Classroom Speech Research Articles

Compliments in Turn Taking: Analysis During Foreign L2 Speakers Class Session

This study aimed on elaborating the rules of turn taking and the primary intentions of turn taking containing compliments done by the Foreign L2 Speakers and the students at De Access Hotel and Culinary Training Centre. The writer applied descriptive research design which applied the participant observation method with passive observer. The data of the research is the conversations spoken by the foreign L2 speakers and the EFL learners in the teaching learning process and the data source was the teaching learning process done by the foreign L2 speakers in teaching the EFL Learners in De Access Hotel and Culinary Training Centre. In collecting the data, the writer as a passive observer attended the class and without disturbing the teaching learning process, the writer observed while recorded the classroom activity then the writer transcribed the conversation between the foreign L2 speakers and the EFL learners. The result of the study showed that the rules of turn taking are; (1) turn-taking 1A {S (who is talking) chooses NP (next Speaker) in the speech}; (2) Turn-taking 1B {NP (next Speaker) is not chosen by S (speaker)}; and Turn-taking 1C {S can stop or continue speaking} and the rule 1B is dominant and often used in turn-taking in classroom session. And also there are four primary intentions of speech in classroom that are; to express an opinion, to elicit a reaction, to encourage specific behavior and to express satisfaction.

Research on the Effect of Introducing Speeches in English Classes on Improving Oral English Ability under the Background of Digital Teaching

This study investigates how classroom speech training can boost English speaking skills within digital teaching contexts. It reveals that incorporating the ISAS teaching method with English speech training in vocational college courses can significantly enhance students' communication skills, particularly in oral expression. The research employed various methods to demonstrate that classroom speeches effectively elevate students' English speaking proficiency, diversify teaching content and methods, and foster innovation in English speaking education at vocational colleges. Integrating teaching materials with topics relevant to the software field, along with using a range of expressive forms and techniques, aids in broadening students' perspectives, making English classes more practical and engaging, and bolstering their English application skills and professional competencies. The study also highlights the crucial role of teachers' instructional abilities and personal qualities in enriching students' English learning and skill development. It suggests that teachers integrate more speech-focused activities into regular instruction to advance students' comprehensive English capabilities.

Unveiling the Presence of Speech Anxiety: A Case of English as an Additional Language

This study explores speech anxiety in students learning English as an additional language (EAL) in a university setting. Addressing classroom speech anxiety among university students is paramount for fostering supportive learning environments and ensuring academic success (Horwitz, 2001). Reducing classroom speech anxiety boosts students' confidence and persuasive communication skills, which are crucial for professional success (McCroskey, 1982). This research examined the many elements that influence classroom speaking anxiety in students at the University of Education Lahore. The theoretical foundation of this research was the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986). The questionnaire consisted of 25 items and was delivered to the Bachelor of Science (BS) English department students. One hundred and three students responded to the questionnaire. Data was analyzed quantitatively using the Statistical Package for the Social Sciences (SPSS) version 16, which was launched in 2007. Results show that there is significant speech anxiety in students based on their demographic background. The analysis of an open-ended question included in the questionnaire reveals that psychologically, students think they have less competence than their fellow students, followed by other psychological factors like fear of judgment and peer comparison. It is recommended that EAL instructors should implement strategies aimed at lowering students' anxiety levels so they can perform to the best of their abilities.

Research on Innovation and Entrepreneurship Education Reform of Electrical Engineering and Automation Professionals Driven by Big Data

Abstract The application of big data in various fields has become one of the important trends in the development of the information age, and in this context, educational reform in the context of big data has also become an important issue in the field of education. In this paper, we design a “four-in-one” innovation and entrepreneurship education model and combine the big data-driven algorithms, including association rules and clustering mining, to realize the driving of the education model. Specifically, the systematic clustering algorithm is used to analyze the students’ classroom performance, explore the association rules between the student’s classroom performance and their course grades, and finally, this paper applies the “four-in-one” education model to the classroom teaching of innovation and entrepreneurship courses to study the practical application effect of the model. The results show that after the cluster analysis of the student’s classroom performance data, three categories of students with different levels of classroom performance were formed, accounting for 49.46%, 41.68%, and 8.86%, respectively. After three applications of the new education model, the teacher’s participation in classroom speech, questioning, and silence decreased by 12.75, 5.47, and 3.54 percentage points, respectively. In contrast, the student’s speech and questioning rates increased from 5.86% and 10.98% to 8.37% and 19.84%, respectively. The “four-in-one” innovation and entrepreneurship education model designed in this paper has good practical application effects.

Research on online interactive teaching mode of college vocal music based on adaptive Kmeans algorithm

Abstract In order to improve the comprehensive learning quality of students when teaching university vocal music courses, teachers can create a teacher-student interactive teaching mode with a wide platform, precise business, and many approaches by carrying out interactive teaching. The research introduces the cuckoo algorithm for adaptive optimization on the basis of the traditional K-means algorithm, gives the clustering process of the adaptive K-means algorithm, and constructs an online interactive teaching system to realize the clustering of the characteristics of online interactive behavior of teachers and students. Finally, we use the speech in the vocal music classroom as an example to explore the online interactive teaching characteristics of vocal music. The traditional vocal music classroom is mainly a teacher-driven teaching mode. The frequency of teacher-student interaction is low, the proportion of students’ active questions to students’ active speech is 2.13%, and the teacher is less likely to organize students’ exchanges. In this teaching mode, the teacher encourages the acceptance of the proportion of speech is 16.17%, 75% of the classroom students use the online teaching system is higher than the teacher frequency, followed by the proportion of teachers using the online teaching system and the proportion of using the traditional teaching mode is close to 3:1, based on the online teaching system of the interactive teaching mode of the feedback effect is better.

Putting the child in the driver's seat: Insights into language development from children's interactions in preschool classrooms.

Children's own language production has a role in structuring the language of their conversation partners and influences their own development. Children's active participation in their own language development is most apparent in the rich body of work investigating language in natural environments. The advent of automated measures of vocalizations and movement have made such in situ research increasingly feasible. In this chapter, we review recent research on children's language development in context with a particular focus on research employing automated methods in preschool classrooms for children between ages 2 and 5 years. These automated methods indicate that the speech directed to preschool children from specific peers predicts the child's speech to those peers on a subsequent observation occasion. Similar patterns are seen in the influence of peer and teacher phonemic diversity on the phonemic diversity of children's speech to those partners. In both cases, children's own speech to partners was the best predictor of their language abilities, suggesting their active role in their own development. Finally, new research suggests the potential of machine learning to predict children's speech in group contexts, and to transcribe classroom speech to better understand the content of children's conversations and how they change with development.

Analysis of English Classroom Interaction in Colleges and Universities Based on Student Behavioral Data

Abstract With the advancement of the information age, the traditional teacher-led English classroom interaction in colleges and universities has made it challenging to meet the individualized needs of different students. Therefore, this paper takes the current classroom behavior data of college students as the basis, uses the K-means clustering algorithm and I-divergence measure to categorize, analyze, and study the student behavior data, and digs out the correlation between students’ classroom behavior data and teaching interaction. This paper takes all the teachers and students of English majors in college M as the research samples. It conducts experimental research in terms of teachers’ and students’ classroom speech rates, teachers’ and students’ questioning rates, and teachers’ and students’ use of instructional technology, etc. The 10 classes of English majors in college M do not have more than 50% of the students’ speech rate, except for class 2. Class 2 has the highest speech rate (61.64%) among students, while class 5 has the lowest rate (7.5%). From the point of view of active questioning rate, 10 classes had very low SQ ≤ 0.02, and even in classes 1, 3, 4, 5, and 6, there was a situation where students’ active questioning rate was zero. After analyzing the student behavior data in some classes, it was found that the mean score of English test students in the experimental group before and after the test increased by 4.687, corresponding to a significance Sig value of 0.000<0.05, which reaches the level of significance. The analysis of classroom behavior data reveals that enhancing the ratio of teacher-student interaction activities can improve students’ English scores.

Construction of Interactive Teaching Platform for College Language Courses Based on Speech Recognition Technology

Abstract This study constructs an interactive teaching platform based on speech recognition technology for language courses in colleges and universities. The study begins with preprocessing speech signals, including sampling, enhancement, pre-emphasis and other steps. Subsequently, speech features are extracted using Improved Mel Falling Spectral Coefficients (IMFCC), and features are optimized by combining Principal Component Analysis (PCA). In addition, the study uses the Long Short-Term Memory (LSTM) network and Gated Recurrent Unit (GRU) to improve speech recognition’s accuracy and efficiency. The experimental results show that the method in this study achieves an average accuracy of 98% in classroom speech emotion recognition, which is a significant improvement over the traditional ADASYN method. This paper also provides an in-depth study of classroom interaction behavior by comprehensively analyzing the speech recognition results. The study shows that the platform can effectively promote the interaction between teachers and students and improve the quality of teaching. This study provides an efficient interactive tool for language teaching in colleges and universities, which helps to realize a personalized and dynamic teaching process.

Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system

Observational approaches may limit researchers' ability to comprehensively capture preschool classroom conversations, including the use of wh-words. In the current proof-of-concept study, we present descriptive results using an automated speech recognition (ASR) system coupled with location sensors to quantify teachers' wh-words by preschool teachers in the literacy activity areas of a preschool classroom. Data from two children, one is 5.3 years old with attention-deficit/hyperactivity disorder (ADHD), and another is 5 years old without identified disabilities, along with teachers, were analyzed. We found that the ASR system is a viable solution for automatically quantifying the number of adult wh-words during interactions in preschool classrooms at different time points and locations. This paper reports how an ASR model, coupled with location sensors, quantifies the frequency of wh-words between two-time points and between a child with ADHD and a typically developing child. The results provide a proof of concept that an ASR model, including acoustic and language models, can automate the detection of wh-words in preschool teachers’ classroom speech. However, further research with larger and more diverse samples is required to explore the cost and time implications of scaling up across a variety of settings and populations to inform efficient classwide and individualized data-driven instructional practices.

L1 influence on stress placement by English language teachers in Anambra State (Nigeria)

Despite the availability of a number of studies on stress in Nigerian English, scant attention has been paid to patterns of stress placement in connected speech by Anambra State English language teachers, especially insights that are supported with acoustic evidence. Bearing in mind this gap as well as their training in the language and its expected standardising role, this study describes the patterns that characterise stress assignment to words in the context of connected speech by Anambra State English language teachers, while tracking possible L1 influence. A short passage which was read by 50 Anambra State teachers and audio-recorded, in addition to naturally occurring classroom speech, constitute the data. The analysis, which was done perceptually and acoustically, shows that when placed against the constitutionally mandated patterns of Standard British English (SBE), the teachers have variable and unstable stress placement patterns on words in connected speech. They produced stressed syllables with higher F0, intensity and duration than SBE. Out of the 50 participants, only 21% had patterns that are close to SBE, while L1 influence was evident in 79% of the participants. This evidence does not support the continuous exonormative role of SBE for Nigerian English.

Exploiting hypothetical reported speech in the business English classroom

This commentary attempts to offer a practitioner's perspective on the use of hypothetical reported speech in business negotiations and how it might be explored in a Business English learning environment to help learners with English and negotiating skills. Some textbook materials on negotiations were reviewed for this purpose and some suggested activities are provided.

Language variation in teacher speech in a dual immersion preschool

This study investigates the language input provided for English-Mandarin emergent bilingual children in a California English-Mandarin dual immersion preschool. As illustrated in previous studies, teacher speech in foreign language classrooms often serves as the native standard of the target language, thus necessarily limiting students’ exposure to stylistic variation. The current research focused on the language input for emergent bilingual preschoolers who were Chinese heritage language learners and the use of sociolinguistic variables, including Mandarin lexical tones and word-initial sibilants, by their teachers. Results show that although the teachers perceived their classroom roles differently, they tried to provide clear and rich Mandarin input with tonal and sibilant variables that were used in consistent patterns. Except for the constraints of the linguistic environment, standard variables were preferred in classroom discourse. This implies that the particular needs of the English-dominant children to acquire Mandarin have been acknowledged and addressed by teachers. This type of modification in language input may affect children’s development of phonetic categories and their sociolinguistic competence.

Is There Room in the Classroom for the First Amendment? Defining the Doctrine for Teachers’ Classroom Speech

Is There Room in the Classroom for the First Amendment? Defining the Doctrine for Teachers’ Classroom Speech

Speech Act Analysis of Teachers and Students in Chinese as a Foreign Language Classroom

Speech act plays an important role in the process of teaching Chinese as a foreign language. The speech act of teachers and students runs through all aspects of the process of Chinese teaching. The analysis of it is helpful for us to deeply understand the form and connotation of teacher-student interaction in Chinese teaching and explore the universal law of classroom speech act. This paper takes the case of classroom activities in the primary comprehensive course teaching of Chinese as a foreign language as the research object, intercepts the teaching content of Shen Hongdan's demonstration course of teaching Chinese as a foreign language from 35: 00 to 45: 00, conducts classroom observation, and uses Flanders interactive analysis system to analyze and reflect on it. Because this period is in the late classroom activity time, the excellent teacher-student speech acts of classroom activities are summarized and analyzed in this part.

Nyelvi erőforrások osztálytermi helyzetekben

This time we have focused on classroom speech situations in a language other than a foreign language (or a broader environmental language), although the literature provides a plethora of research on this topic. In this paper, we have focused on the relationship between the state language/official language and the mother tongue, with special attention to the accessed linguistic resources. We have tried to organise our data along the following two questions: (1) What kind of relations can be observed in second language classrooms with respect to the first language? (2) In cases where the first language appears, what role does it play, what purposes does it serve, and what message does it possibly carry? In this analysis, we summarise our experience in the education systems of three countries, based on data collected in Hungarian-medium schools in Slovenia, Slovakia and Romania. Classroom observation and structured interviews formed the basis of our work. The paper is divided into four parts: a theoretical introduction is followed by a description of the research and an interpretation of the data and conclusions. From the classroom speaking situations presented, it can be seen that different language teaching paradigms result in specific classroom language use and scenarios. While in the Slovenian cases we have seen classroom situations of complementary and parallel use of L1 and L2, the Slovak and Romanian examples are more representative of the practice of L2 and the effort to keep communication in the target language. In the cases where mother tongue use did occur, it was mainly in a meaning-compensating role. The study highlights that differentiated curricula (in our case, the non-native curriculum being introduced in Romania), which is essentially a minority-centred adaptation of foreign language teaching strategies, also carries the classroom values of 'social justice', since it also sees the 'other' language as a value. At the same time, the classroom situations analysed also point to the educational challenges of awareness language behaviour, namely the phenomena of language attrition and monolingual inertia or comfort.

Teacher talk in English-medium instruction classes in Japanese universities

Abstract English-medium instruction (EMI) courses in higher education have increased dramatically over the past decade and Japan is no exception. In the implementation of EMI courses, the role of English and the local language (Japanese) during content education is a subject of debate. The present study analyses EMI teacher talk by looking at aspects such as speech structure, and the role of language during content-education. Twelve undergraduate classes from four academic subjects in Economics, Ethics in Science, Project Planning, and Development Studies (three classes from each subject) were observed and recorded. Transcripts from these classes were analysed using Christie’s (1989) classroom discourse approach of curriculum genre, and Bernstein’s (1996) notion of horizontal and vertical discourses. Research findings revealed that there are similarities in EMI teachers’ classroom speech structure. However, the learning context has an effect on the role of English language which in turn influences content education.

Effects of face masks and acoustical environments on speech recognition by preschool children in an auralised classroom

The potential impact of mask-wearing specifically on early-childhood speech and language development in classrooms has not been widely reported yet, although face masks are compulsory even in educational settings during the COVID-19 pandemic. This study investigated the combined effects of face-mask usage (no mask, surgical and KF94 masks) and room acoustics (RT 0.6 s and 1.2 s, SNR 12 dB and 22 dB) on speech recognition (KS-MWL-P) in preschool children (N = 67) in realistic classroom-acoustic settings using the auralisation technique.The face mask and reverberation time affected pre-schoolers’ speech recognition scores. Reducing RT in the classroom improved the pre-schoolers’ speech recognition that was reduced by face masks. Children aged 4 and 5 years were affected by face masks and RT more significantly than children aged 6 years.Appropriate room acoustics for classrooms and clear speech of teachers are recommended for better speech recognition in preschool, where pre-schoolers’ language and speech development usually occur.

How to Prevent Psychological Ripple Effect in Chinese Classroom Speech in Primary School

How to Prevent Psychological Ripple Effect in Chinese Classroom Speech in Primary School

Speech Functions and Mood System Realization in the Finalists’ Speeches at Miss Grand International 2020

Today, the idea of communication is as diverse as the goals for learning. Speech is one of presentational information in oral format which can be needs to have the 21st century skill. Language of speech distinguishes grammatical moods. The speeches in the top 10 finalists of Miss Grand International 2020 was chosen to analyze the realization of speech functions and mood system. Non-participatory observation, selecting the media and classifying the subject of the research, and literature review were steps to collect the data. Analysis data was interpreted and reported in qualitative procedures. It was illuminated that the finalist of Malaysia mostly showed offer among other finalists. The finalist of Guatemala delivered mostly the command. The finalist of Indonesia was counted as the most produced statement. The questions were produced mostly by the finalist of Malaysia and the finalist of Argentina. The use of declarative mood was mostly made by the finalist of Malaysia. The polar interrogative was turned by the finalist of Argentina. Moreover, the imperative was mostly produced by the finalist of Czech Republic. Thus, the statement of speech functions was congruent with declarative of mood system. Likewise, command showed the congruency of imperative. Implementing speech in the English classroom can build students’ confidence and interest in enhancing their public speaking skill. Furthermore, the research under topic speech in the pageant can help to analyze someone’s culture from the speech pattern, accents, vocabulary, and dialect. By this way, the research was conducted to be beneficial for learning language development.

The potential for ELLECCT to support language development in the early years: A commentary on Weadman, Serry and Snow (2022)

This commentary focuses on the English Early Years Education context and how the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT Weadman, 2022) could be used in this context to emphasise the centrality of oral language in emergent literacy development. The English Early Years Foundation Stage curriculum and initiatives such as the Early Reading guide, the English Hubs and the Education Endowment Fund all contain a focus on early language and literacy. There is the potential for the ELLECCT to bring these two elements together. Consideration is given to opportunities for using this tool in training, including Early Years Teachers, speech and language therapists and parents, to highlight everyone’s role in supporting early language and literacy. Finally, the ELLECCT’s potential for identifying and supporting children with Speech, Language and Communication Needs in Early Years classrooms, particularly in areas of disadvantage, is highlighted.