American English Speakers Research Articles

Response Cries or Response Statements? A Cross-Linguistic Analysis of Interjectional Expressions in Japanese and English

Abstract Goffman (1978: 800) claims that “[a] response cry doesn’t seem to be a statement in the linguistic sense (even a heavily elided one),” which suggests that such cries do not have the linguistic structures of statements (or descriptions) of either a speaker’s emotion/sensation or evaluation of a situation. This study conducted a questionnaire survey targeting Japanese and American English speakers to investigate expressions they will produce under eight circumstances of Goffman’s response cries. The results were contrary to Goffman’s claim. About half of the Japanese response cries were “descriptive interjections” like Ita(i) ‘Painful’ and Yaba(i) ‘Awful,’ and so were about 17 percent of the American response cries. On the other hand, non-descriptive interjections (swear words, vocatives) were more favoured by American English speakers, but extremely rare in Japanese. This study also addresses the questions of sociality and/or dialogicity of response cries in the two languages.

Interlocutor modelling in comprehending speech from interleaved interlocutors of different dialectic backgrounds.

It has been shown that, in language comprehension, listeners model certain attributes of their interlocutor (e.g., dialectic background, age, gender) and interpret speech against that model; for example, they understand cross-dialectally ambiguous words such as flat and gasfor their American English (AE) meanings more often when listening to an AE interlocutor than a British English (BE) interlocutor. This study further investigated whether listeners construct concurrent interlocutor models when communicating with interleaved interlocutors of different dialectic backgrounds, and, if they do, how they choose between concurrent models to interpret words. In two experiments, participants heard a word (e.g., flat) spoken by a BE or AE interlocutor and provided a word associate (indicating which meaning of the word was accessed). When different interlocutors were encountered in separate blocks, participants accessed more AE meanings when listening to an AE rather than a BE interlocutor, and the accent effect was not larger for words pronounced more differently in BE and AE (e.g., fall sounds more distinctly British vs. American than flat does). These results suggest that participants constructed an interlocutor model (e.g., of a BE or an AE speaker) and used it (instead of accent details in a word) to guide word meaning access. When interlocutors were interleaved in the same block, we observed a comparable accent effect, which increased as a function of between-accent differences in pronunciation. These results suggest that participants constructed concurrent interlocutor models and used accent details in a word to select the appropriate interlocutor model. We also observed that the accent effect was comparable for two interleaved interlocutors of the same gender (e.g., a female BE interlocutor and a female AE interlocutor) and for two interleaved interlocutors of different genders (e.g., a female BE interlocutor and a male AE interlocutor). These results suggest that participants did not use gender-related voice details for model selection when accent details were sufficient for interlocutor model selection.

L2 comprehension of filled pauses and fillers in unscripted speech

One ubiquitous feature of unscripted speech across languages is the use of filled pauses and fillers. However, research has hitherto yielded opposing or ambiguous results about whether filled pauses and fillers in spontaneous speech aid or hinder L2 listeners' comprehension. In the current study, 30 L1 Japanese participants of three English proficiency levels viewed two video texts spoken by two different speakers of General American English. The video texts contained four occurrences of the filled pause um and two occurrences of the filler like. Participants had multiple opportunities to view and comprehend the texts. Comprehension, decoding, and internal processing of the video texts were elicited through a three-task assessment procedure of L1 recalls, L2 repetitions, and verbal reports. Results revealed that some occurrences of um and like caused comprehension difficulties for most participants while other occurrences caused no noticeable difficulty for any participants. The findings suggest that the location of filled pauses and fillers, L2 listeners’ language proficiency, and multiple other factors can determine whether or not filled pauses and fillers will affect L2 listening comprehension of spontaneous speech.

Locational pointing in Murrinhpatha, Gija, and English conversations

Abstract It has been suggested that the gestural accuracy used by speakers of Australian Aboriginal languages like Guugu Yimidhirr and Arrernte to indicate directions and represent topographic features is a consequence of absolute frame of reference being dominant in these languages; and that the lackadaisical points produced by North American English speakers is an outcome of relative frame being dominant in English. We test this claim by comparing locational pointing in contexts of place reference in conversations conducted in two Australian Aboriginal languages, Murrinhpatha and Gija, and in Australian English spoken by non-Aboriginal residents of a small town in north Western Australia. Pointing behaviour is remarkably similar across the three groups and all participants display a capacity to point accurately regardless of linguistic frame of reference options. We suggest that these speakers’ intimate knowledge of the surrounding countryside better explains their capacity to accurately point to distant locations.

Effects of task complexity on L2 suggestions

Abstract This exploratory study aims at determining whether increased task complexity affects performance of second language (L2) pragmatics. 34 Spanish learners of English as a foreign language (EFL) undertook simple and complex interactive tasks targeting the speech act of suggesting. Although previous analyses of learner-learner interaction have demonstrated that increasing the cognitive load of a task may affect the number of speech acts in conversation, not enough evidence to support this premise was found. In addition, the assessment of suggestions as provided by native speakers of American English shows that increased task complexity along number of elements, social distance, and degree of imposition is likely to promote accuracy and complexity of pragmatic moves without making L2 learners trade off either accuracy or complexity. Pedagogical implications in the fields of L2 pragmatics and task-based language teaching (TBLT) are further discussed.

CROSS-CULTURAL STUDY OF REFUSAL STRATEGIES OF AMERICAN AND ARMENIAN ENGLISH SPEAKERS

Several studies have been carried out on refusal strategies that native and non-native English speakers employ to mitigate potential threat to listener’s face when forming refusals to various speech acts, such as requests, offers, invitations, etc. This study adds the perspective of Armenian English speakers in using such mitigation strategies. The objective of the study is to identify similarities and differences in the use of various politeness strategies used in refusal acts by native English speakers (NES) and Armenian non-native English speakers (ANNES) with the aim of establishing the extent of cultural impact on pragmatic competence of ANNES. Language data was collected among 24 Armenian English speakers of high level of English proficiency and 15 American English speakers. A modified version of the Discourse Completion Test (DCT) developed by Beebe, Takahashi, and Uliss-Weltz (Beebe et al., 1990) was used to collect data. Along with considerable similarities in the use of politeness strategies in refusals between the two groups which indicate the high degree of pragmatic competence of ANNES, the analysis of the data also revealed some differences which attest to certain impact of the Armenian culture on this competence. The differences are mainly observed in frequency of use and in the content of the same strategies used by the two groups.

"I don't Think These Devices are Very Culturally Sensitive."-Impact of Automated Speech Recognition Errors on African Americans.

Automated speech recognition (ASR) converts language into text and is used across a variety of applications to assist us in everyday life, from powering virtual assistants, natural language conversations, to enabling dictation services. While recent work suggests that there are racial disparities in the performance of ASR systems for speakers of African American Vernacular English, little is known about the psychological and experiential effects of these failures paper provides a detailed examination of the behavioral and psychological consequences of ASR voice errors and the difficulty African American users have with getting their intents recognized. The results demonstrate that ASR failures have a negative, detrimental impact on African American users. Specifically, African Americans feel othered when using technology powered by ASR—errors surface thoughts about identity, namely about race and geographic location—leaving them feeling that the technology was not made for them. As a result, African Americans accommodate their speech to have better success with the technology. We incorporate the insights and lessons learned from sociolinguistics in our suggestions for linguistically responsive ways to build more inclusive voice systems that consider African American users’ needs, attitudes, and speech patterns. Our findings suggest that the use of a diary study can enable researchers to best understand the experiences and needs of communities who are often misunderstood by ASR. We argue this methodological framework could enable researchers who are concerned with fairness in AI to better capture the needs of all speakers who are traditionally misheard by voice-activated, artificially intelligent (voice-AI) digital systems.

Female university teachers’ realizations of the speech act of refusal

The current study investigates how university teachers decline students’ requests and examines the teachers’ refusal strategies from cross-cultural and interlanguage perspectives. To this end, 60 female university teachers at a private Saudi university participated in 10 role-plays which involved them in declining several students’ requests. The participants consisted of three groups; 20 native speakers of American English (NSE), 20 native speakers of Saudi Arabic (NSA) and 20 native speakers of Saudi Arabic who completed the role-plays in English as non-native speakers of the language (NNSE). The role-plays were audio-recorded and transcribed. The data were coded using Beebe, Takahashi, and Uliss-Weltz’s (1990) refusal model and Trosborg’s (1995) model of internal modifiers. The results revealed the teachers’ general preference for the use of indirect over direct refusal strategies and the American teachers’ stronger tendency to use indirect and mitigating internal modifiers than Arab teachers. The results also showed that the cross-cultural differences between the American and the Arab teachers were limited and that there was no effect for negative pragmatic transfer for the NNSE. The results are interpreted in terms of relevant theoretical models and the existing literature.

Social acquisition context matters: Increased neural responses for native but not nonnative taboo words

This study examined whether the context of acquisition of a word influences its visual recognition and subsequent processing. We utilized taboo words, whose meanings are typically acquired socially, to ensure that differences in processing were based on learned social taboo, rather than proficiency. American English-speaking participants made word/non-word decisions on American taboo (native dialect), British taboo (non-native dialect), positive, neutral, and pseudo- words while EEG was recorded. Taboo words were verified as taboo by both American and British English speakers in an independent norming survey. American taboo words showed a more positive amplitude of the Late Positive Complex (LPC), a neural correlate of emotionality and social processing, compared with British taboo words and all other word categories. Moreover, in an item-wise analysis, LPC amplitudes of American taboo words were positively correlated with their taboo ratings. British taboo words did not show this effect. This indicates that American participants, who had very limited social contact with British English, did not have the same perception of social threat from British taboo words as they had from American taboo words. These results point to the importance of social context of acquisition in establishing social-affective meaning in language.

Lexical preference in second dialect acquisition in a second language

Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

The Caregiver Contribution to Heart Failure Self-care Instrument: Further Psychometric Testing in a European Sample.

The 20-item Caregiver Contribution to Heart Failure Self-care (CACHS) was developed and tested in a series of preliminary studies providing evidence for the validity of this instrument in Canada. The purpose of this study was to assess the initial psychometric testing of a translated version of the 20-item CACHS in a European sample using classical test theory and item response theory (IRT) methods. This study is a preplanned subanalysis of data from a multisite, descriptive study of caregivers (n = 277; mean age, 52.7 years; 70.4% female) of Italian patients with heart failure. The CACHS-Italian version demonstrated adequate validity and reliability using classical test theory methods. Using IRT methods, test information function was unimodal with more item information in the negative versus positive regions of the latent trait. Most items displayed moderate to high discrimination with acceptable levels of difficulty. Differential item functioning, which determines whether caregivers from different groups with equal amounts of the latent trait have different expected item responses, differed based on caregivers' biological sex as did the IRT discrimination "α" and difficulty "β" parameters. Overall, the CACHS-Italian version demonstrated similar psychometric properties and excellent reliability as demonstrated in the Canadian sample. However, unlike the original Canadian English version, the CACHS-Italian version showed significant nonuniform differential item functioning, discrimination, and difficulty based on caregivers' biological sex. Ongoing examination of the CACHS-Italian version, particularly in men, is needed as is further linguistic validation using the Canadian CACHS-English version in non-North American English-speaking countries.

Spatiotemporal coordination in word-medial stop-lateral and s-stop clusters of American English.

This paper is concerned with the relation between syllabic organization and intersegmental spatiotemporal coordination using Electromagnetic Articulometry recordings from seven speakers of American English (henceforth, English). Whereas previous work on English has focused on word-initial clusters (preceding a vowel whose identity was not systematically varied), the present work examined word-medial clusters /pl, kl, sp, sk/ in the context of three different vowel heights (high, mid, low). Our results provide evidence for a global organization for the segments involved in these cluster-vowel combinations. This is reflected in a number of ways: compression of the prevocalic consonant and reduction of CV timing in the word-medial cluster case compared to its singleton paired word in both stop-lateral and s-stop clusters, early vowel initiation (as permitted by the clusters' phonetic properties), and presence of compensatory relations between phonetic properties of different segments or intersegmental transitions within each cluster. In other words, we find that the global organization presiding over the segments partaking in these word-medial tautosyllabic CCVs is pleiotropic, that is, simultaneously expressed in multiple phonetic exponents rather than via a privileged metric such as c-center stability or any other such given single measure employed in previous works.

Acoustic characteristics of Korean-English bilingual speakers’ /l/ and the relationship to their foreign accent ratings.

PurposeThe current study examined acoustic characteristics of English /l/ produced by Korean speakers who speak English as their second language (KE). Comparisons were made to patterns of their Korean /l/ and English /l/ produced by monolingual speakers of American English (AE). Vowel context and word position effects on acoustic differences among the three /l/ sounds were examined in relation to the degree of foreign accentedness of KE speakers. MethodsKorean and English word-initial and -final /l/ in two vowel contexts (high front vs. low back) were produced by 12 KE female adult speakers in a carrier phrase. A comparison group of 10 AE speakers produced English /l/. F1 and F2 values of each /l/ production were extracted at the /l/ midpoint and were compared to each other. Euclidean distances across the productions were also examined in relation to the degrees of foreign accentedness of KE speakers. ResultsKE speakers’ English /l/ showed significantly lower F2-F1 values than their Korean /l/ across word position and vowel context but significantly higher F2-F1 values than AE speakers’ English word-initial /l/. Euclidean distance between KE speakers’ English and Korean /l/, and KE and AE speakers’ English /l/ correlated significantly with KE speakers’ degree of foreign accentedness across word position and vowel context. ConclusionResults indicate that the influence of Korean on KE speakers’ English /l/ productions varied by word position and vowel context, as well as the degree of their foreign accentedness ratings. This finding suggests the context-dependent nature of /l/ productions and highlights the need for considering a speakers’ degree of foreign accent when exploring English /l/ patterns of KE speakers.

The tongue dorsum activity in children with cleft palate and typically developing children

Objective: Cleft palate speech is characterized by abnormal lingual articulation. To date, most articulatory information has been collected using electropalatography, which records the tongue-palate contact but not the tongue shape. The present study uses ultrasound tongue imaging for quantitative analysis of tongue function in speakers with cleft palate. Two measures aim to quantify overuse of tongue dorsum in cleft palate articulations were compared with typical speakers. The hypothesis is higher degrees of tongue dorsum activity in cleft palate speech. Measures: High-speed ultrasound tongue contour data synchronized with the acoustic signal were recorded. Data from three speakers of American English (11–13 years old) with speech disorders resulting from cleft palate and three typically developing speakers were analyzed. Annotation and tongue tracing from ultrasound images were carried out in Articulate Assistant Advanced software. One of the measures quantified the extent of tongue dorsum excursion (DEI), and the other measure represented the place of maximal excursion (TCPI). The stimuli included a range of consonants in consonant-vowel sequences, with the vowels /a/ and /i/. In total, 360 values were obtained for each index (six speakers × six consonants × two vowels × five repetitions). Further results will be discussed in the meeting.

Judgments of self-identified gay and heterosexual male speakers of American English: Which vowels do listeners rely on to form their sexual orientation judgments?

Prior research (Tracy et al., 2015) demonstrated that, upon hearing a single phone, listeners differentiated between gay and heterosexual male talkers of American English. For instance, listeners relied on seven vowels (e.g., /æ/, /eɪ/, /ε/, /iː/, /oʊ/, /ɑ/, and /uː/) to form their judgments. From this particular finding, it is unclear whether the results could be replicated and whether these are the only vowels that listeners rely on; it is possible that listeners might rely on additional vowels. To further explore these issues, the present study examined a wider range of vowels (e.g., /i:/, /ɪ/, /eɪ/, /ɛ/, /æ/, /ɑɹ/, /ɑ/, /ɔ/, /oʊ/, /u:/, /ai/, /aʊ/, /ɔɪ/, /ɪr/, / ^/, and /ju/) and, in most instances, presented two different tokens of each vowel to listeners. Some tokens of a vowel (e.g., /i:/, /ɛ/, /æ/, /oʊ/, /u:/, and /ju/) came from a stressed syllable and some tokens came from an unstressed syllable. Only four vowels (e.g., /ɔ/, /aʊ/, /ɔɪ/, and / ^/) were presented once. Across all instances of every vowel, participants were able to significantly discriminate between gay and heterosexual speakers. Thus, listeners use a wide range of vowels to form their sexual orientation judgments of male talkers.

Automated vowel space measurement of young children

Vowel formant frequencies are frequently reported as a measure of the articulatory workspace and have been used to study speech development and speech disorders across the lifespan. It is widely acknowledged that the measurement of F1/F2 frequencies for Vowel Space Area (VSA) estimation is a cumbersome task, wrought with challenges and uncertainties. Although there have been advancements in automated approaches, many of these tools continue to be challenged by child speech due to the anatomical differences and dynamic changes of the supraglottal, glottal, and subglottal regions of the airway during the years of speech development. This study examines automated VSA estimation in 4-year-old children using models that have been adapted to manage the higher fundamental frequencies, wider formant bandwidths, and higher amplitudes of subglottal resonances detected in child speech. The speech of six, native American English-speaking, four-year-old children with no history of hearing or speech disorders were included in this investigation. 48 words, including eight American English vowels, were analyzed using traditional manual methods and the SpeechMark MATLAB toolbox automated VSA estimator. The toolbox automates the generation of a convex hull enclosing the child VSA and computation of the area while accounting for the anatomical/acoustic differences that occur during early speech development.

Comparative Study of Voice Onset Time in English Word-Initial Stop Consonants Produced by Uzbek and American Speakers of English

The purpose of this study is to shed light on a comparative study of Voice Onset Time (VOT) values produced by Uzbek speakers of English and native speakers of American English. The study aimed to determine significant differences in terms of the VOT value in pronunciation of voiced and voiceless stop consonants in word-initial positions. Scholarly sources on the comparative study of Uzbek and English phonetics suggest that most of the Uzbek stop consonants possess similar qualities to those of English stop sounds (Abduazizov 1992; Yusupov 2013). A descriptive comparison of Uzbek and English consonants demonstrates the difference between the two languages in isolated forms rather than in speech. This study is motivated by the fact that little is known about recent studies on the instrumental comparative study of English plosives produced by Uzbek speakers of American English. In addition, so far, no studies have been carried out in VOT analysis of English sounds produced by Uzbek speakers. The research was conducted through voice recording and analyses of data collected from Uzbek speakers and American native speakers. Recordings of 3240 overall tokens were collected and analyzed using Praat phonetic software. The mean VOT values obtained from both subject groups have been compared and statistically tested using the Independent Samples t-test. The research findings show that Uzbek subjects’ and American native subjects’ VOT values differ significantly. However, there are a few words (9 out of 52) where the differences in the VOT values of the two subject groups are not statistically significant. The research presents implications for teaching pronunciation of English plosive sounds in word-initial positions where a stop consonant followed by a vowel sound to Uzbek speakers of English by taking into account the periodic measurement of consonants. In addition, there are implications for future research that might explore other features of VOT produced by Uzbek language speakers. Keywords: Voice Onset Time; stop consonants; voiced; voiceless consonants; Uzbek

Semantic prosody of extended lexical units: A case study

Semantic prosody is typically referred to as an evaluative function of certain words or multiword items appearing within collocates of positive or negative meaning. The present study deals with the semantic prosody (context properties) of extended lexical units (ELUs) according to the psycholinguistic variables ‘valence’ (emotional positivity), ‘arousal’ (excitement, mood-enhancement), and ‘concreteness’. The object of investigation are the verbal phrases feel blue (unambiguous idiomatic ELU, without a literal counterpart) and see red (ambiguous ELU, idiomatic or literal). The study builds on Snefjella & Kuperman (2016) who propose context norms for English words on the basis of a USENET mega-corpus. For the detection of ELU representations, a questionnaire-based survey was conducted with speakers of American English. For the detection of the context values of ELUs, a corpus research was carried on by using the Corpus of Contemporary American English (COCA) and the News on the Web corpus (NOW). The results suggest that ELU contexts largely conform to the averaged context norms of ELU constituents. ELU representations are strongly dissociated from contexts.

Advances in Completely Automated Vowel Analysis for Sociophonetics: Using End-to-End Speech Recognition Systems With DARLA.

In recent decades, computational approaches to sociophonetic vowel analysis have been steadily increasing, and sociolinguists now frequently use semi-automated systems for phonetic alignment and vowel formant extraction, including FAVE (Forced Alignment and Vowel Extraction, Rosenfelder et al., 2011; Evanini et al., Proceedings of Interspeech, 2009), Penn Aligner (Yuan and Liberman, J. Acoust. Soc. America, 2008, 123, 3878), and DARLA (Dartmouth Linguistic Automation), (Reddy and Stanford, DARLA Dartmouth Linguistic Automation: Online Tools for Linguistic Research, 2015a). Yet these systems still have a major bottleneck: manual transcription. For most modern sociolinguistic vowel alignment and formant extraction, researchers must first create manual transcriptions. This human step is painstaking, time-consuming, and resource intensive. If this manual step could be replaced with completely automated methods, sociolinguists could potentially tap into vast datasets that have previously been unexplored, including legacy recordings that are underutilized due to lack of transcriptions. Moreover, if sociolinguists could quickly and accurately extract phonetic information from the millions of hours of new audio content posted on the Internet every day, a virtual ocean of speech from newly created podcasts, videos, live-streams, and other audio content would now inform research. How close are the current technological tools to achieving such groundbreaking changes for sociolinguistics? Prior work (Reddy et al., Proceedings of the North American Association for Computational Linguistics 2015 Conference, 2015b, 71–75) showed that an HMM-based Automated Speech Recognition system, trained with CMU Sphinx (Lamere et al., 2003), was accurate enough for DARLA to uncover evidence of the US Southern Vowel Shift without any human transcription. Even so, because that automatic speech recognition (ASR) system relied on a small training set, it produced numerous transcription errors. Six years have passed since that study, and since that time numerous end-to-end automatic speech recognition (ASR) algorithms have shown considerable improvement in transcription quality. One example of such a system is the RNN/CTC-based DeepSpeech from Mozilla (Hannun et al., 2014). (RNN stands for recurrent neural networks, the learning mechanism for DeepSpeech. CTC stands for connectionist temporal classification, the mechanism to merge phones into words). The present paper combines DeepSpeech with DARLA to push the technological envelope and determine how well contemporary ASR systems can perform in completely automated vowel analyses with sociolinguistic goals. Specifically, we used these techniques on audio recordings from 352 North American English speakers in the International Dialects of English Archive (IDEA 1 ), extracting 88,500 tokens of vowels in stressed position from spontaneous, free speech passages. With this large dataset we conducted acoustic sociophonetic analyses of the Southern Vowel Shift and the Northern Cities Chain Shift in the North American IDEA speakers. We compared the results using three different sources of transcriptions: 1) IDEA’s manual transcriptions as the baseline “ground truth”, 2) the ASR built on CMU Sphinx used by Reddy et al. (Proceedings of the North American Association for Computational Linguistics 2015 Conference, 2015b, 71–75), and 3) the latest publicly available Mozilla DeepSpeech system. We input these three different transcriptions to DARLA, which automatically aligned and extracted the vowel formants from the 352 IDEA speakers. Our quantitative results show that newer ASR systems like DeepSpeech show considerable promise for sociolinguistic applications like DARLA. We found that DeepSpeech’s automated transcriptions had significantly fewer character error rates than those from the prior Sphinx system (from 46 to 35%). When we performed the sociolinguistic analysis of the extracted vowel formants from DARLA, we found that the automated transcriptions from DeepSpeech matched the results from the ground truth for the Southern Vowel Shift (SVS): five vowels showed a shift in both transcriptions, and two vowels didn’t show a shift in either transcription. The Northern Cities Shift (NCS) was more difficult to detect, but ground truth and DeepSpeech matched for four vowels: One of the vowels showed a clear shift, and three showed no shift in either transcription. Our study therefore shows how technology has made progress toward greater automation in vowel sociophonetics, while also showing what remains to be done. Our statistical modeling provides a quantified view of both the abilities and the limitations of a completely “hands-free” analysis of vowel shifts in a large dataset. Naturally, when comparing a completely automated system against a semi-automated system involving human manual work, there will always be a tradeoff between accuracy on the one hand versus speed and replicability on the other hand [Kendall and Joseph, Towards best practices in sociophonetics (with Marianna DiPaolo), 2014]. The amount of “noise” that can be tolerated for a given study will depend on the particular research goals and researchers’ preferences. Nonetheless, our study shows that, for certain large-scale applications and research goals, a completely automated approach using publicly available ASR can produce meaningful sociolinguistic results across large datasets, and these results can be generated quickly, efficiently, and with full replicability.

PRAGMATIC COMPETENCE OF THE YEMENI EFL LEARNERS

<p>The present study aimed at investigating the pragmatic competence of the Yemeni Non-Native Speakers of English (YNNSs) through examining their performance in the speech act of refusals. The study followed the qualitative comparative analytic approach. For the purpose of attaining the required data for this study, forty (YNNSs) and forty American Native Speakers (ANSs) of English were involved. The questionnaire used for collecting data from the participants was a written Discourse Completion Task (DCT), which was developed by Beebe et el. (1990), employed for collecting the data related to the use of refusal strategies by the two groups of participants in English. The data collected from DCT was analyzed by using a loading scheme adapted from Beebe et al. (1990). This study revealed that the Yemeni NNSs were not pragmatically competent enough in English. In spite of the similarity between the two groups in their use of refusal strategies, the differences between them were more apparent. The total number of strategies used by the American NSs was almost double those used by the Yemeni NNSs in all refusal situations. This study recommends that instructors should design contextualized, task-based, oral activities and integrating the intercultural aspects of language into ELT textbooks. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" /></p>