Use Of Spoken Language Research Articles

Identifying depression-related topics in smartphone-collected free-response speech recordings using an automatic speech recognition system and a deep learning topic model

BackgroundPrior research has associated spoken language use with depression, yet studies often involve small or non-clinical samples and face challenges in the manual transcription of speech. This paper aimed to automatically identify depression-related topics in speech recordings collected from clinical samples. MethodsThe data included 3919 English free-response speech recordings collected via smartphones from 265 participants with a depression history. We transcribed speech recordings via automatic speech recognition (Whisper tool, OpenAI) and identified principal topics from transcriptions using a deep learning topic model (BERTopic). To identify depression risk topics and understand the context, we compared participants' depression severity and behavioral (extracted from wearable devices) and linguistic (extracted from transcribed texts) characteristics across identified topics. ResultsFrom the 29 topics identified, we identified 6 risk topics for depression: ‘No Expectations’, ‘Sleep’, ‘Mental Therapy’, ‘Haircut’, ‘Studying’, and ‘Coursework’. Participants mentioning depression risk topics exhibited higher sleep variability, later sleep onset, and fewer daily steps and used fewer words, more negative language, and fewer leisure-related words in their speech recordings. LimitationsOur findings were derived from a depressed cohort with a specific speech task, potentially limiting the generalizability to non-clinical populations or other speech tasks. Additionally, some topics had small sample sizes, necessitating further validation in larger datasets. ConclusionThis study demonstrates that specific speech topics can indicate depression severity. The employed data-driven workflow provides a practical approach for analyzing large-scale speech data collected from real-world settings.

Analisis Tindak Tutur Ekspresif Dan Direktif Dalam Video Debat Pembelajaran Bahasa Indonesia Kelas X Pada Channel Youtube Guru Gokil Kita

Speech acts are the activities of speakers using language with their interlocutors to convey something. The research we conducted was analyzing speech acts contained in Indonesian language learning debate videos on the Guru Gokil Kita YouTube channel. This article is intended to be aware of the number of speech acts, namely expressive speech acts and directive speech acts in Indonesian language learning debate videos on the Guru Gokil Kita YouTube channel. Qualitative descriptive is the research technique that we use. The data used and found in this research are in the form of speech sourced from the debate video and analyzed in line with the type of speech act that the author will analyze. The video listed was taken from the Guru Gokil Kita YouTube channel which was broadcast in 2019. The researcher used the note-taking method as a method of collecting research results. Qualitative techniques are techniques used to analyze data in the form of speech in this research activity. The analysis results obtained after analyzing the three videos found that there were 55 expressive speech acts and 102 directive speech acts. Expressive speech acts consist of praising, thanking, flattering, blaming, complaining and criticizing. Meanwhile, directive speech acts consist of ordering, giving orders, suggesting, inviting, urging, convincing, and begging. The results of this research have the potential to contribute to the field of linguistics, especially in the context of pragmatics related to everyday use of spoken language. In addition, this research can function as a useful reference source to support further research in the field of linguistics.

Analisis Gaya Bahasa dalam Pidato : Pasambahan Manyerak Bareh Kunyik

This research aims to analyze the language style in the pasambahan manyerak bareh kunyik in the city of Padang Panjang. This research explores the language styles in Pasambahan Manyerak Bareh Kunyik, a traditional Minangkabau art, with the aim of exploring the depth of the language styles and speech embedded in this performance. This research carries a stylistic approach with the aim of looking at the techniques and forms of a person's language style in presenting ideas in accordance with the ideas and norms used as well as the personal characteristics of the user. The term language style is not referred to the entire form of language use as discourse, but rather to words and units of speech that are considered to contain beauty. Therefore, the research carried out focuses more on units of expression in isolation, not on textual relationships. The method used in this research is the Listening Method to obtain data by listening to language use. The term listening here is not only related to the use of spoken language, but also the use of written language. Furthermore, the technique used here is the tapping technique which is referred to as the basic technique in the listening method because essentially listening is realized by tapping. In this article, researchers attempt to obtain data by tapping into the language use of a person or several people who are informants. In subsequent practice, this tapping technique was followed by a further technique in the form of free listening techniques without getting involved in the conversation, meaning that the researcher only acted as an observer of the informant's use of language and was not involved in the speech event whose language was being studied.

Animacy effects in the English genitive alternation: comparing native speakers and EFL learner judgments with corpus data

Abstract Recent years have seen a heightened interest in the interface between language use and cognition in language learners. In this study, we investigate this interface further by conducting a rating task experiment on the intuitions of 25 native speakers and 101 low–intermediate to advanced learners of English as a Foreign Language regarding the acceptability of the genitive variants (the beauty of nature/nature’s beauty) in different contexts. These ratings were then compared against existing corpus-based statistical models that predict which variant is most likely in spoken language use with two mixed-effects linear regression models. The first model focused on the animacy of the possessor in particular, which has been found to have a different effect on native speakers and EFL learners in language use, whereas the second model tested how the ratings relate to the predictions as a whole. Results show that there is a larger discrepancy between language use and intuitions of low-proficiency learners compared to native speakers, which is partially because animate, collective, and inanimate possessors affect the intuitions and the language use of learners differently.

A high-density EEG and structural MRI source analysis of the frequency following response to missing fundamental stimuli reveals subcortical and cortical activation to low and high frequency stimuli

Pitch is a perceptual rather than physical phenomenon, important for spoken language use, musical communication, and other aspects of everyday life. Auditory stimuli can be designed to probe the relationship between perception and physiological responses to pitch-evoking stimuli. One technique for measuring physiological responses to pitch-evoking stimuli is the frequency following response (FFR). The FFR is an electroencephalographic (EEG) response to periodic auditory stimuli. The FFR contains nonlinearities not present in the stimuli, including correlates of the amplitude envelope of the stimulus; however, these nonlinearities remain undercharacterized. The FFR is a composite response reflecting multiple neural and peripheral generators, and their contributions to the scalp-recorded FFR vary in ill-understood ways depending on the electrode montage, stimulus, and imaging technique. The FFR is typically assumed to be generated in the auditory brainstem; there is also evidence both for and against a cortical contribution to the FFR. Here a methodology is used to examine the FFR correlates of pitch and the generators of the FFR to stimuli with different pitches. Stimuli were designed to tease apart biological correlates of pitch and amplitude envelope. FFRs were recorded with 256-electrode EEG nets, in contrast to a typical FFR setup which only contains a single active electrode. Structural MRI scans were obtained for each participant to co-register with the electrode locations and constrain a source localization algorithm. The results of this localization shed light on the generating mechanisms of the FFR, including providing evidence for both cortical and subcortical auditory sources.

Analisis Penguatan Budi Pekerti Pada Kurikulum Merdeka Melalui Pembelajaran Bahasa Jawa Di SD Negeri Sawojajar 1

The main problem in this reseach is how strengthen character in the independent curriculum in forming character in grade 1 students, the process of applying ethical values to students and the results of strengthening character though learning Javanese. This type of research is descripve qualitative. In this study the data collection used included: observation, in-depth interviews, and documentation.the analytical method used is three stages, namely data reduction, data presentation, and verification. In learning Javanese, habituation can be carried out if the school environment can play a role in the habituation of learning Javanese, including the use of spoken language, behavior, and habits of these factors that have an influence on students, based on the research results that has been done, it can be concluded that the analysis of strengthening character in the independent curriculum through learning Javanese at SD Negeri Sawojajar 1 is carried out with good.

Analysis of the Integration of Poetry and Painting in William Carlos Williams' April

William Carlos Williams (William Carlos Williams 1883-1963) is one of the most famous American poets in the 20th century. His creation is characterized by the use of spoken language, trying to convey the feelings with concise and clear descriptive images and loose short sentences. The integration of poetry and painting is another major feature of his works, that is, integrating the painting art into the poetry creation, making the text full of light and color art, and making the whole poem more vivid and realistic. "April" is appropriate wording, using the combination of activity and inertia , to describe the images in the poem like a painting. It is a poem that visually reflects the spring, with philosophical and negative complex emotions inside. Based on Kandinsky's colorology and Williams's poetics theory, this paper explores the artistic effect of poetry and painting shown by this poem from the three aspects of color description, form and image.

Differences in Language Conversation Use by Gender

The main thing that affects language is Gender, it can affect the choice of words used. Then the language used by women is different from the language used by men. Those state that the choices of words, vocabulary, or sentences of language conversation through gender are different. This study conducted to analyze what happened or was experienced by certain groups which focused on the differences in the use of spoken language that were studied by gender. There are no participants in this research because this research use library research which is based on the literature review to analyze the data. This research uses descriptive qualitative. Analyzing and collecting data conducted by compiling or clarifying and interpreting. Data were collected through analyzing and reviewing sources in the form of books and articles discussing the topic then analyze the data in order to draw the conclusion. The result of study found that the language differences exist because of the paradigm social then produce differences in language conversation such as vocabulary use, word choice and emotional differences.

Using the Electronically Activated Recorder (EAR) to Capture the Day-to-Day Linguistic Experiences of Young Adults

Both recently and historically, naturalistic datasets and corpus analyses have played an important role in the formulation and testing of key theories and hypotheses in language development and use. The present work details ways in which an existing tool, the Electronically Activated Recorder (EAR), can be used in the cognitive and language science domains to better understand the content of day-to-day speech. From our sample of 75 young adult college students – a population with diverse linguistic experiences – we found enormous variability in the total amount of speech produced and the number of unique words spoken. Further, we discovered that individuals who speak frequently may not be the same individuals that produce long utterances, and we quantified the contexts in which individuals tend to speak. We argue that studies examining naturalistic speech in adults are rare, and through our data, we aim to demonstrate how the EAR can be used in novel ways to create both individual and group-level corpora of adults’ spoken language use.

Gender differences in caregiver's use of spoken language with young children who are hard-of-hearing

PurposeShared parenting among caregivers of different gender is common in the Swedish society. It is unclear if this includes shared contribution for children’s language development. The objective of this cross-sectional study was to explore the natural language environment of children who were hard-of-hearing compared to typically hearing controls. MethodsSeventy-two families with children aged 7-35 months participated; 22 children who were hard-of-hearing (Cochlear implants, n=11; Hearing aids, n=11) and 50 controls with typical hearing. The majority of caregivers had higher education background level, especially in the control group. Families conducted a daylong recording with the Language Environment Analysis technology, when both parents were present at home. An Interpreted Time Segmental analysis was performed to extract information about female versus male caregivers quantitative word use. ResultsThe results showed significant gender differences related to number of adult words, with less male words than female words (p <0.001). Male caregivers of children who were hard-of-hearing contributed with around 27 % of adult words during the recordings while males in the control group contributed with 37 %. There was a larger variation in number of female words in the study group than for controls, especially in mothers of children with cochlear implants. Conclusions: Female caregivers talk significantly more close to young children than male caregivers, and especially in the subgroup of children with cochlear implants. Children who are hard-of-hearing are dependent on a rich language environment, and might be especially vulnerable if male caregivers are less involved as language facilitators. More studies are needed to explore caregiver gender differences, both related to quantitative and qualitative language stimulation.

Assisted eating in late-stage dementia: Intercorporeal interaction

In this article, we argue that investigating and learning about agentive abilities of people living with late-stage dementia requires a theoretical framework that focuses on the use of bodily resources in interpersonal interaction (i.e., intercorporeality) for performing joint activities rather than on solely the use of spoken language. Assisted eating, which involves people living with late-stage dementia and professional carers, is taken as an empirical example. The study is based on observations and video recordings of occasions of assisted eating involving five people with late-stage dementia in a residential elder care home; one of these people is used as an example in this paper. The analysis shows that assisted eating is performed as a joint intercorporeal activity. The participants create joint attentional space and a common space of action for their bodily movements when they give and receive food. The participants engaged in the activity coordinate their bodily moves with each other. The analysis (1) demonstrates that the collaboration between people living with late-stage dementia and nurses is based on practical interdependent and co-operative bodily actions. (2) This makes it possible to better understand agency in terms of intercorporeal interaction displayed by people living with late-stage dementia. (3) The agency demonstrated in intercorporeal interaction is thus considered to be shared and distributed across bodies and requires support to be interactionally achieved. (4) The intercorporeal interaction as grounds for agency not only calls on other participants to note and honor the agency of the person with dementia that is still evident in embodied interaction, but also invites others to support people with dementia to claim and display their agency in social interactions and joint activities.

The Development of Writing Teaching Material Model With Local Wisdom Contents By Using CEFR Standard in English Literature Study Programme

The theme of local wisdom is an example of an interesting theme in writing activities and could be developed into a work that contributes to the creative industry and teach cultural values and national identity. In language learning, writing is one of the important skills in reconstructing grammar, vocabulary, and supporting the use of spoken language. Currently, writing skills can also be measured using global measurement standards. The standard is the CEFR (Common European Framework of Reference) which has been used in the European Region. Likewise, the English Literature study program at the State University of Jakarta also teaches writing skills or other skills with CEFR standards. However, in teaching Writing course, lecturers use various references or sources for learning. This means that there are no teaching materials arranged in the form of modules or textbooks as the main reference. Therefore, this research was designed in a research and development scheme to compile teaching materials which contains local wisdom.

Constraint-induced Aphasia Therapy Improves the Use of Spoken Language and Word-finding Ability in Chronic Subcortical Aphasia: A Case Report

Constraint-induced aphasia therapy (CIAT) has been reported as a short-term, intensive language training program for improving language function in patients with chronic aphasia. We report the recovery of language function in a patient with chronic aphasia who was evaluated in the baseline assessment as having reached a plateau. The patient with subcortical aphasia was a 62-year-old, right-handed man. At 192 days after left putamen hemorrhage, he visited our hospital to begin CIAT. The patient's language and speech abilities were evaluated 1 month before and immediately before the start of CIAT. To evaluate the training effect, language function was assessed immediately after, 1 month after, 3 months after, and 6 months after the end of CIAT. The Western Aphasia Battery (WAB), the single-word-naming task in the Test of Lexical Processing in Aphasia (TLPA), and the Verbal Activity Log (VAL) were used to assess his language function and the amount of spoken language. From 1 month before CIAT to 6 months after CIAT, the WAB Aphasia Quotient increased by 6.1 points. Compared with before therapy, the errors of apraxia of speech in the TLPA disappeared from immediately after to 6 months after CIAT. Although the VAL score at 3 months after CIAT was higher than that before the start of CIAT, the score decreased after 6 months because of reduced opportunities for communication with friends. CIAT improved the word-naming ability and amount of spontaneous, real-world spoken language in a patient with chronic aphasia.

Autistic preschoolers' engagement and language use in gross motor versus symbolic play settings.

Background and aims: Although adjustment of the environment is recommended as a support strategy in evidence-based interventions for children with autism, the impact of doing so (and the how and why) is not well understood. One essential environmental factor to consider when providing supports for preschool-aged autistic children is the play setting, specifically, the materials available in the child's play context. The aim of this study was to compare engagement states and number of utterances produced by preschool-aged autistic children within symbolic vs. gross motor play settings. Examining the relationship between gross motor play settings and children's social engagement and spoken language use is particularly important to explore for autistic children given differences in their sensory processing, motor skill development, and choice of and interaction with toys relative to neurotypical peers. Methods: Seventy autistic children aged 25-57 months were videotaped during natural play interactions with a parent. Children's social engagement and number of spoken utterances were examined in five minutes each of play with symbolic toys and play with gross motor toys. Continuous time-tagged video coding of the child-caregiver engagement states was conducted, and the child's frequency of spoken language was identified using language sample analysis. The specific variables examined were; (a) engagement with caregiver, (b) engagement with objects only, (c) unengaged (no evident engagement with objects or people), and (d) total number of spoken utterances. The relationship between play setting (symbolic vs gross motor) and child language and engagement state variables was examined with linear mixed effects modelling. Results: Significant main effects were revealed for the interaction between play setting and autistic children's engagement. Young autistic children were more likely to engage with caregivers in play environments with gross motor toys (moderate effect) and also were more likely to have periods of unengaged time (not overtly directing their attention to objects or people; small effect) in this setting. Further, when in a setting with symbolic toys, autistic children were more likely to spend their time focusing attention solely on objects (large effect). No interaction was found between play setting and total number of utterances spoken by autistic children. Conclusions and implications: This study confirmed the importance of continued research focused on understanding the relationship between children's play settings and their social engagement and language use. Although preliminary, findings support the idea that there is an interaction between preschool-aged autistic children's social engagement and their play settings. Further, our results suggest that there can be value in clinicians differentiating children's play settings (i.e., gross motor vs symbolic) when assessing and supporting social engagement capacities of young autistic children.

Parenting Stress, Self-Efficacy, and Involvement: Effects on Spoken Language Ability Three Years After Cochlear Implantation.

This study evaluated associations among parenting stress, self-efficacy, and involvement in relation to spoken language outcomes in young children 3 years following cochlear implantation. Cross-sectional. Six university tertiary medical centers. One hundred sixty-four young children with bilateral, severe-to-profound sensorineural hearing loss who had 3 years of experience with a CI; children with substantial cognitive impairments were excluded from the study. Family Stress Scale (FSS), Scale of Parental Involvement and Self-Efficacy (SPISE), Oral and Written Language Scales (OWLS). Correlations were of moderate strength between FSS scores and SPISE scores (Parental Self-Efficacy, r = -0.45, p < 0.01, Parental Involvement r = -0.32, p < 0.01). As hypothesized, parents reporting higher levels of stress reported lower perceptions of self-efficacy and involvement. In addition, results showed that family stress had a direct, negative effect on spoken language (-4.43 [95% confidence interval: -6.97; -1.89]). After controlling for maternal education and activation age, parental self-efficacy mediated the negative effect between family stress and spoken language (indirect effect = -1.91 [3.45; -0.69]; proportion mediated = 0.43). No mediating effects were found for parental involvement. These findings highlight the need for parenting interventions that focus on reducing stressors and increasing parents' perceptions of self-efficacy in families of children using cochlear implants. Integration of mental health screening and tailored parenting interventions in CI clinics may increase parental self-efficacy and involvement, with measurable benefits in the child's use of spoken language.

Komunikasi Konseling Pada Program Dharma Wacana Dan Dharma Tula Di Dusun Ngis Kecamatan Narmada

Counseling communication in the Dharma Wacana and Dharma Tula programs is an educational program for Hindus in internalizing Hindu religious teachings that are sourced from the Vedic Scriptures. Dharma discourse is one of the communication tools for Hindus in conveying Vedic teachings to direct and solve all Hindu problems so that it becomes an effective Hindu counseling communication model. This study describes the process of counseling communication in the Dharma Wacana and Dharma Tula programs in Dusun Ngis, Narmada District. This type of qualitative descriptive research uses the expose facto method. The concept of dharma wacana and dharma tula as tools for education and to Hindus in Indonesia in the form of Hindu religious speeches in the Guidance and counseling program is a personal, interpersonal, and group approach. The program of dharma wacana and dharma tula in guidance and counseling-based communication methods does not only help individuals or groups of Hindus solve life problems, but its main purpose is to change religious thought patterns and behavior and strengthen the spiritual-religious dimension of Hindus. The value messages of Hindu teachings originating from the Wedas are implemented in religious life which is conveyed in the Dharma Wacana Program based on Guidance and Counseling in Ngis Hamlet, Narmada District, which is the object of study in this study. The author found that it is not uncommon for the resource person to provide answers to the listener's questions by using the counseling communication model in the Dharma Wacana and Dharma Tula programs. The communication model referred to mainly in the use of spoken language as a communication tool with a counseling character. This is because the activities of dharma discourse in which the use of spoken language is a determinant of the effectiveness of answering a problem presented by the listener.

ОСОБЛИВОСТІ ВИКОРИСТАННЯ ХУДОЖНІХ ФІЛЬМІВ ПРИ НАВЧАННІ ПРАКТИКИ УСНОЇ І ПИСЕМНОЇ МОВИ СТУДЕНТІВ ВИЩОЇ ШКОЛИ

The study revealed the great potential of methods of teaching English on the basis of authentic feature films, which is realized through the clarity of video materials, encouraging different means of perception, creating on their basis language situations closest to real, aesthetic function of cinema. The film was considered as a means of visualization: visual, auditory, verbal. It was also shown how to use a feature film to motivate students to communicate in the classroom, learn English and education in general. The paper found that feature film can be used in various fields of English language teaching. It is an effective means of developing skills of oral communication, listening, teaching vocabulary, grammar, writing, socio-cultural and regional aspects. Each area of study was considered separately. The paper considers aspects that need to be considered when using feature films in teaching English: technical characteristics of videos, organization of lessons based on films, the most effective use of films, learning difficulties and other problems that teachers may face when using feature films in training. In this work, the following criteria for the selection of feature films were defined: compliance of the language content of the film with the level of knowledge of students; compliance of the content with educational goals; compliance with the interests, psychological, age and social characteristics of students; language saturation; the ratio of sound and visual range; reflection of socio-cultural, country studies specifics; informational, artistic value; movie duration. Properly selected films contribute to the formation of intercultural competence of students, the development of artistic, aesthetic and cognitive needs and motives, as well as the formation of intellectual, linguistic, cultural, communicative abilities. The specifics of the language of authentic feature film were considered in the work: the use of spoken language by the characters, the dialogic nature of the language, its saturation with idioms, slang, abbreviations. As a result of the research it was established that the pedagogical potential of the methods of teaching English on the basis of feature films can be realized through the educational and methodological complex, which includes the feature films themselves, forms of working with them, tasks for each film. Key words: feature film, communication, competence, education, foreign language.

Low speech rate but high gesture rate during conversational interaction in people with Cornelia de Lange syndrome

Cornelia de Lange syndrsome (CdLS) is a rare genetic syndrome with notable impaired expressive communication characterised by reduced spoken language. We examined gesture use to refine the description of expressive communication impairments in CdLS. During conversations, we compared gesture use in people with CdLS to peers with Down syndrome (DS) matched for receptive language and adaptive ability, and typically developing (TD) individuals of similar chronological age. As anticipated the DS and CdLS groups used fewer words during conversation than TD peers (P<.001). However, the CdLS group used twice the number of gestures per 100 words compared with the DS and TD groups (P=.003). Individuals with CdLS have a significantly higher gesture rate than expected given their level of intellectual disability and chronological age. This result indicates the cause of reduced use of spoken language does not extend to all forms of expressive communication.

Някои наблюдения върху усвояването на евиденциалността в българския език като втори от носители на английския език

Second language acquisition of grammatical evidentiality in Bulgarian is studied through analyzing the spoken language use of a number of native English speakers. The category is found unstable at the higher levels of language proficiency, which indicates incomplete acquisition. There are cases of probable full acquisition which the current analysis cannot confirm. Suggestions regarding the role of the linguistic worldview are put forward.

Jogos de linguagem e jogos de movimento: deslocamentos lúdicos na aula de língua italiana

O objetivo deste estudo é socializar duas atividades lúdicas de ensino de língua italiana que podem ser adaptadas para outros contextos de ensino. As dinâmicas baseiam-se, principalmente, em jogos linguísticos e jogos de movimento que permitem ao aluno deslocar-se em sala de aula, como, por exemplo, na atividade de desenvolvimento oral Caccia al tesoro (Caça ao tesouro), na qual o aluno deve movimentar-se pela sala em busca de colegas que preencham requisitos orientado por uma série de perguntas lúdicas e nonsense. Atividades de movimento como essa estimulam, além do uso da língua oral e da aquisição de vocabulário, possibilidades de entrosamento e (re)conhecimento de pares no microuniverso da sala de aula. A outra proposta é denominada Il sasso nello stagno (A pedra no pântano) e configura-se como a produção criativa de acrósticos. Essas práticas lúdicas são direcionadas a crianças a partir do Ensino Fundamental II e também a adultos, e se baseiam nos preceitos da Gramática da fantasia (Grammatica della fantasia, 1973), de Gianni Rodari. São jogos que promovem o estranhamento e estimulam a criatividade. Os alunos interagem, refletem sobre a língua, brincam, apre(e)ndem e as propostas didáticas fluem de uma maneira mais espontânea.