Speaking Contexts Research Articles

Self-Disclosure and Physiological Responses among Adults who Stutter

Purposes: (1) To explore self-disclosure, physiological and affective responses in easy and difficult speaking situations, (2) to investigate physiological and affective responses in self-disclosure and no self-disclosure speaking contexts, (3) to examine types of self-disclosure statements used along with physiological responses, (4) and to gain an understanding of reasons why and how adults who stutter choose to self-disclose or not self-disclose about their stuttering.

Sobre el 'Manifiesto por una pedagogía post-crítica': problemas de traducción a otras tradiciones

Hay diversas maneras de entender la traducción. Una de ellas tiene que ver con el aspecto de lo que se dice y cómo se dice en lenguas distintas. No obstante, como un problema filosófico, la traducción puede percibirse de diversas maneras y con implicaciones de diversa índole, vinculando el lenguaje con las formas de pensar, con las formas de actuar, entre otras. Desde esta perspectiva, se procurará ampliar este problema que ya identifican los autores en el propio Manifiesto en el sentido de dicho documento puede universalizarse. Si bien el Manifiesto busca dar cuenta, a partir de cinco principios, de la forma en la que nos podemos aproximar al fenómeno educativo, lo que se busca problematizar en este texto es la posibilidad de generalización del Manifiesto desde un contexto específico en el que ha sido escrito y pensado, digamos una tradición específica, y su posibilidad o imposibilidad de ser llevado hacia otras tradiciones o inclusive otros ámbitos de educación.Si bien el Manifiesto es un documento importante ya que pone en tensión diferentes problemáticas que han sido abordadas desde lo que los autores denominan la tradición anglófona/analítica de filosofía de la educación, se pondrá en evidencia, usando como ejemplo, el hecho de analizarlo desde la filosofía de la educación en lengua española, lo cual es un problema de suyo, pero que vincula la forma en que esta pretensión de universalización puede ser un límite a la propia propuesta. Si bien lo que pretenden los autores del Manifiesto busca expresamente el diálogo, tal vez éste pueda ser repensado en otras lógicas o desde otras perspectivas que no habían sido pensadas, como es el contexto de la filosofía o el pensamiento en castellano y las implicaciones que tiene para el estudio de los fenómenos educativos.

How do listeners time response articulation when answering questions? The role of speech rate.

During conversation, interlocutors often produce their utterances with little overlap or gap between their turns. But what mechanism underlies this striking ability to time articulation appropriately? In 2 verbal yes/no question-answering experiments, we investigated whether listeners use the speech rate of questions to time articulation of their answers. In Experiment 1, we orthogonally manipulated the speech rate of the context (e.g., Do you have a . . .) and final word (e.g., dog?) of questions using time-compression, so that each component was spoken at the natural rate or twice as a fast. Listeners responded earlier when the context was speeded rather than natural, suggesting they used the speaker's context rate to time answer articulation. Additionally, listeners responded earlier when the speaker's final syllable was speeded than natural, regardless of context rate, suggesting they adjusted the timing of articulation after listening to a single syllable produced at a different rate. We replicated this final word effect in Experiment 2, which also showed that our speech rate manipulation did not influence the timing of response preparation. Together, these findings suggest listeners use speech rate information to time articulation when answering questions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

THE USE OF ILLOCUTIONARY ACT IN “WONDER” MOVIE BY RJ. PALACIO

Language is a core of communication and in pragmatics, it is analyzing the information about the development of language and knowledge of language in general and it is related with human language and its context. Pragmatics is concerned with the study of meaning that communicated with the speaker and interpreted by a listener. Context also holds the important rules and cannot be separated in learning pragmatics itself. Therefore, to learn and understand the meaning and it’s context of spoken between speaker and hearer in an utterance, then learning the speech act and it’s parts is one of the important things. This research discusses the use of illocutionary acts in “Wonder” movie. The focus analysis on this research is not only on the main character but on the whole conversation from each character at the movie by classified it into five types by using John Searle’s (1975) theory. The data of illocutionary that appears on Wonder movie is analyzed by using the context situations to find out the flow of each utterance from the speaker and listener. Researcher used the Pragmatic Approach and speech act theory to find out the types of illocutionary act contained in Wonder movie. And, from the result of this analysis, it was found that there are 5 types of illocutionary acts that classified by Searle (1975) in Wonder movie, that known as Representatives or Assertive, Directives, Comissives, Expressive and Declaration. Keywords: Movie / Film, Illocutionary, Pragmatic Approach.

Desire for control and personality as predictors of three communication traits in a public speaking context

BackgroundCommunication in general, and public speaking in particular, are important means to exert influence over other people; control is an enduring motive for communication. People differ substantially in the amount of control they typically want; some seek control and others tend to avoid it. But is the desire for control (DC) redundant with more basic personality traits in predicting individual differences related to public speaking?Participants and procedureThis study, conducted with 196 undergraduate students using well-established measures, examines correla-tions among desire for control, the Big Five, and three communication traits specifically referencing public speaking: willingness to communicate, perceived competence, and public speaking anxiety. The measures were administered by questionnaire.ResultsCorrelations show that people with higher DC tend to be more willing to communicate and perceive themselves to be more competent and, to a weaker extent, less anxious. Hierarchical multiple regressions show that the role of DC is not redundant with Big Five personality traits in predicting willingness to communicate and self-perceived competence, but also that DC does not significantly add to predicting public speaking anxiety.ConclusionsSpeaking in a public context may be especially attractive to persons with a desire for control who tend to feel both willing and able to communicate. Public speaking anxiety appears less consistently related to individual differences in DC.

LEARNER AUTONOMY: PRACTICES USED AND CHALLENGES ENCOUNTERED BY EFL TEACHERS IN FOSTERING LEARNER AUTONOMY AT TERTIARY LEVEL

It is undoubted that teacher autonomy (TA) and learner autonomy (LA) are among the factors that affect the effectiveness of English teaching and learning in non-native English speaking contexts like Vietnam. Investigating how teachers and students perceive TA and LA may be considered a valuable addition to the literature. This study, therefore, aimed to explore students’ perceptions of teachers’ practices used to foster LA and teachers’ perceptions of challenges they may encounter in fostering LA in EFL classes at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely the questionnaire and interview with the participation of 12 EFL teachers and 160 first-year English majored students. The findings of the study revealed that most of the EFL teachers who taught the first-year students used practices through responsibility-informing and in-class activities to foster LA. However, the findings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the findings of the study would partly contribute to the enhancement of TA and LA in English language education at HUTECH in particular and at the Vietnamese tertiary level in general.

Cluttering symptoms in school-age children by communicative context: A preliminary investigation

Purpose: The objective of this study was to compare the symptoms of cluttering among school-age children who do and do not clutter in the contexts of monologue, conversation and expository discourse.Method: A matched pairs design was used to compare cluttering symptoms according to the Lowest Common Denominator (LCD) definition of cluttering, a definition representing the core speech and fluency characteristics of cluttering agreed upon among experts. Cluttering symptoms (over-coarticulated words, normal disfluencies, abnormal pauses) in eight school-aged males with cluttering were compared to eight controls matched by sex and grade level in school. Symptoms were compared in the speech contexts of conversation, monologue and expository discourse.Result: Regardless of the speaking context, significantly more over-coarticulated words were found in children with cluttering (CWC) as compared to controls. Significantly more normal disfluencies were produced by CWC during monologue only.Conclusion: Study findings confirm increased over-coarticulation and normal disfluencies in specific speaking contexts in CWC when compared to controls. These findings provide the premise for clinical implications for cluttering assessment and diagnosis. Findings also provide the basis for further investigation of the validity of the LCD’s symptom of abnormal pausing for accurate diagnosis of people who clutter.

Stylistics Variation: Understanding Gay Lingo in Social Perspectives

Gay lingo is one of the languages commonly spoken by gays and their friends. It manifests linguistics traits that prevent non-speakers from interacting with its speakers. This qualitative research used a case study combined with discourse analysis through production task and elicitation to determine the background of gay lingo speakers, gay lexicon, coinage, social context, and social perspectives of gay lingo speaking. The researcher used semi-structured interviews and survey (using questionnaires) to gather data from purposively selected 12 (gay and non-gay) senior high students and teachers in a secondary school. The study found that the stylistics variation of gay lingo is in the word coinage through phonology, and morphological transformations, among others. The social context of gay lingo is to provide cover for sensual topics, to gossip, and to upscale one's status. For non-gays, gay lingo speaking is a means to remove communication barriers. Gays perceive gay lingo speaking of non-gays as affirmation. Discursive studies of gay lingo is needed, while studies on the effects of gay lingo on the mainstream language is also recommended.

Variations in the use of discourse markers by L1 and L2 English users

This study adopts a functional approach to investigate specific discourse markers employed by L1 English and L2 English users in non-native English speaking contexts. Twenty-four academic essays were voluntarily submitted by the students for analysis. Primarily, Fraser’s (2009) taxonomy was used to identify discourse markers and to know its use in writing academic essays. Findings indicate that there were notable differences between L1 and L2 users in using discourse markers, specifically in its frequency and functions. Accordingly, L1 English users’ writings frequently displayed elaborative markers followed by temporal, inferential, and cons transitive discourses. Meanwhile, L2 English users’ writings showed the overuse of certain discourse types such as temporal and inferential markers. In the coding of data, it was also revealed the L2 users’ overused of discourse markers resulted in incoherent texts. Language teachers may need to raise awareness of how discourse markers can be used variably in writing academic essays.

Vague language in business and academic contexts

AbstractBusiness English and academic English may perhaps be thought of as areas of language use requiring precision of expression and a quest for specific and unambiguous meaning. However, corpus evidence shows that both types of language, in their spoken contexts, exhibit noticeable use of the kinds of vague expressions found in everyday conversation. In this lecture, I focus on one type of vagueness:vague category marking (VGM). This feature involves mention of an example or examples of something followed by reference to a broad, ad hoc category of which the chosen examples are seen as typical. References to categories commonly involve expressions such asor whatever, and so on, or something (like that). In both business and academic English, vague category marking is an important projection of shared knowledge and shared identities. In business, vagueness is also a useful tool in delicate negotiations. In academic English, vague categories refer to bodies of assumed shared knowledge and are crucial in the pedagogic process of grafting new knowledge onto old. Subtle differences are drawn out by different types of vague category markers. I conclude with some implications for teaching in these specialised areas.

Recurrent gestures

AbstractUsing recurrent gestures as the model, this essay considers how an inside-looking-out view of speech-gesture production reflects the interactive-social exterior. The inside view may appear to ignore the social context of speaking and gesture, but this is far from the truth. What an exterior view sees as important appears in the interior but in a different way. The difference leads to misunderstandings of the interior view and what it does. It is not a substitute for the exterior. It is the interior reflecting the social exterior and shaping it to fit its own demands. Topics are: recurrent gestures; gesture-speech co-expressivity; expunged real-world goals; “in-betweenness”; phenomenological “inhabitance” and material carriers; metaphoricity and imagery; social deixis and social relations; realizations of the self; world-views; and lastly the want of mutual outside and inside intellectual perceptions and what can be done about it.

PENERAPAN KETERAMPILAN BERBAHASA INDONESIA BERBASIS PENDEKATAN EXPERIENCE BASED EDUCATION PEGAWAI DISHUB BATAM

Bahasa Indonesia has developed rapidly. Bahasa Indonesia has been taught in many countries and used in written or spoken context, formally and informally. As one of government departments, Batam’s Department of Transportation certainly has to take part in promoting the proper use of Bahasa Indonesia. Unfortunately, there are a lot of problems faced by the official of Batam’s Department of Transportation. The problems in written context can be seen in the letter, announcement, or other written information issued by this department. In spoken context, the problems can be seen in the context of politeness used by the official. These problems then are tried to be solved by the community service team through this community service program. This program is aimed at reducing the problems faced by the official in using Bahasa Indonesia. This program adopted Experience Based Education Approach which rely on knowledge and experience sharing. The result of this community service shows that this program has successfully become a means of self reflection and conceptualization of proper use of Bahasa Indonesia which further enable the participant to analyze the mistakes made in using Bahasa Indonesia. This result is then expected to be one of solutions to problems faced by the officials in using Bahasa Indonesia.

Speech Prosody And Naturalness: Potential Treatment Outcome Measures For Speakers With Parkinson’s Disease

To determine the effects of Parkinson’s disease (PD) on perceptual and acoustic correlates of speech naturalness specifically in relation to speech prosody given the potential significance of speech naturalness to functional and social rehabilitation outcomes. A secondary goal of this research is to examine the effects of different speaking contexts (e.g., reading vs. conversation) on these correlates.

The Complexity of Speaking Anxiety in a Graduate EFL Classroom

Anxiety among students in non-English speaking learning contexts remains a dynamic construct due to moment-by-moment fluctuations influenced by different variables – teacher, peers, task, among others. To understand the complexity of speaking anxiety, this study presents the results of case studies of two low, moderate, and high anxious graduate students chosen based on their anxiety self-reports. Data sources include a self-report anxiety questionnaire, heart rate monitor, idiodynamic self-rating, observation, and semi-structured individual interview. Each participant was asked to wear a heart rate monitor while speaking and being observed by the researcher. In addition, the participants were asked individually to rate their moment-by-moment anxiety by using the idiodynamic method. Semi-structured individual interviews were conducted, transcribed, and coded accordingly. The use of five data sources revealed findings that demonstrate the strength of considering specific short periods of time and individual level studies when investigating speaking anxiety. Methodological implications were generated to investigate the complex nature of anxiety in non-English speaking contexts.

Speech Genre: A Study of Gossip in Australian English Speaking Context

A gossip as a casual conversation usually occurs in diverse context or a wide range of social situations; has distinct and various topics; and involve an irregular set of participants. The scholars scrutinize that conversation has highly structured activity of which people tacitly realize that there are some basic conventions to follow – such as when to speak or to stay silent and to listen. In this study, I specifically discuss one of the speech genre – a gossip, in Australia English speaking context. The gossip data of the study is taken from the research conducted by Thornburry, Scott, and Slade, Diana (2006). In a discussion, I focus the analysis of the generic structure of the gossip and how it establishes the social function (within) the speech members. Several findings conveyed that: 1) there is a leeway of shifting from one genre to another – e.g. narrative to gossip, within the same participants; 2) conversation can be successful if all the participants aware of and follow the basic conventions – when to talk or to listen, support to judgement or reluctant to the focus of conversation; 3) the genre, e.g. narrative or gossip, could motivate people to leave or to join the conversation which then could establish and reinforce the group membership and maintain the values of the social group.

Comparison of Communication Apprehension in L1 and Communication Apprehension in L2 among MA Students with Different Ages Majoring in English in an International Program in Bangkok

The current study investigates and compares communication apprehension (CA) of the first-year MA students majoring in English in an international program in Bangkok of the academic year 2017. The research questions are: a) Is there any difference between CA in L1 (Thai) and CA in L2 (English) among the students in the study, b) Is there any difference in CA in L1 among the students in terms of their ages, and c) Is there any difference in CA in L2 among the students in terms of their ages. Quantitative approach is employed by making use of the Personal Report Communication Apprehension (PRCA-24). T-test is used to analyze the data. The participants are 32 students divided into 2 groups according to their ages. The results indicate that the students’ CA in L1 is lower than their CA in L2 across contexts. Students who are 30 years old or older are found to be with higher CA in L1 in meetings and public speaking contexts. However, for CA in L2, there is no difference among the students regarding their age difference. Benefits from this research for the students may occur when their instructors get the insight into their students’ communication traits when using L1 and L2 and they may select appropriate methods when teaching in the classroom and choose effective ways of communication when giving advice for writing a thesis or an independent study to the students of this MA program.

Comparison of Communication Apprehension in L1 and Communication Apprehension in L2 Among MA Students With Different Ages Majoring in English in an International Program in Bangkok

The current study investigates and compares communication apprehension (CA) of the first-year MA students majoring in English in an international program in Bangkok of the academic year 2017. The research questions are: a) Is there any difference between CA in L1 (Thai) and CA in L2 (English) among the students in the study, b) Is there any difference in CA in L1 among the students in terms of their ages, and c) Is there any difference in CA in L2 among the students in terms of their ages. Quantitative approach is employed by making use of the Personal Report Communication Apprehension (PRCA-24). T-test is used to analyze the data. The participants are 32 students divided into 2 groups according to their ages. The results indicate that the students’ CA in L1 is lower than their CA in L2 across contexts. Students who are 30 years old or older are found to be with higher CA in L1 in meetings and public speaking contexts. However, for CA in L2, there is no difference among the students regarding their age difference. Benefits from this research for the students may occur when their instructors get the insight into their students’ communication traits when using L1 and L2 and they may select appropriate methods when teaching in the classroom and choose effective ways of communication when giving advice for writing a thesis or an independent study to the students of this MA program.

A Review of the IELTS Test: Focus on Validity, Reliability, and Washback

The International English Language Test System (IELTS) is one of the most reputable English tests that is used to assess the language proficiency of those who intend to study or work in an English speaking context. It is one of the most large-scale proficiency tests which affects the lives of many students, as well as immigrants as the results of the test, are used for making critical decisions about the test takers. Moreover, the process of designing a good test requires a clear understanding of both validity and reliability of the test format. Therefore, in the current paper, we try to offer a descriptive review of the IELTS test by concentrating on various issues such as reliability, validity and washback.

Grammar Usage in Public Speaking

Many people think that it is difficult to speak grammatically correct since grammar has so many rules. However, in the concept of public speaking, grammar can be used to avoid mistakes and misunderstanding, so that, the messages are delivered correctly and the targets are reached purposely. Here, the writer divides the discussion of the grammar usage into two categories; they are the function of grammar in public speaking and the grammar awareness in public speaking. In addition, it is hoped that the readers consider to pay more attention toward the grammar before saying something, especially speaking in a public speaking context.

Between language policy and language reality: a corpus-based multivariate study of the interlingual and intralingual subtitling practice in Flanders

ABSTRACTThe present study explores how subtitlers in Dutch-speaking Belgium deal with the linguistic tension between the norm-adherent language policy of the broadcaster they work for (VRT) – which is oriented towards the use of Belgian Standard Dutch – and the particular language situation in Flanders, which is characterized by the increasing use of Colloquial Belgian Dutch (CBD) in spoken contexts. Subtitlers, who produce written reproductions of spoken language, therefore need to mediate between the official language policy and language reality. In this context, this study aims to measure the extent to which the language used in Flemish subtitling conforms to the official language policy. Additionally, we analyze which contextual parameters affect the subtitlers’ linguistic choices. The data are extracted from the SoNaR corpus and subjected to profile-based correspondence analysis, visualizing the linguistic behavior, and hence the degree of norm conformity, in the subtitles. The results reveal that subtitles on Flemish television are norm-adherent to a large extent, although certain contextual parameters (source language and program genre) enhance the use of (nonstandard) CBD. These results evidence the spread of CBD features from exclusively spoken registers to a written register that was, until recently, under heavy normative control.