Speech Education Research Articles

FORMATION OF SPEECH SKILLS IN ONLINE TEACHING RUSSIAN AS A FOREIGN LANGUAGE

From the point of view of the current state of the methodology of teaching a foreign language, mastering a foreign language occurs if the foreign speaker has developed communicative competence, the ability to solve communicative problems by speech means is formed. Even though the presence of linguistic and speech competence is considered as an intermediate link, the success of communication largely depends on the degree of formation of speech skills, their automation, which is developed by playing many situations using the appropriate speech models (Passov, 2010). During a pandemic, sometimes the only possible form of distance learning and the absence of a language environment become conditions that are fundamentally different from the conditions of communication, which further complicates the teacher's task to form the student's speech skills capable of transferring to the situation of real communication. In addition, the factors of repeatability of speech samples, the regularity of their presentation, so necessary for the automation of speech skills, can cause boredom in the student and even the desire to stop learning a new language for him. Thus, in our opinion, in a distant format, it becomes especially important for a teacher to make the process of teaching speech models at the initial stage of language learning as interesting, variable, and effective for memorization as possible. The aim of the study is to describe the most effective approaches to the formation of speech skills among foreign students, considering the disadvantages of online teaching of Russian as a foreign language.

Against the grain

ABSTRACT This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41(1), 1–25. https://doi.org/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organizing everyday life, especially of the dispossessed and particularly of the Global South (Shome, 2020). Indeed, we argue that the only viable pedagogical route that responds to the precariousness of life in the twenty-first century must be emancipatory rather than reformist. To make our point, we offer a metareview of over a century of literature published in the Quarterly Journal of Speech (1915–1952) and Communication Education (formerly The Speech Teacher; 1952–2021) to reveal the same Western liberal philosophies of education undergirding communication pedagogies generally. In this regard, our agenda-setting essay calls for a paradigmatic shift against the grain and toward emancipatory futurities. Content warning: This essay cites anti-Indigenous, anti-Black, and xenophobic discourse; take good care of yourself as you move through these pages interrogating our disciplinary complicities.

Chinese Studios in the Russian Theater University. Ethnopsychological Approach in Teaching Stage Speech

The relevant topic of teaching foreign-speaking students in the field of modern Russian theater education is discussed. The subject of the research is the speech training of Chinese students-actors within the framework of an experimental Russian–Chinese theater and educational project of the Russian State Institute of Performing Arts (St. Petersburg) and the Central Academy of Drama (Beijing). The experience of voice and speech training in homogeneous Chinese groups is summarized, the real manifestations of significant ethnopsychological phenomena and the possibility of their use for educational purposes are generalized. The author, a direct participant in the project, analyzes the course and results of the experiment from the position of optimal compliance of the educational process with the identified psychological, mental and national-cultural characteristics of Chinese students-actors. The novelty of the research lies in the experimental substantiation of the variant of the ethnooriented model of voice and speech training of Chinese students in the Russian theater school, carried out using two languages (Russian and Chinese) in Russia, and then in China. This ensures the consistency and meaning of voice and speech education, the possibility of transferring acquired speech skills into national artistic practice. The result of the study ethnopsychological, mental and national-cultural features were found in practice and affecting the process of voice and speech training. Taking into account and using a combination of these factors implements an ethnopsychological approach to voice and speech training of Chinese students-actors.

A Review of the Effect of Classroom Sound-Field Amplification on Children in Primary School.

Being able to hear the teacher clearly is an important factor for children's learning. However, classrooms often have suboptimal listening conditions. Sound-field amplification systems (SFAS) can help improve classroom listening conditions by increasing the level of the teacher's speech compared to the background noise throughout the classroom. The aim of this review article was to review the effect of SFAS on children in primary school. A comprehensive search of four online databases (ERIC, PubMed, Scopus, and Web of Science) was conducted. The search terms were classroom sound-field amplification and classroom amplified distribution system. Twenty-one articles were deemed relevant for the review plus an additional six from their references. Most articles were published between 1996 and 2015. Only one article was published since 2016. A range of child populations were studied including typically developing children and children with difficulties and disabilities such as hearing loss, developmental language disorders, attention-deficit/hyperactivity disorder, emotional and behavior disorders, Down syndrome, and developmental disabilities. There were several different measures that were used to evaluate the effectiveness of SFAS including speech perception assessments, language assessments, academic and comprehension assessments, classroom observations, interviews, and questionnaires. Improvements with SFAS were found for speech perception, listening comprehension and auditory analysis, language outcomes, academic outcomes, and behavior. SFAS can benefit children's listening and learning; however, the child's background, classroom reverberation time (limit to < 1 s), and layout and type of learning activities, especially in modern classrooms, need to be taken into consideration.

Best Practices for Vocal Pedagogy with Gender Diverse People

ABSTRACT Due to a growing number of gender diverse people studying at university and presenting in voice clinics, teaching and clinical practices in the area of voice need to be adapted to allow students and clients to feel safe, supported, and appreciated in all aspects of who they are. In this article, the authors bring together perspectives from speech-language pathology, vocal pedagogy, gender, transgender, and feminist studies to illustrate the theoretical foundations and practical aspects of suggestions for a variety of best practices voice teachers can implement in their work with gender diverse people. The authors begin by situating themselves personally and professionally within the sociocultural contexts from which they write to illustrate the influences that have shaped their perspectives and to emphasize the located nature of their contributions to the topic area. Their suggestions are informed by culturally responsive and person-centered approaches to teaching and clinical practice and draw on a theoretical perspective that acknowledges the complexity and diversity of the experience and construction of gender in social interaction. Best practices and activities are suggested for teachers of both speech and song, and for classroom, theatrical and departmental level policies.

Analisis Tingkat Kesantunan Berbahasa dalam Tuturan Guru dan Peserta Didik dalam Kegiatan Pembelajaran Bahasa Indonesia di SMP PGRI Jekulo Kudus

This study discusses the politeness of language in the speech of teachers and students in the Indonesian language learning process at SMP PGRI Jekulo Kudus. The focus of this research is in the form of words and sentences that contain compliance with the principles of politeness and violations of the principles of politeness in the language of teachers and students. This study aims to describe the application of the language politeness principle in the Indonesian learning process, and describe the violation of the language politeness principle in the Indonesian language learning process at SMP PGRI Jekulo Kudus. This research approach is a qualitative approach, while the type of research is ethnometodology which is oriented towards conversational analysis. The data is obtained directly by recording the dialogue or speech of the teacher and students during the teaching and learning process. After the data was collected, data analysis was carried out in the form of politeness. The data analysis activity begins with selecting data that is suspected of being a form of speech that embodies the principle of politeness and violations of the principle of politeness. Then the data collection is classified based on the Leech politeness maxims as language politeness rules.

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MEduKG: A Deep-Learning-Based Approach for Multi-Modal Educational Knowledge Graph Construction

The popularity of information technology has given rise to a growing interest in smart education and has provided the possibility of combining online and offline education. Knowledge graphs, an effective technology for knowledge representation and management, have been successfully utilized to manage massive educational resources. However, the existing research on constructing educational knowledge graphs ignores multiple modalities and their relationships, such as teacher speeches and their relationship with knowledge. To tackle this problem, we propose an automatic approach to construct multi-modal educational knowledge graphs that integrate speech as a modal resource to facilitate the reuse of educational resources. Specifically, we first propose a fine-tuned Bidirectional Encoder Representation from Transformers (BERT) model based on education lexicon, called EduBERT, which can adaptively capture effective information in the education field. We also add a Bidirectional Long Short-Term Memory-Conditional Random Field (BiLSTM-CRF) to effectively identify educational entities. Then, the locational information of the entity is incorporated into BERT to extract the educational relationship. In addition, to cover the shortage of traditional text-based knowledge graphs, we focus on collecting teacher speech to construct a multi-modal knowledge graph. We propose a speech-fusion method that links these data into the graph as a class of entities. The numeric results show that our proposed approach can manage and present various modes of educational resources and that it can provide better education services.

Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists

Children with language disorder frequently experience difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational studies focus on the derivation of meaning within a literacy context. Little is known about whether the practices of speech and language therapists and teachers reflect these findings from the literature. The current paper reports on a survey which gathered information from speech and language therapists and mainstream secondary school teachers, about their current practice concerning vocabulary support for adolescents, aged 11–16, who have language disorder. An online questionnaire was distributed through teaching and speech and language therapy professional networks. The aim of the study was to establish which specific strategies were used in practice by speech and language therapists and mainstream secondary school teachers to teach vocabulary to adolescents with language disorder, and which strategies were the most effective. Responses were obtained from 127 speech and language therapists and 47 mainstream secondary school teachers in the UK. Speech and language therapists were more likely than mainstream secondary school teachers to teach phonological awareness and semantic feature analysis as strategies for developing vocabulary skills. Both professions used literacy-related strategies as well as strategies for independent word learning such as the derivation of meaning from morphology and context. Increased joint working and training opportunities would further develop the knowledge and skills of both mainstream secondary school teachers and speech and language therapists, enabling theoretically-grounded and relevant vocabulary support for this group of adolescents.

Teaching Speaking Skill to Non-Arabic in the Natural Environment, Department of Language and Culture, Faculty of Linguistics King Saud University, Riyadh, Kingdom of Saudi Arabia | Ta’lim Maharotul Kalam Lii Ghoiri al-Arobiyah fiil Biiati at-Thobi’iyyah Q

The environment has an important role to play in speech education and if the environment has a strong influence in the consolidation of religions in human beings, particularly its impact on human linguistic behaviour, there are no two strong and obvious influences on the composition of the human language. It is well known that the language environment is a means of promoting and developing language activity, in addition to the fact that the formation of the language environment leads to the development of the language and its acquisition by students in order to have material and non-material factors in the language education process and therefore encourages students to apply in the daily.&#x0D; This research aims to: (1) describe the planning of speech skills education for non-Arabic speakers in the natural environment (2) and implement speech skills education in the natural environment. This qualitative research was used for observation, interview and documentation. The data were then analysed using the analytical theory of Myles and Heberman in a way that intensified the data, presented and inferred from it. The researcher used data validation to triangulate and discuss mates.&#x0D; The results of the research are: (1) planning in the natural environment, a) curriculum, b) levels, c) design of the education plan, d) the book of education, e) educational means. Planning in the artificial environment student organization, a) design of the school education plan, b) curriculum 2013, c) efficiency coverage, d) textbook, e) educational methods used. (2) The implementation of speech education in the natural environment is the use of the natural method, the method of dialogue and debate, the oral audio method and the direct method of all different levels in the processes of the methods used, The implementation of speech education in the artificial environment, two factors are carried out within the classroom and outside the classroom.&#x0D; As a result of this research, the process of teaching speech skills in the natural environment also has a high level of education management and implementation, and has no far difference from the artificial environment in Indonesia.&#x0D;

Faktori koji mogu imati uticaj na uspešnost edukacije ezofagusnog glasa i govora laringektomisanih pacijenata

Introduction: The most humane, economically most justified, and according to many authors, also the first method of choice in vocal rehabilitation of totally laryngectomized patients is the use of esophageal voice and speech. While mastering this method, it is necessary to train the patients to form and use the air reservoir in the upper third of esophagus that serves as a voice activator whose airstream causes the vibrations of the pharyngoesophageal segment as the new voice generator. Objective: To investigate the factors that may affect the success of esophageal voice and speech education in clinical practice and emphasize the importance of knowing them in order to further improve this method of rehabilitation. Methods: Comprehensive review of the literature was performed by using the following databases: Google Scholar, SCIndex, PubMed and ResearchGate. The search was based on the following terminology: laryngectomy, esophageal speech, education, factors, success, treatment outcome, and their counterparts in Serbian language. Results: There are numerous factors that may affect the success of esophageal voice and speech education (anatomical-physiological, psychosocial, patient related, treatment and rehabilitation related factors, socio-demographic, physiological and others), among which the motivational status of the patient is of the greatest importance. Conclusion: There are still no clearly defined, generally accepted and comprehensive criteria for assessing the degree of success of mastered esophageal voice and speech, and consequently the lack of defined uniform factors affecting this success, positively or negatively, is present. Of the numerous observed factors, the importance of the patient's motivational status is most often emphasized.

Elaboração e validação de histórias infantis como estratégia de educação em saúde na fonoaudiologia

ABSTRACT Purpose Developing and validating children’s stories focused on health education in Speech, Language, and Hearing Sciences. Methods Cross-sectional, descriptive, quali-quantitative two-step study. 1st) elaboration of 10 children’s stories, guiding questions, explanatory notes, and illustrations. 2nd) validation by judges (speech therapists, educators, and familiar) in two phases. In the first, the sample consisted of 42 judges and in the second, 28. To access the materials and the validation questionnaire, a website was made available. The questionnaire investigated the judges’ personal data and the judges’ perceptions regarding the contents, vocabulary, illustrations, structure, and motivation of the materials. A five-point Likert scale of the agreement was used, with spaces for suggestions in each question. The quantitative analysis was done using the Content Validity Index and the Content Validity Coefficient. The qualitative analysis was based on the comments of the judges. The minimum rate of agreement among the judges on the decision to change or not change the materials was 80%. Results The first phase pointed out the need for modifications in three titles and two vocabularies (bullying and dyke), and the need for increasing to five years of age the minimum age for access to the materials. The second phase revealed good acceptability in all changes made. Conclusion The materials developed were validated and can be used as health education tools by speech therapists and educators, as well as parents.

‘There’s this big fear around palliative care because it’s connected to death and dying’: A qualitative exploration of the perspectives of undergraduate students on the role of the speech and language therapist in palliative care

Background: Speech and language therapy in palliative care is a developing discipline of clinical practice. Research literature has highlighted that undergraduate palliative care education in speech and language therapy is inconsistent and inadequate. However, limited research has been carried out to date in relation to student speech and language therapists and palliative care. Aim: To explore the role of speech and language therapists in palliative care from the perspective of speech and language therapy students in Ireland. Design: A qualitative descriptive research study was conducted, involving focus group interviews. Setting/participants: Purposive sampling was used to recruit 12 student speech and language therapists from one university site for this study. Undergraduate second, third and fourth year students were eligible for inclusion. Results: This study revealed that undergraduate student speech and language therapists collectively agree that there is a role for speech and language therapy in palliative care. Although students acknowledged that speech and language therapists can make a positive difference to patients’ lives, and academic lectures were positively received, insufficient exposure to palliative care has resulted in fear, uncertainty and a lack of confidence amongst student speech and language therapists. Conclusions: A greater emphasis on palliative care is needed in undergraduate speech and language therapy education to ensure confidence and competency development. An exploration of student speech and language therapists’ experiences in a specialist palliative care unit would be advantageous to determine the appropriateness of this setting for clinical placements.

Development and validation of children's stories as a health education strategy in speech, language, and hearing sciences.

Developing and validating children's stories focused on health education in Speech, Language, and Hearing Sciences. Cross-sectional, descriptive, quali-quantitative two-step study. 1st) elaboration of 10 children's stories, guiding questions, explanatory notes, and illustrations. 2nd) validation by judges (speech therapists, educators, and familiar) in two phases. In the first, the sample consisted of 42 judges and in the second, 28. To access the materials and the validation questionnaire, a website was made available. The questionnaire investigated the judges' personal data and the judges' perceptions regarding the contents, vocabulary, illustrations, structure, and motivation of the materials. A five-point Likert scale of the agreement was used, with spaces for suggestions in each question. The quantitative analysis was done using the Content Validity Index and the Content Validity Coefficient. The qualitative analysis was based on the comments of the judges. The minimum rate of agreement among the judges on the decision to change or not change the materials was 80%. The first phase pointed out the need for modifications in three titles and two vocabularies (bullying and dyke), and the need for increasing to five years of age the minimum age for access to the materials. The second phase revealed good acceptability in all changes made. The materials developed were validated and can be used as health education tools by speech therapists and educators, as well as parents.

6 The Attack on Critical Race Theory and Higher Education: A Legal Analysis of the Impact of State Action on Faculty Free Speech

Abstract: In this article, the authors review proposed and passed state legislation that aim to ban Critical Race Theory and other social justice content from public higher education institutions. Using the law as the theoretical framework and legal analysis as the methodology, the authors examine these state actions, focusing on implications for higher education faculty speech and academic freedom. The authors discuss the history and current state of the law in the areas of free speech and academic freedom, including U.S. Supreme Court and other federal courts of appeal cases on how free speech in scholarship and teaching have been viewed. They also briefly discuss the legislation that states have proposed or passed which ban Critical Race Theory in higher education institutions, and end by discussing the implications such bans have on faculty free speech in scholarship and teaching. Overall, the authors detail the ways that these laws have a chilling and limiting effect on faculty speech, which in turn, have important consequences for students, institutions, and society as well.

Design of a Speaking Training System for English Speech Education using Speech Recognition Technology

A good English speaking training system can provide an aid to the learning of English. This paper briefly introduced the English speaking training system and described the speaking training scoring and pronunciation resonance peak display modules in the system. The speaking training scoring module scored pronunciation with the Long Short-Term Memory (LSTM). The pronunciation resonance peak display module extracted the resonance peak with Fourier transform and visualized it. Finally, the speaking scoring module, the pronunciation resonance peak display module, and the effect of the whole system in improving students’ speaking pronunciation was tested. The results showed that the LSTM-based speaking scoring algorithm had highest scoring accuracy than pattern matching and the recurrent neural network (RNN) algorithm, and its accuracy was 95.21% when scoring the LibriSpeech dataset and 90.12% when scoring the local English dataset. The pronunciation resonance peak display module displayed the change of mouth shape before and after training, and the pronunciation after training was closer to the standard pronunciation. The P value in the comparison of the speaking level before and after training with the system was 0.001, i.e., the difference was significant, which indicated that the students’ English speaking proficiency significantly improved.

The importance of teacher speech culture in foreign language teaching

A person all his/her life is engaged in overcoming various difficulties that constantly arise in his life, and it is extremely important for a person to withstand the difficulties of maturity, endure them with the help of the mind and overcome them. Overcoming foreign language difficulties and mastering the types of speech activity is a natural phenomenon that occurs in student life. The aim of studying, summarizing and disseminating best practices in teaching foreign languages is also aimed at achieving positive results. The ability to properly organize it helps us to solve the task set before us. The implementation of this depends on the knowledge, skills, abilities, competencies, conditions, availability of tools and their good knowledge by the teacher. This article discusses important aspects of speech culture in teaching English.

Computational approaches to understanding interaction and development.

Audio-visual recording and location tracking produce enormous quantities of digital data with which researchers can document children's everyday interactions in naturalistic settings and assessment contexts. Machine learning and other computational approaches can produce replicable, automated measurements of these big behavioral data. The economies of scale afforded by repeated automated measurements offer a potent approach to investigating linkages between real-time behavior and developmental change. In our work, automated measurement of audio from child-worn recorders-which quantify the frequency of child and adult speech and index its phonemic complexity-are paired with ultrawide radio tracking of children's location and interpersonal orientation. Applications of objective measurement indicate the influence of adult behavior in both expert ratings of attachment behavior and ratings of autism severity, suggesting the role of dyadic factors in these "child" assessments. In the preschool classroom, location/orientation measures provide data-driven measures of children's social contact, fertile ground for vocal interactions. Both the velocity of children's movement toward one another and their social contact with one another evidence homophily: children with autism spectrum disorder, other developmental disabilities, and typically developing children were more likely to interact with children in the same group even in inclusive preschool classrooms designed to promote interchange between all children. In the vocal domain, the frequency of peer speech and the phonemic complexity of teacher speech predict the frequency and phonemic complexity of children's own speech over multiple timescales. Moreover, children's own speech predicts their assessed language abilities across disability groups, suggesting how everyday interactions facilitate development.

Використання інноваційних технологій у процесі професійно орієнтованого навчання іноземних студентів економічних спеціальностей

The rapid development of the society requires changes in technologies and methods of the educational process. Therefore, the implementation of innovative technologies aimed at individual approach, mobility and distance in education is necessary and inevitable. In this regard, modern higher education institutions must radically change their educational objectives, update the content of education, implement innovative technologies in the development of student personality as a subject aimed at developing a competent person who is creative in solving problems. Nowadays, the students and teachers are the most important figures in educational institutions who should work creatively, learn, improve themselves as well as the teachers must work to develop and improve methods of teaching and education, including interactive ones. The article is devoted to the problem of preparing foreign students of specialized specialties for professionally oriented innovative technologies. Problems related to various methods and techniques of innovative technologies are highlighted. Emphasis is placed on the process of professional foreign language training, which should be aimed at the development of creative personality, its self- -improvement, the formation of socially active and independent people in the context of intercultural dialogue, the disclosure of creative potential. The basic principles of realization of the communicative approach as a communicative method of teaching speech activity in the specialty in foreign language classes (Ukrainian) are formulated. The main features of the presentation as one of the types of information processing of the text as a practical result of research conducted in the framework of interactive forms of learning. The stages of preparation of foreign students to create and conduct a presentation on the specialty in foreign language classes (Ukrainian) are considered. The importance of formation of foreign language communicative competence in the context of professional training of future specialists is proved, attention is focused on one of the main types of information processing of professional text – compression. The list of features of presentation as one of the types of compression of a scientific text is given, the main stages of preparation of foreign students for creating and conducting a presentation in the specialty in foreign language classes (Ukrainian) are analyzed. It is proved that teaching compression is the formation of students’ culture of working with scientific text, improving skills and abilities of understanding, analysis of scientific text and writing a secondary scientific text based on the disclosure of the semantic structure of the original text.

Research and application of spoken English evaluation system based on biological voiceprint feature recognition

The design of oral English evaluation system based on biological voiceprint feature recognition technology can deal with the shortcomings of speech teaching in traditional computer-aided technology, and can improve the learning interest and learning effect of oral English learners. This time, MFCC method is selected to construct the evaluation model of oral English, which can achieve good speech recognition effect. Through hierarchical recognition strategy, the algorithm mechanism of oral English is further optimised. Through simulation analysis, it can be seen that the proposed system design can objectively reflect the actual oral English level of oral English evaluators, and has good application effect and practical value.