Speech Education Research Articles

The role of person-related factors and acoustic parameters on students' perception: a pilot study

Classrooms are dynamic spaces where the sound environment not only influences the comprehension of the teacher's message but also shapes the social and emotional atmosphere within the class. This pilot study investigates the sound perception of students within classrooms, considering both person-related and acoustic objective factors as predictors. Thirty-four students from two grade-four classes of a primary school in Pavia, Italy, participated in this study, completing a questionnaire assessing the perceived pleasantness, arousal and loudness within the classroom. Person-related factors such as noise sensitivity, working memory, theory of mind, and language skills were also evaluated separately. Sound levels in occupied conditions were monitored and processed using Gaussian Mixture Models to separate teacher speech levels from students' activity. Additionally, acoustic parameters including reverberation time and clarity were measured in unoccupied conditions. Person-related factors were analysed in relation to subjective evaluations, considering the potential mediating effect of the classroom sound environment. The results of this study will offer insights into the complex interplay between person-related characteristics and the sound environment, shedding light on factors beyond noise interferences that impact students' subjective perception in educational settings.

Tindak Tutur Guru dalam Pembelajaran Bahasa Indonesia di SMAN 4 Pasuruan

This study aims to describe the form of perlocutionary speech acts used by teachers in Indonesian language learning at SMAN 4 Pasuruan. Speech acts used by teachers in learning activities have been widely analyzed by previous researchers, but have not been found specifically discussing perlocutionary speech acts. This perlocutionary speech act is difficult to identify, because it must be accompanied by the context so that it causes influence by the interlocutor. This research uses descriptive research with a qualitative approach. The subject of the research is Indonesian language teachers, while the object of research is Indonesian language learning activities. The instruments in this study consisted of primary instruments, namely the researcher himself, and secondary instruments, namely data collection tables. The data of this research is the teacher's speech when conducting learning activities in class XI. The data source was obtained from the observation at the school located at SMAN 4 Pasuruan. This data collection technique uses observation, recording, interview, documentation, and recording the results of the recording in the form of data transcripts. The data analysis technique uses stages such as data reduction, data presentation, data interpretation, conclusion drawing and verification. The result of this research is the form of perlocutionary speech acts using Leech's theory. The forms of perlocutionary speech acts found include indicators of giving the interlocutor know that, persuade, encourage, annoy, frighten, please, make the interlocutor do something, inspire, impress, divert attention, make the interlocutor think about, relieve, embarrass, attract attention, and tedious. However, no data was found on the indicators of deceiving and inspiring. The form of perlocutionary speech act that is most commonly found in this study is in the indicator of encouraging and making the interlocutor do something.

Undoing the knots. A gender-historical perspective on debates about kindergarten in German-speaking Switzerland (1950–1980)

ABSTRACT This article discusses how a gender-historical perspective may still be productive in today’s historiography of education. In doing so, it relies on theoretical approaches developed in feminist and gender-historical debates and in debates about the ontological turn in historiography. Categories are thus understood as “world-giving” and changing entities which cannot just be analysed in their varying historical contexts but must be examined and historicised themselves in order to capture their fuzziness and fluidity. Against this theoretical background and on the basis of professional journals of kindergarten teachers and published speeches of seminar teachers, this article analyses debates about kindergarten in the German-speaking part of Switzerland, focusing on the years 1950–1980. In these debates, it examines what “productive work” (Scott) the categories “child” and “mother” did with regard to social and gender order and how they emerged from various knowledges becoming entangled in specific places and times. The allegedly clear “inside-outside boundaries” and “dichotomies” (Haraway) between the categories are questioned by turning to conflicts, to the unresolved, to the paradoxical. Furthermore, the paper reflects on the tasks assigned to kindergarten and the arguments which were put forward to legitimise it within the category-related “meshwork” (Ingold) of knowledges and power. Finally, it is shown how powerfully the categories “child” and “mother” acted in the debates about kindergarten in German-speaking Switzerland when stabilising and perpetuating a strongly gendered social order.

The Neurophysiological Costs of Learning in a Noisy Classroom: An Ecological Virtual Reality Study.

Many real-life situations can be extremely noisy, which makes it difficult to understand what people say. Here, we introduce a novel audiovisual virtual reality experimental platform to study the behavioral and neurophysiological consequences of background noise on processing continuous speech in highly realistic environments. We focus on a context where the ability to understand speech is particularly important: the classroom. Participants (n = 32) experienced sitting in a virtual reality classroom and were told to pay attention to a virtual teacher giving a lecture. Trials were either quiet or contained background construction noise, emitted from outside the classroom window. Two realistic types of noise were used: continuous drilling and intermittent air hammers. Alongside behavioral outcomes, we measured several neurophysiological metrics, including neural activity (EEG), eye-gaze and skin conductance (galvanic skin response). Our results confirm the detrimental effect of background noise. Construction noise, and particularly intermittent noise, was associated with reduced behavioral performance, reduced neural tracking of the teacher's speech and an increase in skin conductance, although it did not have a significant effect on alpha-band oscillations or eye-gaze patterns. These results demonstrate the neurophysiological costs of learning in noisy environments and emphasize the role of temporal dynamics in speech-in-noise perception. The finding that intermittent noise was more disruptive than continuous noise supports a "habituation" rather than "glimpsing" hypothesis of speech-in-noise processing. These results also underscore the importance of increasing the ecologically relevance of neuroscientific research and considering acoustic, temporal, and semantic features of realistic stimuli as well as the cognitive demands of real-life environments.

Effective Communication in Action: Unveiling Teacher Speech Acts in Indonesian Language Education

The Community Service (PKM) aims to analyze the speech acts of teachers used when teaching Indonesian subjects to students at Tinggimoncong State Elementary School, Gowa Regency, South Sulawesi Province. This service was carried out by involving Indonesian language teachers as partners in exploring the variety of speech acts used in delivering material in class. This service applied classroom observations, interviews, and recordings as data collection techniques. Data analysis used a qualitative approach, specifically a systematic coding of the observed interactions, to identify the dominant speech acts used by teachers when delivering the material. The results of the service show that the variety of speech acts used by teachers during Indonesian language learning are directive speech acts used to give instructions to students, expressive speech acts used to build emotional relationships with students, commissive speech acts, and declarative speech acts appear in explaining and giving teacher assignments to students. Teachers use assertive speech acts to express, state, and inform about subjects taught in class. This PKM activity also provides training to teachers on the application of speech acts that can increase the effectiveness of learning in the classroom. Implementing the findings positively impacts the communication skills of teachers teaching subjects, mainly Indonesian.

An Analysis of Speech Act Strategy Used by Teacher in Teaching English as Foreign Language

This research elucidated and examined the practice of teacher speech actions in the context of teaching English as a second language. The present study used qualitative research approaches. The present study investigated the verbal expressions of professors at Universitas Negeri Makassar. The data consisted of teacher comments and other utterances. The researcher actively participated in all aspects of this inquiry, including the whole process from concept to data report. Data was obtained by audio video and observational methods. The data was gathered, documented, chosen to align with study objectives, organized into data sheets, and then analyzed and assessed using Searle's speech act theory. The study revealed that the teacher used many speech acts, including locutionary, illocutionary, and perlocutionary activities. There were 122 words (51.69%) that had locutionary actions. There was a total of 107 illocutionary activities, accounting for 45.33% of the utterances, and 7 perlocutionary acts, or 2.97%. Teachers using speech acts in English instruction use them to validate, rectify, elucidate, apprise, and assert on behalf of their students. Directives include a range of directives, such as reminders, requests, instructions, and warnings. Expressive words include expressions of gratitude, warm greetings, praises, and dissatisfaction. Compliments are reciprocal in nature. Instructions were used by teachers the most often, accounting for 93 instances or 45.15 percent of all speech activities. The purpose of the teacher's speech was to pose an inquiry.

한국어 실시간 온라인 수업에 나타나는 교사의 명령하기 헤지 표현에 대한 연구 -한국어 고급 수업을 중심으로-

In this study, we examined the actual speech patterns of teachers' commanding hedge expressions in real-time online classes in Korean for advanced learners. As real-time online classes have increased due to COVID-19, various aspects that have not appeared in general face-to-face classes have emerged. One of them is that more attention is needed so that the face of the learner is not damaged when the teacher orders or instructs them. Therefore, in this study, through the analysis of teachers‘ speech, I examined how teachers perform commands to learners in real-time online classes in Korean language. In the actual Korean class, a sentence type that has the meaning of command pragmatically appears. As a result of the class analysis, strong commanding hedging expressions rarely appeared due to the characteristics of the Korean language class and the relationship between teachers and learners, and there were speech patterns that appeared because it was a Korean class. The command is given by quoting the learner's words directly, and it can be assumed that this remains the teacher's habit of trying to avoid difficult sentence patterns when speaking. Since learners tend to learn Korean by imitating the teacher's speech, teachers should use various command hedge expressions to avoid pragmatic failures when learners actually speak Korean. If the research results are used for Korean language textbooks and class materials, it will be helpful for Korean learners' actual utterances.

Figurative Language in Rabab Pasisia Oral Literature and Its Implications on the Develompment of Figuratives of Speech Teaching Materials

Figurative Language in Rabab Pasisia Oral Literature and Its Implications on the Develompment of Figuratives of Speech Teaching Materials

TINDAK TUTUR EKSPRESIF GURU DAN PESERTA DIDIK DALAM PROSES PEMBELAJARAN DI TK IT AL-BIRUNI MANDIRI JIPANG DI KOTA MAKASSAR

This study aims to describe the forms of expressive speech acts of teachers and students as well as describe the strategies of teacher speech acts towards students in the learning process at Al-Biruni Mandiri Jipang IT Kindergarten in Makassar City. Type of descriptive qualitative research. Data in the form of written data from voice recordings. The data source is teacher and student speech. Data collection techniques use listening, documentation and note-taking The results of the research revealed that there were 11 expressive speech acts by teachers and 1 expressive speech act by students and 6 strategies were found by teachers in the learning process.

ОСНОВИ НАВЧАННЯ ТЕХНІЧНИМ ДІЯМ У ГУРТКОВИХ ЗАНЯТТЯХ З ФУБОЛУ УЧНІВ 5-9 КЛАСІВ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article addresses the issues of teaching technical skills in football club activities. The fundamentals of teaching technical actions during the organization and conduct of football club activities for students of grades 5-9 in general secondary education institutions are defined. Today, we face the challenge of finding the most effective means and methods to solve various tasks of physical education in football club activities. However, the current state of organizing and conducting football club activities does not allow for the resolution of pressing issues regarding the quality and effectiveness of learning the basics of technical skills in football during these activities in general secondary education institutions. It is essential to familiarize students with all the technical techniques included in the curriculum for the year. At this stage of learning, the student (with the help of the teacher) selects the most suitable technical techniques to study during the sessions. It is known that high-level technique is primarily characterized by the rational execution of individual techniques. A highly skilled football player is distinguished by confidence and ease, focusing not on the execution of the technique itself but on solving tactical tasks. Therefore, when teaching students various motor skills, great attention should be paid to improving the sense of movement. In football, concepts are formed based on information provided by the teacher and the student's personal experience. Practitioners state that a student must understand the logic of the action being learned and focus on the critical conditions for its execution. Often, attempts to perform an action fail because the performer does not understand what success depends on, what is crucial, and how secondary elements are related to the primary conditions of success. The demonstration should be accompanied by verbal commentary, and the more vivid, illustrative, and emotional the teacher's speech, the faster and more firmly the information communicated to the students is retained. If a student has sufficient motor experience and a clear understanding of the necessary actions for each detail of the overall task, the motor action can be performed immediately after the task is set. To form a complete concept, the student must not only see but also feel the features of the action being learned and develop a motor representation of it. Key words: teaching, technical skills, football club activities, students.

Analisis Tindak Tutur Guru PGSD Dalam Pengembangan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

This research aims to analyze the role of teacher speech acts in developing elementary school students' critical thinking skills. Through qualitative descriptive methods, this research analyzes teacher speech acts based on four main types: locutionary, illocutionary, perlocutionary, and expressive. Data was collected through classroom observations and literature review. The results of the analysis show that the combination of these speech acts has a significant impact in stimulating students' analytical thinking, broadening their understanding, and providing emotional support. This research provides important insights for the development of more effective teaching methods in elementary schools and emphasizes the importance of developing critical thinking skills from an early age. In conclusion, this research contributes to our understanding of how teachers' speech acts can shape students' thinking patterns and design more innovative teaching strategies.

Code-Mixing and Code-Switching in Online Teaching

Problems that often occur in learning need to be clarified when communicating. This is related to the use of code-mixing and connection switching in learning. This research aims to analyze the types of code-switching and code-mixing in online teaching, how English teachers use code-switching and code-mixing, and why teachers switch and mix speech. This research was conducted using a qualitative descriptive design. The objects of this research were three English teachers. Data was collected via Zoom video recording of the teacher's speech. Data were analyzed using the Miles, Huberman, and Saldana interactive model. The research results show that the type of code-switching teachers do most often is inter-sentential code-switching. There are 51 types, with a percentage of 50.49%. The code-mixing that teachers most often do is inserting (words). The total is 71 types, with a percentage of 70.29%. Finally, the most common reason teachers change and mix codes in speech is clarification of the content of speech, and the number is 8 with a percentage of 29.62%.

Assessing parent-child interaction with deaf and hard of hearing infants aged 0-3 years: An international multi-professional e-Delphi.

Most deaf babies are born to hearing families who do not yet have the skills to communicate effectively with their child. Adaptations to communication are important because the quality of parent-child interaction (PCI) predicts how a deaf child develops language. Teachers of Deaf children and Speech and Language Therapists support families with communication in the home. Currently, there are no assessments that appraise how a parent interacts with their deaf baby. Previous research has identified which parent behaviours and approaches are used in PCI assessments in research and practice. The current paper forms consensus on the core content and best practices of a new PCI tool for deaf children aged 0-3 years. An international sample of expert academics and practitioners (n = 83) were recruited to take part in a two-round modified electronic Delphi study. Participants were presented with 69 statements focusing on (i) which parent behaviours were important in assessment (ii) the methods to be used in PCI assessment. Participants rated the extent to which they agreed or disagreed with each statement on a five-point Likert scale and gave comments to support their response. Consensus was defined as >80% of participants rating the statement as a (4) 'highly important' or a (5) 'essential'. If consensus was not reached, participant comments were used to generate new statements which were rated in the second round. This project involved a patient and public involvement (PPI) group of hearing and deaf parents and professionals to design and guide the study. Consensus was achieved on 52 statements and ranged from 80-99%. A further six statements were additionally included. Within the 58 statements included, 36 were parent behaviours which centred on the parent's observation of, and response to, their child's behaviour and/or language. The remaining 22 statements focused on methods used in the assessment such as parents having their PCI filmed, parents having the opportunity to review the video and assess themselves alongside a professional, and parents being involved in subsequent goal setting. This e-Delphi presented the parent behaviours and methods of assessment to be included in a new PCI tool for deaf children. Future co-production work and acceptability and feasibility testing are discussed.

Gender Representation in Directive Speech Acts of Teachers: A Study on Indonesian Language Learning in Automotive Vocational High Schools in Pasaman District

This study aims to examine gender representation in directive speech acts of Indonesian language teachers in Pasaman Regency Automotive Department Vocational Schools. Included in the type of qualitative research, this research applies descriptive analysis method. The research data is in the form of directive speech of male teachers and female teachers in Indonesian language learning at SMK Department of Automotive Pasaman Regency. It can be concluded that Indonesian teachers use various forms of directive speech acts, such as directions, orders, and instructions to students. Variants of the use of directive speech acts also show variations between male and female teachers, with three dominant variants commonly used by male teachers and five variants commonly used by female teachers. The results also reveal that female teachers tend to use the speech act of ordering or commanding as the dominant form, although they also show a sense of solidarity by using the speech acts of suggesting and advising. On the other hand, male teachers are more inclined to the direct approach and commanding without preamble. This difference reflects the complexity of the relationship between men's and women's language and thinking in the learning context.

КРИТЕРИИ ОТБОРА АУТЕНТИЧНЫХ ЛИНГВОСТРАНОВЕДЧЕСКИХ ТЕКСТОВ ДЛЯ ОБУЧЕНИЯ УСТНОЙ РЕЧИ СТУДЕНТОВ НА НАЧАЛЬНОМ ЭТАПЕ ИЗУЧЕНИЯ НЕМЕЦКОГО ЯЗЫКА В ЯЗЫКОВОМ ВУЗЕ

Criteria for Selecting Authentic Linguistic and Cultural Texts for Teaching Oral Speech to Students at the Initial Stage of the German Language at a Language University Summary The article is devoted to the study of effective teaching of oral speech of students at the initial stage of studying German in a language university, which depends on the careful selection of authentic linguo-cultural materials. The selection criteria should be focused on the target orientation, methodological approach, authenticity of resources, individualization of training, and a systematic approach. The correct choice of materials plays a key role in the formation of language competence and the successful development of students' oral speech. Key words: linguaculture, linguistic-cultural materials, selection criterion, authentic texts

Linguistic and stylistic analysis of the vocabulary of the Altai storytellers N. Ulagashev and A. Kalkin

In this paper, the question of the linguistic features of the Altai heroic tales is considered, and a linguistic and stylistic analysis of their vocabulary is carried out. The author examines the artistic properties of synonyms, antonyms and such figurative means as epithets, comparisons, metaphors, hyperboles and litotes in the vocabulary of epic works by storytellers Alexei Kalkin and Nikolai Ulagashev.In the article, the author comes to the conclusion that due to the skillful use of figurative means by the storytellers, artistic expressiveness and emotionally expressive coloring of the vocabulary of the considered heroic tales are achieved. The general fund of the language is determined by the conceptual structure of the epic text and testifies to the stability and continuity of the vocabulary of the Altai heroic tales. The specific features of the vocabulary of the tales can be qualified as regional features. It was these features that predetermined the specifics of the language of the epic of the Altai peoples as a unique speech education.

Kesantunan Berbahasa dalam Proses Pembelajaran Siswa Kelas VIII SMP Negeri 1 Galesong Utara

This study aims to describe the use of diction in language politeness in the classroom learning process, the use of language politeness principles in the classroom learning process, and the communicative value of language politeness in the classroom learning process. This type of research is qualitative research using descriptive method. The data source of this research was obtained from the speech of teachers and students of class VIII in the learning process of Indonesian language. The techniques used in data collection are recording, transcription, note-taking, and classification. The data analysis technique used is descriptive qualitative which is by collecting, processing, analysing, and presenting the data objectively. The results showed the use of diction, politeness principles and communicative value. First, the use of diction in language politeness consists of utterances that use politeness markers try, good ma'am, please, and son, second, the use of principles of language politeness is in the form of obeying the maxim of praise, generosity, agreement and the maxim of sympathy, third, the communicative value of politeness is in the form of declarative sentences obeying the maxim of agreement, and sympathy; interrogative sentences obeying the maxim of wisdom and sympathy; and imperative sentences obeying the maxim of wisdom and the maxim of agreement.

Analisis Tindak Tutur Asertif Guru dalam Pembelajaran Bahasa Indonesia

This study aims to describe the assertive speech acts of teachers in Indonesian language learning. This research design is qualitative research with a descriptive design. The research data used in the form of teacher's speech acts in the form of assertive speech acts in Indonesian language learning at SMPN Neg. 2 Pangkajene. The research data is used in the form of human instruments, namely the researchers themselves, with the tools of data collection guidelines. Data analysis in this study includes data collection, data reduction, data presentation, and conclusion/verification. Based on the results of the study, the findings were obtained in the form and function of assertive speech acts of teachers in Indonesian language learning at SMP Negeri 2 Pangkajene. There are six, namely: function of stating, function of proposing, function of boasting, function of complaining, function of reporting, function of agreeing, and function of protesting.

Pride Flags in Public Schools: Evolving Legal Issues to Consider

The media has featured “controversies” over pride flags in public schools. Although some of these attempts to ban pride flags have been initiated at the state level, other efforts have occurred at the local level when school boards have tried to adopt policies banning pride flags. Parents have also challenged schools that display pride flags. Although there is no U.S. Supreme Court case that addresses this issue, litigation that has arisen in other related contexts (e.g., parental rights, teacher speech) may provide some guidance on this topic. A few different legal issues that provide insight into this topic are briefly explored.

Research on the Application of Second Language Acquisition Theory in College English Speech Teaching

The teaching of English speeches in universities aims to enhance oral communication ability, improve English communication skills, and expand English knowledge, occupying a core position in English teaching in universities. This article takes the theory of second language acquisition as the background, analyzes the important role and value of this theory in English speech teaching in universities, and explores how to apply the theory of second language acquisition in English speech teaching in universities. It aims to strengthen the cultivation of English skilled talents and provide a brief reference for improving English speech teaching in universities.