Spoken Productions Research Articles

Mode of production and (referential) cohesion: An L2 English corpus-based study of syntactic coordination

This study investigates mode of production effects on narrative discourse configuration and referring expression (RE) selection in contexts of reference maintenance in syntactic coordination. It looks at 3rd person singular grammatical subjects across intermediate and advanced L1 Spanish-L2 English, in contrast with L1 English. The data are written and spoken narratives from the COREFL corpus produced by the same participant and under the same task conditions. The study reveals an effect of the mode of production in L2 English (referential) cohesion, while no such an effect has been found in L1 English performance. In general, in L2 English deficits in spoken production seem to persist while those in written production disappear by advanced level. In particular, referential cohesion seems more challenging for L2 English learners than the discourse-syntactic configuration of their narrative texts. By advanced level, the learner's discourse configuration is comparable to that of native speakers' both in their written and in their spoken narratives. However, the spoken productions by advanced learners still show a higher amount of fuller REs, in comparison to the spoken productions by the native participants.

Investigating Lexical Errors in Written and Spoken Productions among University Students of Business English

This study investigated the types and frequency of lexical errors made by university students of Business English in their writing and spoken production. The participants were 50 undergraduate students from a business school at the University of Ibn Zohr, Morocco. A comprehensive language assessment was conducted to measure their vocabulary size, productive vocabulary knowledge, and language proficiency. Their written essays and spoken interviews were analyzed using James' Taxonomy of Lexical Errors (1998). The results showed that the most frequent types of lexical errors made by the participants were word Distortions (46%), followed by Misformation (33%), and finally Confusion of Sense Relation (18%). The study also found a significant correlation between vocabulary size and productive vocabulary knowledge with the number and types of lexical errors made by the participants. The findings have implications for language teaching and learning, suggesting that more attention should be given to vocabulary instruction and practice to reduce lexical errors in Business English communication.

Investigating Lexical Errors in Written and Spoken Productions among University Students of Business English

Investigating Lexical Errors in Written and Spoken Productions among University Students of Business English

Do Conversational Partners Entrain on Articulatory Precision?

The communication phenomenon known as conversational entrainment occurs when dialogue partners align or adapt their behavior to one another while conversing. Associated with rapport, trust, and communicative efficiency, entrainment appears to facilitate conversational success. In this work, we explore how conversational partners entrain or align on articulatory precision or the clarity with which speakers articulate their spoken productions. Articulatory precision also has implications for conversational success as precise articulation can enhance speech understanding and intelligibility. However, in conversational speech, speakers tend to reduce their articulatory precision, preferring low-cost, imprecise speech. Speakers may adapt their articulation and become more precise depending on feedback from their listeners. Given the potential of entrainment, we are interested in how conversational partners adapt or entrain their articulatory precision to one another. We explore this phenomenon in 57 task-based dialogues. Controlling for the influence of speaking rate, we find that speakers entrain on articulatory precision, with significant alignment on articulation of consonants. We discuss the potential applications that speaker alignment on precision might have for modeling conversation and implementing strategies for enhancing communicative success in human-human and human-computer interactions.

The English Speech of Francophone Primary School Teachers and <i>Cours Moyen Deux (CM2) </i> Pupils in Cameroon

This paper examines the English spoken productions of primary school teachers and their graduating pupils in Cameroon, with the aim of checking how much English is learnt by the time the primary child moves to the secondary education level. The data came from classroom observations, tape-recording of lessons as they were taught and a spoken performance test taken by the pupils. The work is couched within the structural approach to phonology, and the error analysis and the contrastive methods of analysis were used to describe the data. A number of interesting findings were obtained. First, francophone primary school teachers in Cameroon are not proficient in English and they cannot therefore teach the subject even though they were summoned to do it. Second, many francophone primary school pupils learn very little English and, as a result, secondary school teachers have no choice but to start the English subject from scratch. Characteristically, these pupils’ spoken productions exhibit various features at the level of consonants like substitution, cluster simplification and realisation of silent letters. At the vocalic level, spelling pronunciation causes monophthongs to be replaced by foreign sounds, and diphthongs and triphthongs to be monophthongised. Most interestingly, vowel nasalization is systematic in specific contexts.

An examination of changes in spoken productions within constraint-induced aphasia therapy

ABSTRACTBackground: Researchers are continuing to investigate the impact of constraint-induced aphasia therapy (CIAT) programs on the spoken language capabilities of people with aphasia at the utterance and discourse level. Currently, there is a lack of consensus on how spoken productions should be measured and there are no investigations that explore the spoken language that people with aphasia use during a CIAT program. Therefore, clinicians and researchers cannot truly know if they are utilizing the most revealing outcome measures to illuminate treatment induced gains in spoken production.Aims: The purpose of this investigation was to examine the within treatment learning of people with aphasia in a CIAT program, by exploring the sensitivity of measures of content, length, syntax, and efficiency at the utterance level and reveal linguistic gains.Methods & Procedures: A repeated measures design was employed to examine 200 utterance samples from eight participants with various types and severity of chronic aphasia between early and late treatment sessions. The measures of correct information units (CIUs), counted words, T-Units, CIUs per utterance, mazes, and mean length of utterance were compared.Outcomes & Results: Nonparametric analyses revealed significant positive gains for the participants in the number of produced CIUs (p = 0.035), counted words (p = 0.012), T-Units, (p = 0.025), and CIUs per utterance (p = 0.012). A significant decrease in the amount of mazes (p = 0.028) was also found. No significant increase was detected in the participants’ mean length of utterance (p = 0.161).Conclusions: The participants displayed advances in the content, syntax, and efficiency of their spoken utterances during the course of a 10-day CIAT program. Specifically, the measures of CIUs, counted words, mazes, and CIUs per utterance emerged as being the most sensitive to capture the within treatment changes made by the participants. The utility of these measures should be further explored to establish treatment baselines, demonstrate within treatment learning, and show posttreatment gains.

A Corpus-based Study on Turkish Spoken Productions of Bilingual Adults

The current study investigated whether monolingual adult speakers of Turkish and bilingual adult speakers of Arabic and Turkish significantly differ regarding their spoken productions in Turkish. Accordingly, two groups of undergraduate students studying Turkish Language and Literature at a state university in Turkey were presented two videos on a computer screen, and asked to narrate each film in Turkish as completely as possible, which was videotaped by the researchers. Subsequently, two sets of corpora were compiled from the video transcriptions and analysed through a computer programme. The findings showed that the bilingual group does not significantly differ from the monolingual group in their choice of word order and voice, and that they overused the present progressive tense, and conversational fillers while narrating video-films as opposed to the monolingual group. It might be concluded that both languages are active in their mind, and that their lexical access to their L1 is slightly stronger than that to their L2. The study concludes with a few suggestions for further directions.

Perceptual scaffolding of non-native speech categories through videogame-based training

Adults learn many new tasks with ease, but acquiring the sounds of a new language is notoriously difficult. Decades of attempts to develop effective training regimens have focused primarily on highly explicit approaches to training adults to categorize non-native speech sounds. Participants are aware of the phonetic distinctions they are learning, focus their attention on the contrasts or categories of interest, and are provided with some form of overt trial-by-trial feedback. A growing body of perceptual learning research suggests that directing attention away from the task of learning sounds by embedding training in tasks with overt goals that are unrelated to sound training can lead to efficient learning gains. We leverage this idea to incidentally train native English-speaking adults on non-linguistic auditory categories that are highly relevant to Mandarin Chinese lexical tone perception. We observed significant incidental learning of the nonspeech auditory categories as a result of five days of incidental videogame training and highly significant generalization to natural spoken productions of Mandarin tones. We also observed preliminary evidence that nonspeech category learning transferred to boost Mandarin vocabulary learning. We discuss these results in the context of incidental category learning and perceptual scaffolding of non-native speech categories.

Comparisons of Voice Onset Time for Trained Male Singers and Male Nonsingers During Speaking and Singing

This study was designed to examine the temporal acoustic differences between male trained singers and nonsingers during speaking and singing across voiced and voiceless English stop consonants. Recordings were made of 5 trained singers and 5 nonsingers, and acoustically analyzed for voice onset time (VOT). A mixed analysis of variance showed that the male trained singers had significantly longer mean VOT than did the nonsingers during voiceless stop production. Sung productions of voiceless stops had significantly longer mean VOTs than did the spoken productions. No significant differences were observed for the voiced stops, nor were any interactions observed. These results indicated that vocal training and phonatory task have a significant influence on VOT.