Use Of Spoken Language Research Articles

TEICORPO: A Conversion Tool for Spoken Language Transcription with a Pivot File in TEI

CORLI is a consortium of Huma-Num, the French national infrastructure dedicated to the technical support and promotion of digital humanities. The goal of CORLI is to promote and provide tools and information for good and efficient research practices in corpus linguistics and especially spoken language corpora. Because of the time required to collect and transcribe spoken language resources, their number is limited and thus corpora need to be interoperable and reusable in order to improve research on various themes (phonology, prosody, interaction, syntax, textometry…). To help researchers reach this goal, CORLI has designed a set of tools: TEICORPO to assist in the conversion and use of spoken language corpora, and TEIMETA for metadata purposes. TEICORPO is based on the principle of an underlying common format, namely the TEI as described in its specification for spoken language use (ISO/TEI 24624:2016). This tool enables the conversion of transcriptions created with alignment software such as CLAN, Transcriber, Praat or ELAN as well as common file formats (csv, xlsx, txt or docx) and the TEI format, which plays the role of a pivot format, without losing information. Backward conversion is possible in many cases, with limitations inherent to the destination target format. TEICORPO can run the Treetagger Part of Speech tagger and the Stanford CoreNLP tools on TEI files and can export the resulting files to textometric tools such as TXM, Le Trameur, or Iramuteq, making it a tool dedicated to spoken language corpora editing as well as to various research purposes.

Translanguaging and the No Voice Policy in L2 Sign Language Contexts

This article draws on translanguaging theory and research to consider a common pedagogical practice in American Sign Language (ASL) as a second language (L2) classroom, the No Voice policy (i.e., spoken language use is forbidden). The No Voice policy serves important cultural and practical purposes, but by nature limits learners’ access to their entire linguistic repertoire, which raises questions about the overall impact of the policy on learners’ language development. Current literature about pedagogical translanguaging has not yet addressed practices that integrate (and, by extension, limit) selective modalities; we evaluate this gap and propose several directions for future research on the topic.Moreover, previous discussions of translanguaging practices involving recognized minority (e.g., Basque, Welsh, Irish) spoken languages are not wholly comparable to sign languages, which are not yet official or fully recognized languages in most countries and are therefore additionally vulnerable.We take into account the impact of ASL L2 learners on the language community, as many learners go on to become interpreters and allies to the deaf community.
 Keywords: American Sign Language as a second language, hearing adult learners, selective modality, pedagogical translanguaging, minority language

The Speech Act of Rebuke in Indonesian Students' Interaction

This research was conducted with the aim of investigating rebuke speech acts in student interactions during practicing class using pragmatic approach and politeness strategies. Human beings can never be separated from the use of oral language in the form of speech acts. One of the interesting events to study and analyze language pragmatics is by observing how students relate in academic environments. This is necessary due to the importance of speech act in communication through the use of spoken language. This research was conducted qualitatively using a pragmatic theory approach and 100 students participating in a practical class were selected randomly as subjects of the research. The data used include the students' speeches during the violation of practice procedures in the laboratory and the data collection techniques used were open questionnaires through the Discourse Complete Test (DCT) involving 10 types of real situations. The data obtained were analyzed using Searle's speech act and Brown and Levinson's politeness strategy theories. The results indicated the existence of greatest tendency for rebuke expressive speech acts, which violate politeness strategies.

Another arrow for the quiver: a new methodology for multilingual researchers

ABSTRACT This paper reports on a promising methodology for multilingualism studies that was trialled at the National Institute of Education (NIE) on the campus of Nanyang Technological University (NTU), Singapore, in 2018. The methodology named the Aural-Oral Transect (AOT) is a systematic, easy-to-implement, unbiased way of collecting quantitative data on spoken language use in multilingual settings, and the data arising from its application provides a snapshot of the aural-oral landscape, that is, the landscape of ‘heard speech’, a landscape that is available to the ears rather than the eyes. With its ability to provide easy access to data on the actual speech habits of members of a multilingual community, the wide employment of the AOT could bring forth a revolution in multilingual studies. The AOT is not intended to supplant or obviate tried and tested data collection approaches, rather it is promoted here as an additional tool for gathering data that has hitherto remained out of reach, another arrow for the researcher’s quiver.

Lexical bundles from one century to the next

Abstract This corpus study compares lexical bundles found in the language input of a selection of historical and current English language teaching materials to see what insights they can give into changes in spoken language use. English teaching texts published between 1905 and 1917 were used to construct a historical corpus, and a collection of English language self-study texts published between 2004 and 2014 were used for comparison. Both groups of texts focused on spoken language. The most frequent three-word lexical bundles extracted from each corpus varied considerably. The contemporary texts showed both a greater use of formulaic language and more syntactic complexity within it, while the historical texts relied on simpler structures. An exploratory analysis of the lexical bundles in the historical texts suggests, however, that viewed in conjunction with other historical sources, they can assist in building a picture of spoken language use of the period.

Learning Experiences of Students Who Are Hard of Hearing in Higher Education: Case Study of a South African University

Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic independence. This trend is relevant to South Africa, where Higher Education Institutions (HEIs) are accepting and registering students with a hearing loss but are not providing adequate academic support and inclusive curricula. Furthermore, in South Africa, almost no research has been conducted concerning students who are HOH in higher education regarding their teaching and learning needs or the coping strategies which they use to survive academically. However, what is known is that, of those HOH students who do enter higher education, many do not graduate successfully (up to 75%) and, of those that do graduate, many continue to be excluded from professions. The aims of this article were to report on the teaching and learning experiences of students who are HOH at a South African university, who prefer to make use of spoken language, to share the daily barriers with which they are faced, and to provide recommendations for teaching and learning, as well as curricula transformation. This study adds to the existing body of knowledge on this topic in South Africa and could be relevant in similar contexts.

Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates

This study investigated the relationship between vocabulary knowledge (written and aural receptive vocabulary size and self‐rating of vocabulary knowledge) and self‐perceptions of four language skills (reading, listening, writing, speaking) targeting undergraduate students in English‐medium instruction (EMI) courses in Japan. The students’ academic performance (course grades and quiz scores) was also compared to their vocabulary knowledge. Results showed that learners with larger aural vocabulary sizes were more confident in spoken language use, and those who self‐rated higher on their vocabulary knowledge were more likely to perceive themselves as proficient in productive language skills. Interestingly, learners with larger written vocabulary sizes tended to perceive themselves as less proficient in performing EMI tasks. Results also showed that none of the vocabulary measures were significantly associated with academic outcomes. Interview data suggest that EMI students’ performance could be affected by the complex interplay of various factors, though not necessarily a large vocabulary size alone. Based on these findings, implications are discussed in terms of teaching and assessing vocabulary knowledge in EMI courses.

Spoken Language and Fear of the Blank Page

Ability to communicate using spoken language occurs naturally in children earlier than they learn how to use written language. Throughout persons’ lives, their ability to use spoken language is being continuously maintained and further developed. As a result, spoken language has greater capacities to form and organize thoughts than those of written language. This article discusses one such capacity, to grasp mentally the initial idea, which is essential for beginning any writing process. An integral tool for using spoken language is a voice-recording device, which has become widely available as an application for mobile telephones and other portable devices. The use of spoken language, referred in this article as free-talking, allows a wide range of idea-generating possibilities, only few of which are discussed in this article.

VARIASI BAHASA DALAM KOLOM MELA KOMENTAR SURAT KABAR RAKYAT BENGKULU

The purpose of this study is to describe the variation of spoken language in the column Mela Bengkulu People's newspaper commentary and language variations in the column Mela Bengkulu People's newspaper comments in terms of formality. This research uses descriptive research design and using documentation technique as data collection tool. For data analysis, the following steps are used: (1) read carefully, (2) code every data obtained, (3) tabulate data used to describe language usage, (4) analyze data of spoken language in terms of level (5) classify the results of data analysis, (6) synthesize the results of classification, (7) conclude. From the result of the research, it is found that the variation of language in Mela Comments column used standard oral language and non standard oral language. Language variations seen in terms of formality are used diverse casual and familiar variety. The marker of standard oral spoken language is seen in the use of Indonesian vocabulary and diction and no regional language elements. Markers of oral spoken language use are not seen in non-standard word usage, regional/foreign language usage, slang usage and presence of expression statements. Markers of casual usage are seen in the use of regional/foreign languages, the use of non-standard words, the use of slang and expressions. The use of familiar varieties is seen in the use of the word hello, the use of regional/foreign languages and typical terms. Conclusion; Language variations in the October 26 to 24 November 2016 edition of Mela Comments column of 26 topics with 265 speeches, can be summarized by 38 speeches using standard oral language and 227 using non-standard spoken language. Language variations are viewed in terms of its formality using a variety of casual and diverse. Keywords: language variation, mela komentar column, Rakyat Bengkulu newspaper

GeoTalk: a GPS-Enabled Portable Speech Output Device for People with Intellectual Disability

A high percentage of people with intellectual disability experience communication impairments that limit their use of spoken language and make the use of alternative and augmentative communication (AAC) devices potentially beneficial. However, AAC devices often present barriers for people with intellectual disability due to the complexity of switching between levels and overlays and by hardware configurations that limit the number of words or phrases that can be programmed into a device. This study reports on an evaluation of GeoTalk, a handheld device application that incorporates universal design in the user interface and integrates global positioning system (GPS), electronic schedule timers, and other sensor technology to automatically switch between vocabulary sets when the user enters a designated geographic zone, such as a school, bank, and grocery store. The system also triggers automated switches in vocabulary sets based upon time of day or remote sensors in situations that require a unique vocabulary set. Findings from the pilot test showed that people with intellectual disability were able to operate the GPS-enabled GeoTalk device with fewer errors, requiring fewer prompts, and with greater speed than two commercially available comparison AAC devices.

Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions

ABSTRACTThis article on interactional competence provides an overview of the historical influences that have shaped theoretical conceptualisations of this construct as it relates to spoken language use, leading to the current view of it as involving both cognitive and social dimensions, and then describes its operationalisation in tests and assessment scales, and the challenges associated with this activity. Looking into the future, issues that need to be dealt with include developing a fuller representation of the construct and of more contextually relevant assessments, deciding upon additional assessment criteria and the appropriate interpretation thereof, and determining how technology can be applied in assessment practice and the extent to which technology fundamentally changes the construct itself. These all have implications for testing if it is to be relevant and fit for purpose.

Synchronous Examination of Diaspora Communities: Slovenian Canadians in Ontario

This article presents a model for studying diaspora communities as independent structures applied to the Slovenian-Canadian case and where the synchronous examination of diaspora communities and the literary system is the central subject of study. This paper presents an established research model, which does not examine diaspora communities as a bridge between the country of origin and the country of acceptance, but as a third autonomous, equivalent space. The model enables extra and intratextual analysis of literature, treatment of written and spoken language use and examination of formal and informal institutional situations of the diaspora community. This methodology is especially effective in the analysis of the diaspora community under contemporary conditions, where we find only the remnants of a once powerful system that have managed to be maintained over many decades up to the present, which is not possible from a distance (e.g. from Slovenia). Using the researcher's two years of fieldwork as well as the intra-community status of the researcher, the community was observed with the taxonomy of variables proposed by Howard Giles et al. (1971) that determines the empirical reality of minority communities. Due to the shortcomings of this approach in the analysis, we have established a more appropriate model, which not only enables the monitoring and assessment of the community, but on the basis of the theory of realization of national interpellation proposed by Marcello Potocco (2012), we are able to increase the actual vitality and strengthen the (Slovenian) national identity. The model allows participation in the activity, not only for observing, but for implementation of additional activity as well, according to the existing situations and needs of the community. The vitality of the community was re-assessed and the results compared with the pilot assessment. The comparison demonstrated that the proposed approach is effective. In the Slovenian community, in Ontario, the material factors of national interpellation are: socio-institutional context (interconnection of institutions), education, media, literary system (extra and intratextual), publishing market, the use of language (written, spoken) and other (religion, economy, music, sport and gastronomy).

Altering Practices to Include Bimodal-bilingual (ASL-Spoken English) Programming at a Small School for the Deaf in Canada.

Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Paludneviciene & Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R. & Leigh, I. (Eds.), Cochlear implants evolving perspectives (pp. 3-19). Washington, DC: Gallaudet University Press). However, there is limited research on students' spoken language development, signed language growth, academic outcomes or the social-emotional factors associated with these programs (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Nussbaum, D & Scott, S. (2011). The cochlear implant education center: Perspectives on effective educational practices. In Paludneviciene, R. & Leigh, I. (Eds.) Cochlear implants evolving perspectives (pp. 175-205). Washington, DC: Gallaudet University Press. The cochlear implant education center: Perspectives on effective educational practices. In Paludnevicience & Leigh (Eds). Cochlear implants evolving perspectives (pp. 175-205). Washington, DC: Gallaudet University Press; Spencer, P. & Marschark, M. (Eds.) (2010). Evidence-based practice in educating deaf and hard-of-hearing students. New York, NY: Oxford University Press). The purpose of this case study was to look at formal and informal student outcomes as well as staff and parent perceptions during the first 3 years of implementing a bimodal-bilingual (ASL and spoken English) program within an ASL milieu at a small school for the deaf. Speech and language assessment results for five students were analyzed over a 3-year period and indicated that the students made significant positive gains in all areas, although results were variable. Staff and parent survey responses indicated primarily positive perceptions of the program. Some staff identified ongoing challenges with balancing signed and spoken language use. Many parents responded with strong emotions, some stating that the program was "life-changing" for their children/families.

Incorporating Spanish Language Instruction Into Health Sciences Programs in a Hispanic-Serving Institution

Patient-provider language discordance is a growing problem in health care among Spanish-speaking patients. To produce graduates capable of linguistically competent care, three university programs are incorporating Spanish language instruction into their curricula (pharmacy, physical therapy, and speech-language pathology). We review these three models of Spanish language training and summarize the lessons learned to date. Differences in the training models reflect fundamental differences regarding the use of spoken language in the disciplines.

Seizure variables and their relationship to genotype and functional abilities in the CDKL5 disorder.

To investigate seizure outcomes and their relationships to genotype and functional abilities in individuals with the cyclin-dependent kinase-like-5 (CDKL5) disorder. Using the International CDKL5 Disorder Database, we identified 172 cases with a pathogenic CDKL5 mutation. We categorized individual mutations into 4 groups based on predicted structural and functional consequences. Negative binomial regression was used to model the linear association between current seizure rate and mutation group, current level of assistance required to walk 10 steps, and the highest level of expressive communication used to convey refusal or request. All but 3 (169/172) patients had a history of epilepsy. The median age at seizure onset was 6 weeks (range 1 week-1.5 years) and the median seizure rate at ascertainment was 2 per day (range 0-20 per day). After adjusting for walking ability and confounders including use or otherwise of polytherapy, seizure rate was lower in those with truncating mutations between aa172 and aa781 compared to those with no functional protein (incidence rate ratio [IRR] 0.57; 95% confidence interval [CI] 0.35-0.93). Ability to walk and use of spoken language were associated with lower rates of current seizures when compared to those with the least ability after adjusting for genotype (walking: IRR 0.62; 95% CI 0.39-0.99, communication: IRR 0.48; 95% CI 0.23-1.02). At a median age at questionnaire completion of 5 years, those previously treated with corticosteroids had more frequent seizures than those who have never been treated, whether or not there was a history of infantile spasms. Epilepsy is pervasive but not mandatory for the CDKL5 disorder. Genotype and functional abilities were related to seizure frequency, which appears refractory to antiepileptic drugs.

Education and the social brain: linking language, thinking, teaching and learning

Several fields of investigation, including developmental psychology, evolutionary psychology, educational research and neuroscience have begun to recognize the essentially social quality of human cognition, as represented by the concept of the ‘social brain’. In this article, I discuss this concept, its value for psychological studies of teaching and learning, and how it can be related to a sociocultural theory of education and cognitive development. This involves a consideration of the relationship between individual and collective thinking, and between spoken language use and cognitive development. Some implications for understanding and promoting the educational functions of talk in the classroom are discussed.

Intervention effects on spoken-language outcomes for children with autism: a systematic review and meta-analysis.

Although spoken-language deficits are not core to an autism spectrum disorder (ASD) diagnosis, many children with ASD do present with delays in this area. Previous meta-analyses have assessed the effects of intervention on reducing autism symptomatology, but have not determined if intervention improves spoken language. This analysis examines the effects of early interventions on spoken-language in children with ASD. A systematic review of 1756 studies of children with ASD who participated in early intervention resulted in the inclusion of 26 studies in the current review. These studies included 1738 participants with ASD who were, on average, 3.3 years old (SD = 0.91). This random-effects meta-analysis of spoken-language outcomes for children with ASD who received early intervention as compared with usual treatments yielded a significant overall mean effect size of g = 0.26 (CI = 0.11 to 0.42). On average, children with ASD significantly increased their use of spoken-language following experimental early interventions. Treatments delivered simultaneously by a clinician and a parent resulted in greater gains in spoken-language than treatments delivered by a clinician or parent only. No other participant or study characteristics predicted individual-study effect sizes. Early intervention improves spoken-language outcomes for children with ASD, and the largest effects are found when both parent and clinician implement the intervention. Recommendations for practice include adding systematic parent training to interventions for spoken language to potentially improve outcomes. Future research should report standard language measures as well as child (cognitive ability and socio-economic status) and intervention characteristics to improve evidence related to the effects of interventions on spoken communication in children with ASD.

Opinions and reflections on the use of spoken language in journalistic texts

Opinions and reflections on the use of spoken language in journalistic texts

Opinions and reflections on the use of spoken language in journalistic texts

Opinions and reflections on the use of spoken language in journalistic texts

Mehubarot : A Peep without a Show

The Israeli television series Mehubarot (Connected, 2009) follows five Israeli women who use their performance before the camera—through both visual and spoken texts—as a means of biographical representation which blends public and private aspects of their daily lives. This article examines the use of spoken language as a central tool for signaling sincerity and closeness on the series’ visual stage, focusing on the unique setting of Israeli society and the exclusive genre of a televised diary in its written and spoken modes.