Speech Education Research Articles

The quality of care with the use of information technology in the professional school Doutor José Alves da Silveira in Quixeramobim – Ceará

Over the years the quality of care in institutional organizations has been seen as a need for improvement and full improvement for citizens to enjoy the services provided with zeal, strife for efficiency and effectiveness, structuring elements for an administration focused not only on theories, but also on results. In this context, in order to reduce the impasses arising from the quality of care, the research question arose: What influence do information technologies have to boost the quality of care at the Professional School Doutor José Alves da Silveira? This article highlights the importance of the role of quality of care with the use of information technology at the Professional School Doutor José Alves da Silveira in Quixeramobim Ceará, with the objective of describing the processes related to quality management in care from the implementation of information technologies, analyzing the changes promoted in the quality of care from the accused speech of teachers and comparing the previous and current situation of the quality of care through the analysis of the data extracted in the above mentioned objectives. To meet the purposes of this study, the methods and techniques used were exploratory research with a qualitative approach, using the interview method and, research instrument, the questionnaire, with five open questions sent to twelve class directors through the google form. The participant observation method was also used, which aims to capture the meanings and subjective experiences of those who intervene in the process of social interaction. The interviewees were chosen for convenience and sampling using the saturation technique. The results collected were compared by the teachers' statements, perceiving the similarities in the answers. It is concluded that the quality of care combined with information technologies were satisfactory, in improving the services provided to users increasing the level of satisfaction and agility, in the way of perceiving the processes of technological innovation to make the organization an interactive space with more dialogue, interaction and agility in the flow of processes.

Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective

Interprofessional practice between speech and language therapists and teachers involve sharing knowledge and experiences to achieve a common goal of improving child outcomes. Although interprofessional practice has widespread support from both disciplines, it is not always easily implemented in day-to-day practice and numerous challenges have been documented. This study attempts to address these challenges through an epistemological perspective of interprofessional practice between teachers and speech and language therapists. Action research methodology was employed for this inquiry that spanned the duration of a school year. Data analysis placed an explicit focus on the experiences of interprofessional practice between the speech and language therapist and teachers, including an examination of how action was agreed and the processes underpinning collaborative working. An epistemological lens facilitated a more in-depth consideration of the diverse ways of knowing implicit in interprofessional practice and provided guidance on how to overcome the barriers, and realise the potential, of collaboration between speech and language therapists and teachers in daily practice. Four factors, rooted in an epistemological perspective, were generated from the analyses as core tenets of effective interprofessional practice. These included securing a participatory space; actively facilitating power-sharing; balancing the status of practical knowing with propositional knowing and anchoring interprofessional practice in collaboratively designed, practical activities that integrate ways of knowing. The former four factors, and their implications, offer concrete and practical direction for practitioners and educators on how to achieve effective interprofessional practice to help improve child outcomes collaboratively.

Horizon of Expectation on Popular Lyrical Poetry: Jauss’s Reader Response Perspective

Humans have various opinions in commenting on a literary work. This diversity of opinions will eventually participate in developing research in the literary world. Lyrics are a medium for an author to convey the message he wants to convey in a more free and elegant form. This study aims to describe the reader's perception of the messages and values contained in the lyrics of Rebel's Girl from Bikini Kill, Beyonce from Partition, and God Is a Woman from Ariana Grande. This study uses Jauss' theory of the Harapan Horizon where the role of the reader is the main key in conducting an investigation of a literary work. This research is a qualitative descriptive literature research using a questionnaire distributed to readers who are used as respondents. Respondents were selected randomly with the aim of knowing the differences in opinion of each respondent in responding to a literary work. The conclusion of this study is that the various opinions obtained are influenced by the diversity of backgrounds of the respondents such as differences in gender, age, level of education and experience. In addition, there are messages obtained by readers through the lyrics, namely; freedom of speech, feminism, inner beauty, and sex education.

Phonological Constraints on the Utterance of L2 Clusters by Saudi ESL Learners

The field of L2 phonology did not receive much research compared to the other linguistic domains. To add to the field and expand the current literature, the present paper’s goal was to examine the impact of syllable structure differences between Arabic and English in uttering L2 English consonant clusters. The following research question was aimed to be answered: Do the differences between two languages’ syllable structure cause production difficulties in the consonant cluster to Saudi Arabian learners of English? The subjects of this investigation were L2 English learners from Saudi with intermediate proficiency levels in English. Applying the descriptive correlational type of research model, the results showed that learners’ production is mainly influenced by their native language-specific phonological features. The learners’ production of targeted L2 consonant clusters seemed to mirror their underlying phonological system, and syllables structures were modified to match their native Arabic phonological system as a result of language transfer. These findings should be taken into account by L2 speech educators as such speech difficulty is anticipated.

Does writing words in notes contribute to vocabulary learning?

There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results showed that 51.2% of participants took notes, and 32.6% wrote information about target words in notes. However, there were only 95 instances of information written about the 28 target words. The results revealed that the odds of vocabulary learning were 15 and 10 times higher in the immediate and delayed posttests for target words that were written in notes. The analysis also indicated that the use of first language (L1) translation in teacher speech increased the chances that target words were written in notes, and that writing words in notes was the most effective predictor of learning.

On the application of intelligent speech aids in English teaching under multimedia environment

In order to improve the effect of English Teaching in multimedia environment, this paper proposes an English teaching method based on intelligent language AIDS in multimedia environment. Firstly, an intelligent speech teaching assistant system is designed in the multimedia environment. The software mainly includes four modules: new words and sentences, Chinese and English reading, voice evaluation, tools and settings. Learners can learn independently through the software, and teachers can also use the software to make various audio teaching resources in the classroom. In addition, the system can promote vocabulary teaching and support sentence pattern teaching and situational teaching in English teaching. The experimental results show that the average score of class 3A is increased from 86.35 to 86.79, with an increase of 0.64, which proves that the application of this method can effectively mobilize the enthusiasm of students in learning English and achieve good teaching effect.

Effective Teacher Communication Ability In The Teaching Learning Process At Ra Al-Hidayah Tuah Madani

The purpose of this study was to describe the characteristics of sentence structure, and the variety of languages used in learning at RA Al-Hidayah Tuah Madani. This study uses a qualitative descriptive method with a case study approach. Sources of data used are learning events in class, recorded speech in learning, and informants. The object of research is teachers and students at RA Al-Hidayah Tuah Madani. Data collection techniques were carried out in three ways, namely observation, document analysis, and interviews. The data analysis technique used is to analyze the purpose and factors causing code mixing on the productivity of children's language acquisition at an early age, namely pragmatic techniques and referential techniques. Based on the research data, it can be concluded that there are characteristics of the teacher's language in the teacher's speech during learning activities. The characteristics of the teacher's language types of repetition, interrogative sentences, code mixing, and code switching were found when the teacher explained, asked, ordered, and strengthened, while the simplification type of teacher's language characteristics were found in the teacher's activities when explaining, asking, and ordering.

The petrified pedagogy of speech delivery: reexamining the Canon of speech delivery through the lens of nonverbal communication research

ABSTRACT Speech delivery pedagogy has both changed dramatically over the last several centuries and remained remarkably fixed over the last 100 years. In the early 1900s, this pedagogy underwent a dramatic shift from an “elocutionist approach” to a “natural approach” to speech delivery. Since that time, speech delivery pedagogy has remained in an essentially petrified state while our understanding of nonverbal behaviors – the very behaviors at the heart of speech delivery – has grown exponentially. In this essay, we draw upon the expansive nonverbal communication literature to argue for a new approach to teaching speech delivery – an approach we refer to as the interconnected approach. This interconnected approach re-emphasizes the importance of speech delivery, structures the topic of speech delivery around coherent nonverbal clusters, and acknowledges the unnatural pathway to developing a natural speech delivery.

Ways to learn english idioms through literary works

The article discloses the method of teaching a foreign language - teaching ideomes in the analysis of literary works. Idioms perform a highly communicative task. They are used to exchange opinions, figuratively convey meaning in speech, present speech in an expressive form. The article shows that the historically established limitations in correlating the meanings of phrases retained their influence from time to time. Thanks to these aspects, the language has covered all periods of development and is considered as a product of different periods, but as a whole. Idioms are used in both everyday and business life, both in everyday life and in official style, as well as in scientific and other styles of interaction. To teach English idioms, first of all, when composing teaching materials, teachers must choose literary works themselves and idiomatic expressions in it, both individually and in combination, that are accessible to students. At each new lesson, it is recommended to repeat the previous phrases, and remember in what context they were used. Each lesson, the teacher can include the learned expressions in new messages of his speech, so that there is a constant repetition, phrases heard in the teacher's speech are subconsciously absorbed into the students' memory. Keywords: teaching English, idioms, speech, analysis of literary works, semantic units, artistic creativity &nbsp

Teacher Speech Inside and Outside of Classrooms in the United States: Understanding the First Amendment

Concerns often arise about the First Amendment rights of public school educators in the United States both inside and outside of their classrooms. As such, after setting the legal context, we analyze teachers’ free speech rights in a variety of settings. In order to do so, we discuss illustrative cases analyzing the legal landscape of teachers’ free expressions rights in U.S. public schools. The purpose of this article is to provide a brief overview highlighting Supreme Court cases and selected opinions from lower courts involving teacher speech impact the expressive rights of educators in public schools rather than serve as a comprehensive analysis of all such speech cases.

Beyond Services in the United States of America: Fulbright U.S. Scholar Experience in Vietnam

Purpose: This article addresses my experience as a speech-language pathologist in a cultural exchange and global outreach program in Vietnam. The importance and various types of cultural exchange and global outreach programs available through the U.S. Department of State, the current status of educational speech-language pathology programs in Vietnam, and a brief introduction of the country as well as its unique cultural characteristics are also discussed. Conclusions: As a Fulbright U.S. scholar, I resided 6 months in Hue, Vietnam, to provide education and consultation services to children who needed speech-language pathology services and their families. The speech pathology profession in Vietnam is significantly underdeveloped. However, several international nongovernmental organizations and foreign universities have assisted Vietnam in developing speech pathology and audiology professions. Among many opportunities to serve the needs of speech pathology and audiology preprofessional education and service delivery in Vietnam, one of the most prestigious opportunities is the Fulbright U.S. Scholar Program. It is my hope that my personal and professional experiences can encourage fellow speech-language pathology and audiology professors and practitioners to apply for a Fulbright scholarship to pursue a rich volunteer experience in a foreign country as well as to improve their cultural competency upon return to their own academic institutions.

Tindak Tutur Direktif Guru dalam Pembelajaran Bahasa Indonesia Di SMA Negeri 2 Gunung Talang

This study aimed to describe the form of teacher directive speech acts in learning Indonesian at SMA Negeri 2 Gunung Talang. This type of research is qualitative research with a descriptive method. The research data used is the teacher's speech in learning Indonesian at SMA Negeri 2 Gunung Talang. The data source is Mrs. Indra Dewi as an Indonesian teacher at SMA Negeri 2 Gunung Talang. The data collection technique used the free-of-conversation listening technique. Data analysis techniques are listening, understanding, organizing, categorizing, connecting between categories, and interpreting data based on the context. The results of this study contained five forms of directive speech acts, namely requesting speech, wishing speech, commanding speech, welcome speech, and asking speech. The utterance asks to be reviewed from the words "please" and "come on." Speeches of hope are viewed from the word "hope" or "hope." Speech orders are reviewed from the words "try" and "quick." Speech please viewed from the word "please." Asking utterances are viewed from the words "what," "who," and "how."

PEMATUHAN MAKSIM KUANTITAS GRICE PADA TUTURAN GURU DALAM INTERAKSI KELAS BAHASA ARAB DI MA AL MUNAWAROH JOMBANG

<p><em>The teacher's speech dominates in interactive activities with students in learning Arabic. To realize communicative and interactive learning, the teacher obeys the maxim of quantity proposed by Grice, which is to speak as briefly and clearly as possible so that the information conveyed can be understood easily. This article examines how to comply with Grice's maxim of quantity in the teacher's speech in Arabic class interaction. This research uses a qualitative case study approach in which data is collected through the documentation method and then analyzed using an interactive method. The results of this study are, the observance of the maxim of quantity in the teacher's speech is used in several categories; namely, 1) Requestives "begging", 2) Requestives "Praying"; 3) Requestives Ask; 4) Questions "ask"; 5) Questions "probing", and 6) Prohibitives "Prohibiting". Compliance with the maxim of quantity in Arabic classroom interactions between teachers and students positively impacts student activity and makes learning more conducive.</em></p><p><strong><em>Keywords: </em></strong><em>the maxim of quantity, Speech act, classroom interaction.</em></p>

ОСОБЛИВОСТІ ВИКОРИСТАННЯ ТЕКСТІВ У ВИКЛАДАННІ ПРАКТИКИ УСНОГО І ПИСЬМОВОГО МОВЛЕННЯ ДЛЯ РОЗВИТКУ КОМУНІКАТИВНИХ НАВИЧОК СТУДЕНТІВ

The article considers the theoretical issues of teaching speech on the basis of the text and tried to reveal the possibilities of practical application of this technique. As a result, it is emphasized that this way of learning oral speech (both dialogic and monologue) has a number of advantages. The use of text makes it possible to make the learning process interesting and increases motivation. At the same time, to get good results, work on the text must be well organized. Close attention should be paid to the selection of texts taking into account the age and individual characteristics of students. Adherence to these requirements allows to overcome the shortcomings of the system of exercises presented in the textbook. When organizing work at the senior stage, students should be given the opportunity to show their individuality in the process of performing creative tasks. Our proposed set of tasks makes it possible to meet the requirements for the level of development of oral skills at the senior stage. However, as we have already found out, the benefits of including creatively oriented speaking tasks are difficult to overestimate, because students not only learn new lexical material and develop phonetic skills, but they also «immerse» in the language environment, which allows students to learn a foreign language in more depth. Thanks to such tasks, a favorable psychological climate is created in the classroom, the psychological load is reduced, and emotional tone is increased. As practice has shown, the task of teaching speech is one of the most effective means of improving the level of language proficiency of students in almost all aspects. As for the development of attention in adolescence, the amount of attention, the ability to maintain its intensity for a long time and move from one subject to another are at a given age at a very high level of development. However, the attention becomes selective, significantly dependent on the direction of interests. Another feature of the development of the cognitive sphere in adolescence is that the mental growth of high school students is not so much in the accumulation of skills and changes in certain properties of intelligence, as in the formation of individual style of mental activity. The style of thinking is largely determined by the type of nervous system, as well as the student's ability to balance their individuality with the objective, external conditions of activity. All that has been said above indicates the need for an individual approach to learning that stimulates the independence and creativity of students. Key words: speech, communication skills, text, approach, educational environment.

Upaya Meningkatkan Keterampilan Berpidato dengan Metode Modeling The Way Secara Online di Kelas VI SDN Rembang 1 Kota Blitar

Abstract. Learning Indonesian is a learning that has 4 aspects that must be achieved by students, namely aspects of writing, reading, listening, and speaking. In teaching speech in class VI, students must learn in compiling speech texts and in delivering the speech in public. Speech learning activities in Class VI SDN Rembang 1, Sanawetan District, Blitar City in semester 2 of the 2020/2021 Academic Year still show the lack of success of teachers in teaching to students, especially in online learning so there needs to be an appropriate learning method. This requires teachers to conduct research, while the research is used qualitatively on students in learning Indonesian. The type of research used is Classroom Action Research (CAR). Data analysis techniques used are data reduction, data presentation, and drawing conclusions. The learning facilities used are learning using the Modeling The Way method, which is a teaching method carried out by the teacher providing a scenario for a sub-discussion to be demonstrated by students in front of the class.

Linguoevocation research of pedagogical interpersonal communication: based on a fragment of a literary text

The article is devoted to the problem of linguo-translational research of pedagogical (school) interpersonal communication, reproduced in a fragment of the text of O. Kamaeva's novel " Christmas Tree. From school with love, or The Teacher's Diary." The methodology is based on the parameter of the two-dimensional linguoevocation study of the text. The primary plan is subordinated to the category of evocativeness of a literary text. An important place belongs to the means of reproducing the model of pedagogical communication as a product of evocation. The description of the model of the depicted interpersonal interaction is made according to the parameters of the verbal communication act proposed by B. Y. Gorodetsky. The secondary plan of studying pedagogical communication is related to the category of interpretativeness of the text. The results of the study, obtained in the course of the linguistic-evocation description of interpersonal communication of the primary plan, allow the reader to see the components of the object of interpretation, to establish the relationship between the problem of the teacher's speech image and the process of effectuating the interaction of characters.

Структура педагогической речи на занятии в электронной сред

The article considers pedagogical speech as an activity and a tool for the work of a teacher/teacher/business coach (hereinafter referred to as a teacher) to ensure the effectiveness and efficiency of classes in an electronic environment. From the standpoint of the methodology of speech as an activity of A. A. Leontiev, the structure of pedagogical speaking in the form of verbal, written, non-verbal components is proposed, as well as its capabilities as a tool for solving pedagogical tasks in the lesson in an electronic environment.

The Spectre of Abnormality: Deaf Education and the Poetics of Contestation at the Turn of the Twentieth Century

Abstract When, during the Revolution, the French government committed to supporting the education of Deaf people, they left it to teachers to determine the methods and contents of this education. Less than a century later, the Ministry of the Interior of the third Republic reformed the teaching in use in most institutions in the direction of methods of pure speech. This moment coincided with the development of new categories to classify children in relation to the educational project, especially ‘backward’ and ‘abnormal’ at the turn of the twentieth-century. While Deaf writers did not oppose the teaching of speech, they soon questioned the legitimacy of this reform, and exposed the threats it posed for the development of Deaf pupils. In addition to examining the stakes and the impacts of the political decision, this paper will analyze the development of a poetics of contestation throughout Deaf writing, as manifested in the adoption of a variety of rhetorical strategies, ranging from irony to critical analysis, in the rewriting of the category of abnormality. This article will show how these years of struggle were also years of emancipation, insofar as the acquisition of language became a poetical and political act.

RETRACTED ARTICLE: High-performance cloud computing–oriented corpus and English teaching speech abnormal classification

High-performance cloud computing is closely related to scientific computer programs. It is an interface for transmitting information, including input and output files that need to be stored for a long time, a large number of intermediate result files, and check files for error recovery. The corpus has a wide range of sources, objective data, and multi-sample characteristics. At present, it can assist English teaching and can also enable students to learn independently. As a carrier of specific information, voice signal transmission has become an important means of collecting and disseminating information in people’s social life. In speech processing, speech classification is the basic task of its research, and it is also an arduous task. English is a widely used language in international communication, and its actual usage rate is relatively high. Therefore, in China, it is regarded as a compulsory basic course for all kinds of education. Improving students’ English level is the main challenge for teaching English in Chinese universities. How to change the traditional English teaching methods in the classroom and improve students’ English level is a top priority for college English teaching. Through continuous exploration of English teaching, it is found that the multi-dimensional interactive English teaching mode can help reform and innovate the traditional teaching mode, and improve the learners’ English level. This article develops a new multi-dimensional interactive based on the original English teaching mode. This method can train English talents to meet the needs of personal and professional development, and make learning more meaningful, knowledgeable, interesting, and practical.

Ralentir la parole pour favoriser la compréhension verbale des enfants porteurs d’autisme ?

BackgroundThe aim of this study is to verify if slowing down the flow of speech facilitates verbal comprehension, in particular the comprehension of verbal concepts used by 4- and 6-years-old kids, and if it is even more effective when the stimuli are complex. Our second objective is to check whether slowing down can improve the child's ability to memorize a sentence faithfully in order to repeat it without error. Test groupsThe experimental sample was composed of 62 pupils aged 4 to 6 years split into two test groups in an elementary school in Meurthe-et-Moselle. One group was made of 22 children with ASD according to the CIM-10 (World Health Organization, 1994) and DSM-5 (American Psychiatric Association, 1985) criteria. The control group was made up of 40 typically-developing children. Test methodsThe first test focused on the understanding of 16 verbal concepts from the BOEHM 3 test; the second was a sentence repetition from the NEPSY-2 test. We compared the children's results when the teacher's speech was slowed down and when it was not. We slowed down the speech's speed by 30% without distorting the voice using the LOGIRAL app. This free time stretching software, developed by Tardif and Gepner from the University of Aix-Marseille, with the Auticiel company, is very easy to use in schools. The slowing down of audio-visual signals promotes attention and concentration. ResultsOur results show that the slowing down of speech is beneficial for all children, with or without autism. In our first task, we observed a significant improvement in the comprehension of verbal concepts, even more so as the word-concept evaluated was complex (the pair, the shortest, the last one…). In the task of repeating sentences, which exposed the child to higher levels of complexity, the slowing down was all the more effective as the level of complexity was not too far removed from what the pupil was able to repeat without the teacher's slowed down speech. PerspectiveAccording to our study, slowing down speech's speed by 30% improved comprehension and memorization for all children and is especially important for children with ASD. It makes verbal learning more accessible, mainly when it relates to concepts located in the zone of proximal development (Vygotski, 1985). Taking such results into consideration can improve the inclusion of young pupils with autism disorders in mainstream classes, effectively making verbal learning more achievable.