Speech Education Research Articles

An efficient activity recognition for homecare robots from multi-modal communication dataset

Human environments are designed and managed by humans for humans. Thus, adding robots to interact with humans and perform specific tasks appropriately is an essential topic in robotics research. In recent decades, object recognition, human skeletal, and face recognition frameworks have been implemented to support the tasks of robots. However, recognition of activities and interactions between humans and surrounding objects is an ongoing and more challenging problem. Therefore, this study proposed a graph neural network (GNN) approach to directly recognize human activity at home using vision and speech teaching data. Focus was given to the problem of classifying three activities, namely, eating, working, and reading, where these activities were conducted in the same environment. From the experiments, observations, and analyses, this proved to be quite a challenging problem to solve using only traditional convolutional neural networks (CNN) and video datasets. In the proposed method, an activity classification was learned from a 3D detected object corresponding to the human position. Next, human utterances were used to label the activity from the collected human and object 3D positions. The experiment, involving data collection and learning, was demonstrated by using human-robot communication. It was shown that the proposed method had the shortest training time of 100.346 seconds with 6000 positions from the dataset and was able to recognize the three activities more accurately than the deep layer aggregation (DLA) and X3D networks with video datasets.

Reeling and Healing from Hate Speech: Student Affairs Professionals of Color Share Post-pandemic Imaginations for Community Colleges

Throughout history, people have united to demand change and accountability in the face of injustice. Although freedom of speech and assembly rights have been essential in uplifting and empowering marginalized communities throughout history, it is important to name the existence of speech that seeks to expand rights and speech which aims to restrict rights. Hate speech occurrences have increased dramatically since 2016 and many scholars cite college campuses as a specialized place for hate and social movements. Despite this increase in incidents and scholarly attention focused on on-campus hate speech, there is a gap in knowledge regarding those staff members who oversee hate speech incidents as people of color, especially those who work in community colleges. Utilizing a Critical Race Study lens, this study explored how student affairs professionals of color in California community college settings experience and navigate hate speech and White supremacy. Through eight collective counter-narratives, educators provided insight into White supremacy incidents on campus and the biased federal policy that affects their day-to-day work with students. Their collective stories re-imagine the post-pandemic community college what it means to be safe in community colleges through the twin pandemics and how the community college campus as a whole can come together to challenge White supremacy and support highly vulnerable and marginalized community college students. Their exploration of experiences also paints a picture of coalitions that must be built and sustained within the community. And finally, this study provides insight into the navigation and radical re-imagining of hate speech education and healing together as community colleges reopen during the COVID-19 pandemic and escalation of racial injustice.

Crown, Mitre and People in the Nineteenth Century: The Church of England, Establishment and the State. By G. R. Evans

Early nineteenth-century England was a semi-confessional Protestant state in which subjects were expected to conform to the doctrines, worship, and discipline of the Church by law established, but in which there was almost full toleration for those who chose not to conform. The King-in-Parliament was the supreme temporal governor of the established Church of England, while in spiritual matters, the Church was governed by its bishops. The established Church provided religious instruction and pastoral care through a parish system, and religious discipline through a system of ecclesiastical courts. It was supported by tithes on agricultural produce, church rates, church lands, donations, and endowments. It was a national church, expressing the ideal that the state had a responsibility under God to provide religious instruction, observances, and pastoral care to all inhabitants and to act in accordance with divinely-ordained moral law. In this book, G. R. Evans, professor emeritus of medieval theology and intellectual history at the University of Cambridge, explores the semi-confessional state in nineteenth-century England and its complex, multifaceted union of church and state. A trained barrister as well as a respected historian of Christianity, Evans focuses her study on ecclesiastical law. Her book includes some fascinating discussions of the nature and proceedings of the ecclesiastical courts, the personalities and careers of leading ecclesiastical lawyers and judges, and specific legal cases. She also provides a detailed discussion of ecclesiastical legislation in Parliament and of the debates in the Convocations, or consultative assemblies, of the Provinces of Canterbury and York (after those convocations were revived in 1855 and 1861 respectively). As she demonstrates, much of nineteenth-century ecclesiastical law embraced wide areas of English social life, including registration of births, deaths, and marriages, legitimacy and inheritance questions, primary and higher education, blasphemy laws and freedom of speech, doctrinal orthodoxy, clerical discipline, seating in church services, burials, tithes and church rates, church patronage and clerical livings, repair of church buildings, and management of church properties. The union of church and state existed at many levels and affected people’s lives in a myriad of ways.

CONSULTATION FOR EDUCATORS "DEVELOPMENT OF COHERENT SPEECH IN OLDER PRESCHOOL CHILDREN"

The work on the sound culture of speech in the senior preschool age is aimed at solving the problems of cultural and speech education and at preparing preschoolers for literacy. Work continues on the formation of phonemic hearing, children's awareness of the sound composition of the word, the formation of phonemic perception of the word.

Development of a Communication Rationality Measurement Tool for Teacher's Speech in Classroom Instruction

본 연구는 Habermas의 의사소통적 합리성을 만족하기 위한 타당성 요구(사실성, 정당성, 진실성, 이해가능성)를 기반으로 교실 수업 상황을 고려하여 교육 현장에서 쉽게 이용할 수 있는 교사의 발화에 대한 의사소통적 합리성 측정 도구를 개발하고 그것을 타당화하기 위한 것이다. 이를 위하여 Cukier, W., Ngwenyama, O., Bauer, R., & Middleton, C. (2009)의 타당성 분석 틀을 바탕으로 타당성 요구 관련 예비 문항을 개발하였다. 초안 형태로 개발된 측정 도구는 교사 5인, 교수 1인의 전문가 집단을 통해 내용 타당성을 검토하여 수정, 보완하였다. 이렇게 수정, 보완된 측정 도구를 활용하여 초등학교 5, 6학년 군에 속해있는 학생 158명을 대상으로 검사를 실행하였다. 자료를 활용하여 네 가지 타당성 요구를 기반으로 확인적 요인 분석을 실시하여 각 영역별 개별문항에 대한 요인부하량 및 모형 적합도를 점검하고 요인 신뢰도 및 상관관계 분석, 유사한 설문과의 상관관계를 통한 타당도 분석을 실행하여 최종적인 측정 도구 문항을 확정하였다. 본 연구를 통해 작성된 측정 도구는 교실 수업에서 교사의 발화가 얼마나 의사소통적 합리성을 만족하는지 학생 입장에서 측정할 수 있도록 최초 개발된 것으로 그 의미를 찾을 수 있다This study is to develop and validate a communication rationality measurement tool for teacher's utterance that can be easily used in the educational field in consideration of classroom situations based on Habermas's validity requirement to satisfy communication rationality. To this end, preliminary questions related to feasibility requirements were developed based on the feasibility analysis framework of Cukier and Ngwenyama et al. (2008). The measurement tool developed in the form of a draft was revised and supplemented by reviewing the validity of the content through a group of experts of 5 teachers and 1 professor. Using this modified and supplemented measurement tool, the test was conducted on 158 students belonging to the 5th and 6th grade groups of elementary school. Confirmatory factor analysis was conducted based on four validity demands using data to check factor load and model suitability for individual items in each area, factor reliability and correlation analysis, and validity analysis through correlation with similar questions were performed to determine the final measurement tool item. The measurement tool prepared through this study was first developed to measure from the perspective of students how much the teacher's utterance satisfies communication rationality in classroom classes, and its meaning can be found.

Implikatur Tuturan Guru dalam Pembelajaran di Sekolah Menengah Atas: Suatu Kajian Pragmatik

Learning is a process of delivering knowledge to students. Teachers as learning facilitators can use utterances that contain implicatures in them. The purpose of this study was to find and describe the form, function, and benefits of using implicatures in the teacher's utterances during the learning process. In addition, this study intends to interpret the responses of students to the teachers’ utterances that contain implicatures in it. The research data is in the form of words in the teacher's speech which are indicated to contain implicatures. The data was obtained from the transcription of recorded speeches by the teacher of Indonesian History and Indonesian Language class XII majoring in Science and Social Sciences at SMA Negeri Arjasa, Jember. The data that has been collected was analyzed using a pragmatic approach that empowers the theory of speech mode, the communicative function of speech acts, and the benefits of implicatures. The results of this study indicate that 1) there are three forms of implicature found, namely imperative, interrogative, and declarative forms, 2) several functions of implicature were found, namely the function of asking or ordering, threatening, advising, insinuating, and reprimanding), 3) there are four benefits of using implicatures, namely smoothing speech, training sensitivity, creating the impression of humor, and motivating students, 4) In addition, it can be said that students understand the teacher's speech that contains implicatures.

Exploring classroom interaction in online education.

This present study explores the nature and extent of classroom interaction in online English as a foreign language (EFL) classes at the university level. Based on an exploratory research design, the study involved the analysis of recordings of seven visits to online EFL classes given by different instructors with approximately 30 language learners in each class. The data were analyzed by using the Communicative Oriented Language Teaching (COLT) observation sheets. Findings provided an understanding of the interaction patterns in the online classes, by showing that there was more teacher-student interaction in online classes compared to student-student interaction, and the classes involved more sustained teacher speech, whereas the students' speech mostly encompassed ultra-minimal utterance patterns. Also, the findings showed that group work activities fell behind individual activities in online classes. In addition, the online classes observed in the present study were found to be instruction-focused, and discipline issues reflected on the language used by the teachers were found to be at a minimum level. Besides, the study presented a detailed analysis of teacher and student verbal interaction by unveiling that rather than form-related incorporations, message-related incorporations were common in the observed classes and the teachers commented on the students' utterances and expanded what they said mostly. The study brings some implications for teachers, curriculum planners, and administrators by providing insights regarding classroom interaction in online EFL classes.

Using Animaker Application to Enhance Students' Motivation on Learning English Parts of Speech

The aim of this study is to investigate wheter Animaker Aplication can enhance students’ motivation on learning English parts of speech. The method used in this research is pre experimental design. The sample of this research are 30 students of the third semester of management study program Faculty of Economy and Business University of PGRI Palembang. In collecting the data, the writer used questionnaire sheets and direct observation. The questionnaire is used before and after the treatment which consist 10 statements with likert scale scoring. To analyze the data the writer used percentage analysis related to every single statement in the questionare. Based on the data analyzed and the finding it shows that the use Animaker application in teaching and learning parts of speech can enhance students learning motivation.

Analizing The English Teacher Talk In Efl Classroom Interaction

The study used qualitative research design. The purpose of this study was to identify and explore information about teachers' conversation in classroom interaction at SMAN 1 Banuhampu. The key informant of this research is the 11th grade English teacher at SMAN 1 Banuhampu. Furthermore, the supporting informants are the 11th grade students of SMAN 1 Banuhampu. To collect data, observation and interview were used. Based on the findings, the research questions are answered. First, what are the formal features of teachers' speech? The formal features of teachers' speech in class 11 of SMAN 1 Banuhampu are that teachers have slow speaking speed, long pauses, frequent pauses, exaggerated pronunciation, simplified pronunciation, basic vocabulary, slow level of subordination, declarative statements that are often repeated, and often independent. Furthermore, the functional features of teacher speaking in class 11 of SMAN 1 Banuhampu are that the teacher speaks the most in class I, the teacher uses teacher speech in asking questions, and the teacher also uses teacher speech in giving feedback.

ԽՈՍՈՒԹԱՅԻՆ ՎԵՐԼՈՒԾՈՒԹՅԱՆ ՀԻՄՆԱԽՆԴԻՐՆ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / THE PROBLEM OF DISCOURSE ANALYSIS IN TEACHING A FOREIGN LANGUAGE

This article examines the problem of using discourse analysis in the process of teaching foreign languages in secondary school. The article justifies the necessity of using discourse analysis in the process of teaching a foreign language, in the sense that by applying the procedures of discourse analysis, students can separate the language learning process from real speech situations, express themselves correctly and appropriately in the appropriate context, and real-life communication situations. From the point of view of discourse analysis, textbooks are considered as didactic tools of pedagogical discourse. It presents from the perspective of the communicative-cognitive approach, the strategies of the teacher's verbal behavior in pedagogical discourse: informative, regulatory, organizational, normative and cognitive, informative-arguing, manipulativeunifying, expressive-appellative, controlling-evaluative, etc. It analyzes from the point of view of the application of person-centered learning technologies, the strategies of the teacher's verbal behavior in the pedagogical speech. The normative-representational and project communicative strategies of educational and pedagogical discourse are subjected to component and functional analysis. It presents at the level of negotiation strategies conflict and cooperative strategies.

Retracted] Innovative Application of Sensor Combined with Speech Recognition Technology in College English Education in the Context of Artificial Intelligence

English listening is an effective way to improve students’ English expression ability and use oral communication. However, from the current situation of English teaching, the current English teaching methods are too single, and teachers do not focus on oral training in the classroom, resulting in low efficiency of classroom teaching. On the basis of following the principles of wholeness, interaction, balance, and sustainable development of educational ecology, by enhancing the synergy of ecological elements of English speaking classroom, promoting interactive dialogue among ecological subjects, and regulating classroom behaviors, it is conducive to giving full play to the advantageous role of information technology on English speaking teaching reform and promoting its sustainable development. This paper addresses the current situation of English listening teaching, especially the problem of reduced recognition rate of spoken language in noisy environment, and the principle of using dual‐sensor speech recognition system proposed. We design the speech recognition method based on recurrent neural network by acquiring the weak vibration pressure speech signal of the jaw skin and the speech signal transmitted through the air during the vocalization process through the sensor. Deep machine learning algorithm is used for speech recognition in English teaching. A reasonable frame sampling frequency is set to obtain the English speech signal, then the feature parameters representing this speech signal are obtained by linear prediction coefficients, and the speech feature vector is generated, followed by the recurrent neural network algorithm to train the speech features. In the related experiments, by comparing with the commonly used speech recognition algorithms, it is proved that the proposed algorithm English teaching speech recognition has higher accuracy and faster convergence.

Enlightenment of Three Elements of Aristotle’s Persuasion on College English Speech Teaching—Taking a Famous Speech “I Have a Dream” as an Example

Enlightenment of Three Elements of Aristotle’s Persuasion on College English Speech Teaching—Taking a Famous Speech “I Have a Dream” as an Example

Research on English Speech Teaching Based on Cultivating Students' Speculative Ability

Research on English Speech Teaching Based on Cultivating Students' Speculative Ability

한국어 모어 화자와 베트남인 학습자의 거절 화행 전략 사용 비교 분석

This study compared and analyzed the patterns of refusal speech acts among Korean Native Speakers(KNSs) and Vietnamese Korean Learners(VKLs) to suggest directions and implications in the teaching of Korean refusal speech acts to VKLs. Specifically, this study focused on the topic of colloquial speech in college life, and investigated the strategies used when refusing requests in the context of public/private relationships, close relationships, and social status between professors and students, friends, and seniors and juniors. The study group consisted of 30 KNSs and 30 VKLs. The study results found similarities in that both KNSs and VKLs, actively used indirect rather than direct strategies. However, there was a marked difference in the details of the refusal strategies of each group. This study is meaningful in that it used a Discourse Complete Test to conduct the comparative analysis of patterns in detail. Largely, this study suggests that differences in the observed patterns reflect the learners’ mother tongues. Therefore, the results of this study could present directions in teaching refusal speech acts in the future, taking into consideration the characteristic nature of VKLs.

A CRITICAL APPRAISAL OF THE UNRWA-USA FRAMEWORK FOR COOPERATION (2021-2022) REGARDING PALESTINIAN REFUGEES

Recently, issues related to Palestinian refugees have been diminishing in support due to multiple attempts made by the United States and Israel, which include measures to restrict the activities of the United Nations Relief and Works Agency for Palestinian Refugees (UNRWA). These attempts escalated when former US President Donald Trump announced a complete suspension of funding for the UNRWA in 2018, plunging the Agency into an unusual financial crisis that harmed the assistance to refugees in its operation areas. However, the current US President Joe Biden announced his intention to resume funding for the UNRWA and, in July 2021, signed a cooperation framework known as "framework agreement" but its terms and details were widely rejected by the Palestinians and the general public because of political and security reasons. According to the Agreement, individuals receiving military training under the UNRWA programmes are not eligible for UNRWA health or educational assistance. The framework agreement between the US and the UNRWA tries to change UNRWA's operating mandate without the authorisation of the United Nations General Assembly. Therefore, this article follows a doctrinal analytical approach to both the framework agreement and the UNRWA's operational mandate. It also critically appraises this Agreement in light of international humanitarian law and verifies its impact on the human rights of both beneficiaries and UNRWA workers, including rights to education and freedom of speech. This article concludes that the Agreement violates the norms of public international law by switching the Agency's missions and avoiding the need for an important decision-making process.

Дистанционное обучение профессиональной межгрупповой коммуникации студентов нелингвистических специальностей

The relevance of this research is due to significant changes in the labor market caused by the transformation of the modern world, when the demand for professionals who can study in a digital environment, as well as carry out cross-cultural communication and interaction with remote business partners, has sharply increased. This article identifies the main difficulties arising in the process of teaching intergroup dialogue and professionally-oriented interaction to non-linguistic students and also proposes new organizational and methodological approaches aimed at overcoming these difficulties. The aim of the research is to test the experimental methods of distance teaching of dialogic speech as a means of adaptation of non-linguistic students to intergroup communication in the digital environment. Such research methods as the experiment, observation, and the method of open and closed-ended questionnaires were used. The statistical significance of the obtained data was tested with the help of the student’s paired t-test and the Fisher test. The article describes the experimental distance teaching of communication in a virtual environment simulating professional intercultural interaction. The organizational and methodological approaches elaborated by the authors give an opportunity to form an educational foreign language environment, which trains non-linguistic students in intergroup communication with remote partners. The pedagogical tools tested in practice contribute to the effectiveness of teaching students with a low level of foreign language proficiency. The materials presented in the article allow us to create new technologies of foreign language distance teaching and will be in demand by specialists in the field of higher education pedagogies.

The Need for Interdisciplinary Framework for Management of Dysphagia

The World is in the midst of transition characterized by low birth and death rates, resulting in the rising population of geriatric persons. India is also facing this situation and will become the country with the second largest number of persons in the World. According to Ministry of Health and Family Welfare the number of 60+ in India will increase to 100 million in 2013 to 198 million in 2030 1. Ageing population need not be a drain of social and economic resources. The National Program for The Care of the Elderly (NPHCE) wants initiatives and interventions from the aspect of Preventive, Curative and rehabilitative aspects in the geriatric field. Many medical conditions that commonly affect the elderly can cause dysphagia or difficulty in swallowing which impacts nutritional state and frailty. This is more so after the devastating pandemic which has caused swallowing difficulty in many post Covid 19 patients. It is a hidden disability and it is important and essential that a multidisciplinary approach be formulated and guidelines be established to have effective interventions in place to help this rapidly growing vulnerable population. Recognizing this important initiative and the need for setting guidelines for the care of these vulnerable patients, IAPEN INDIA launched the Dysphagia Core Group or Special Interest Groups which consists of voluntary members of Doctors in the specialty of Neurologists, onco surgeons, ENT specialists along with experts in the academic field teaching speech language pathology, practicing clinical dietitians, swallow therapists and Speech language Pathologists in August 2019. Keywords: IAPEN INDIA, Nutrition, Speech Language pathologists, Dysphagia, Covid 19, Core Group, Swallow Therapists, Clinical Dietitian, oncology

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.

INTERFERENSI MORFOLOGIS BAHASA JAWA KE DALAM BAHASA INDONESIA PADA TUTURAN GURU DAN SISWA DALAM KEGIATAN PEMBELAJARAN BAHASA INDONESIA KELAS XI MA AL MISRI CURAHMALANG RAMBIPUJI JEMBER

Morphological interference is the inclusion of elements of the formation of a language into another language. Morphological interference can occur in spoken or written language. One of them is in the speech of teachers and students in Indonesian language learning activities in 11th grade of MA Al Misri Curahmalang Rambipuji Jember. The purpose of this study was to describe the forms and factors of the occurrence of morphological interference from Javanese into Indonesian in the speech of teachers and students in Indonesian language learning activities in class XI MA Al Misri Curahmalang Rambipuji Jember. The design and type of research are descriptive qualitative. The data in this study were word indicated morphological interference, answers from interviews, and questionnaire answers. The data sources in the study include teacher and student speech in learning activities, transcripts of interviews, and questionnaire. The data-gathering techniques of this study use observation, questionnaire, and interview techniques. Data analysis in this study includes data reduction, data presentation, and writing conclusion. Based on the results and discussion, there are two forms of morphological interference, namely affixation interference, and reduplication interference. There are two factors that cause morphological interference in teacher speech and there are five factors that cause morphological interference in student speech. Keyword: Morphological interference, affixation interference, interference reduplication, factors causing the interference morphological

Classroom language during COVID-19: Associations between mask-wearing and objectively measured teacher and preschooler vocalizations.

During the COVID-19 pandemic, mask-wearing in classrooms has become commonplace. However, there are little data on the effect of face-masks on children's language input and production in educational contexts, like preschool classrooms which over half of United States children attend. Leveraging repeated objective measurements, we longitudinally examined child and teacher speech-related vocalizations in two cohorts of 3.5-4.5-year-old children enrolled in the same oral language classroom that included children with and without hearing loss. Cohort 1 was observed before COVID-19 (no face-masks, N = 20) and Cohort 2 was observed during COVID-19 (with face-masks; N = 15). Vocalization data were collected using child-worn audio recorders over 12 observations spanning two successive school years, yielding 9.09 mean hours of audio recording per child. During COVID-19 teachers produced a higher number of words per minute than teachers observed prior to COVID-19. However, teacher vocalizations during COVID-19 contained fewer unique phonemes than teacher vocalizations prior to COVID-19. Children observed during COVID-19 did not exhibit deficits in the duration, rate, or phonemic diversity of their vocalizations compared to children observed prior to COVID-19. Children observed during COVID-19 produced vocalizations that were longer in duration than vocalizations of children observed prior to COVID-19. During COVID-19 (but not before), children who were exposed to a higher number of words per minute from teachers produced more speech-related vocalizations per minute themselves. Overall, children with hearing loss were exposed to teacher vocalizations that were longer in duration, more teacher words per minute, and more phonemically diverse teacher speech than children with typical hearing. In terms of production, children with hearing loss produced vocalizations that were longer in duration than the vocalizations of children with typical hearing. Among children observed during COVID-19, children with hearing loss exhibited a higher vocalization rate than children with typical hearing. These results suggest that children's language production is largely unaffected by mask use in the classroom and that children can benefit from the language they are exposed to despite teacher mask-wearing.