Spoken Vocabulary Research Articles

Expressive vocabulary word categories of children who are deaf and hard-of-hearing.

This study investigated the acquisition of early expressive vocabulary among young children who are deaf and hard-of-hearing (DHH; n = 68) using auditory technology (hearing aids and cochlear implants). Parents completed a standardized vocabulary checklist, which allowed analyses of (i) the size of their child's spoken vocabulary; (ii) composition of the expressive lexicon (e.g., parts of speech such as nouns and verbs; semantic categories such as routines and body parts); and (iii) demographic and audiologic factors (e.g., chronologic age, degree of hearing access) potentially associated with these metrics. Young children who are DHH and use auditory technology acquired fewer spoken words than peers with typical hearing (TH) matched for chronologic age but more spoken words than peers with TH matched for listening experience. Action verbs-not nouns-significantly increased the odds of a child who is DHH achieving a vocabulary quotient within the normative range. These findings support the exploration of early expressive vocabulary size and composition-especially the number of active verbs-to guide clinical management and decision-making for young children who are DHH.

Mothers used wider vocabulary and talked to their six-month-old infants more during shared book reading than when they played with toys.

We compared mothers reading books to six-month-old infants or playing with toys and measured whether the maternal language input influenced the children's spoken vocabulary at 18 months of age. This Taiwanese study recruited 46 dyads and video recorded them while the mothers read books to their infants and played with them with toys at 6 months of age. The mothers' lexical diversity, which is the ratio of different unique words to the total number of words, was measured. We then assessed the children's spoken vocabulary at 18 months. The mother used more diverse vocabulary and a higher number of words when they were reading books than playing with toys with their children (p = 0.001). Maternal lexical diversity at 6 months of age accounted for 14.4% of the unique variance in the number of different words used by the child at 18 months. We believe that this is a novel finding. Mothers used wider vocabulary and talked to their infants more during book reading than when they played with toys. Diverse maternal vocabulary at 6 months of age positively influenced the number of different words their children used at 18 months of age.

ANALYSIS OF THE POPULARITY OF VOCABULARY USED WHEN PERFORMING SPEAKING ACTIVITIES IN THE CLASS OF FIRST-YEAR ENGLISH LANGUAGE STUDENTS IN THE DIRECTION OF DISCOURSE ANALYSIS

Vocabulary learning is extremely important when learning a foreign language. Fluency in a language depends on vocabulary and its use in specific situations. Speaking well is using vocabulary flexibly and speaking fluently. Researching the popularity of vocabulary is analyzing the prevalence of vocabulary used by linguistics students in communication from discourse analysis. This is a topic the research team is working on. This project will help the researchers learn about common vocabulary that students often use to communicate outside or in the classroom. Thereby understanding whether the vocabulary that students use is diverse, rich, and for the right purpose or not. This study will help students have a more comprehensive view of the ways to use words in communication. In addition, it also helps students improve their communication vocabulary, helps in exams and can be useful for later work. In this study, the research team will investigate the students' ability to use spoken vocabulary, i.e., frequency and extent of vocabulary usage.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0251/a.php" alt="Hit counter" /></p>

The Effectiveness of the Combination of Quartet and Dart Games for Teaching Speaking

This study investigates the use of the combination of Quartet and Dart games for teaching speaking. The main problem in teaching speaking of English as foreign language is how to stimulate and motivate students to speak. There are some media to teach speaking. This study proposes an alternative way for minimizing some problems that make the students hesitant to speak by using the combination of Quartet and Dart games. Quartet is a card game. There are totally 32 cards divided into 4 theme cards. Every card provides a brief description that will make the students read the description while waiting for the turn. The goal of the game is to collect a set of cards as many as possible. Dart game is an activity that is designed to challenge students to engage with the texts. The students are supposed to speak and to interpret the information carefully based on the Dart game. By using Quartet game, students will be able to speak well. It makes them speak based on the Quartet card. Quartet cards facilitate them with spoken vocabularies, grammar and structure of the text. Therefore, Dart game makes the students ready when they are going to express their ideas based on the instruction of Dart board. The objectives of this research are to find out whether the combination of Quartet and Dart games is effective to teach speaking to Junior High School‟s students and to find out whether the students are able to speak well by using the combination of Quartet and Dart games. The population was the eighth grade students of SMPS Yayasan Johan Sentosa Kabupaten Kampar in the academic year of 2014/2015. The number of population was 312 and sample was 36 students of VIII B for the try-out class and 37 students of VIII A as the experimental class. I used pre-experimental design in this research. When conducting the research, I used oral performance test to collect the data. The study showed that after the students were given treatment by using the combination of Quartet and Dart game, there was an increasing score from the pre- test and the post- test result about 72.86%. The tvalue was 27.69 and t-table was 1.69. Since the t-value is higher than the t-table, it can be concluded that the working hypothesis is accepted. It means that the combination of Quartet and Dart games is effective to improve students‟ speaking skills.

MENINGKATKAN KEMAMPUAN KOSAKATA BERBAHASA PADA KOSAKATA BERBICARA ANAK DENGAN PENERAPAN METODE BERMAIN PERAN DI KELOMPOK A TK RESTU IBU KOTA DEPOK

This research was conducted to determine the speaking vocabulary skills of early childhood using the group A role playing method at Restu Ibu Kindergarten. The purpose of this learning improvement research was to look at the speaking vocabulary abilities of early childhood using the group A role playing method at Restu Ibu Kindergarten. In this research activity, a classroom action research model was carried out collaboratively between teachers and colleagues in class A. This research involved 20 children in group A. The data collection process was carried out by researchers by collecting the results of documentation and observation with analytical techniques, namely in the form of descriptive quantitative. The tool used is an observation instrument sheet. There is a success target in this study, namely achieving 75% of the 20 children who have language vocabulary skills which are carried out in cycle 1 and cycle 2 which shows the achievement results in the Pre-action stage with a percentage of 25%, in Cycle 1 as much as 50%, and in Cycle 2 with a success percentage of 85%. This proves that the research carried out has achieved indicators of success in children's early language vocabulary skills that have been applied by researchers. Based on the results of the study which showed an increase of more than 85%, it can be concluded that the Role Playing method can improve vocabulary skills in children's speaking vocabulary by applying the role playing method in group A, Kindergarten, Restu, Ibu Depok.

VARIATIONS IN THE LANGUAGE OF TRADERS AND BUYERS IN TRADITIONAL MARKETS IN THE PENINSULAR AREA IN DISCOURSE ANALYSIS APPROACH

The use of different vocabulary spoken by traders and buyers that cause language variations during buying and selling transactions in traditional markets on the coast with discourse analysis. This research aims to analyze language variations in terms of usage by traders and buyers in the wholesale market. This type of research is qualitative research using descriptive methods. The data source of this research is conversations conducted by merchants and buyers. The data in this study is a varied vocabulary. Data is analyzed using interactive models such as data reduction, presentation, and conclusion withdrawal. Based on the study results, it can be concluded that the variation in the spoken language of traders in the traditional market is as follows, language variations found as many as 7 language variations from 50 data. Variations of the language used are Indonesian as many as 9 conversations, Javanese, Minangkabau kumbung, Minangkabau language Talang Mandiangin, Minangkabau language dusun, Minangkabau language sirah river area, and Minangkabau language limpaso area.

Do Spoken Vocabulary and Gestural Production Distinguish Children with Transient Language Delay from Children Who Will Show Developmental Language Disorder? A Pilot Study.

The literature on the role of gestures in children with language delay (LD) is partial and controversial. The present study explores gestural production and modality of expression in children with LD and semantic and temporal relationships between gestures and words in gesture + word combinations. Thirty-three children participated (mean age, 26 months), who were recruited through a screening programme for LD. Cognitive skills, lexical abilities, and the use of spontaneous gestures in a naming task were evaluated when the children were 32 months old. When the children were 78 months old, their parents were interviewed to collect information about an eventual diagnosis of developmental language disorder (DLD). According to these data, the children fell into three groups: children with typical development (n = 13), children with LD who did not show DLD (transient LD; n = 9), and children with LD who showed DLD (n = 11). No significant differences emerged between the three groups for cognitive and lexical skills (comprehension and production), for number of gestures spontaneously produced, and for the sematic relationships between gestures and words. Differences emerged in the modality of expression, where children with transient LD produced more unimodal gestural utterances than typical-development children, and in the temporal relationships between gestures and words, where the children who would show DLD provided more frequent representational gestures before the spoken answer than typical-development children. We suggest a different function for gestures in children with T-LD, who used representational gestures to replace the spoken word they were not yet able to produce, and in children with LD-DLD, who used representational gestures to access spoken words.

Analisis Bahasa Anak pada Usia 2 Tahun dari Aspek Fonologi, Morfologi, Sintaksis, dan Semantik

Mother tongue is the first language mastered by humans since the beginning of their life through interaction with fellow members of the language community, such as family and the environmental community. This shows that the first language is an initial process obtained by children in recognizing sounds and symbols called language. The process of language acquisition also develops with increasing age of children, from months of age to years of age, but what is discussed in this study is the age of 2 years 6 months in which the language process has begun to be clearly seen in the vocabulary spoken by the child. This study aims to determine the language acquisition of children aged 2 years 6 months at the level of phonology, morphology, syntax and semantics. This research is expected to be one of the information materials in terms of research on language acquisition. The research method used in this research is a qualitative method with a case study approach. Through this qualitative method, the fathian phonetic system will be described at the age of 2 years and 6 months.

First Language Acquisition of Children with Mild Autism: Case Study of Developmental Language Disorders at Palembang Bina Autis Mandiri

This study aimed to determine the language acquisition of autistic children who attended Bina Autism Mandiri (BAM) Palembang. The specific target was to obtain information about an autistic child's language acquisition. The study participant was nine years old when the study was conducted. The research used a descriptive qualitative approach because the analyzed data and results were described in words. The data were obtained based on the speech or language of the autistic child through the employment of proficient and listening methods. The analysis was carried out in three stages; the data reduction stage, the data presentation stage, and the inference stage. Research showed that the study participant could pronounce well. However, the meaning of the words this student wanted to say independently was still limited. This student often repeated the imperative types of speech. This type of narrow imperative appeared only in the categories of requests and prohibitions. The acquisition of the R language, especially the linguistic aspect included in the light group, was still limited. This condition happens because the psychological condition of the student was usually in an uncomfortable state. Painful psychological conditions, for example, being upset and angry, can trigger R to take physical action in the form of beatings and the spoken vocabulary becomes unclear. It can be inferred that the language acquisition of children with autism is much different from that of normal children.

The Theory of Ecotranslatology in the Development of Translation Skills of Chinese Students

The present study aims to analyze the theory of ecotranslatology developed by the Chinese translator-theorist Hu Gengshen. The authors pay great attention to the application of its basic principles to teaching translation in general and the development of translation skills of Chinese students in particular. The main research methods are descriptive and comparative analysis, the method of systematization of language material, contextual analysis, component analysis of the word. In the course of the study, an experiment was conducted in which more than 30 Chinese students took part. The material for the study was the authentic texts of works of Russian fiction. By analyzing the examples of the translation of the works of A. P. Chekhov and N. A. Taffy into Chinese, the authors of this article demonstrate the main difficulties encountered in the practice of translation. A number of recommendations are given that help Chinese students develop translation skills from Russian into Chinese. In their conclusions, the authors point out that when teaching translation, it is necessary to draw students’ attention to the careful study of scientific works on the theory of translation, to develop students’ sense of language, to expand their stock of spoken vocabulary of the Russian language so that the emotional coloring of the work is not lost in the process of translation, and also to remember that the study of phraseological units is a cognitive process.

Lexical and semantic features of the names of herbaceous plants in dialects of the Khanty language

Introduction. The vocabulary of the plant world of the Khanty language contains a significant amount of information, closely connected with ethno-mentality, ethnography and thinking of the people. In this regard, the study of vegetation seems to be one of the most interesting layers of the vocabulary, since it reflects the degree of practical and cultural development of the surrounding nature. The purpose of the article is to establish the lexical and semantic features of the nominations of wild-growing herbs, the definition of dialectal features. The aim of the research is to identify the nominations of herbs with the greatest possible completeness, to establish the lexical meaning of each name in dialects of the language. The relevance of the topic is determined by the research interest to the study of differences between the dialects in the theoretical and practical terms; the attention recently been paid to folk spiritual and material culture; and the loss of certain plant names in the modern Khanty language. Materials and Methods. The study uses a set of methods and techniques for analyzing linguistic material: the method of semantic classification, lexical-semantic analysis, word-formation, linguistic-geographical analysis, as well as the elements of etymological analysis. The description is the main method for studying names of the plants. The source of the material is based on the vocabulary of the Khanty language, which was collected during field work; the source of Eastern dialects was the materials contained in lexicographic publications. When collecting the lexical material, the observation was conducted mainly on the speech of representatives of the older generation, as well as the people who have a traditional way of life, who retain the patterns of active spoken language. At the same time, not only facts that are in the active vocabulary of speakers were recorded, but also the words related to the passive vocabulary, which native speakers use only in conversations and sharing the memories of the past. Results and Discussion. The study of dialectal material based on the names of plants in the Khanty language is of great research interest. The life of the Khanty people since ancient times is closely connected with nature, the vocabulary of the plant world covers almost all spheres of economic activity of the Khanty, thereby making up a significant part of their vocabulary. In Khanty linguistics, this vocabulary has not yet been the subject of a special and detailed study, which makes it an urgent research task for today. The article identifies the signs that underlie the motivation of plant names and highlights the borrowed words. Conclusion. The collected vocabulary tells about the richness and vastness of phytonymic vocabulary of the Khanty language. The authors collected about 50 Khanty names of wild herbaceous plants in the Northern and Eastern dialects of the Khanty language. As a result of the research, new lexemes were identified and described, and the interpretation of the semantics of lexemes was clarified. Late borrowings of Russian origin are recorded. It was found that some dialect words are not actively used in the modern Khanty language. In flora vocabulary, the diversity and multiplicity of the nomination principles was revealed.

WITHDRAWN: English vocabulary retrieval and recognition based on FPGA and machine learning

Abstract Digital audio spoken vocabulary retrieval and recognition have been developed in recent years. This growth has prompted extensive research into technology and reliable indexing. The English vocabulary content retrieval requires a combination of audio and speech processing technology and information retrieval. A study of English content search initially investigated units of planning to have a similar audio signal structure, and the subsequent focus outside the audio, naturally, more informal oral content. Shifted to generate conversational settings and the volume provided by this study outlines the component technical discipline of the relationship between lexical speech signal recognition and user interaction issues. The aim is for researchers with a background in speech technology to seek a deeper understanding of whether these fields are integrated into supporting research and development to solve the core challenges of vocabulary and content search. This study describes a content-based search method for Machine Learning based Neural Network classifiers that retrieve relevant documents efficiently and accurately. This overcomes the system limitations of characterization based arrangements regarding restricted vocabulary and preparing information accessibility. To analysis the system, it has designed a one-time learning neural network for classification and achieves better accuracy results.

Communication disorders in young children with cerebral palsy.

To test the prediction of communication disorder severity at 5 years of age from characteristics at 2 years for children with cerebral palsy (CP) whose communication is giving cause for concern. In this cohort study, 77 children (52 males; 25 females) with communication difficulties and CP were visited at home at 2 (mean 2y 4mo; SD 3mo) and 5 (mean 5y 5mo; SD 4mo) years of age. Information on the type and distribution of motor disorder, seizures, gross and fine motor function, hearing, and vision were collected from medical notes. Non-verbal cognition, language comprehension, language expression, spoken vocabulary, and methods of communication were assessed directly at age 2 years. At 5 years, communication and speech function were rated using the Communication Function Classification System (CFCS), Functional Communication Classification System (FCCS), and Viking Speech Scale (VSS). In multivariable regression models, CP type, Gross Motor Function Classification System level, vision, the amount of speech understood by strangers, non-verbal cognition, and number of consonants produced at age 2 years predicted the CFCS level at age 5 years (R2 =0.54). CP type, Manual Ability Classification System level, amount of speech understood, vision, and number of consonants predicted the FCCS level (R2 =0.49). CP type, amount of speech understood by strangers, and number of consonants predicted the VSS level (R2 =0.50). Characteristics at 2 years of age predict communication and speech performance at 5 years, and should inform referral to speech and language therapy.

Composition and Functions of the Colloquial Vocabulary in N. Humeniuk's Novel “Heather Honey”

Modern linguistic stylistics interprets the colloquial vocabulary as a particular and unique stylistic category of an artistic text. The spoken words are contrasted with the stylistically neutral and bookish vocabulary of the literary language as the words with emotionally-expressive coloring and functional-stylistic loading. In the focus of the study is linguistic and stylistic analysis of colloquial vocabulary recorded in the novel “Heather Honey”. Extensive use of the colloquial vocabulary in the novel “Heather Honey” is a sign of the individual writing style of a Volyn writer Nadiia Humeniuk.
 The article explores the colloquial vocabulary of the novel as a means of stylization of the characters' oral speech and adding subjective notes to the author's story. The colloquial vocabulary includes words to denote the realities of mostly rural life, name-characteristics of people, actions, states, features. Spoken vocabulary is used in descriptions of everyday situations, dialogues, monologues. There are almost no part-of-speech restrictions in choosing colloquial lexemes. The colloquial elements are included in the literary text only in a spoken form, commonly used in the oral form of communication.
 In the literary work, colloquial words perform an informative function, because owing to them, the depicted events become vivid, correlate with the cultural-historical and spatiotemporal context of the realities of rural life of Polishchuks in the 30s of the last century. However, the main functions of colloquial vocabulary are socio-linguistic (which allows the author to accurately convey intonation of the expressions, level of education and culture of the characters), emotional, and expressive. To convey emotions, the author uses the words with low evaluative semantics, the word-forming elements with the meaning of tenderness or rudeness, which are opposed to the neutral lexemes. The expressiveness of colloquial vocabulary attracts attention, interests, causes emotional tension of the reader.

English Vocabulary Development of Non-Linguistic Specialties Students using Mobile Application

The research findings indicate that most students are aware of the importance of systematic lexis learning, yet, the problem of students’ poor vocabulary remains. Mobile application is a powerful and beneficial educational tool that can be efficiently used both by teachers and students. However, the issue of FL vocabulary development via mobile applications has received little attention in Ukraine, especially in the context of the university students’ perception. Furthermore, there is no well-balanced vocabulary program in most Ukrainian universities. This paper, first of all, outlines the key points of the constructivist pedagogy and overviews literature regarding the use of technology in FL vocabulary teaching. It further describes the results of a survey conducted among Bachelor students of non-linguistic specialties regarding their interests and problems in learning FL. The research among students revealed that the main problems in learning FL concern mastering new vocabulary, speaking and listening. The authors attempt to refer the existing problems to students’ abilities to remember words and their inability to recall known words. The article summarizes the following advantages of using “Vocabulary for International English Language Testing Service (IELTS)” mobile application through the students’ perspective verified via teacher’s evaluation: free access, ease to use, tailored to individual needs and style of learning, availability of useful spoken vocabulary and sound recordings. Some suggestions concerning possible improvements of the mobile application have been provided as well. The findings of the paper call for incorporation of technological tools in FL vocabulary teaching.

Investigating the Influence of Using Peer Feedback on EFL Students’ Speaking Achievement and Their Perceptions Towards Peer Feedback

This quasi-experimental study aimed at finding out the influence of using peer feedback on EFL students’ speaking achievement and their perceptions towards peer feedback. One section of 39 grade eleven intact group students from nine sections at Injibara secondary school was taken as participants of the study. The data were collected using pre- and post-tests, questionnaire and interview. For the data which were gathered using pre- and post-tests, t-test was employed as a statistical tool of analysis using paired samples t- test in SPSS. The questionnaire items, on the other hand, were analyzed quantitatively using frequency and percentage. Finally, the data obtained from the open-ended questionnaire item and interview items were analyzed qualitatively. The results of the study showed that, there was a statistically significant improvement in the overall speaking achievement of the students following the 12 peer feedback sessions in six weeks. Moreover, the students showed significant improvements mainly on the three aspects of speaking (grammar, fluency and vocabulary), but these students didn’t show improvements on their pronunciation skills and their involvement in giving and receiving comments to and from their peers on their pronunciation skills was the least compared to the other aspects of speaking. Finally, the great majority i.e., 28 students (85.2%) of the respondents developed positive perception towards the peer feedback they involved for six weeks and wanted it to be considered as part of their learning. In general, it was concluded that regardless of the quality of the comments from peers, no one denies that the more the students get involved in giving and incorporating comments to and from their peers, the better improvements they showed. Finally, it is recommended that learners have to be oriented to the ‘new’ roles of a learner which is not one of a receiver but of an active participant. Both teachers and learners have to accept the idea that effective and meaningful learning take place only when students actively contribute to the learning and negotiate constantly in terms of creating meaning.

Triangulating Diamond Talk: Identifying Technical Spoken Vocabulary in English for Baseball Purposes

Triangulating Diamond Talk: Identifying Technical Spoken Vocabulary in English for Baseball Purposes

Form-first approach in foreign language word learning

This article reports a study examining whether foreign language (FL) word learning can be improved with reduction in cognitive load. Cognitive load theory has received substantial supports in various fields of learning but never in FL word learning. Due to the defined poverty in exposure to the FL, hence deprived cognitive pre-requisites for natural FL development, cognitive load could be critical to FL learning success. Thus while word learning may be a simple attempt of associating word forms with their meanings for L1 children, for FL learners, the cognitive load is multiplied by the additional task of taming the often intractable phonological forms (both perceptive and productive) at the same time they are making the association. In light of cognitive burden reduction, FL learners could thus benefit from learning phonological forms first as their L1 counterparts do. The present study examined whether beginning learners of English as a foreign language (EFL) learn English novel names better if first familiarized with the phonological rimes of target names whose referents are taught only later. Chinese-speaking first graders were assigned to one of three teaching conditions: rime familiarization, which familiarized children with rimes through rhyming activities without any meanings involved; spoken vocabulary, which taught words in rhyming groups together with their referents; and semantic control, which focused on word use. As the results showed, the rime familiarization group outperformed the other two by an improvement score several times greater, suggesting the critical role of cognitive load in FL word learning success.

Social-Cognitive and Speech Sound Production Abilities of Minimally Verbal Children With Autism Spectrum Disorders.

Purpose To date, there has been a dearth of systematic research that examines both social-cognitive (SC) and speech sound production (SSP) abilities simultaneously in minimally verbal (MV) children with autism spectrum disorders (ASDs). Such an analysis would allow a unified and comprehensive view of the children's communication abilities. The purpose of this study was to develop detailed descriptive profiles of MV children with ASD and uncover patterns in their SC and SSP abilities that may pertain to spoken language. Method This study was a descriptive, multiple clinical case study that examined 5 MV children with ASD, 4 boys and 1 girl, aged 3-6 years. The case studies consisted of demographic information, parent report, and formal and informal assessment of the children. Four SC abilities and 3 SSP abilities were assessed. Results The 5 children's SC score, SSP score, and number of spoken words were converted to z scores. This analysis revealed 2 different patterns of development: 3 of the children had lower SC than SSP abilities, and 2 of the children had the reverse pattern. Conclusions The 5 children were low in both SC and SSP abilities. Although both domains were low, the measure that coincided most with spoken vocabulary among the 5 children was their SSP abilities. Specifically, the children had difficulty in demonstrating emerging control of the onset of voicing for specific speech sounds and verbal imitation of single speech sounds and syllables. Clinical implications of simultaneously assessing and treating SC and SSP abilities in MV children are discussed.

English vocabulary exposure in South African township schools: Pitfalls and opportunities

Background: This small-scale study investigated English vocabulary exposure from graded readers and teacher talk in Grade 3 classrooms in poorly resourced township schools in South Africa. Vocabulary is one of the key building blocks for becoming a fluent reader. Most words are learnt through incidental exposure to oral or written language. Objectives: This study is a first attempt to investigate opportunities for incidental vocabulary exposure in poorly resourced classrooms in South Africa. Method: A corpus linguistics approach was used to analyse a written corpus of 57 143 tokens and a spoken corpus of 12 242 tokens. Results: The study showed that there are vast differences between levels of written and spoken vocabulary in the classrooms and that the role for oral vocabulary exposure in classrooms is restricted. Spoken vocabulary registered above the K-3 word frequency level largely came from teachers’ read alouds of print materials. Conclusion: The study findings show that even in contexts where print exposure is limited, oral language cannot compensate for the richness of written vocabulary. Situational constraints, such as lack of books, negatively influenced the effective use of graded readers. Opportunities for incidental vocabulary learning, as well as implications for policy and further research, are discussed.