasks.

Does Mild and Moderate Hearing Loss Affect Verbal Working Memory and Language Skills in Children?

Introduction: For a comprehensive approach in children with hearing loss (HL), some cognitive and language skills should also be considered, along with auditory skills. The main aim of this study was to evaluate the working memory and language skills in children with mild to moderate HL. Methods: Forty children with mild to moderate HL between the ages of 4 and 9 years were included in this study. The children with mild and moderate HL were evaluated in two groups. The Meaningless Word Repetition test, Test of Language Development-Primary test, and Meaningful Auditory Integration Scale were administered to assess working memory, language skills, and auditory perception, respectively. Also, the relationship between language and memory skills was evaluated. Results: The study found statistically significant correlations between language skills and working memory test scores. Additionally, statistically significant differences were found between children with mild and moderate HL in terms of language and memory skills (p < 0.001). Conclusion: The children with moderate HL demonstrated poorer performance compared to those with mild HL. Even if it is mild, the degree of HL affects children’s language and memory skills. It is emphasized that the relationship between language and working memory should be taken into consideration in auditory rehabilitation programs for these children.

Detection of Vocabulary Delay through Syntactic Complexity in Sentence Comprehension

Objectives: This study investigated the best condition for capturing signs of vocabulary delay in children using the sentence comprehension task (SCT), which consists of active and passive sentence structures with canonical and non-canonical word order conditions; and to determine whether working memory has significant explanatory power for SCT in children with vocabulary delay. Methods: Thirty-two children participated in this study, 16 vocabulary delayed (VD) children and 16 typically developing (TD) children aged 4 to 6 years. Participants completed the SCT, which is designed to focus only on syntactic features by minimizing top-down semantic processing in sentence processing. Four working memory (WM) tasks (Non-word repetition, NWR; Sentence repetition, SR; Digit-forward span, DF; and Digit-backward span, DB) were also administered. Results: The VD group showed greater difficulties in sentence comprehension, especially in the passive-canonical (P-C) condition. However, discriminant analysis results showed that the sum of all conditions in the SCT robustly discriminated these groups. In the VD group, sentence-level WM tasks predicted the passive-canonical (P-C) complex condition in the SCT. Conclusion: The current findings suggest that the VD group had greater difficulty processing more complex sentences, and WM has significant explanatory power for understanding complex syntactic structures in the VD group.

Estimating the rate of failure to notice functionword errors in natural reading.

Skilled readers sometimes fail to notice seemingly obvious errors in text, such as the repetition or omission of a function word or the transposition of two words, suggesting that linguistic knowledge can override bottom-up input at either a perceptual or postperceptual level. The present study investigates the role of this top-down process of error correction in natural reading of extended texts. In previous research, critical sentences have been presented one at a time, and subjects were explicitly tasked with detecting errors. In the present study, each participant read a full newspaper article or pair of articles, with their comprehension tested by multiple choice questions. As a secondary task, participants were also instructed that they should make a mouse click on any errors in the text, without any instruction as to the frequency or nature of any such errors. Each article contained nine intentionally inserted errors involving function words: three repetitions, three omissions, and three transpositions. After removing subjects who did not click on the text at all (leaving n = 165), the median subject made seven clicks, but detected only one of the nine inserted errors. Neither error type nor article type (highly professional vs. amateur) clearly modulated the rate of error detection, though subjects clicked more often overall on the amateur articles. We conclude that previous research has dramatically underestimated the rate at which readers fail to notice these function word errors; in natural reading, they are noticed only rarely. No existing reading model can account for this phenomenon.

Speech Perception and Phonological Representation in 5 to 6 Year-Old Typically Developing Children

Objectives: This study aimed to examine the development of speech perception and phonological representation in typically developing children aged 5-6 years. It also explored the relationship between receptive vocabulary, consonant accuracy, nonword repetition performance, and speech perception and phonological representation. Methods: The study involved 77 typically developing children aged 5-6 years. The speech perception identification tasks included minimal pairs that reflected developmental error patterns. The phonological representation judgment tasks involved manipulating consonants and vowels, as well as the number of distinctive features, to examine performance differences under various speech sound manipulation conditions. Results: Performance on both speech perception and phonological representation tasks significantly increased with age. There were also significant differences in performance based on speech sound manipulation conditions. Specifically, in the speech perception task, performance was significantly higher when items focused on the stopping of fricatives rather than the fronting of velars. In the phonological representation task, performance was significantly better in vowel manipulation compared to consonant manipulation, and with two distinctive feature manipulations compared to one. Speech perception tasks showed a significant correlation only with receptive vocabulary, whereas phonological representation tasks showed significant positive correlations with receptive vocabulary, consonant accuracy, and nonword repetition performance. Conclusion: The study confirms that speech perception and phonological representation are developing between ages 5 and 6 in typically developing children. It also suggests that speech perception and phonological representation develop through a complex interplay with speech production abilities and receptive vocabulary.

A Review of Factors Influencing Syntactic Priming in Chinese English Learners Over the Past Decade

Syntactic priming plays a crucial role in language teaching and learning. This paper reviews studies on syntactic priming among Chinese English learners over the past decade, highlighting the various research paradigms employed, such as picture-description paradigm, sentence-fragment completion paradigm and continuation paradigm, as well as their respective advantages and disadvantages. It also delves into three key factors that influence syntactic priming: learner characteristics, material features, and test task, examining these factors from multiple perspectives, including working memory, repetitive words, and task intensity. By comparing different studies, the paper points out how these factors function and discusses whether they have a positive relationship with syntactic priming. Also, possible reasons for the contradictory findings in some studies have been explored. The paper concludes by summarizing current research finding, putting forward problems existing in present studies, and identifying gaps for future exploration, aiming to offer insights and directions for ongoing research in this area.

UNNIGSA: A Unified Neural Network Approach for Enhanced Stutter Detection and Gait Recognition Analysis

Stuttering, also known as stammering, is a speech disorder characterized by involuntary disruptions or disfluencies in a person&amp;apos;s flow of speech. These disfluencies may include repetitions of sounds, syllables, or words; prolongations of sounds; and interruptions in speech known as blocks. This paper introduces Unified Neural Network for Integrated Gait and Speech Analysis (UNNIGSA), methodology that synergizes stutter detection (SD) and gait recognition through a unified neural network architecture. UNNIGSA is engineered to address two distinct yet interrelated challenges: the accurate detection of stuttering for enhanced beneficial interventions and the precise identification of individuals based on gait analysis. The system integrates a global attention mechanism to meticulously highlight salient features within speech patterns, thereby improving the accuracy of stutter classification and offering a potential leap forward in speech therapy practices. Additionally, UNNIGSA incorporates novel data processing techniques to manage the class imbalance prevalent in stuttering speech datasets, resulting in significantly enhanced performance over existing models. The methodology also extends the functionality of automatic speech recognition (ASR) systems, fostering greater inclusivity for individuals with speech disorders and enabling their more seamless interaction with virtual assistant technologies. Overall, UNNIGSA sets a new standard in the domains of speech disorder treatment and biometric identification, offering innovative solutions to long-standing challenges and paving the way for more inclusive and secure applications.

Tingkat Keterbacaan dan Keefektifan Kalimat pada Teks Tajuk pada Harian Fajar edisi Januari 2024 sebagai Sumber Bacaan Siswa SMA

This research is to describe the readability and effectiveness of the Headline text in the January 2024 edition of Fajar Daily as a reading resource for high school students. This study aims to analyze the level of readability and effectiveness of sentences in the Headline text in the January 2024 edition of Fajar Daily. This research uses quantitative descriptive method. The data in this study are 14 Headline texts in the January 2024 edition of Fajar Daily which were collected using the data collection techniques of listening and noting and using the high method. The readability level was measured using Fry's Graph. The results showed that 7 texts were suitable for high school students' reading materials and 7 texts were not suitable for high school students' reading materials. In the analysis of the effectiveness of the Headline text on Fajar Daily January 2024 Edition, there are 14 texts. The results of this study can be used as an alternative reading source in schools for Indonesian language subjects, especially news text material at the high school level. This effectiveness analysis has two examples of effective sentences and four aspects found in ineffective sentences. The four aspects of ineffective sentences include word repetition, word selection errors, vagueness of meaning, and non-standardized words.

Which Factors Predict L2 Receptive Vocabulary and Expressive Syntax in Bilingual Children from Low-SES Families?

The objective of the current study was two-fold. First, it aimed to estimate receptive vocabulary and expressive syntax skills in L2 Italian among early sequential/simultaneous bilingual children of migrant single-mother families with very low socioeconomic status (SES). This objective was achieved by matching the participants' performance with normative data. Secondly, this study aimed to identify which individual and language exposure factors contributed to learning L2 vocabulary and syntax. Twenty-four early sequential/simultaneous bilingual children (age range = 5.10-12.4 years) and their mothers were enrolled. Mothers answered questions about linguistic biography and demographic information. Children completed Lexical Comprehension, Sentence Repetition, and Non-Word Repetition tasks from the Language Assessment Battery for 4-12-year-olds to, respectively, assess receptive vocabulary, expressive syntax, and phonological processing. Moreover, non-verbal intellectual functioning was evaluated by the Raven's Test. Compared to normative data, 20 children showed lower receptive vocabulary abilities (<-1.5 SD), 24 lower expressive syntax skills (-2DS), and 7 children lower phonological processing (<-1.5 DS). Moreover, L2 phonological processing and the length of L2 exposure in an educational context positively predicted L2 receptive vocabulary as well as L2 expressive syntax skills. To date, performance in L2 among early sequential/simultaneous bilingual children from migrant households and very low SES remains underexplored. Future efforts need to be directed towards the understanding of factors that impact oral competence in L2, considering that these children will also be exposed to written L2 in the school context.

Autistics, Myths, and Robots

Abstract Despite growing awareness, misconceptions about autism (also known as autism spectrum disorder or ASD) persist within science, academia, and popular culture. These misconceptions perpetuate harmful stereotypes that contribute to the ongoing stigma, exclusion, and isolation experienced by autistic individuals. A significant barrier to overcoming these challenges is the underrepresentation of autistic voices across multiple fields and disciplines, making it difficult to effectively challenge and transform prevailing social norms and attitudes about disabilities and neurological differences. While efforts are being made by advocates to improve representation through community-based participatory research and coproduction models, the arts remain a particularly powerful yet underutilized tool for disrupting problematic discourse. Through creative expression, the arts offer a unique avenue to subvert reductionistic pathologies, dehumanizing language, and unfavorable depictions of autism that have been deeply engrained in both academic and cultural discourse. This poem critically engages with widespread stereotypes, using sarcasm and humor to reclaim and reshape existing depictions of autism. By doing so, it aims to empower fellow autistic individuals to challenge these narratives and express their own experiences through whatever creative mediums resonate with them, ultimately offering a more nuanced and representative understanding of autism in the process. Keywords: Arts, neurodiversity, critical autism studies, representation, stereotypes, subversion Author’s Note As an autistic scholar and artist, I rely on a combination of lived experience, community involvement, and research training within this creative piece. A significant source of inspiration comes from the 2SLGBTQIA+ community, particularly their powerful reclamation of terms like “queer” that were once used as weapons of marginalization and exclusion. By embracing and redefining these terms, this community has subverted their original pejorative meanings, transforming them into symbols of identity, pride, and resistance. This act of linguistic reclamation not only disrupts the power dynamics of hate and oppression but also fosters a sense of solidarity. In a similar vein, my work seeks to challenge and overturn the derogatory labels and misconceptions that have been imposed upon autistic individuals, using creative expression as a means to redefine our realities. Historically, academic and societal discourses have often dehumanized autistic people through harmful and reductive descriptions, perpetuating what I refer to in this piece as “myths” about autism. Through this work, I critically deconstruct these demeaning representations, employing a sardonic lens to counter these narratives and expose their absurdity. Incorporating examples from my experiences as an autism and neurodevelopmental researcher, I seek to highlight and dismantle these entrenched misconceptions, including deficit-based models, problematic pathologies, and stigmatizing descriptions of autistic individuals. As someone who experiences echolalia (i.e., the repetition of words, phrases, and sentences) and who frequently incorporates pop culture references when communicating with others, this piece also serves as a homage to the songs, films, and television shows that resonate with me and my special interests. To ensure clarity and accessibility for readers, I have included detailed endnotes that explain both the research references and the various pop culture elements, providing a comprehensive overview of the content and its meaning.

Non-Word Repetition in Arabic-speaking children with and without Autism Spectrum Disorder (ASD): A closer look into accuracy and error patterns

ABSTRACT Non-Word Repetition (NWR) tasks effectively identify language impairments and assess phonological skills across diverse populations and languages, including Arabic. Prior research revealed heterogeneity of performance in children with Autism Spectrum Disorder (ASD) on NWR tasks. The current study is the first to evaluate phonological skills of Palestinian-Arabic-speaking children with and without ASD, employing a Palestinian-Arabic NWR task. A total of 142 Palestinian-Arabic-speaking children, aged 5–11 participated in the study, including 75 children with Typical Language Development (TLD) and 67 children with ASD. The NWR task included 18 non-words of varying length (1–4 syllables) and complexity (with and without consonant clusters). Quantitative analysis examined the effects of length and phonological complexity on the NWR accuracy scores in children with TLD and ASD. Error pattern analysis accounting for phoneme and syllable substitutions/deletions/additions and lexicalisations aimed to shed light on the phonological representations of children with and without ASD. Within the ASD group, two subgroups emerged: 72% exhibited age-appropriate NWR performance, while 28% showed performance at-risk for phonological impairment. Non-word length, rather than complexity, significantly influenced the children’s performance. Consonant substitution was the most frequent error pattern across all groups. On the theoretical side, these findings extend cross-linguistic evidence of phonological skill heterogeneity in children with ASD to Arabic-speaking children. Additionally, they highlight an overall delayed but qualitatively similar pattern of phonological development in children with ASD. On the clinical side, results underscore the importance of comprehensive language assessment in children with ASD.

Utilization of Western Aphasia Battery–Revised Spoken Language Subtest Stimuli to Characterize Differentially Diagnostic Characteristics of Acquired Apraxia of Speech

Purpose: There is a need for stimuli that can be used in the assessment of apraxia of speech (AOS) characteristics. AOS often presents with aphasia, and the Western Aphasia Battery–Revised (WAB-R) is administered extensively in clinical practice for the assessment of aphasia. This preliminary study investigated error production of differentially diagnostic characteristics of AOS (phonetic and prosodic errors) in response to existing spoken language subtest stimuli of the WAB-R in individuals with concomitant AOS and aphasia and aphasia only. Method: Ten participants presenting with aphasia and potential motor speech impairment were included. Presence of AOS was determined for five individuals. Speech production errors were analyzed using narrow transcription methods in response to the Naming, Repetition, and Spontaneous Speech subtests of the WAB-R for both AOS and aphasia and aphasia-only groups. Results: Differences in total error production for both phonetic and prosodic errors were reported between the AOS and aphasia and aphasia-only groups. In addition, the phonetic complexity of the stimuli correlated to the phonetic and prosodic error production in both groups. An effect of WAB-R subtest was not reported for either group. Conclusion: The diversity of elicited spoken language production across multiple contexts makes the use of the spoken language subtest stimuli a feasible component of a comprehensive AOS assessment, since AOS is often concomitant with aphasia.

‘Tuesday, the mistress’: English relocalization by Vietnamese Facebook users

ABSTRACT Drawing on the concept of relocalization, this study explores the ways in which English, when going digital, is relocalized by Facebook users in Vietnam. The analysis of Facebook data reveals that English relocalization practices are manifest in the repetition of English words, transliteration of English proper names to Vietnamese morphosyntax and orthography, and hybridity between Vietnamese and English. This relocalization process results in new meaning twists, making them incomprehensible to English speakers from other World Englishes circles because English is deeply integrated and embedded into the Vietnamese language system and the local sociolinguistic context. The findings provide more evidence to support the arguments that English is part of the local language. The study also suggests that English relocalization creates a playful space on Facebook where Vietnamese speakers can express themselves freely as the use of Vietnamese words or phrases is considered pejorative and offensive in the local culture.

Factors associated with nonword repetition skills in 4-to 6-year-old deaf and hard-of-hearing and typically hearing children

ABSTRACT Children identified as deaf and hard of hearing (DHH) exhibit an increased risk of speech and language difficulties. Nonword repetition (NWR) is a potential tool for identifying language difficulties in children with limited experience with the target language. In this study, we explored associations between auditory, linguistic, demographic and cognitive factors and NWR performance in DHH children and their typically hearing (TH) peers. We also examined the effect of the group on NWR outcomes when different factors were statistically controlled for. Our study included 68 4- to 6-year-old children: 18 with bilateral hearing aids (BiHAs), 18 with bilateral cochlear implants (BiCIs) and 32 with TH. The participants completed the Finnish Nonword Repetition Test comprising 24 test items with varying syllable lengths. The assessment methods also included tests of phonological, lexical, language comprehension and sentence repetition skills, along with a measure of nonverbal intelligence. The results showed that none of the auditory, linguistic, demographic and cognitive factors examined in the present study were correlated with NWR performance in the BiHA group, while significant correlations between NWR skills and linguistic abilities were observed in the BiCI group. The DHH children showed extraordinary difficulties in NWR compared to their TH peers, and these group differences remained after controlling for linguistic and demographic variables. The NWR task may be a potential clinical tool for identifying DHH children at risk for poor language outcomes and in need of speech and language intervention.