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Sample records for spoken language written

  1. Prosodic Parallelism – comparing spoken and written language

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    Richard Wiese

    2016-10-01

    Full Text Available The Prosodic Parallelism hypothesis claims adjacent prosodic categories to prefer identical branching of internal adjacent constituents. According to Wiese and Speyer (2015, this preference implies feet contained in the same phonological phrase to display either binary or unary branching, but not different types of branching. The seemingly free schwa-zero alternations at the end of some words in German make it possible to test this hypothesis. The hypothesis was successfully tested by conducting a corpus study which used large-scale bodies of written German. As some open questions remain, and as it is unclear whether Prosodic Parallelism is valid for the spoken modality as well, the present study extends this inquiry to spoken German. As in the previous study, the results of a corpus analysis recruiting a variety of linguistic constructions are presented. The Prosodic Parallelism hypothesis can be demonstrated to be valid for spoken German as well as for written German. The paper thus contributes to the question whether prosodic preferences are similar between the spoken and written modes of a language. Some consequences of the results for the production of language are discussed.

  2. Neural stages of spoken, written, and signed word processing in beginning second language learners.

    Science.gov (United States)

    Leonard, Matthew K; Ferjan Ramirez, Naja; Torres, Christina; Hatrak, Marla; Mayberry, Rachel I; Halgren, Eric

    2013-01-01

    WE COMBINED MAGNETOENCEPHALOGRAPHY (MEG) AND MAGNETIC RESONANCE IMAGING (MRI) TO EXAMINE HOW SENSORY MODALITY, LANGUAGE TYPE, AND LANGUAGE PROFICIENCY INTERACT DURING TWO FUNDAMENTAL STAGES OF WORD PROCESSING: (1) an early word encoding stage, and (2) a later supramodal lexico-semantic stage. Adult native English speakers who were learning American Sign Language (ASL) performed a semantic task for spoken and written English words, and ASL signs. During the early time window, written words evoked responses in left ventral occipitotemporal cortex, and spoken words in left superior temporal cortex. Signed words evoked activity in right intraparietal sulcus that was marginally greater than for written words. During the later time window, all three types of words showed significant activity in the classical left fronto-temporal language network, the first demonstration of such activity in individuals with so little second language (L2) instruction in sign. In addition, a dissociation between semantic congruity effects and overall MEG response magnitude for ASL responses suggested shallower and more effortful processing, presumably reflecting novice L2 learning. Consistent with previous research on non-dominant language processing in spoken languages, the L2 ASL learners also showed recruitment of right hemisphere and lateral occipital cortex. These results demonstrate that late lexico-semantic processing utilizes a common substrate, independent of modality, and that proficiency effects in sign language are comparable to those in spoken language.

  3. What Comes First, What Comes Next: Information Packaging in Written and Spoken Language

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    Vladislav Smolka

    2017-07-01

    Full Text Available The paper explores similarities and differences in the strategies of structuring information at sentence level in spoken and written language, respectively. In particular, it is concerned with the position of the rheme in the sentence in the two different modalities of language, and with the application and correlation of the end-focus and the end-weight principles. The assumption is that while there is a general tendency in both written and spoken language to place the focus in or close to the final position, owing to the limitations imposed by short-term memory capacity (and possibly by other factors, for the sake of easy processibility, it may occasionally be more felicitous in spoken language to place the rhematic element in the initial position or at least close to the beginning of the sentence. The paper aims to identify differences in the function of selected grammatical structures in written and spoken language, respectively, and to point out circumstances under which initial focus is a convenient alternative to the usual end-focus principle.

  4. Distinguish Spoken English from Written English: Rich Feature Analysis

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    Tian, Xiufeng

    2013-01-01

    This article aims at the feature analysis of four expository essays (Text A/B/C/D) written by secondary school students with a focus on the differences between spoken and written language. Texts C and D are better written compared with the other two (Texts A&B) which are considered more spoken in language using. The language features are…

  5. Grammatical awareness in the spoken and written language of language-disabled children.

    Science.gov (United States)

    Rubin, H; Kantor, M; Macnab, J

    1990-12-01

    Experiments examined grammatical judgement, and error-identification deficits in relation to expressive language skills and to morphemic errors in writing. Language-disabled subjects did not differ from language-matched controls on judgement, revision, or error identification. Age-matched controls represented more morphemes in elicited writing than either of the other groups, which were equivalent. However, in spontaneous writing, language-disabled subjects made more frequent morphemic errors than age-matched controls, but language-matched subjects did not differ from either group. Proficiency relative to academic experience and oral language status and to remedial implications are discussed.

  6. General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities.

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    Scott, C M; Windsor, J

    2000-04-01

    Language performance in naturalistic contexts can be characterized by general measures of productivity, fluency, lexical diversity, and grammatical complexity and accuracy. The use of such measures as indices of language impairment in older children is open to questions of method and interpretation. This study evaluated the extent to which 10 general language performance measures (GLPM) differentiated school-age children with language learning disabilities (LLD) from chronological-age (CA) and language-age (LA) peers. Children produced both spoken and written summaries of two educational videotapes that provided models of either narrative or expository (informational) discourse. Productivity measures, including total T-units, total words, and words per minute, were significantly lower for children with LLD than for CA children. Fluency (percent T-units with mazes) and lexical diversity (number of different words) measures were similar for all children. Grammatical complexity as measured by words per T-unit was significantly lower for LLD children. However, there was no difference among groups for clauses per T-unit. The only measure that distinguished children with LLD from both CA and LA peers was the extent of grammatical error. Effects of discourse genre and modality were consistent across groups. Compared to narratives, expository summaries were shorter, less fluent (spoken versions), more complex (words per T-unit), and more error prone. Written summaries were shorter and had more errors than spoken versions. For many LLD and LA children, expository writing was exceedingly difficult. Implications for accounts of language impairment in older children are discussed.

  7. Propositional Density in Spoken and Written Language of Czech-Speaking Patients with Mild Cognitive Impairment

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    Smolík, Filip; Stepankova, Hana; Vyhnálek, Martin; Nikolai, Tomáš; Horáková, Karolína; Matejka, Štepán

    2016-01-01

    Purpose Propositional density (PD) is a measure of content richness in language production that declines in normal aging and more profoundly in dementia. The present study aimed to develop a PD scoring system for Czech and use it to compare PD in language productions of older people with amnestic mild cognitive impairment (aMCI) and control…

  8. Cross-Sensory Correspondences and Symbolism in Spoken and Written Language

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    Walker, Peter

    2016-01-01

    Lexical sound symbolism in language appears to exploit the feature associations embedded in cross-sensory correspondences. For example, words incorporating relatively high acoustic frequencies (i.e., front/close rather than back/open vowels) are deemed more appropriate as names for concepts associated with brightness, lightness in weight,…

  9. Changes to English as an Additional Language Writers' Research Articles: From Spoken to Written Register

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    Koyalan, Aylin; Mumford, Simon

    2011-01-01

    The process of writing journal articles is increasingly being seen as a collaborative process, especially where the authors are English as an Additional Language (EAL) academics. This study examines the changes made in terms of register to EAL writers' journal articles by a native-speaker writing centre advisor at a private university in Turkey.…

  10. Teaching the Spoken Language.

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    Brown, Gillian

    1981-01-01

    Issues involved in teaching and assessing communicative competence are identified and applied to adolescent native English speakers with low levels of academic achievement. A distinction is drawn between transactional versus interactional speech, short versus long speaking turns, and spoken language influenced or not influenced by written…

  11. A Comparison between Written and Spoken Narratives in Aphasia

    Science.gov (United States)

    Behrns, Ingrid; Wengelin, Asa; Broberg, Malin; Hartelius, Lena

    2009-01-01

    The aim of the present study was to explore how a personal narrative told by a group of eight persons with aphasia differed between written and spoken language, and to compare this with findings from 10 participants in a reference group. The stories were analysed through holistic assessments made by 60 participants without experience of aphasia…

  12. Word frequencies in written and spoken English based on the British National Corpus

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    Leech, Geoffrey; Wilson, Andrew (All Of Lancaster University)

    2014-01-01

    Word Frequencies in Written and Spoken English is a landmark volume in the development of vocabulary frequency studies. Whereas previous books have in general given frequency information about the written language only, this book provides information on both speech and writing. It not only gives information about the language as a whole, but also about the differences between spoken and written English, and between different spoken and written varieties of the language. The frequencies are derived from a wide ranging and up-to-date corpus of English: the British Na

  13. Spoken Language Understanding Software for Language Learning

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    Hassan Alam

    2008-04-01

    Full Text Available In this paper we describe a preliminary, work-in-progress Spoken Language Understanding Software (SLUS with tailored feedback options, which uses interactive spoken language interface to teach Iraqi Arabic and culture to second language learners. The SLUS analyzes input speech by the second language learner and grades for correct pronunciation in terms of supra-segmental and rudimentary segmental errors such as missing consonants. We evaluated this software on training data with the help of two native speakers, and found that the software recorded an accuracy of around 70% in law and order domain. For future work, we plan to develop similar systems for multiple languages.

  14. Oral and Literate Strategies in Spoken and Written Narratives.

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    Tannen, Deborah

    1982-01-01

    Discusses comparative analysis of spoken and written versions of a narrative to demonstrate that features which have been identified as characterizing oral discourse are also found in written discourse and that the written short story combines syntactic complexity expected in writing with features which create involvement expected in speaking.…

  15. Spoken and Written Communication: Are Five Vowels Enough?

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    Abbott, Gerry

    The comparatively small vowel inventory of Bantu languages leads young Bantu learners to produce "undifferentiations," so that, for example, the spoken forms of "hat,""hut,""heart" and "hurt" sound the same to a British ear. The two criteria for a non-native speaker's spoken performance are…

  16. Native language, spoken language, translation and trade

    OpenAIRE

    Jacques Melitz; Farid Toubal

    2012-01-01

    We construct new series for common native language and common spoken language for 195 countries, which we use together with series for common official language and linguis-tic proximity in order to draw inferences about (1) the aggregate impact of all linguistic factors on bilateral trade, (2) whether the linguistic influences come from ethnicity and trust or ease of communication, and (3) in so far they come from ease of communication, to what extent trans-lation and interpreters play a role...

  17. Fast mapping semantic features: performance of adults with normal language, history of disorders of spoken and written language, and attention deficit hyperactivity disorder on a word-learning task.

    Science.gov (United States)

    Alt, Mary; Gutmann, Michelle L

    2009-01-01

    This study was designed to test the word learning abilities of adults with typical language abilities, those with a history of disorders of spoken or written language (hDSWL), and hDSWL plus attention deficit hyperactivity disorder (+ADHD). Sixty-eight adults were required to associate a novel object with a novel label, and then recognize semantic features of the object and phonological features of the label. Participants were tested for overt ability (accuracy) and covert processing (reaction time). The +ADHD group was less accurate at mapping semantic features and slower to respond to lexical labels than both other groups. Different factors correlated with word learning performance for each group. Adults with language and attention deficits are more impaired at word learning than adults with language deficits only. Despite behavioral profiles like typical peers, adults with hDSWL may use different processing strategies than their peers. Readers will be able to: (1) recognize the influence of a dual disability (hDSWL and ADHD) on word learning outcomes; (2) identify factors that may contribute to word learning in adults in terms of (a) the nature of the words to be learned and (b) the language processing of the learner.

  18. The determinants of spoken and written picture naming latencies.

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    Bonin, Patrick; Chalard, Marylène; Méot, Alain; Fayol, Michel

    2002-02-01

    The influence of nine variables on the latencies to write down or to speak aloud the names of pictures taken from Snodgrass and Vanderwart (1980) was investigated in French adults. The major determinants of both written and spoken picture naming latencies were image variability, image agreement and age of acquisition. To a lesser extent, name agreement was also found to have an impact in both production modes. The implications of the findings for theoretical views of both spoken and written picture naming are discussed.

  19. Word Frequencies in Written and Spoken English

    African Journals Online (AJOL)

    R.B. Ruthven

    extent of the emphasis on the acquisition vocabulary in school curricula. After a brief introduction, the author looks in chapter 2 at major books which in the. 20th century worked on a controlled vocabulary for foreign-language learners in Europe, Asia and America. This section provides the background for the elaboration of ...

  20. Word Frequencies in Written and Spoken English

    African Journals Online (AJOL)

    R.B. Ruthven

    Gabriele Stein. Developing Your English Vocabulary: A Systematic New. Approach. 2002, VIII + 272 pp. ... objective of this book is twofold: to compile a lexical core and to maximise the skills of language students by ... chapter 3, she offers twelve major ways of expanding this core-word list and differentiating lexical items to ...

  1. Word Frequencies in Written and Spoken English

    African Journals Online (AJOL)

    R.B. Ruthven

    data of the corpus and includes more formal audio material (lectures, TV and radio broadcasting). The book begins with a 20-page introduction, which is sometimes quite technical, but ... grounds words that belong to the core vocabulary of the language such as tool-. Lexikos 15 (AFRILEX-reeks/series 15: 2005): 338-339 ...

  2. Webster's word power better English grammar improve your written and spoken English

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    Kirkpatrick, Betty

    2014-01-01

    With questions and answer sections throughout, this book helps you to improve your written and spoken English through understanding the structure of the English language. This is a thorough and useful book with all parts of speech and grammar explained. Used by ELT self-study students.

  3. LANGUAGE POLICIES PURSUED IN THE AXIS OF OTHERING AND IN THE PROCESS OF CONVERTING SPOKEN LANGUAGE OF TURKS LIVING IN RUSSIA INTO THEIR WRITTEN LANGUAGE / RUSYA'DA YASAYAN TÜRKLERİN KONUSMA DİLLERİNİN YAZI DİLİNE DÖNÜSTÜRÜLME SÜRECİ VE ÖTEKİLESTİRME EKSENİNDE İZLENEN DİL POLİTİKALARI

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    Süleyman Kaan YALÇIN (M.A.H.

    2008-12-01

    Full Text Available Language is an object realized in two ways; spokenlanguage and written language. Each language can havethe characteristics of a spoken language, however, everylanguage can not have the characteristics of a writtenlanguage since there are some requirements for alanguage to be deemed as a written language. Theserequirements are selection, coding, standardization andbecoming widespread. It is necessary for a language tomeet these requirements in either natural or artificial wayso to be deemed as a written language (standardlanguage.Turkish language, which developed as a singlewritten language till 13th century, was divided intolanguages as West Turkish and North-East Turkish bymeeting the requirements of a written language in anatural way. Following this separation and through anatural process, it showed some differences in itself;however, the policy of converting the spoken language ofeach Turkish clan into their written language -the policypursued by Russia in a planned way- turned Turkish,which came to 20th century as a few written languagesinto20 different written languages. Implementation ofdiscriminatory language policies suggested by missionerssuch as Slinky and Ostramov to Russian Government,imposing of Cyrillic alphabet full of different andunnecessary signs on each Turkish clan by force andothering activities of Soviet boarding schools opened hadconsiderable effects on the said process.This study aims at explaining that the conversionof spoken languages of Turkish societies in Russia intotheir written languages did not result from a naturalprocess; the historical development of Turkish languagewhich is shaped as 20 separate written languages onlybecause of the pressure exerted by political will; and how the Russian subjected language concept -which is thememory of a nation- to an artificial process.

  4. Spoken language corpora for the nine official African languages of ...

    African Journals Online (AJOL)

    Spoken language corpora for the nine official African languages of South Africa. Jens Allwood, AP Hendrikse. Abstract. In this paper we give an outline of a corpus planning project which aims to develop linguistic resources for the nine official African languages of South Africa in the form of corpora, more specifically spoken ...

  5. Professionals' Guidance about Spoken Language Multilingualism and Spoken Language Choice for Children with Hearing Loss

    Science.gov (United States)

    Crowe, Kathryn; McLeod, Sharynne

    2016-01-01

    The purpose of this research was to investigate factors that influence professionals' guidance of parents of children with hearing loss regarding spoken language multilingualism and spoken language choice. Sixteen professionals who provide services to children and young people with hearing loss completed an online survey, rating the importance of…

  6. Reconsidering Written Language

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    Gopal P. Sarma

    2015-07-01

    Full Text Available A number of elite thinkers in Europe during the 16th and 17th centuries pursued an agenda which historian Paolo Rossi calls the “quest for a universal language,” a quest which was deeply interwoven with the emergence of the scientific method. From a modern perspective, one of the many surprising aspects of these efforts is that they relied on a diverse array of memorization techniques as foundational elements. In the case of Leibniz’s universal calculus, the ultimate vision was to create a pictorial language that could be learned by anyone in a matter of weeks and which would contain within it a symbolic representation of all domains of contemporary thought, ranging from the natural sciences, to theology, to law. In this brief article, I explore why this agenda might have been appealing to thinkers of this era by examining ancient and modern memory feats. As a thought experiment, I suggest that a society built entirely upon memorization might be less limited than we might otherwise imagine, and furthermore, that cultural norms discouraging the use of written language might have had implications for the development of scientific methodology. Viewed in this light, the efforts of Leibniz and others seem significantly less surprising. I close with some general observations about cross-cultural origins of scientific thought.

  7. Syllable frequency and word frequency effects in spoken and written word production in a non-alphabetic script.

    Science.gov (United States)

    Zhang, Qingfang; Wang, Cheng

    2014-01-01

    The effects of word frequency (WF) and syllable frequency (SF) are well-established phenomena in domain such as spoken production in alphabetic languages. Chinese, as a non-alphabetic language, presents unique lexical and phonological properties in speech production. For example, the proximate unit of phonological encoding is syllable in Chinese but segments in Dutch, French or English. The present study investigated the effects of WF and SF, and their interaction in Chinese written and spoken production. Significant facilitatory WF and SF effects were observed in spoken as well as in written production. The SF effect in writing indicated that phonological properties (i.e., syllabic frequency) constrain orthographic output via a lexical route, at least, in Chinese written production. However, the SF effect over repetitions was divergent in both modalities: it was significant in the former two repetitions in spoken whereas it was significant in the second repetition only in written. Due to the fragility of the SF effect in writing, we suggest that the phonological influence in handwritten production is not mandatory and universal, and it is modulated by experimental manipulations. This provides evidence for the orthographic autonomy hypothesis, rather than the phonological mediation hypothesis. The absence of an interaction between WF and SF showed that the SF effect is independent of the WF effect in spoken and written output modalities. The implications of these results on written production models are discussed.

  8. Syllable frequency and word frequency effects in spoken and written word production in a non-alphabetic script

    Directory of Open Access Journals (Sweden)

    Qingfang eZhang

    2014-02-01

    Full Text Available The effects of word frequency and syllable frequency are well-established phenomena in domain such as spoken production in alphabetic languages. Chinese, as a non-alphabetic language, presents unique lexical and phonological properties in speech production. For example, the proximate unit of phonological encoding is syllable in Chinese but segments in Dutch, French or English. The present study investigated the effects of word frequency and syllable frequency, and their interaction in Chinese written and spoken production. Significant facilitatory word frequency and syllable frequency effects were observed in spoken as well as in written production. The syllable frequency effect in writing indicated that phonological properties (i.e., syllabic frequency constrain orthographic output via a lexical route, at least, in Chinese written production. However, the syllable frequency effect over repetitions was divergent in both modalities: it was significant in the former two repetitions in spoken whereas it was significant in the second repetition only in written. Due to the fragility of the syllable frequency effect in writing, we suggest that the phonological influence in handwritten production is not mandatory and universal, and it is modulated by experimental manipulations. This provides evidence for the orthographic autonomy hypothesis, rather than the phonological mediation hypothesis. The absence of an interaction between word frequency and syllable frequency showed that the syllable frequency effect is independent of the word frequency effect in spoken and written output modalities. The implications of these results on written production models are discussed.

  9. Direction Asymmetries in Spoken and Signed Language Interpreting

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    Nicodemus, Brenda; Emmorey, Karen

    2013-01-01

    Spoken language (unimodal) interpreters often prefer to interpret from their non-dominant language (L2) into their native language (L1). Anecdotally, signed language (bimodal) interpreters express the opposite bias, preferring to interpret from L1 (spoken language) into L2 (signed language). We conducted a large survey study ("N" =…

  10. FACEBOOK WRITTEN LEVANTINE VERNACULAR LANGUAGES

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    Dua'a Abu Elhij'a

    2012-05-01

    Full Text Available Over the last fifteen years, in every Arabic-speaking country, young Arabic speakers have begun to write their spoken language in electronic media, such as Facebook, MSN Messenger, and so on.  The new way of writing in social media is a radical deviation from the traditional norm of writing the classical language—as well as what is commonly referred to as Modern Standard Arabic.  This study is presenting this phenomenon in the Levant— Jordan, Lebanon, and Israel/Palestine.

  11. Spoken Grammar and Its Role in the English Language Classroom

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    Hilliard, Amanda

    2014-01-01

    This article addresses key issues and considerations for teachers wanting to incorporate spoken grammar activities into their own teaching and also focuses on six common features of spoken grammar, with practical activities and suggestions for teaching them in the language classroom. The hope is that this discussion of spoken grammar and its place…

  12. Use of Spoken and Written Japanese Did Not Protect Japanese-American Men From Cognitive Decline in Late Life

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    Gruhl, Jonathan C.; Erosheva, Elena A.; Gibbons, Laura E.; McCurry, Susan M.; Rhoads, Kristoffer; Nguyen, Viet; Arani, Keerthi; Masaki, Kamal; White, Lon

    2010-01-01

    Objectives. Spoken bilingualism may be associated with cognitive reserve. Mastering a complicated written language may be associated with additional reserve. We sought to determine if midlife use of spoken and written Japanese was associated with lower rates of late life cognitive decline. Methods. Participants were second-generation Japanese-American men from the Hawaiian island of Oahu, born 1900–1919, free of dementia in 1991, and categorized based on midlife self-reported use of spoken and written Japanese (total n included in primary analysis = 2,520). Cognitive functioning was measured with the Cognitive Abilities Screening Instrument scored using item response theory. We used mixed effects models, controlling for age, income, education, smoking status, apolipoprotein E e4 alleles, and number of study visits. Results. Rates of cognitive decline were not related to use of spoken or written Japanese. This finding was consistent across numerous sensitivity analyses. Discussion. We did not find evidence to support the hypothesis that multilingualism is associated with cognitive reserve. PMID:20639282

  13. Morphosyntactic correctness of written language production in adults with moderate to severe congenital hearing loss

    NARCIS (Netherlands)

    Huysmans, E.; de Jong, J.; Festen, J.M.; Coene, M.M.R.; Goverts, S.T.

    Objective To examine whether moderate to severe congenital hearing loss (MSCHL) leads to persistent morphosyntactic problems in the written language production of adults, as it does in their spoken language production. Design Samples of written language in Dutch were analysed for morphosyntactic

  14. Morphosyntactic correctness of written language production in adults with moderate to severe congenital hearing loss

    NARCIS (Netherlands)

    Huysmans, Elke; de Jong, Jan; Festen, Joost M.; Coene, Martine M.R.; Goverts, S. Theo

    2017-01-01

    Objective To examine whether moderate to severe congenital hearing loss (MSCHL) leads to persistent morphosyntactic problems in the written language production of adults, as it does in their spoken language production. Design Samples of written language in Dutch were analysed for morphosyntactic

  15. Deep bottleneck features for spoken language identification.

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    Bing Jiang

    Full Text Available A key problem in spoken language identification (LID is to design effective representations which are specific to language information. For example, in recent years, representations based on both phonotactic and acoustic features have proven their effectiveness for LID. Although advances in machine learning have led to significant improvements, LID performance is still lacking, especially for short duration speech utterances. With the hypothesis that language information is weak and represented only latently in speech, and is largely dependent on the statistical properties of the speech content, existing representations may be insufficient. Furthermore they may be susceptible to the variations caused by different speakers, specific content of the speech segments, and background noise. To address this, we propose using Deep Bottleneck Features (DBF for spoken LID, motivated by the success of Deep Neural Networks (DNN in speech recognition. We show that DBFs can form a low-dimensional compact representation of the original inputs with a powerful descriptive and discriminative capability. To evaluate the effectiveness of this, we design two acoustic models, termed DBF-TV and parallel DBF-TV (PDBF-TV, using a DBF based i-vector representation for each speech utterance. Results on NIST language recognition evaluation 2009 (LRE09 show significant improvements over state-of-the-art systems. By fusing the output of phonotactic and acoustic approaches, we achieve an EER of 1.08%, 1.89% and 7.01% for 30 s, 10 s and 3 s test utterances respectively. Furthermore, various DBF configurations have been extensively evaluated, and an optimal system proposed.

  16. Assessing spoken-language educational interpreting: Measuring up ...

    African Journals Online (AJOL)

    Assessing spoken-language educational interpreting: Measuring up and measuring right. Lenelle Foster, Adriaan Cupido. Abstract. This article, primarily, presents a critical evaluation of the development and refinement of the assessment instrument used to assess formally the spoken-language educational interpreters at ...

  17. Spoken Indian language identification: a review of features and ...

    Indian Academy of Sciences (India)

    BAKSHI AARTI

    2018-04-12

    Apr 12, 2018 ... sound of that language. These language-specific properties can be exploited to identify a spoken language reliably. Automatic language identification has emerged as a prominent research area in. Indian languages processing. People from different regions of India speak around 800 different languages.

  18. Morphosyntactic constructs in the development of spoken and written Hebrew text production.

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    Ravid, Dorit; Zilberbuch, Shoshana

    2003-05-01

    This study examined the distribution of two Hebrew nominal structures-N-N compounds and denominal adjectives-in spoken and written texts of two genres produced by 90 native-speaking participants in three age groups: eleven/twelve-year-olds (6th graders), sixteen/seventeen-year-olds (11th graders), and adults. The two constructions are later linguistic acquisitions, part of the profound lexical and syntactic changes that occur in language development during the school years. They are investigated in the context of learning how modality (speech vs. writing) and genre (biographical vs. expository texts) affect the production of continuous discourse. Participants were asked to speak and write about two topics, one biographical, describing the life of a public figure or of a friend; and another, expository, discussing one of ten topics such as the cinema, cats, or higher academic studies. N-N compounding was found to be the main device of complex subcategorization in Hebrew discourse, unrelated to genre. Denominal adjectives are a secondary subcategorizing device emerging only during the late teen years, a linguistic resource untapped until very late, more restricted to specific text types than N-N compounding, and characteristic of expository writing. Written texts were found to be denser than spoken texts lexically and syntactically as measured by number of novel N-N compounds and denominal adjectives per clause, and in older age groups this difference was found to be more pronounced. The paper contributes to our understanding of how the syntax/lexicon interface changes with age, modality and genre in the context of later language acquisition.

  19. Automatic disambiguation of morphosyntax in spoken language corpora

    OpenAIRE

    Parisse , Christophe; Le Normand , Marie-Thérèse

    2000-01-01

    International audience; The use of computer tools has led to major advances in the study of spoken language corpora. One area that has shown particular progress is the study of child language development. Although it is now easy to lexically tag every word in a spoken language corpus, one still has to choose between numerous ambiguous forms, especially with languages such as French or English, where more than 70% of words are ambiguous. Computational linguistics can now provide a fully automa...

  20. [Written language and intellectual disability].

    Science.gov (United States)

    Ferrando-Lucas, M T; Banús-Gómez, P; Hoz-Rosales, A G

    2005-01-15

    Following the diagnosis of intellectual disability, a prognosis can be offered concerning the degree of autonomy the child will be able to achieve based on prior experience, but which depends on the aetiology of the disability. It is still difficult to give a prospective answer regarding the capacity to reach an operative level of written language. The goal of being able to offer an experience-based prognosis involves prior analysis of how learning dysfunctions are approached in the disabled population. Although we have an increasingly deeper understanding of the neurocognitive foundations of specific learning difficulties and the careful neuropsychological management of children with disorders affecting the acquisition of written language with a typical intellectual level, those with intellectual disability continue to be treated using a simplistic approach in which their intelligence quotient is still taken as the most relevant feature. Little attention is paid to neuropsychological aspects, the pedagogical and social environment or comorbid aspects that may affect the acquisition of the function. Yet, these are aspects that are submitted to thorough evaluation in children who are not disabled. The current concept of intellectual disability has gone beyond the definition based on the intelligence quotient. The wide variability in the reading function in children with intellectual disability cannot be explained only according to a psychometric assessment. A more complete neuropsychological approach, as carried out in the population with no disability, will enable us to detect cognitive, pedagogical, social and pathological dysfunctions that interfere with the acquisition of written language.

  1. A Descriptive Study of Registers Found in Spoken and Written Communication (A Semantic Analysis

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    Nurul Hidayah

    2016-07-01

    Full Text Available This research is descriptive study of registers found in spoken and written communication. The type of this research is Descriptive Qualitative Research. In this research, the data of the study is register in spoken and written communication that are found in a book entitled "Communicating! Theory and Practice" and from internet. The data can be in the forms of words, phrases and abbreviation. In relation with method of collection data, the writer uses the library method as her instrument. The writer relates it to the study of register in spoken and written communication. The technique of analyzing the data using descriptive method. The types of register in this term will be separated into formal register and informal register, and identify the meaning of register.

  2. Written cohesion in children with and without language learning disabilities.

    Science.gov (United States)

    Koutsoftas, Anthony D; Petersen, Victoria

    2017-09-01

    Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing (TD) peers on measures of cohesion in spoken language and on written transcription measures; however, there is far less research comparing groups on cohesion as a measure of written language across genres. The current study addresses this gap through the following two aims. First, to describe and compare cohesion in narrative and expository writing samples of children with and without language learning disabilities. Second, to relate measures of cohesion to written transcription and translation measures, oral language, and writing quality. Fifty intermediate-grade children produced one narrative and one expository writing sample from which measures of written cohesion were obtained. These included the frequency, adequacy and complexity of referential and conjunctive ties. Expository samples resulted in more complex cohesive ties and children with TD used more complex ties than peers with LLD. Different relationships among cohesion measures and writing were observed for narrative verse expository samples. Findings from this study demonstrate cohesion as a discourse-level measure of written transcription and how the use of cohesion can vary by genre and group (LLD, TD). Clinical implications for assessment, intervention, and future research are provided. © 2016 Royal College of Speech and Language Therapists.

  3. Using Spoken Language to Facilitate Military Transportation Planning

    National Research Council Canada - National Science Library

    Bates, Madeleine; Ellard, Dan; Peterson, Pat; Shaked, Varda

    1991-01-01

    .... In an effort to demonstrate the relevance of SIS technology to real-world military applications, BBN has undertaken the task of providing a spoken language interface to DART, a system for military...

  4. ELSIE: The Quick Reaction Spoken Language Translation (QRSLT)

    National Research Council Canada - National Science Library

    Montgomery, Christine

    2000-01-01

    The objective of this effort was to develop a prototype, hand-held or body-mounted spoken language translator to assist military and law enforcement personnel in interacting with non-English-speaking people...

  5. Written language production disorders: historical and recent perspectives.

    Science.gov (United States)

    Lorch, Marjorie

    2013-08-01

    Written language production is often the least examined neuropsychological function, yet it provides a sensitive and subtle sign to a variety of different behavioral disorders. The dissociation between written and spoken language and reading and writing first came to clinical prominence in the nineteenth century, with respect to ideas about localization of function. Twentieth century aphasiology research focused primarily on patients with unifocal lesions from cerebrovascular accidents, which have provided insight into the various levels of processing involved in the cognitively complex task of producing written language. Recent investigations have provided a broader perspective on writing impairments in a variety of disorders, including progressive and diffuse brain disorders, and functional brain imaging techniques have been used to study the underlying processes in healthy individuals.

  6. The nature of written language deficits in children with SLI.

    Science.gov (United States)

    Mackie, Clare; Dockrell, Julie E

    2004-12-01

    Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.

  7. Anaphoric Referencing: A Cohesive Device in Written and Spoken ...

    African Journals Online (AJOL)

    ... \\'hang together\\' to convey meaning. This study sought to find out what these devices are and paid attention to anaphoric references as a cohesive device. It looked into what differentiated anaphora from deictic expressions and the different language mechanisms for anaphoric referencing. African Research Review Vol.

  8. Difference between Written and Spoken Czech: The Case of Verbal Nouns Denoting an Action

    Czech Academy of Sciences Publication Activity Database

    Kolářová, V.; Kolář, Jan; Mikulová, M.

    2017-01-01

    Roč. 107, č. 1 (2017), s. 19-38 ISSN 0032-6585 Institutional support: RVO:67985840 Keywords : written Czech * spoken Czech * verbal nouns Subject RIV: AI - Linguistics OBOR OECD: Pure mathematics https://www.degruyter.com/view/j/pralin.2017.107.issue-1/pralin-2017-0002/pralin-2017-0002. xml

  9. Difference between Written and Spoken Czech: The Case of Verbal Nouns Denoting an Action

    Czech Academy of Sciences Publication Activity Database

    Kolářová, V.; Kolář, Jan; Mikulová, M.

    2017-01-01

    Roč. 107, č. 1 (2017), s. 19-38 ISSN 0032-6585 Institutional support: RVO:67985840 Keywords : written Czech * spoken Czech * verbal nouns Subject RIV: AI - Linguistics OBOR OECD: Pure mathematics https://www.degruyter.com/view/j/pralin.2017.107.issue-1/pralin-2017-0002/pralin-2017-0002.xml

  10. "Visual" Cortex Responds to Spoken Language in Blind Children.

    Science.gov (United States)

    Bedny, Marina; Richardson, Hilary; Saxe, Rebecca

    2015-08-19

    Plasticity in the visual cortex of blind individuals provides a rare window into the mechanisms of cortical specialization. In the absence of visual input, occipital ("visual") brain regions respond to sound and spoken language. Here, we examined the time course and developmental mechanism of this plasticity in blind children. Nineteen blind and 40 sighted children and adolescents (4-17 years old) listened to stories and two auditory control conditions (unfamiliar foreign speech, and music). We find that "visual" cortices of young blind (but not sighted) children respond to sound. Responses to nonlanguage sounds increased between the ages of 4 and 17. By contrast, occipital responses to spoken language were maximal by age 4 and were not related to Braille learning. These findings suggest that occipital plasticity for spoken language is independent of plasticity for Braille and for sound. We conclude that in the absence of visual input, spoken language colonizes the visual system during brain development. Our findings suggest that early in life, human cortex has a remarkably broad computational capacity. The same cortical tissue can take on visual perception and language functions. Studies of plasticity provide key insights into how experience shapes the human brain. The "visual" cortex of adults who are blind from birth responds to touch, sound, and spoken language. To date, all existing studies have been conducted with adults, so little is known about the developmental trajectory of plasticity. We used fMRI to study the emergence of "visual" cortex responses to sound and spoken language in blind children and adolescents. We find that "visual" cortex responses to sound increase between 4 and 17 years of age. By contrast, responses to spoken language are present by 4 years of age and are not related to Braille-learning. These findings suggest that, early in development, human cortex can take on a strikingly wide range of functions. Copyright © 2015 the authors 0270-6474/15/3511674-08$15.00/0.

  11. Development of a spoken language identification system for South African languages

    CSIR Research Space (South Africa)

    Peché, M

    2009-12-01

    Full Text Available This article introduces the first Spoken Language Identification system developed to distinguish among all eleven of South Africa’s official languages. The PPR-LM (Parallel Phoneme Recognition followed by Language Modeling) architecture...

  12. Assessing spoken-language educational interpreting: Measuring up ...

    African Journals Online (AJOL)

    Kate H

    assessment instrument used to assess formally the spoken-language educational interpreters at. Stellenbosch University (SU). Research ..... Is the interpreter suited to the module? Is the interpreter easier to follow? Technical. Microphone technique. Lag. Completeness. Language use. Vocabulary. Role. Personal Objectives ...

  13. IMPACT ON THE INDIGENOUS LANGUAGES SPOKEN IN NIGERIA ...

    African Journals Online (AJOL)

    This article examines the impact of the hegemony of English, as a common lingua franca, referred to as a global language, on the indigenous languages spoken in Nigeria. Since English, through the British political imperialism and because of the economic supremacy of English dominated countries, has assumed the ...

  14. Between Syntax and Pragmatics: The Causal Conjunction Protože in Spoken and Written Czech

    Czech Academy of Sciences Publication Activity Database

    Čermáková, Anna; Komrsková, Zuzana; Kopřivová, Marie; Poukarová, Petra

    -, 25.04.2017 (2017), s. 393-414 ISSN 2509-9507 R&D Projects: GA ČR GA15-01116S Institutional support: RVO:68378092 Keywords : Causality * Discourse marker * Spoken language * Czech Subject RIV: AI - Linguistics OBOR OECD: Linguistics https://link.springer.com/content/pdf/10.1007%2Fs41701-017-0014-y.pdf

  15. Written Language Shift among Norwegian Youth

    Directory of Open Access Journals (Sweden)

    Kamil ÖZERK

    2013-07-01

    Full Text Available In Norway there are two written Norwegian languages, Bokmål and Nynorsk. Of these two written languages Bokmål is being used by the majority of the people, and Bokmål has the highest prestige in the society. This article is about the shift of written language from Nynorsk to Bokmål among young people in a traditional Nynorsk district in the country. Drawing on empirical data we conclude that many adolescents are experiencing written language shift. We discuss various reasons for this phenomenon in the linguistic landscape of Norway. In our discussions we emphasize the importance of the school with regard to language maintenance and language revitalization. We call for a new language policy in the educational system that can prevent language shift. Having several dialects and two officially written forms of Norwegian in the country, creates a special linguistic landscape in Norway. Despite the fact that the Norwegian language situation is in several ways unique, it’s done very little research on how the existing policy works in practice. Our research reveals that the existing language policy and practice in the school system is not powerful enough to prevent language shift and language decay among the youngsters. The school system functions like a fabric for language shift.

  16. An exaggerated effect for proper nouns in a case of superior written over spoken word production.

    Science.gov (United States)

    Kemmerer, David; Tranel, Daniel; Manzel, Ken

    2005-02-01

    We describe a brain-damaged subject, RR, who manifests superior written over spoken naming of concrete entities from a wide range of conceptual domains. His spoken naming difficulties are due primarily to an impairment of lexical-phonological processing, which implies that his successful written naming does not depend on prior access to the sound structures of words. His performance therefore provides further support for the "orthographic autonomy hypothesis," which maintains that written word production is not obligatorily mediated by phonological knowledge. The case of RR is especially interesting, however, because for him the dissociation between impaired spoken naming and relatively preserved written naming is significantly greater for two categories of unique concrete entities that are lexicalised as proper nouns-specifically, famous faces and famous landmarks-than for five categories of nonunique (i.e., basic level) concrete entities that are lexicalised as common nouns-specifically, animals, fruits/vegetables, tools/utensils, musical instruments, and vehicles. Furthermore, RR's predominant error types in the oral modality are different for the two types of stimuli: omissions for unique entities vs. semantic errors for nonunique entities. We consider two alternative explanations for RR's extreme difficulty in producing the spoken forms of proper nouns: (1) a disconnection between the meanings of proper nouns and the corresponding word nodes in the phonological output lexicon; or (2) damage to the word nodes themselves. We argue that RR's combined behavioural and lesion data do not clearly adjudicate between the two explanations, but that they favour the first explanation over the second.

  17. Modality differences between written and spoken story retelling in healthy older adults

    Directory of Open Access Journals (Sweden)

    Jessica Ann Obermeyer

    2015-04-01

    Methods: Ten native English speaking healthy elderly participants between the ages of 50 and 80 were recruited. Exclusionary criteria included neurological disease/injury, history of learning disability, uncorrected hearing or vision impairment, history of drug/alcohol abuse and presence of cognitive decline (based on Cognitive Linguistic Quick Test. Spoken and written discourse was analyzed for micro linguistic measures including total words, percent correct information units (CIUs; Nicholas & Brookshire, 1993 and percent complete utterances (CUs; Edmonds, et al. 2009. CIUs measure relevant and informative words while CUs focus at the sentence level and measure whether a relevant subject and verb and object (if appropriate are present. Results: Analysis was completed using Wilcoxon Rank Sum Test due to small sample size. Preliminary results revealed that healthy elderly people produced significantly more words in spoken retellings than written retellings (p=.000; however, this measure contrasted with %CIUs and %CUs with participants producing significantly higher %CIUs (p=.000 and %CUs (p=.000 in written story retellings than in spoken story retellings. Conclusion: These findings indicate that written retellings, while shorter, contained higher accuracy at both a word (CIU and sentence (CU level. This observation could be related to the ability to revise written text and therefore make it more concise, whereas the nature of speech results in more embellishment and “thinking out loud,” such as comments about the task, associated observations about the story, etc. We plan to run more participants and conduct a main concepts analysis (before conference time to gain more insight into modality differences and implications.

  18. Does textual feedback hinder spoken interaction in natural language?

    Science.gov (United States)

    Le Bigot, Ludovic; Terrier, Patrice; Jamet, Eric; Botherel, Valerie; Rouet, Jean-Francois

    2010-01-01

    The aim of the study was to determine the influence of textual feedback on the content and outcome of spoken interaction with a natural language dialogue system. More specifically, the assumption that textual feedback could disrupt spoken interaction was tested in a human-computer dialogue situation. In total, 48 adult participants, familiar with the system, had to find restaurants based on simple or difficult scenarios using a real natural language service system in a speech-only (phone), speech plus textual dialogue history (multimodal) or text-only (web) modality. The linguistic contents of the dialogues differed as a function of modality, but were similar whether the textual feedback was included in the spoken condition or not. These results add to burgeoning research efforts on multimodal feedback, in suggesting that textual feedback may have little or no detrimental effect on information searching with a real system. STATEMENT OF RELEVANCE: The results suggest that adding textual feedback to interfaces for human-computer dialogue could enhance spoken interaction rather than create interference. The literature currently suggests that adding textual feedback to tasks that depend on the visual sense benefits human-computer interaction. The addition of textual output when the spoken modality is heavily taxed by the task was investigated.

  19. Porting a spoken language identification systen to a new environment.

    CSIR Research Space (South Africa)

    Peche, M

    2008-11-01

    Full Text Available the carefully selected training data used to construct the system initially. The authors investigated the process of porting a Spoken Language Identification (S-LID) system to a new environment and describe methods to prepare it for more effective use...

  20. Automatic disambiguation of morphosyntax in spoken language corpora.

    Science.gov (United States)

    Parisse, C; Le Normand, M T

    2000-08-01

    The use of computer tools has led to major advances in the study of spoken language corpora. One area that has shown particular progress is the study of child language development. Although it is now easy to lexically tag every word in a spoken language corpus, one still has to choose between numerous ambiguous forms, especially with languages such as French or English, where more than 70% of words are ambiguous. Computational linguistics can now provide a fully automatic disambiguation of lexical tags. The tool presented here (POST) can tag and disambiguate a large text in a few seconds. This tool complements systems dealing with language transcription and suggests further theoretical developments in the assessment of the status of morphosyntax in spoken language corpora. The program currently works for French and English, but it can be easily adapted for use with other languages. The analysis and computation of a corpus produced by normal French children 2-4 years of age, as well as of a sample corpus produced by French SLI children, are given as examples.

  1. The Child's Path to Spoken Language.

    Science.gov (United States)

    Locke, John L.

    A major synthesis of the latest research on early language acquisition, this book explores what gives infants the remarkable capacity to progress from babbling to meaningful sentences, and what inclines a child to speak. The book examines the neurological, perceptual, social, and linguistic aspects of language acquisition in young children, from…

  2. Phonotactic spoken language identification with limited training data

    CSIR Research Space (South Africa)

    Peche, M

    2007-08-01

    Full Text Available rates when no Japanese acoustic models are constructed. An increasing amount of Japanese training data is used to train the language classifier of an English-only (E), an English-French (EF), and an English-French-Portuguese PPR system. ple.... Experimental design 3.1. Corpora Because of their role as world languages that are widely spoken in Africa, our initial LID system was designed to distinguish between English, French and Portuguese. We therefore trained phone recognizers and language...

  3. Using Language Sample Analysis to Assess Spoken Language Production in Adolescents

    Science.gov (United States)

    Miller, Jon F.; Andriacchi, Karen; Nockerts, Ann

    2016-01-01

    Purpose: This tutorial discusses the importance of language sample analysis and how Systematic Analysis of Language Transcripts (SALT) software can be used to simplify the process and effectively assess the spoken language production of adolescents. Method: Over the past 30 years, thousands of language samples have been collected from typical…

  4. Spoken English Language Development Among Native Signing Children With Cochlear Implants

    OpenAIRE

    Davidson, Kathryn; Lillo-Martin, Diane; Chen Pichler, Deborah

    2013-01-01

    Bilingualism is common throughout the world, and bilingual children regularly develop into fluently bilingual adults. In contrast, children with cochlear implants (CIs) are frequently encouraged to focus on a spoken language to the exclusion of sign language. Here, we investigate the spoken English language skills of 5 children with CIs who also have deaf signing parents, and so receive exposure to a full natural sign language (American Sign Language, ASL) from birth, in addition to spoken En...

  5. Short message service (SMS) language and written language skills ...

    African Journals Online (AJOL)

    SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the ...

  6. Psycholinguistic norms for action photographs in French and their relationships with spoken and written latencies.

    Science.gov (United States)

    Bonin, Patrick; Boyer, Bruno; Méot, Alain; Fayol, Michel; Droit, Sylvie

    2004-02-01

    A set of 142 photographs of actions (taken from Fiez & Tranel, 1997) was standardized in French on name agreement, image agreement, conceptual familiarity, visual complexity, imageability, age of acquisition, and duration of the depicted actions. Objective word frequency measures were provided for the infinitive modal forms of the verbs and for the cumulative frequency of the verbal forms associated with the photographs. Statistics on the variables collected for action items were provided and compared with the statistics on the same variables collected for object items. The relationships between these variables were analyzed, and certain comparisons between the current database and other similar published databases of pictures of actions are reported. Spoken and written naming latencies were also collected for the photographs of actions, and multiple regression analyses revealed that name agreement, image agreement, and age of acquisition are the major determinants of action naming speed. Finally, certain analyses were performed to compare object and action naming times. The norms and the spoken and written naming latencies corresponding to the pictures are available on the Internet (http://www.psy.univ-bpclermont.fr/~pbonin/pbonin-eng.html) and should be of great use to researchers interested in the processing of actions.

  7. Three-dimensional grammar in the brain: Dissociating the neural correlates of natural sign language and manually coded spoken language.

    Science.gov (United States)

    Jednoróg, Katarzyna; Bola, Łukasz; Mostowski, Piotr; Szwed, Marcin; Boguszewski, Paweł M; Marchewka, Artur; Rutkowski, Paweł

    2015-05-01

    In several countries natural sign languages were considered inadequate for education. Instead, new sign-supported systems were created, based on the belief that spoken/written language is grammatically superior. One such system called SJM (system językowo-migowy) preserves the grammatical and lexical structure of spoken Polish and since 1960s has been extensively employed in schools and on TV. Nevertheless, the Deaf community avoids using SJM for everyday communication, its preferred language being PJM (polski język migowy), a natural sign language, structurally and grammatically independent of spoken Polish and featuring classifier constructions (CCs). Here, for the first time, we compare, with fMRI method, the neural bases of natural vs. devised communication systems. Deaf signers were presented with three types of signed sentences (SJM and PJM with/without CCs). Consistent with previous findings, PJM with CCs compared to either SJM or PJM without CCs recruited the parietal lobes. The reverse comparison revealed activation in the anterior temporal lobes, suggesting increased semantic combinatory processes in lexical sign comprehension. Finally, PJM compared with SJM engaged left posterior superior temporal gyrus and anterior temporal lobe, areas crucial for sentence-level speech comprehension. We suggest that activity in these two areas reflects greater processing efficiency for naturally evolved sign language. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Spoken Language Understanding Systems for Extracting Semantic Information from Speech

    CERN Document Server

    Tur, Gokhan

    2011-01-01

    Spoken language understanding (SLU) is an emerging field in between speech and language processing, investigating human/ machine and human/ human communication by leveraging technologies from signal processing, pattern recognition, machine learning and artificial intelligence. SLU systems are designed to extract the meaning from speech utterances and its applications are vast, from voice search in mobile devices to meeting summarization, attracting interest from both commercial and academic sectors. Both human/machine and human/human communications can benefit from the application of SLU, usin

  9. Spoken Spanish Language Development at the High School Level: A Mixed-Methods Study

    Science.gov (United States)

    Moeller, Aleidine J.; Theiler, Janine

    2014-01-01

    Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high…

  10. Long-term repetition priming in spoken and written word production: evidence for a contribution of phonology to handwriting.

    Science.gov (United States)

    Damian, Markus F; Dorjee, Dusana; Stadthagen-Gonzalez, Hans

    2011-07-01

    Although it is relatively well established that access to orthographic codes in production tasks is possible via an autonomous link between meaning and spelling (e.g., Rapp, Benzing, & Caramazza, 1997), the relative contribution of phonology to orthographic access remains unclear. Two experiments demonstrated persistent repetition priming in spoken and written single-word responses, respectively. Two further experiments showed priming from spoken to written responses and vice versa, which is interpreted as reflecting a role of phonology in constraining orthographic access. A final experiment showed priming from spoken onto written responses even when participants engaged in articulatory suppression during writing. Overall, the results support the view that access to orthography codes is accomplished via both the autonomous link between meaning and spelling and an indirect route via phonology.

  11. Morphosyntactic correctness of written language production in adults with moderate to severe congenital hearing loss.

    Science.gov (United States)

    Huysmans, Elke; de Jong, Jan; Festen, Joost M; Coene, Martine M R; Goverts, S Theo

    2017-07-01

    To examine whether moderate to severe congenital hearing loss (MSCHL) leads to persistent morphosyntactic problems in the written language production of adults, as it does in their spoken language production. Samples of written language in Dutch were analysed for morphosyntactic correctness and syntactic complexity. 20 adults with MSCHL and 10 adults with normal hearing (NH). Adults with MSCHL did not differ from adults with NH in the morphosyntactic correctness and syntactic complexity of their written utterances. Within the MSCHL group, the number of morphosyntactic errors in writing was related to the degree of hearing loss in childhood. At the group level, MSCHL does not affect the morphosyntactic correctness of language produced in the written modality, in contrast to earlier observed effects on spoken language production. However, at the individual level, our data suggest that adults who acquired their language with more severe auditory limitations are more at risk of persistent problems with morphosyntax in written language production than adults with a lower degree of hearing loss in childhood. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. The Influence of Topic Status on Written and Spoken Sentence Production.

    Science.gov (United States)

    Cowles, H Wind; Ferreira, Victor S

    2011-12-01

    Four experiments investigate the influence of topic status and givenness on how speakers and writers structure sentences. The results of these experiments show that when a referent is previously given, it is more likely to be produced early in both sentences and word lists, confirming prior work showing that givenness increases the accessibility of given referents. When a referent is previously given and assigned topic status, it is even more likely to be produced early in a sentence, but not in a word list. Thus, there appears to be an early mention advantage for topics that is present in both written and spoken modalities, but is specific to sentence production. These results suggest that information-structure constructs like topic exert an influence that is not based only on increased accessibility, but also reflects mapping to syntactic structure during sentence production.

  13. Preposition use in oral and written learner language

    Directory of Open Access Journals (Sweden)

    Susan Nacey

    2015-05-01

    Full Text Available This paper concerns preposition use in oral language produced by advanced Norwegian learners of English, using primary data from an oral learner corpus (LINDSEI-NO. We investigate the frequency of inappropriate preposition use in approximately 13 hours of transcribed informal interviews, as well as the possible extent to which L1 transfer may play a role in production. The contextually inappropriate prepositions were categorized in terms of factors that may influence preposition use, with particular focus on the congruence between L1 and L2 with respect to syntactic structure and basic meaning. These results about spoken preposition use are then contrasted with results from a corresponding investigation into preposition use in a written learner corpus (NICLE, allowing for comparison of preposition usage across modes.

  14. Asian/Pacific Islander Languages Spoken by English Learners (ELs). Fast Facts

    Science.gov (United States)

    Office of English Language Acquisition, US Department of Education, 2015

    2015-01-01

    The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on Asian/Pacific Islander languages spoken by English Learners (ELs) include: (1) Top 10 Most Common Asian/Pacific Islander Languages Spoken Among ELs:…

  15. Spoken Language Production in Young Adults: Examining Syntactic Complexity.

    Science.gov (United States)

    Nippold, Marilyn A; Frantz-Kaspar, Megan W; Vigeland, Laura M

    2017-05-24

    In this study, we examined syntactic complexity in the spoken language samples of young adults. Its purpose was to contribute to the expanding knowledge base in later language development and to begin building a normative database of language samples that potentially could be used to evaluate young adults with known or suspected language impairment. Forty adults (mean age = 22 years, 10 months) with typical language development participated in an interview that consisted of 3 speaking tasks: a general conversation about common, everyday topics; a narrative retelling task that involved fables; and a question-and-answer, critical-thinking task about the fables. Each speaker's interview was audio-recorded, transcribed, broken into communication units, coded for main and subordinate clauses, entered into Systematic Analysis of Language Transcripts (Miller, Iglesias, & Nockerts, 2004), and analyzed for mean length of communication unit and clausal density. Both the narrative and critical-thinking tasks elicited significantly greater syntactic complexity than the conversational task. It was also found that syntactic complexity was significantly greater during the narrative task than the critical-thinking task. Syntactic complexity was best revealed by a narrative task that involved fables. The study offers benchmarks for language development during early adulthood.

  16. Native Language Spoken as a Risk Marker for Tooth Decay.

    Science.gov (United States)

    Carson, J; Walker, L A; Sanders, B J; Jones, J E; Weddell, J A; Tomlin, A M

    2015-01-01

    The purpose of this study was to assess dmft, the number of decayed, missing (due to caries), and/ or filled primary teeth, of English-speaking and non-English speaking patients of a hospital based pediatric dental clinic under the age of 72 months to determine if native language is a risk marker for tooth decay. Records from an outpatient dental clinic which met the inclusion criteria were reviewed. Patient demographics and dmft score were recorded, and the patients were separated into three groups by the native language spoken by their parents: English, Spanish and all other languages. A total of 419 charts were assessed: 253 English-speaking, 126 Spanish-speaking, and 40 other native languages. After accounting for patient characteristics, dmft was significantly higher for the other language group than for the English-speaking (p0.05). Those patients under 72 months of age whose parents' native language is not English or Spanish, have the highest risk for increased dmft when compared to English and Spanish speaking patients. Providers should consider taking additional time to educate patients and their parents, in their native language, on the importance of routine dental care and oral hygiene.

  17. Pointing and Reference in Sign Language and Spoken Language: Anchoring vs. Identifying

    Science.gov (United States)

    Barberà, Gemma; Zwets, Martine

    2013-01-01

    In both signed and spoken languages, pointing serves to direct an addressee's attention to a particular entity. This entity may be either present or absent in the physical context of the conversation. In this article we focus on pointing directed to nonspeaker/nonaddressee referents in Sign Language of the Netherlands (Nederlandse Gebarentaal,…

  18. The differential effects of written and spoken presentation for the modification of interpretation and judgmental bias in children.

    Science.gov (United States)

    Vassilopoulos, Stephanos P; Blackwell, Simon E; Misailidi, Plousia; Kyritsi, Alexandra; Ayfanti, Maria

    2014-09-01

    Interpretation training programs, in which individuals are trained to interpret ambiguous scenarios in either a negative or benign way, have proven effective in altering anxiety-related cognitive biases in both children and adults. The current study investigated whether the effects of the interpretation training procedure in children are differentiated according to the mode of presentation of the training. Ninety-four primary school children (aged 10-12 years) scoring above the mean on a social anxiety scale were randomly allocated to four groups, in which they were trained using written or spoken presentation of training materials in either the negative or benign direction. For the negative training, children who heard the training material spoken aloud (spoken presentation) made more negative interpretations of ambiguous social events, compared to children who read the training material (written presentation). However, for the benign training, there was less clear evidence for a differentiation of the effects between the two modes of presentation, although children in the spoken presentation group performed better in a stressful task and showed a trend to rate their mood as more positive after the task than children in the written presentation group. These results not only forward our understanding of the mechanism of the genesis of cognitive bias in children, but also highlight the need for further investigation of how to optimize the effectiveness of interpretation training in children.

  19. The Listening and Spoken Language Data Repository: Design and Project Overview

    Science.gov (United States)

    Bradham, Tamala S.; Fonnesbeck, Christopher; Toll, Alice; Hecht, Barbara F.

    2018-01-01

    Purpose: The purpose of the Listening and Spoken Language Data Repository (LSL-DR) was to address a critical need for a systemwide outcome data-monitoring program for the development of listening and spoken language skills in highly specialized educational programs for children with hearing loss highlighted in Goal 3b of the 2007 Joint Committee…

  20. Positive Emotional Language in the Final Words Spoken Directly Before Execution.

    Science.gov (United States)

    Hirschmüller, Sarah; Egloff, Boris

    2015-01-01

    How do individuals emotionally cope with the imminent real-world salience of mortality? DeWall and Baumeister as well as Kashdan and colleagues previously provided support that an increased use of positive emotion words serves as a way to protect and defend against mortality salience of one's own contemplated death. Although these studies provide important insights into the psychological dynamics of mortality salience, it remains an open question how individuals cope with the immense threat of mortality prior to their imminent actual death. In the present research, we therefore analyzed positivity in the final words spoken immediately before execution by 407 death row inmates in Texas. By using computerized quantitative text analysis as an objective measure of emotional language use, our results showed that the final words contained a significantly higher proportion of positive than negative emotion words. This emotional positivity was significantly higher than (a) positive emotion word usage base rates in spoken and written materials and (b) positive emotional language use with regard to contemplated death and attempted or actual suicide. Additional analyses showed that emotional positivity in final statements was associated with a greater frequency of language use that was indicative of self-references, social orientation, and present-oriented time focus as well as with fewer instances of cognitive-processing, past-oriented, and death-related word use. Taken together, our findings offer new insights into how individuals cope with the imminent real-world salience of mortality.

  1. Positive Emotional Language in the Final Words Spoken Directly Before Execution

    Directory of Open Access Journals (Sweden)

    Sarah eHirschmüller

    2016-01-01

    Full Text Available How do individuals emotionally cope with the imminent real-world salience of mortality? DeWall and Baumeister as well as Kashdan and colleagues previously provided support that an increased use of positive emotion words serves as a way to protect and defend against mortality salience of one’s own contemplated death. Although these studies provide important insights into the psychological dynamics of mortality salience, it remains an open question how individuals cope with the immense threat of mortality prior to their imminent actual death. In the present research, we therefore analyzed positivity in the final words spoken immediately before execution by 407 death row inmates in Texas. By using computerized quantitative text analysis as an objective measure of emotional language use, our results showed that the final words contained a significantly higher proportion of positive than negative emotion words. This emotional positivity was significantly higher than (a positive emotion word usage base rates in spoken and written materials and (b positive emotional language use with regard to contemplated death and attempted or actual suicide. Additional analyses showed that emotional positivity in final statements was associated with a greater frequency of language use that was indicative of self-references, social orientation, and present-oriented time focus as well as with fewer instances of cognitive-processing, past-oriented, and death-related word use. Taken together, our findings offer new insights into how individuals cope with the imminent real-world salience of mortality.

  2. Does segmental overlap help or hurt? Evidence from blocked cyclic naming in spoken and written production.

    Science.gov (United States)

    Breining, Bonnie; Nozari, Nazbanou; Rapp, Brenda

    2016-04-01

    Past research has demonstrated interference effects when words are named in the context of multiple items that share a meaning. This interference has been explained within various incremental learning accounts of word production, which propose that each attempt at mapping semantic features to lexical items induces slight but persistent changes that result in cumulative interference. We examined whether similar interference-generating mechanisms operate during the mapping of lexical items to segments by examining the production of words in the context of others that share segments. Previous research has shown that initial-segment overlap amongst a set of target words produces facilitation, not interference. However, this initial-segment facilitation is likely due to strategic preparation, an external factor that may mask underlying interference. In the present study, we applied a novel manipulation in which the segmental overlap across target items was distributed unpredictably across word positions, in order to reduce strategic response preparation. This manipulation led to interference in both spoken (Exp. 1) and written (Exp. 2) production. We suggest that these findings are consistent with a competitive learning mechanism that applies across stages and modalities of word production.

  3. Receipt and use of spoken and written over-the-counter medicine information: insights into Australian and UK consumers' experiences.

    Science.gov (United States)

    Tong, Vivien; Raynor, David K; Aslani, Parisa

    2018-04-01

    To explore Australian and UK consumers' receipt and use of spoken and written medicine information and examine the role of leaflets for consumers of over-the-counter (OTC) medicines. Semistructured interviews were conducted with 37 Australian and 39 UK consumers to explore information received with their most recent OTC medicine purchase, and how information was used at different times post-purchase. Interviews were audio-recorded, transcribed verbatim and thematically analysed. Similarities were evident between the key themes identified from Australian and UK consumers' experiences. Consumers infrequently sought spoken information and reported that pharmacy staff provided minimal spoken information for OTC medicines. Leaflets were not always received or wanted and had a less salient role as an information source for repeat OTC purchases. Consumers tended not to read OTC labels or leaflets. Product familiarity led to consumers tending not to seek information on labels or leaflets. When labels were consulted, directions for use were commonly read. However, OTC medicine information in general was infrequently revisited. As familiarity is not an infallible proxy for safe and effective medication use, strategies to promote the value and use of these OTC medicine information sources are important and needed. Minimal spoken information provision coupled with limited written information use may adversely impact medication safety in self-management. © 2017 Royal Pharmaceutical Society.

  4. Give and take: syntactic priming during spoken language comprehension.

    Science.gov (United States)

    Thothathiri, Malathi; Snedeker, Jesse

    2008-07-01

    Syntactic priming during language production is pervasive and well-studied. Hearing, reading, speaking or writing a sentence with a given structure increases the probability of subsequently producing the same structure, regardless of whether the prime and target share lexical content. In contrast, syntactic priming during comprehension has proven more elusive, fueling claims that comprehension is less dependent on general syntactic representations and more dependent on lexical knowledge. In three experiments we explored syntactic priming during spoken language comprehension. Participants acted out double-object (DO) or prepositional-object (PO) dative sentences while their eye movements were recorded. Prime sentences used different verbs and nouns than the target sentences. In target sentences, the onset of the direct-object noun was consistent with both an animate recipient and an inanimate theme, creating a temporary ambiguity in the argument structure of the verb (DO e.g., Show the horse the book; PO e.g., Show the horn to the dog). We measured the difference in looks to the potential recipient and the potential theme during the ambiguous interval. In all experiments, participants who heard DO primes showed a greater preference for the recipient over the theme than those who heard PO primes, demonstrating across-verb priming during online language comprehension. These results accord with priming found in production studies, indicating a role for abstract structural information during comprehension as well as production.

  5. Written Narrative Characteristics in Adults with Language Impairment

    Science.gov (United States)

    Suddarth, Rachael; Plante, Elena; Vance, Rebecca

    2012-01-01

    Purpose: Adults with language-based disabilities are known to have deficits in oral language; however, less is known about their written language skills. Two studies were designed to characterize the writing of adults with language-based disabilities. Method: In Study 1, 60 adults, 30 with language impairment and 30 with typical language,…

  6. Foreign Language Tutoring in Oral Conversations Using Spoken Dialog Systems

    Science.gov (United States)

    Lee, Sungjin; Noh, Hyungjong; Lee, Jonghoon; Lee, Kyusong; Lee, Gary Geunbae

    Although there have been enormous investments into English education all around the world, not many differences have been made to change the English instruction style. Considering the shortcomings for the current teaching-learning methodology, we have been investigating advanced computer-assisted language learning (CALL) systems. This paper aims at summarizing a set of POSTECH approaches including theories, technologies, systems, and field studies and providing relevant pointers. On top of the state-of-the-art technologies of spoken dialog system, a variety of adaptations have been applied to overcome some problems caused by numerous errors and variations naturally produced by non-native speakers. Furthermore, a number of methods have been developed for generating educational feedback that help learners develop to be proficient. Integrating these efforts resulted in intelligent educational robots — Mero and Engkey — and virtual 3D language learning games, Pomy. To verify the effects of our approaches on students' communicative abilities, we have conducted a field study at an elementary school in Korea. The results showed that our CALL approaches can be enjoyable and fruitful activities for students. Although the results of this study bring us a step closer to understanding computer-based education, more studies are needed to consolidate the findings.

  7. Auditory and verbal memory predictors of spoken language skills in children with cochlear implants

    NARCIS (Netherlands)

    Hoog, B.E. de; Langereis, M.C.; Weerdenburg, M. van; Keuning, J.; Knoors, H.; Verhoeven, L.

    2016-01-01

    BACKGROUND: Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. AIMS: In the present study, we examined the extent of delay in lexical and morphosyntactic spoken

  8. Auditory and verbal memory predictors of spoken language skills in children with cochlear implants

    NARCIS (Netherlands)

    Hoog, B.E. de; Langereis, M.C.; Weerdenburg, M.W.C. van; Keuning, J.; Knoors, H.E.T.; Verhoeven, L.T.W.

    2016-01-01

    Background: Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. Aims: In the present study, we examined the extent of delay in lexical and morphosyntactic spoken

  9. Using Morphological Awareness Instruction to Improve Written Language Skills

    Science.gov (United States)

    Apel, Kenn; Werfel, Krystal

    2014-01-01

    Purpose: Written English is a morphophonemic language. Researchers have documented that a conscious awareness of the morphological structure of English morphology is predictive of students' written language skills and that morphological awareness instruction leads to improvements in morphological awareness and in other written language…

  10. Sign Language and Spoken Language for Children With Hearing Loss: A Systematic Review.

    Science.gov (United States)

    Fitzpatrick, Elizabeth M; Hamel, Candyce; Stevens, Adrienne; Pratt, Misty; Moher, David; Doucet, Suzanne P; Neuss, Deirdre; Bernstein, Anita; Na, Eunjung

    2016-01-01

    Permanent hearing loss affects 1 to 3 per 1000 children and interferes with typical communication development. Early detection through newborn hearing screening and hearing technology provide most children with the option of spoken language acquisition. However, no consensus exists on optimal interventions for spoken language development. To conduct a systematic review of the effectiveness of early sign and oral language intervention compared with oral language intervention only for children with permanent hearing loss. An a priori protocol was developed. Electronic databases (eg, Medline, Embase, CINAHL) from 1995 to June 2013 and gray literature sources were searched. Studies in English and French were included. Two reviewers screened potentially relevant articles. Outcomes of interest were measures of auditory, vocabulary, language, and speech production skills. All data collection and risk of bias assessments were completed and then verified by a second person. Grades of Recommendation, Assessment, Development, and Evaluation (GRADE) was used to judge the strength of evidence. Eleven cohort studies met inclusion criteria, of which 8 included only children with severe to profound hearing loss with cochlear implants. Language development was the most frequently reported outcome. Other reported outcomes included speech and speech perception. Several measures and metrics were reported across studies, and descriptions of interventions were sometimes unclear. Very limited, and hence insufficient, high-quality evidence exists to determine whether sign language in combination with oral language is more effective than oral language therapy alone. More research is needed to supplement the evidence base. Copyright © 2016 by the American Academy of Pediatrics.

  11. Written Corrective Feedback in Second Language Acquisition and Writing

    Science.gov (United States)

    Bitchener, John; Ferris, Dana R.

    2011-01-01

    What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as "error/grammar correction," and its impact on second language acquisition and second language writing…

  12. Connecting Oral and Written Language Through Applied Writing Strategies

    Science.gov (United States)

    Brice, Roanne G.

    2004-01-01

    Written language requires prior knowledge of many foundation language skills. Students with language learning disabilities find it difficult to integrate language skills into academic writing assignments. Exceptional educators can teach foundation writing skills through certain underlying components of language, that is, phonology, morphology,…

  13. 28 CFR 55.12 - Language used for written material.

    Science.gov (United States)

    2010-07-01

    ... language minority groups, for example, Filipino Americans, have more than one language other than English... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Language used for written material. 55.12... OF THE VOTING RIGHTS ACT REGARDING LANGUAGE MINORITY GROUPS Determining the Exact Language § 55.12...

  14. Spoken language interface for a network management system

    Science.gov (United States)

    Remington, Robert J.

    1999-11-01

    Leaders within the Information Technology (IT) industry are expressing a general concern that the products used to deliver and manage today's communications network capabilities require far too much effort to learn and to use, even by highly skilled and increasingly scarce support personnel. The usability of network management systems must be significantly improved if they are to deliver the performance and quality of service needed to meet the ever-increasing demand for new Internet-based information and services. Fortunately, recent advances in spoken language (SL) interface technologies show promise for significantly improving the usability of most interactive IT applications, including network management systems. The emerging SL interfaces will allow users to communicate with IT applications through words and phases -- our most familiar form of everyday communication. Recent advancements in SL technologies have resulted in new commercial products that are being operationally deployed at an increasing rate. The present paper describes a project aimed at the application of new SL interface technology for improving the usability of an advanced network management system. It describes several SL interface features that are being incorporated within an existing system with a modern graphical user interface (GUI), including 3-D visualization of network topology and network performance data. The rationale for using these SL interface features to augment existing user interfaces is presented, along with selected task scenarios to provide insight into how a SL interface will simplify the operator's task and enhance overall system usability.

  15. Semantic Fluency in Deaf Children Who Use Spoken and Signed Language in Comparison with Hearing Peers

    Science.gov (United States)

    Marshall, C. R.; Jones, A.; Fastelli, A.; Atkinson, J.; Botting, N.; Morgan, G.

    2018-01-01

    Background: Deafness has an adverse impact on children's ability to acquire spoken languages. Signed languages offer a more accessible input for deaf children, but because the vast majority are born to hearing parents who do not sign, their early exposure to sign language is limited. Deaf children as a whole are therefore at high risk of language…

  16. Spoken Word Recognition in Adolescents with Autism Spectrum Disorders and Specific Language Impairment

    Science.gov (United States)

    Loucas, Tom; Riches, Nick; Baird, Gillian; Pickles, Andrew; Simonoff, Emily; Chandler, Susie; Charman, Tony

    2013-01-01

    Spoken word recognition, during gating, appears intact in specific language impairment (SLI). This study used gating to investigate the process in adolescents with autism spectrum disorders plus language impairment (ALI). Adolescents with ALI, SLI, and typical language development (TLD), matched on nonverbal IQ listened to gated words that varied…

  17. The WiLI benchmark dataset for written language identification

    OpenAIRE

    Thoma, Martin

    2018-01-01

    This paper describes the WiLI-2018 benchmark dataset for monolingual written natural language identification. WiLI-2018 is a publicly available, free of charge dataset of short text extracts from Wikipedia. It contains 1000 paragraphs of 235 languages, totaling in 23500 paragraphs. WiLI is a classification dataset: Given an unknown paragraph written in one dominant language, it has to be decided which language it is.

  18. Improving Spoken Language Outcomes for Children With Hearing Loss: Data-driven Instruction.

    Science.gov (United States)

    Douglas, Michael

    2016-02-01

    To assess the effects of data-driven instruction (DDI) on spoken language outcomes of children with cochlear implants and hearing aids. Retrospective, matched-pairs comparison of post-treatment speech/language data of children who did and did not receive DDI. Private, spoken-language preschool for children with hearing loss. Eleven matched pairs of children with cochlear implants who attended the same spoken language preschool. Groups were matched for age of hearing device fitting, time in the program, degree of predevice fitting hearing loss, sex, and age at testing. Daily informal language samples were collected and analyzed over a 2-year period, per preschool protocol. Annual informal and formal spoken language assessments in articulation, vocabulary, and omnibus language were administered at the end of three time intervals: baseline, end of year one, and end of year two. The primary outcome measures were total raw score performance of spontaneous utterance sentence types and syntax element use as measured by the Teacher Assessment of Spoken Language (TASL). In addition, standardized assessments (the Clinical Evaluation of Language Fundamentals--Preschool Version 2 (CELF-P2), the Expressive One-Word Picture Vocabulary Test (EOWPVT), the Receptive One-Word Picture Vocabulary Test (ROWPVT), and the Goldman-Fristoe Test of Articulation 2 (GFTA2)) were also administered and compared with the control group. The DDI group demonstrated significantly higher raw scores on the TASL each year of the study. The DDI group also achieved statistically significant higher scores for total language on the CELF-P and expressive vocabulary on the EOWPVT, but not for articulation nor receptive vocabulary. Post-hoc assessment revealed that 78% of the students in the DDI group achieved scores in the average range compared with 59% in the control group. The preliminary results of this study support further investigation regarding DDI to investigate whether this method can consistently

  19. Written Corrective Feedback in Second Language Acquisition and Writing Studies

    Science.gov (United States)

    Ferris, Dana R.

    2012-01-01

    Written corrective feedback, referred to hereafter as "written CF" and also known as "grammar correction" or "error correction", has been a controversial topic in second language studies over the past fifteen years. Inspired by John Truscott's thought-provoking 1996 essay in "Language Learning", many different researchers have undertaken new…

  20. A Spoken Genre Gets Written: Online Football Commentaries in English, French, and Spanish

    Science.gov (United States)

    Perez-Sabater, Carmen; Pena-Martinez, Gemma; Turney, Ed; Montero-Fleta, Begona

    2008-01-01

    Many recent studies on computer-mediated communication (CMC) have addressed the question of orality and literacy. This article examines a relatively recent subgenre of CMC, that of written online sports commentary, that provides us with written CMC that is clearly based on firmly established oral genres, those of radio and television sports…

  1. Gesture in Multiparty Interaction: A Study of Embodied Discourse in Spoken English and American Sign Language

    Science.gov (United States)

    Shaw, Emily P.

    2013-01-01

    This dissertation is an examination of gesture in two game nights: one in spoken English between four hearing friends and another in American Sign Language between four Deaf friends. Analyses of gesture have shown there exists a complex integration of manual gestures with speech. Analyses of sign language have implicated the body as a medium…

  2. Auditory and verbal memory predictors of spoken language skills in children with cochlear implants.

    Science.gov (United States)

    de Hoog, Brigitte E; Langereis, Margreet C; van Weerdenburg, Marjolijn; Keuning, Jos; Knoors, Harry; Verhoeven, Ludo

    2016-10-01

    Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. In the present study, we examined the extent of delay in lexical and morphosyntactic spoken language levels of children with CIs as compared to those of a normative sample of age-matched children with normal hearing. Furthermore, the predictive value of auditory and verbal memory factors in the spoken language performance of implanted children was analyzed. Thirty-nine profoundly deaf children with CIs were assessed using a test battery including measures of lexical, grammatical, auditory and verbal memory tests. Furthermore, child-related demographic characteristics were taken into account. The majority of the children with CIs did not reach age-equivalent lexical and morphosyntactic language skills. Multiple linear regression analyses revealed that lexical spoken language performance in children with CIs was best predicted by age at testing, phoneme perception, and auditory word closure. The morphosyntactic language outcomes of the CI group were best predicted by lexicon, auditory word closure, and auditory memory for words. Qualitatively good speech perception skills appear to be crucial for lexical and grammatical development in children with CIs. Furthermore, strongly developed vocabulary skills and verbal memory abilities predict morphosyntactic language skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Delayed Anticipatory Spoken Language Processing in Adults with Dyslexia—Evidence from Eye-tracking.

    Science.gov (United States)

    Huettig, Falk; Brouwer, Susanne

    2015-05-01

    It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye-tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language-mediated eye gaze patterns. Eye movements of both adults with and without dyslexia closely replicated earlier research: spoken language is used to direct attention to relevant objects in the environment in a closely time-locked manner. In Experiment 2, participants received instructions (e.g., 'Kijk naar de(COM) afgebeelde piano(COM)', look at the displayed piano) while viewing four objects. Articles (Dutch 'het' or 'de') were gender marked such that the article agreed in gender only with the target, and thus, participants could use gender information from the article to predict the target object. The adults with dyslexia anticipated the target objects but much later than the controls. Moreover, participants' word reading scores correlated positively with their anticipatory eye movements. We conclude by discussing the mechanisms by which reading abilities may influence predictive language processing. Copyright © 2015 John Wiley & Sons, Ltd.

  4. The Elements of Nonsexist Usage: A Guide to Inclusive Spoken and Written English.

    Science.gov (United States)

    Dumond, Val

    This handbook is intended for students, teachers, journalists, executives, and court and government workers who want to eliminate sexism from their English. It offers sound advice on gender-inclusive or gender-neutral language. Among its topics of interest are: the reasons to avoid sexist language; sensible alternatives to offensive terminology;…

  5. Roy Reider (1914-1979) selections from his written and spoken words

    International Nuclear Information System (INIS)

    Paxton, H.C.

    1980-01-01

    Comments by Roy Reider on chemical criticality control, the fundamentals of safety, policy and responsibility, on written procedures, profiting from accidents, safety training, early history of criticality safety, requirements for the possible, the value of enlightened challenge, public acceptance of a new risk, and on prophets of doom are presented

  6. Intervention Effects on Spoken-Language Outcomes for Children with Autism: A Systematic Review and Meta-Analysis

    Science.gov (United States)

    Hampton, L. H.; Kaiser, A. P.

    2016-01-01

    Background: 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…

  7. Speech language therapy bilingual clinic, a written language therapeutical proposal to deaf people: case report.

    Science.gov (United States)

    Guarinello, Ana Cristina; Massi, Giselle; Berberian, Ana Paula; Tonocchi, Rita; Lustosa, Sandra Silva

    2015-01-01

    This study aimed to analyze the written production of a deaf person who is in the process of written language acquisition. One person with hearing disability, called R., participated in this study together with his Speech Language Pathologist. The therapist, proficient in sign language, acted as an interlocutor and interpreter, prioritizing the interactive nature of language and interfering in the written production only when it was requested. During the 3 years of work with R., a change in stance toward written language was observed. In addition, he began to reflect on his texts and utilize written Portuguese in a way that allowed his texts to be more coherent. Writing became an opportunity to show his singularity and to begin reconstructing his relationship with language. Speech language pathology and audiology therapy, at a bilingual clinic, can allow people with hearing disability early access to sign language and, consequently, enable the development of the written form of Portuguese.

  8. Basic Writing Students: Investigating Oral and Written Language.

    Science.gov (United States)

    Farr, Marcia; Janda, Mary Ann

    1985-01-01

    Investigates the relationship between the oral and written language of one college-level basic writing student who is a speaker of vernacular Black English (VBE). Reports that neither VBE patterns in the student's oral language nor other features of orality that previous research has identified account for his writing problems. (HOD)

  9. Written communication and teaching of the czech language for foreigners

    OpenAIRE

    Toufarová, Dagmar

    2015-01-01

    In her thesis the author looks at written communication in teaching Czech for foreigners. The theoretical part gives an account of theoretical foundations, such as synchronic and diachronic approaches to the language situation (worldwide, in Europe and especially in the Czech Republic) and language education, including introduction to communicative methods. Furthermore, the author describes individual component parts of the language education (means of expression and communication skills), wi...

  10. THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT TO TEACH SPOKEN RECOUNTS IN SENIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Eri Rusnawati

    2016-10-01

    Full Text Available Tujuan dari penelitian ini adalah untuk menggambarkan penerapan metode Communicative Language Teaching/CLT untuk pembelajaran spoken recount. Penelitian ini menelaah data yang kualitatif. Penelitian ini mengambarkan fenomena yang terjadi di dalam kelas. Data studi ini adalah perilaku dan respon para siswa dalam pembelajaran spoken recount dengan menggunakan metode CLT. Subjek penelitian ini adalah para siswa kelas X SMA Negeri 1 Kuaro yang terdiri dari 34 siswa. Observasi dan wawancara dilakukan dalam rangka untuk mengumpulkan data dalam mengajarkan spoken recount melalui tiga aktivitas (presentasi, bermain-peran, serta melakukan prosedur. Dalam penelitian ini ditemukan beberapa hal antara lain bahwa CLT meningkatkan kemampuan berbicara siswa dalam pembelajaran recount. Berdasarkan pada grafik peningkatan, disimpulkan bahwa tata bahasa, kosakata, pengucapan, kefasihan, serta performa siswa mengalami peningkatan. Ini berarti bahwa performa spoken recount dari para siswa meningkat. Andaikata presentasi ditempatkan di bagian akhir dari langkah-langkah aktivitas, peforma spoken recount para siswa bahkan akan lebih baik lagi. Kesimpulannya adalah bahwa implementasi metode CLT beserta tiga praktiknya berkontribusi pada peningkatan kemampuan berbicara para siswa dalam pembelajaran recount dan bahkan metode CLT mengarahkan mereka untuk memiliki keberanian dalam mengonstruksi komunikasi yang bermakna dengan percaya diri. Kata kunci: Communicative Language Teaching (CLT, recount, berbicara, respon siswa

  11. Expected Test Scores for Preschoolers with a Cochlear Implant Who Use Spoken Language

    Science.gov (United States)

    Nicholas, Johanna G.; Geers, Ann E.

    2008-01-01

    Purpose: The major purpose of this study was to provide information about expected spoken language skills of preschool-age children who are deaf and who use a cochlear implant. A goal was to provide "benchmarks" against which those skills could be compared, for a given age at implantation. We also examined whether parent-completed…

  12. Research on Spoken Language Processing. Progress Report No. 21 (1996-1997).

    Science.gov (United States)

    Pisoni, David B.

    This 21st annual progress report summarizes research activities on speech perception and spoken language processing carried out in the Speech Research Laboratory, Department of Psychology, Indiana University in Bloomington. As with previous reports, the goal is to summarize accomplishments during 1996 and 1997 and make them readily available. Some…

  13. Effects of Tasks on Spoken Interaction and Motivation in English Language Learners

    Science.gov (United States)

    Carrero Pérez, Nubia Patricia

    2016-01-01

    Task based learning (TBL) or Task based learning and teaching (TBLT) is a communicative approach widely applied in settings where English has been taught as a foreign language (EFL). It has been documented as greatly useful to improve learners' communication skills. This research intended to find the effect of tasks on students' spoken interaction…

  14. A Spoken-Language Intervention for School-Aged Boys with Fragile X Syndrome

    Science.gov (United States)

    McDuffie, Andrea; Machalicek, Wendy; Bullard, Lauren; Nelson, Sarah; Mello, Melissa; Tempero-Feigles, Robyn; Castignetti, Nancy; Abbeduto, Leonard

    2016-01-01

    Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived…

  15. Developing and Testing EVALOE: A Tool for Assessing Spoken Language Teaching and Learning in the Classroom

    Science.gov (United States)

    Gràcia, Marta; Vega, Fàtima; Galván-Bovaira, Maria José

    2015-01-01

    Broadly speaking, the teaching of spoken language in Spanish schools has not been approached in a systematic way. Changes in school practices are needed in order to allow all children to become competent speakers and to understand and construct oral texts that are appropriate in different contexts and for different audiences both inside and…

  16. ORIGINAL ARTICLES How do doctors learn the spoken language of ...

    African Journals Online (AJOL)

    2009-07-01

    Jul 1, 2009 ... correct language that has been acquired through listening. The Brewsters17 suggest an 'immersion experience' by living with speakers of the language. Ellis included several of their tools, such as loop tapes, as being useful in a consultation when learning a language.15 Others disagree with a purely.

  17. Comparing spoken language treatments for minimally verbal preschoolers with autism spectrum disorders.

    Science.gov (United States)

    Paul, Rhea; Campbell, Daniel; Gilbert, Kimberly; Tsiouri, Ioanna

    2013-02-01

    Preschoolers with severe autism and minimal speech were assigned either a discrete trial or a naturalistic language treatment, and parents of all participants also received parent responsiveness training. After 12 weeks, both groups showed comparable improvement in number of spoken words produced, on average. Approximately half the children in each group achieved benchmarks for the first stage of functional spoken language development, as defined by Tager-Flusberg et al. (J Speech Lang Hear Res, 52: 643-652, 2009). Analyses of moderators of treatment suggest that joint attention moderates response to both treatments, and children with better receptive language pre-treatment do better with the naturalistic method, while those with lower receptive language show better response to the discrete trial treatment. The implications of these findings are discussed.

  18. Processing Relationships Between Language-Being-Spoken and Other Speech Dimensions in Monolingual and Bilingual Listeners.

    Science.gov (United States)

    Vaughn, Charlotte R; Bradlow, Ann R

    2017-12-01

    While indexical information is implicated in many levels of language processing, little is known about the internal structure of the system of indexical dimensions, particularly in bilinguals. A series of three experiments using the speeded classification paradigm investigated the relationship between various indexical and non-linguistic dimensions of speech in processing. Namely, we compared the relationship between a lesser-studied indexical dimension relevant to bilinguals, which language is being spoken (in these experiments, either Mandarin Chinese or English), with: talker identity (Experiment 1), talker gender (Experiment 2), and amplitude of speech (Experiment 3). Results demonstrate that language-being-spoken is integrated in processing with each of the other dimensions tested, and that these processing dependencies seem to be independent of listeners' bilingual status or experience with the languages tested. Moreover, the data reveal processing interference asymmetries, suggesting a processing hierarchy for indexical, non-linguistic speech features.

  19. Factors Influencing Verbal Intelligence and Spoken Language in Children with Phenylketonuria.

    Science.gov (United States)

    Soleymani, Zahra; Keramati, Nasrin; Rohani, Farzaneh; Jalaei, Shohre

    2015-05-01

    To determine verbal intelligence and spoken language of children with phenylketonuria and to study the effect of age at diagnosis and phenylalanine plasma level on these abilities. Cross-sectional. Children with phenylketonuria were recruited from pediatric hospitals in 2012. Normal control subjects were recruited from kindergartens in Tehran. 30 phenylketonuria and 42 control subjects aged 4-6.5 years. Skills were compared between 3 phenylketonuria groups categorized by age at diagnosis/treatment, and between the phenylketonuria and control groups. Scores on Wechsler Preschool and Primary Scale of Intelligence for verbal and total intelligence, and Test of Language Development-Primary, third edition for spoken language, listening, speaking, semantics, syntax, and organization. The performance of control subjects was significantly better than that of early-treated subjects for all composite quotients from Test of Language Development and verbal intelligence (Pphenylketonuria subjects.

  20. Written Language Disorders: Speech-Language Pathologists' Training, Knowledge, and Confidence

    Science.gov (United States)

    Blood, Gordon W.; Mamett, Callie; Gordon, Rebecca; Blood, Ingrid M.

    2010-01-01

    Purpose: This study examined speech-language pathologists' (SLPs') perceptions of their (a) educational and clinical training in evaluating and treating written language disorders, (b) knowledge bases in this area, (c) sources of knowledge about written language disorders, (d) confidence levels, and (e) predictors of confidence in working with…

  1. Word Detection in Sung and Spoken Sentences in Children With Typical Language Development or With Specific Language Impairment.

    Science.gov (United States)

    Planchou, Clément; Clément, Sylvain; Béland, Renée; Cason, Nia; Motte, Jacques; Samson, Séverine

    2015-01-01

    Previous studies have reported that children score better in language tasks using sung rather than spoken stimuli. We examined word detection ease in sung and spoken sentences that were equated for phoneme duration and pitch variations in children aged 7 to 12 years with typical language development (TLD) as well as in children with specific language impairment (SLI ), and hypothesized that the facilitation effect would vary with language abilities. In Experiment 1, 69 children with TLD (7-10 years old) detected words in sentences that were spoken, sung on pitches extracted from speech, and sung on original scores. In Experiment 2, we added a natural speech rate condition and tested 68 children with TLD (7-12 years old). In Experiment 3, 16 children with SLI and 16 age-matched children with TLD were tested in all four conditions. In both TLD groups, older children scored better than the younger ones. The matched TLD group scored higher than the SLI group who scored at the level of the younger children with TLD . None of the experiments showed a facilitation effect of sung over spoken stimuli. Word detection abilities improved with age in both TLD and SLI groups. Our findings are compatible with the hypothesis of delayed language abilities in children with SLI , and are discussed in light of the role of durational prosodic cues in words detection.

  2. Word Detection in Sung and Spoken Sentences in Children With Typical Language Development or With Specific Language Impairment

    Science.gov (United States)

    Planchou, Clément; Clément, Sylvain; Béland, Renée; Cason, Nia; Motte, Jacques; Samson, Séverine

    2015-01-01

    Background: Previous studies have reported that children score better in language tasks using sung rather than spoken stimuli. We examined word detection ease in sung and spoken sentences that were equated for phoneme duration and pitch variations in children aged 7 to 12 years with typical language development (TLD) as well as in children with specific language impairment (SLI ), and hypothesized that the facilitation effect would vary with language abilities. Method: In Experiment 1, 69 children with TLD (7–10 years old) detected words in sentences that were spoken, sung on pitches extracted from speech, and sung on original scores. In Experiment 2, we added a natural speech rate condition and tested 68 children with TLD (7–12 years old). In Experiment 3, 16 children with SLI and 16 age-matched children with TLD were tested in all four conditions. Results: In both TLD groups, older children scored better than the younger ones. The matched TLD group scored higher than the SLI group who scored at the level of the younger children with TLD . None of the experiments showed a facilitation effect of sung over spoken stimuli. Conclusions: Word detection abilities improved with age in both TLD and SLI groups. Our findings are compatible with the hypothesis of delayed language abilities in children with SLI , and are discussed in light of the role of durational prosodic cues in words detection. PMID:26767070

  3. The effects of sign language on spoken language acquisition in children with hearing loss: a systematic review protocol.

    Science.gov (United States)

    Fitzpatrick, Elizabeth M; Stevens, Adrienne; Garritty, Chantelle; Moher, David

    2013-12-06

    Permanent childhood hearing loss affects 1 to 3 per 1000 children and frequently disrupts typical spoken language acquisition. Early identification of hearing loss through universal newborn hearing screening and the use of new hearing technologies including cochlear implants make spoken language an option for most children. However, there is no consensus on what constitutes optimal interventions for children when spoken language is the desired outcome. Intervention and educational approaches ranging from oral language only to oral language combined with various forms of sign language have evolved. Parents are therefore faced with important decisions in the first months of their child's life. This article presents the protocol for a systematic review of the effects of using sign language in combination with oral language intervention on spoken language acquisition. Studies addressing early intervention will be selected in which therapy involving oral language intervention and any form of sign language or sign support is used. Comparison groups will include children in early oral language intervention programs without sign support. The primary outcomes of interest to be examined include all measures of auditory, vocabulary, language, speech production, and speech intelligibility skills. We will include randomized controlled trials, controlled clinical trials, and other quasi-experimental designs that include comparator groups as well as prospective and retrospective cohort studies. Case-control, cross-sectional, case series, and case studies will be excluded. Several electronic databases will be searched (for example, MEDLINE, EMBASE, CINAHL, PsycINFO) as well as grey literature and key websites. We anticipate that a narrative synthesis of the evidence will be required. We will carry out meta-analysis for outcomes if clinical similarity, quantity and quality permit quantitative pooling of data. We will conduct subgroup analyses if possible according to severity

  4. Short Message Service (SMS) Language and Written Language Skills: Educators' Perspectives

    Science.gov (United States)

    Geertsema, Salomé; Hyman, Charene; van Deventer, Chantelle

    2011-01-01

    SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the possible influence of SMS language on…

  5. Predictors of spoken language development following pediatric cochlear implantation.

    Science.gov (United States)

    Boons, Tinne; Brokx, Jan P L; Dhooge, Ingeborg; Frijns, Johan H M; Peeraer, Louis; Vermeulen, Anneke; Wouters, Jan; van Wieringen, Astrid

    2012-01-01

    Although deaf children with cochlear implants (CIs) are able to develop good language skills, the large variability in outcomes remains a significant concern. The first aim of this study was to evaluate language skills in children with CIs to establish benchmarks. The second aim was to make an estimation of the optimal age at implantation to provide maximal opportunities for the child to achieve good language skills afterward. The third aim was to gain more insight into the causes of variability to set recommendations for optimizing the rehabilitation process of prelingually deaf children with CIs. Receptive and expressive language development of 288 children who received CIs by age five was analyzed in a retrospective multicenter study. Outcome measures were language quotients (LQs) on the Reynell Developmental Language Scales and Schlichting Expressive Language Test at 1, 2, and 3 years after implantation. Independent predictive variables were nine child-related, environmental, and auditory factors. A series of multiple regression analyses determined the amount of variance in expressive and receptive language outcomes attributable to each predictor when controlling for the other variables. Simple linear regressions with age at first fitting and independent samples t tests demonstrated that children implanted before the age of two performed significantly better on all tests than children who were implanted at an older age. The mean LQ was 0.78 with an SD of 0.18. A child with an LQ lower than 0.60 (= 0.78-0.18) within 3 years after implantation was labeled as a weak performer compared with other deaf children implanted before the age of two. Contralateral stimulation with a second CI or a hearing aid and the absence of additional disabilities were related to better language outcomes. The effect of environmental factors, comprising multilingualism, parental involvement, and communication mode increased over time. Three years after implantation, the total multiple

  6. The Differences between Spoken and Written Grammar in English, in Comparison with Vietnamese (Las Diferencias entre la Gramática Oral y Escrita del Idioma Inglés en Comparación con el Idioma Vietnamita)

    Science.gov (United States)

    Thanh, Nguyen Cao

    2015-01-01

    The fundamental point of this paper is to describe and evaluate some differences between spoken and written grammar in English, and compare some of the points with Vietnamese. This paper illustrates that spoken grammar is less rigid than written grammar. Moreover, it highlights the distinction between speaking and writing in terms of subordination…

  7. Predictors of Spoken Language Development Following Pediatric Cochlear Implantation

    NARCIS (Netherlands)

    Johan Frijns; prof. Dr. Louis Peeraer; van Wieringen; Ingeborg Dhooge; Vermeulen; Jan Brokx; Tinne Boons; Wouters

    2012-01-01

    Objectives: Although deaf children with cochlear implants (CIs) are able to develop good language skills, the large variability in outcomes remains a significant concern. The first aim of this study was to evaluate language skills in children with CIs to establish benchmarks. The second aim was to

  8. Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia.

    Science.gov (United States)

    Kovelman, Ioulia; Norton, Elizabeth S; Christodoulou, Joanna A; Gaab, Nadine; Lieberman, Daniel A; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D E

    2012-04-01

    Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7-13) and a younger group of kindergarteners (ages 5-6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia.

  9. [Analysis of the speech and language national scientific production on written language].

    Science.gov (United States)

    Munhoz, Cíntia Mara Affornalli; Massi, Giselle; Berberian, Ana Paula; Giroto, Claudia Regina Mosca; Guarinello, Ana Cristina

    2007-01-01

    National scientific production on written language in the scope of the Speech-Language and Hearing Sciences. To analyze part of the production of the Brazilian Speech-Language and Hearing Sciences on written language, between the years of 1980 and 2004, considering the following: publication period; distribution per period; types of publication; themes; and authorship. This research was developed through the selection and analysis of documents, such as; books, book chapters, and scientific articles published in seven national journals of the Speech-Language and Hearing Sciences (1980 to 2004). Scientific written production found in the studied period consisted of 236 publications. From this total, 3.39% were published during the 80s; 44.1% during the 90s; and 52.5% during the period of 2000-2004. Regarding the type of publication, 18.5% of the scientific production was published as books, 39% as book chapters and 42.5% as research articles. Considering authorship, 42 authors (76.36%) are entailed to institutions of higher education, either as professors or as students, with a higher concentration in the State of São Paulo and a lower concentration in the State of Rio de Janeiro. Overall, the analyzed written productions considered five themes: "Written language disorders" (52%); "Written language appropriation process" (23.5%); "Written language and deafness" (8.90%); "Written language and neurological disorders" (8.22%) and "Written language and school" (7.53%). This research recovered part of the scientific production on written language in the field of the Speech-Language and Hearing Sciences. The increase of publications on this theme suggests an improvement of the researches in the field of the Speech-Language and Hearing Sciences and, therefore, points to the importance of studies that analyze trends in our scientific production.

  10. How sensory-motor systems impact the neural organization for language: direct contrasts between spoken and signed language

    Science.gov (United States)

    Emmorey, Karen; McCullough, Stephen; Mehta, Sonya; Grabowski, Thomas J.

    2014-01-01

    To investigate the impact of sensory-motor systems on the neural organization for language, we conducted an H215O-PET study of sign and spoken word production (picture-naming) and an fMRI study of sign and audio-visual spoken language comprehension (detection of a semantically anomalous sentence) with hearing bilinguals who are native users of American Sign Language (ASL) and English. Directly contrasting speech and sign production revealed greater activation in bilateral parietal cortex for signing, while speaking resulted in greater activation in bilateral superior temporal cortex (STC) and right frontal cortex, likely reflecting auditory feedback control. Surprisingly, the language production contrast revealed a relative increase in activation in bilateral occipital cortex for speaking. We speculate that greater activation in visual cortex for speaking may actually reflect cortical attenuation when signing, which functions to distinguish self-produced from externally generated visual input. Directly contrasting speech and sign comprehension revealed greater activation in bilateral STC for speech and greater activation in bilateral occipital-temporal cortex for sign. Sign comprehension, like sign production, engaged bilateral parietal cortex to a greater extent than spoken language. We hypothesize that posterior parietal activation in part reflects processing related to spatial classifier constructions in ASL and that anterior parietal activation may reflect covert imitation that functions as a predictive model during sign comprehension. The conjunction analysis for comprehension revealed that both speech and sign bilaterally engaged the inferior frontal gyrus (with more extensive activation on the left) and the superior temporal sulcus, suggesting an invariant bilateral perisylvian language system. We conclude that surface level differences between sign and spoken languages should not be dismissed and are critical for understanding the neurobiology of language

  11. A Large-Scale Analysis of Variance in Written Language.

    Science.gov (United States)

    Johns, Brendan T; Jamieson, Randall K

    2018-01-22

    The collection of very large text sources has revolutionized the study of natural language, leading to the development of several models of language learning and distributional semantics that extract sophisticated semantic representations of words based on the statistical redundancies contained within natural language (e.g., Griffiths, Steyvers, & Tenenbaum, ; Jones & Mewhort, ; Landauer & Dumais, ; Mikolov, Sutskever, Chen, Corrado, & Dean, ). The models treat knowledge as an interaction of processing mechanisms and the structure of language experience. But language experience is often treated agnostically. We report a distributional semantic analysis that shows written language in fiction books varies appreciably between books from the different genres, books from the same genre, and even books written by the same author. Given that current theories assume that word knowledge reflects an interaction between processing mechanisms and the language environment, the analysis shows the need for the field to engage in a more deliberate consideration and curation of the corpora used in computational studies of natural language processing. Copyright © 2018 Cognitive Science Society, Inc.

  12. Understanding Written Corrective Feedback in Second-Language Grammar Acquisition

    Science.gov (United States)

    Wagner, Jason Paul; Wulf, Douglas J.

    2016-01-01

    Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to…

  13. Integrating Technology Tools for Students Struggling with Written Language

    Science.gov (United States)

    Fedora, Pledger

    2015-01-01

    This exploratory study was designed to assess the experience of preservice teachers when integrating written language technology and their likelihood of applying that technology in their future classrooms. Results suggest that after experiencing technology integration, preservice teachers are more likely to use it in their future teaching.

  14. Timed written picture naming in 14 European languages.

    Science.gov (United States)

    Torrance, Mark; Nottbusch, Guido; Alves, Rui A; Arfé, Barbara; Chanquoy, Lucile; Chukharev-Hudilainen, Evgeny; Dimakos, Ioannis; Fidalgo, Raquel; Hyönä, Jukka; Jóhannesson, Ómar I; Madjarov, George; Pauly, Dennis N; Uppstad, Per Henning; van Waes, Luuk; Vernon, Michael; Wengelin, Åsa

    2018-04-01

    We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217-236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, languages. Written naming therefore shows name retrieval effects that are similar to those found in speech, but our findings suggest the need for cross-language comparisons as we seek to understand the orthographic retrieval and/or assembly processes that are specific to written output.

  15. Korean College EFL Learners' Task Motivation in Written Language Production

    Science.gov (United States)

    Kim, Bomin; Kim, Haedong

    2016-01-01

    The aims of the present study were to explore the effects of two different types of task conditions (topic choice vs. no choice) on the quality of written production in a second language (lexical complexity, syntactic complexity, and cohesion) and to investigate the effects of these two different task conditions on task motivation. This research…

  16. Language Parameters in Written Compositions of Nine Year Old Children.

    Science.gov (United States)

    Rubin, Rosalyn; Buium, Nissan

    The purpose of this study was to develop a foundation for reliable and effective measurement of significant parameters in the development of written language skills in school age children. The subjects for the study were 25 nine-year-old children, 12 boys and 13 girls, who were randomly selected from among 1,559 participants. The findings…

  17. Early History of Written Oromo Language up to 1900 | Tolessa ...

    African Journals Online (AJOL)

    The purpose of this paper is to make known historical development of written Afaan Oromo to 1900. The study draws upon primary and secondary sources. The primary data are drawn from oral and archival sources. Books and articles in Afaan Oromo and in other languages about Afaan Oromo were consulted. Many of ...

  18. Sentence Recognition in Quiet and Noise by Pediatric Cochlear Implant Users: Relationships to Spoken Language.

    Science.gov (United States)

    Eisenberg, Laurie S; Fisher, Laurel M; Johnson, Karen C; Ganguly, Dianne Hammes; Grace, Thelma; Niparko, John K

    2016-02-01

    We investigated associations between sentence recognition and spoken language for children with cochlear implants (CI) enrolled in the Childhood Development after Cochlear Implantation (CDaCI) study. In a prospective longitudinal study, sentence recognition percent-correct scores and language standard scores were correlated at 48-, 60-, and 72-months post-CI activation. Six tertiary CI centers in the United States. Children with CIs participating in the CDaCI study. Cochlear implantation. Sentence recognition was assessed using the Hearing In Noise Test for Children (HINT-C) in quiet and at +10, +5, and 0 dB signal-to-noise ratio (S/N). Spoken language was assessed using the Clinical Assessment of Spoken Language (CASL) core composite and the antonyms, paragraph comprehension (syntax comprehension), syntax construction (expression), and pragmatic judgment tests. Positive linear relationships were found between CASL scores and HINT-C sentence scores when the sentences were delivered in quiet and at +10 and +5 dB S/N, but not at 0 dB S/N. At 48 months post-CI, sentence scores at +10 and +5 dB S/N were most strongly associated with CASL antonyms. At 60 and 72 months, sentence recognition in noise was most strongly associated with paragraph comprehension and syntax construction. Children with CIs learn spoken language in a variety of acoustic environments. Despite the observed inconsistent performance in different listening situations and noise-challenged environments, many children with CIs are able to build lexicons and learn the rules of grammar that enable recognition of sentences.

  19. Improving Written Language Performance of Adolescents with Asperger Syndrome

    Science.gov (United States)

    Delano, Monica E

    2007-01-01

    The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested. PMID:17624076

  20. Enriching English Language Spoken Outputs of Kindergartners in Thailand

    Science.gov (United States)

    Wilang, Jeffrey Dawala; Sinwongsuwat, Kemtong

    2012-01-01

    This year is designated as Thailand's "English Speaking Year" with the aim of improving the communicative competence of Thais for the upcoming integration of the Association of Southeast Asian Nations (ASEAN) in 2015. The consistent low-level proficiency of the Thais in the English language has led to numerous curriculum revisions and…

  1. Loops of Spoken Language i Danish Broadcasting Corporation News

    DEFF Research Database (Denmark)

    le Fevre Jakobsen, Bjarne

    2012-01-01

    with well-edited material, in 1965, to an anchor who hands over to journalists in live feeds from all over the world via satellite, Skype, or mobile telephone, in 2011. The narrative rhythm is faster and sometimes more spontaneous. In this article we will discuss aspects of the use of language and the tempo...

  2. Language and Ageing--Exploring Propositional Density in Written Language--Stability over Time

    Science.gov (United States)

    Spencer, Elizabeth; Craig, Hugh; Ferguson, Alison; Colyvas, Kim

    2012-01-01

    This study investigated the stability of propositional density (PD) in written texts, as this aspect of language shows promise as an indicator and as a predictor of language decline with ageing. This descriptive longitudinal study analysed written texts obtained from the Australian Longitudinal Study of Women's Health in which participants were…

  3. Understanding the Relationship between Latino Students' Preferred Learning Styles and Their Language Spoken at Home

    Science.gov (United States)

    Maldonado Torres, Sonia Enid

    2016-01-01

    The purpose of this study was to explore the relationships between Latino students' learning styles and their language spoken at home. Results of the study indicated that students who spoke Spanish at home had higher means in the Active Experimentation modality of learning (M = 31.38, SD = 5.70) than students who spoke English (M = 28.08,…

  4. The evaluation of undergraduate students' written English language skills.

    Science.gov (United States)

    Chur-Hansen, A; Vernon-Roberts, J

    2000-08-01

    Writing is an important skill for practitioners and students, yet this is a skill rarely taught in a formal capacity at medical school. At the University of Adelaide many students are from non-English speaking backgrounds and have varying proficiencies in English. We wished to devise a method and instrument which could identify students who may benefit from formative feedback and tuition in writing. Students' written account of a short clinical interview with a standardized patient was assessed using a new instrument (the Written Language Rating Scale) designed especially for this study. The assessment of writing was made by one rater with qualifications in teaching English as a second language. 127 second-year medical students enrolled at the University of Adelaide, Australia. INSTRUMENTS AND RESULTS: The scale appeared to have good internal consistency, face and construct validity, and test security was not an issue. However, it had questionable concurrent validity with a standardized language test, although this may be partly due to the period of time which had elapsed between administration of the two tests. This study was useful in providing a means to objectively rate students' written English language skills and to target students in need of formative feedback and tuition. However, further research is necessary for both evaluation of medical writing and interventions for its improvement.

  5. Medical practices display power law behaviors similar to spoken languages.

    Science.gov (United States)

    Paladino, Jonathan D; Crooke, Philip S; Brackney, Christopher R; Kaynar, A Murat; Hotchkiss, John R

    2013-09-04

    Medical care commonly involves the apprehension of complex patterns of patient derangements to which the practitioner responds with patterns of interventions, as opposed to single therapeutic maneuvers. This complexity renders the objective assessment of practice patterns using conventional statistical approaches difficult. Combinatorial approaches drawn from symbolic dynamics are used to encode the observed patterns of patient derangement and associated practitioner response patterns as sequences of symbols. Concatenating each patient derangement symbol with the contemporaneous practitioner response symbol creates "words" encoding the simultaneous patient derangement and provider response patterns and yields an observed vocabulary with quantifiable statistical characteristics. A fundamental observation in many natural languages is the existence of a power law relationship between the rank order of word usage and the absolute frequency with which particular words are uttered. We show that population level patterns of patient derangement: practitioner intervention word usage in two entirely unrelated domains of medical care display power law relationships similar to those of natural languages, and that-in one of these domains-power law behavior at the population level reflects power law behavior at the level of individual practitioners. Our results suggest that patterns of medical care can be approached using quantitative linguistic techniques, a finding that has implications for the assessment of expertise, machine learning identification of optimal practices, and construction of bedside decision support tools.

  6. Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language

    Science.gov (United States)

    Williams, Joshua T.; Newman, Sharlene D.

    2017-01-01

    A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel…

  7. The Attitudes and Motivation of Children towards Learning Rarely Spoken Foreign Languages: A Case Study from Saudi Arabia

    Science.gov (United States)

    Al-Nofaie, Haifa

    2018-01-01

    This article discusses the attitudes and motivations of two Saudi children learning Japanese as a foreign language (hence JFL), a language which is rarely spoken in the country. Studies regarding children's motivation for learning foreign languages that are not widely spread in their contexts in informal settings are scarce. The aim of the study…

  8. Disruption of written language in aphasia: a case study.

    Science.gov (United States)

    Freedman-Stern, R; Ulatowska, H K; Baker, T; DeLacoste, C

    1984-07-01

    This study documents the performance of a Wernicke aphasic on production of written discourse. The discourse data consisted of spontaneously produced texts of three different types: narrative discourse, personal and formal letters, and expository discourse. A detailed description of the language of this aphasic at a sentence and discourse level revealed preservation of discourse structure through proper use of cohesive devices despite severe disruption of linguistic structure at a sentence level.

  9. First and Second Language Pragmatics in Third Language Oral and Written Modalities

    Science.gov (United States)

    Koike, Dale A.; Palmiere, Denise T. L.

    2011-01-01

    This study examines the transfer of first language (L1) and second language (L2) pragmatic expression--realized in the request speech act--in oral and written modalities by Spanish-speaking third language (L3) Portuguese learners (bilingual Spanish heritage speakers, native English speakers who are proficient in L2 Spanish, and native Spanish…

  10. The Beneficial Role of L1 Spoken Language Skills on Initial L2 Sign Language Learning: Cognitive and Linguistic Predictors of M2L2 Acquisition

    Science.gov (United States)

    Williams, Joshua T.; Darcy, Isabelle; Newman, Sharlene D.

    2017-01-01

    Understanding how language modality (i.e., signed vs. spoken) affects second language outcomes in hearing adults is important both theoretically and pedagogically, as it can determine the specificity of second language (L2) theory and inform how best to teach a language that uses a new modality. The present study investigated which…

  11. Machine Translation Projects for Portuguese at INESC ID's Spoken Language Systems Laboratory

    Directory of Open Access Journals (Sweden)

    Anabela Barreiro

    2014-12-01

    Full Text Available Language technologies, in particular machine translation applications, have the potential to help break down linguistic and cultural barriers, presenting an important contribution to the globalization and internationalization of the Portuguese language, by allowing content to be shared 'from' and 'to' this language. This article aims to present the research work developed at the Laboratory of Spoken Language Systems of INESC-ID in the field of machine translation, namely the automated speech translation, the translation of microblogs and the creation of a hybrid machine translation system. We will focus on the creation of the hybrid system, which aims at combining linguistic knowledge, in particular semantico-syntactic knowledge, with statistical knowledge, to increase the level of translation quality.

  12. Developmental perspectives in written language and literacy: In honor of Ludo Verhoeven

    NARCIS (Netherlands)

    Segers, P.C.J.; Broek, P.W. van den

    2017-01-01

    Research on the development on written language and literacy is inherently multidisciplinary. In this book, leading researchers studying brain, cognition and behavior, come together in revealing how children develop written language and literacy, why they may experience difficulties, and which

  13. Spoken language development in oral preschool children with permanent childhood deafness.

    Science.gov (United States)

    Sarant, Julia Z; Holt, Colleen M; Dowell, Richard C; Rickards, Field W; Blamey, Peter J

    2009-01-01

    This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children.

  14. Symbolic gestures and spoken language are processed by a common neural system.

    Science.gov (United States)

    Xu, Jiang; Gannon, Patrick J; Emmorey, Karen; Smith, Jason F; Braun, Allen R

    2009-12-08

    Symbolic gestures, such as pantomimes that signify actions (e.g., threading a needle) or emblems that facilitate social transactions (e.g., finger to lips indicating "be quiet"), play an important role in human communication. They are autonomous, can fully take the place of words, and function as complete utterances in their own right. The relationship between these gestures and spoken language remains unclear. We used functional MRI to investigate whether these two forms of communication are processed by the same system in the human brain. Responses to symbolic gestures, to their spoken glosses (expressing the gestures' meaning in English), and to visually and acoustically matched control stimuli were compared in a randomized block design. General Linear Models (GLM) contrasts identified shared and unique activations and functional connectivity analyses delineated regional interactions associated with each condition. Results support a model in which bilateral modality-specific areas in superior and inferior temporal cortices extract salient features from vocal-auditory and gestural-visual stimuli respectively. However, both classes of stimuli activate a common, left-lateralized network of inferior frontal and posterior temporal regions in which symbolic gestures and spoken words may be mapped onto common, corresponding conceptual representations. We suggest that these anterior and posterior perisylvian areas, identified since the mid-19th century as the core of the brain's language system, are not in fact committed to language processing, but may function as a modality-independent semiotic system that plays a broader role in human communication, linking meaning with symbols whether these are words, gestures, images, sounds, or objects.

  15. Speech-language therapy for adolescents with written-language difficulties: the South African context.

    Science.gov (United States)

    Erasmus, D; Schutte, L; van der Merwe, M; Geertsema, S

    2013-12-01

    To investigate whether privately practising speech-language therapists in South Africa are fulfilling their role of identification, assessment and intervention for adolescents with written-language and reading difficulties. Further needs concerning training with regard to this population group were also determined. A survey study was conducted, using a self-administered questionnaire. Twenty-two currently practising speech-language therapists who are registered members of the South African Speech-Language-Hearing Association (SASLHA) participated in the study. The respondents indicated that they are aware of their role regarding adolescents with written-language difficulties. However, they feel that South-African speech-language therapists are not fulfilling this role. Existing assessment tools and interventions for written-language difficulties are described as inadequate, and culturally and age inappropriate. Yet, the majority of the respondents feel that they are adequately equipped to work with adolescents with written-language difficulties, based on their own experience, self-study and secondary training. The respondents feel that training regarding effective collaboration with teachers is necessary to establish specific roles, and to promote speech-language therapy for adolescents among teachers. Further research is needed in developing appropriate assessment and intervention tools as well as improvement of training at an undergraduate level.

  16. Short message service (SMS language and written language skills: educators' perspectives

    Directory of Open Access Journals (Sweden)

    Salomé Geertsema

    2011-01-01

    Full Text Available SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language educators in Gauteng regarding the possible influence of SMS language on certain aspects of learners' written language skills. If an influence was perceived by the educators, their perceptions regarding the degree and nature of the influence were also explored. A quantitative research design, utilising a questionnaire, was employed. The sample of participants comprised 22 educators employed at independent secondaryschools within Gauteng, South Africa. The results indicated that the majority of educators viewed SMS language as having a negative influence on the written language skills of Grade 8 and 9 learners. The influence was perceived as occurring in the learners' spelling, punctuation, and sentence length. A further finding was that the majority of educators address the negative influences of SMS language when encountered in written tasks.

  17. Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia

    Science.gov (United States)

    Norton, Elizabeth S.; Christodoulou, Joanna A.; Gaab, Nadine; Lieberman, Daniel A.; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D. E.

    2012-01-01

    Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7–13) and a younger group of kindergarteners (ages 5–6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia. PMID:21693783

  18. Activating gender stereotypes during online spoken language processing: evidence from Visual World Eye Tracking.

    Science.gov (United States)

    Pyykkönen, Pirita; Hyönä, Jukka; van Gompel, Roger P G

    2010-01-01

    This study used the visual world eye-tracking method to investigate activation of general world knowledge related to gender-stereotypical role names in online spoken language comprehension in Finnish. The results showed that listeners activated gender stereotypes elaboratively in story contexts where this information was not needed to build coherence. Furthermore, listeners made additional inferences based on gender stereotypes to revise an already established coherence relation. Both results are consistent with mental models theory (e.g., Garnham, 2001). They are harder to explain by the minimalist account (McKoon & Ratcliff, 1992) which suggests that people limit inferences to those needed to establish coherence in discourse.

  19. Initial teaching of written language. From theory to practice

    Directory of Open Access Journals (Sweden)

    María CLEMENTE LINUESA

    2015-03-01

    Full Text Available For decades the matter of teaching writing focused on a methodological issue, the assessment of the phonetic and global methods. Both approaches were based on the intuitions and practices of teachers and focused mainly on learning the writing system. Today we have available an important body of research-based theory that has contributed essential keys for positing a didactics of the written language with a sturdier foundation. Using contributions from different lines of theory, in this paper we present an integrated proposal for teaching writing.

  20. Equitable Written Assessments for English Language Learners: How Scaffolding Helps

    Science.gov (United States)

    Siegel, Marcelle A.; Menon, Deepika; Sinha, Somnath; Promyod, Nattida; Wissehr, Cathy; Halverson, Kristy L.

    2014-10-01

    This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.

  1. Students who are deaf and hard of hearing and use sign language: considerations and strategies for developing spoken language and literacy skills.

    Science.gov (United States)

    Nussbaum, Debra; Waddy-Smith, Bettie; Doyle, Jane

    2012-11-01

    There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language development when working with the general population of students who are deaf and hard of hearing. There are additional issues, strategies, and challenges inherent in speech habilitation/rehabilitation practices essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and practical considerations related to practices used to facilitate spoken language development and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing practices that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to developing and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  2. The Language, Tone and Prosody of Emotions: Neural Substrates and Dynamics of Spoken-Word Emotion Perception.

    Science.gov (United States)

    Liebenthal, Einat; Silbersweig, David A; Stern, Emily

    2016-01-01

    Rapid assessment of emotions is important for detecting and prioritizing salient input. Emotions are conveyed in spoken words via verbal and non-verbal channels that are mutually informative and unveil in parallel over time, but the neural dynamics and interactions of these processes are not well understood. In this paper, we review the literature on emotion perception in faces, written words, and voices, as a basis for understanding the functional organization of emotion perception in spoken words. The characteristics of visual and auditory routes to the amygdala-a subcortical center for emotion perception-are compared across these stimulus classes in terms of neural dynamics, hemispheric lateralization, and functionality. Converging results from neuroimaging, electrophysiological, and lesion studies suggest the existence of an afferent route to the amygdala and primary visual cortex for fast and subliminal processing of coarse emotional face cues. We suggest that a fast route to the amygdala may also function for brief non-verbal vocalizations (e.g., laugh, cry), in which emotional category is conveyed effectively by voice tone and intensity. However, emotional prosody which evolves on longer time scales and is conveyed by fine-grained spectral cues appears to be processed via a slower, indirect cortical route. For verbal emotional content, the bulk of current evidence, indicating predominant left lateralization of the amygdala response and timing of emotional effects attributable to speeded lexical access, is more consistent with an indirect cortical route to the amygdala. Top-down linguistic modulation may play an important role for prioritized perception of emotions in words. Understanding the neural dynamics and interactions of emotion and language perception is important for selecting potent stimuli and devising effective training and/or treatment approaches for the alleviation of emotional dysfunction across a range of neuropsychiatric states.

  3. Auditory-verbal therapy for promoting spoken language development in children with permanent hearing impairments.

    Science.gov (United States)

    Brennan-Jones, Christopher G; White, Jo; Rush, Robert W; Law, James

    2014-03-12

    Congenital or early-acquired hearing impairment poses a major barrier to the development of spoken language and communication. Early detection and effective (re)habilitative interventions are essential for parents and families who wish their children to achieve age-appropriate spoken language. Auditory-verbal therapy (AVT) is a (re)habilitative approach aimed at children with hearing impairments. AVT comprises intensive early intervention therapy sessions with a focus on audition, technological management and involvement of the child's caregivers in therapy sessions; it is typically the only therapy approach used to specifically promote avoidance or exclusion of non-auditory facial communication. The primary goal of AVT is to achieve age-appropriate spoken language and for this to be used as the primary or sole method of communication. AVT programmes are expanding throughout the world; however, little evidence can be found on the effectiveness of the intervention. To assess the effectiveness of auditory-verbal therapy (AVT) in developing receptive and expressive spoken language in children who are hearing impaired. CENTRAL, MEDLINE, EMBASE, PsycINFO, CINAHL, speechBITE and eight other databases were searched in March 2013. We also searched two trials registers and three theses repositories, checked reference lists and contacted study authors to identify additional studies. The review considered prospective randomised controlled trials (RCTs) and quasi-randomised studies of children (birth to 18 years) with a significant (≥ 40 dBHL) permanent (congenital or early-acquired) hearing impairment, undergoing a programme of auditory-verbal therapy, administered by a certified auditory-verbal therapist for a period of at least six months. Comparison groups considered for inclusion were waiting list and treatment as usual controls. Two review authors independently assessed titles and abstracts identified from the searches and obtained full-text versions of all potentially

  4. A Spoken Language Intervention for School-Aged Boys with fragile X Syndrome

    Science.gov (United States)

    McDuffie, Andrea; Machalicek, Wendy; Bullard, Lauren; Nelson, Sarah; Mello, Melissa; Tempero-Feigles, Robyn; Castignetti, Nancy; Abbeduto, Leonard

    2015-01-01

    Using a single case design, a parent-mediated spoken language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared story-telling using wordless picture books and targeted three empirically-derived language support strategies. All sessions were implemented via distance video-teleconferencing. Parent education sessions were followed by 12 weekly clinician coaching and feedback sessions. Data was collected weekly during independent homework and clinician observation sessions. Relative to baseline, mothers increased their use of targeted strategies and dyads increased the frequency and duration of story-related talking. Generalized effects of the intervention on lexical diversity and grammatical complexity were observed. Implications for practice are discussed. PMID:27119214

  5. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning.

    Science.gov (United States)

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C M

    2016-03-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The "competition" (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest--ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success

  6. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning

    Science.gov (United States)

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C.M.

    2016-01-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The “competition” (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest – ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success

  7. Spoken Lebanese.

    Science.gov (United States)

    Feghali, Maksoud N.

    This book teaches the Arabic Lebanese dialect through topics such as food, clothing, transportation, and leisure activities. It also provides background material on the Arab World in general and the region where Lebanese Arabic is spoken or understood--Lebanon, Syria, Jordan, Palestine--in particular. This language guide is based on the phonetic…

  8. Speech-language therapy for adolescents with written-language difficulties: The South African context

    Directory of Open Access Journals (Sweden)

    Danel Erasmus

    2013-11-01

    Method: A survey study was conducted, using a self-administered questionnaire. Twenty-two currently practising speech-language therapists who are registered members of the South African Speech-Language-Hearing Association (SASLHA participated in the study. Results: The respondents indicated that they are aware of their role regarding adolescents with written-language difficulties. However, they feel that South-African speech-language therapists are not fulfilling this role. Existing assessment tools and interventions for written-language difficulties are described as inadequate, and culturally and age inappropriate. Yet, the majority of the respondents feel that they are adequately equipped to work with adolescents with written-language difficulties, based on their own experience, self-study and secondary training. The respondents feel that training regarding effective collaboration with teachers is necessary to establish specific roles, and to promote speech-language therapy for adolescents among teachers. Conclusion: Further research is needed in developing appropriate assessment and intervention tools as well as improvement of training at an undergraduate level.

  9. The relation of the number of languages spoken to performance in different cognitive abilities in old age.

    Science.gov (United States)

    Ihle, Andreas; Oris, Michel; Fagot, Delphine; Kliegel, Matthias

    2016-12-01

    Findings on the association of speaking different languages with cognitive functioning in old age are inconsistent and inconclusive so far. Therefore, the present study set out to investigate the relation of the number of languages spoken to cognitive performance and its interplay with several other markers of cognitive reserve in a large sample of older adults. Two thousand eight hundred and twelve older adults served as sample for the present study. Psychometric tests on verbal abilities, basic processing speed, and cognitive flexibility were administered. In addition, individuals were interviewed on their different languages spoken on a regular basis, educational attainment, occupation, and engaging in different activities throughout adulthood. Higher number of languages regularly spoken was significantly associated with better performance in verbal abilities and processing speed, but unrelated to cognitive flexibility. Regression analyses showed that the number of languages spoken predicted cognitive performance over and above leisure activities/physical demand of job/gainful activity as respective additional predictor, but not over and above educational attainment/cognitive level of job as respective additional predictor. There was no significant moderation of the association of the number of languages spoken with cognitive performance in any model. Present data suggest that speaking different languages on a regular basis may additionally contribute to the build-up of cognitive reserve in old age. Yet, this may not be universal, but linked to verbal abilities and basic cognitive processing speed. Moreover, it may be dependent on other types of cognitive stimulation that individuals also engaged in during their life course.

  10. Spoken language interaction with model uncertainty: an adaptive human-robot interaction system

    Science.gov (United States)

    Doshi, Finale; Roy, Nicholas

    2008-12-01

    Spoken language is one of the most intuitive forms of interaction between humans and agents. Unfortunately, agents that interact with people using natural language often experience communication errors and do not correctly understand the user's intentions. Recent systems have successfully used probabilistic models of speech, language and user behaviour to generate robust dialogue performance in the presence of noisy speech recognition and ambiguous language choices, but decisions made using these probabilistic models are still prone to errors owing to the complexity of acquiring and maintaining a complete model of human language and behaviour. In this paper, a decision-theoretic model for human-robot interaction using natural language is described. The algorithm is based on the Partially Observable Markov Decision Process (POMDP), which allows agents to choose actions that are robust not only to uncertainty from noisy or ambiguous speech recognition but also unknown user models. Like most dialogue systems, a POMDP is defined by a large number of parameters that may be difficult to specify a priori from domain knowledge, and learning these parameters from the user may require an unacceptably long training period. An extension to the POMDP model is described that allows the agent to acquire a linguistic model of the user online, including new vocabulary and word choice preferences. The approach not only avoids a training period of constant questioning as the agent learns, but also allows the agent actively to query for additional information when its uncertainty suggests a high risk of mistakes. The approach is demonstrated both in simulation and on a natural language interaction system for a robotic wheelchair application.

  11. Influence of Spoken Language on the Initial Acquisition of Reading/Writing: Critical Analysis of Verbal Deficit Theory

    Science.gov (United States)

    Ramos-Sanchez, Jose Luis; Cuadrado-Gordillo, Isabel

    2004-01-01

    This article presents the results of a quasi-experimental study of whether there exists a causal relationship between spoken language and the initial learning of reading/writing. The subjects were two matched samples each of 24 preschool pupils (boys and girls), controlling for certain relevant external variables. It was found that there was no…

  12. Semantic Richness and Word Learning in Children with Hearing Loss Who Are Developing Spoken Language: A Single Case Design Study

    Science.gov (United States)

    Lund, Emily; Douglas, W. Michael; Schuele, C. Melanie

    2015-01-01

    Children with hearing loss who are developing spoken language tend to lag behind children with normal hearing in vocabulary knowledge. Thus, researchers must validate instructional practices that lead to improved vocabulary outcomes for children with hearing loss. The purpose of this study was to investigate how semantic richness of instruction…

  13. Semantic Relations Cause Interference in Spoken Language Comprehension When Using Repeated Definite References, Not Pronouns.

    Science.gov (United States)

    Peters, Sara A; Boiteau, Timothy W; Almor, Amit

    2016-01-01

    The choice and processing of referential expressions depend on the referents' status within the discourse, such that pronouns are generally preferred over full repetitive references when the referent is salient. Here we report two visual-world experiments showing that: (1) in spoken language comprehension, this preference is reflected in delayed fixations to referents mentioned after repeated definite references compared with after pronouns; (2) repeated references are processed differently than new references; (3) long-term semantic memory representations affect the processing of pronouns and repeated names differently. Overall, these results support the role of semantic discourse representation in referential processing and reveal important details about how pronouns and full repeated references are processed in the context of these representations. The results suggest the need for modifications to current theoretical accounts of reference processing such as Discourse Prominence Theory and the Informational Load Hypothesis.

  14. About Development and Innovation of the Slovak Spoken Language Dialogue System

    Directory of Open Access Journals (Sweden)

    Jozef Juhár

    2009-05-01

    Full Text Available The research and development of the Slovak spoken language dialogue system (SLDS is described in the paper. The dialogue system is based on the DARPA Communicator architecture and was developed in the period from July 2003 to June 2006. It consists of the Galaxy hub and telephony, automatic speech recognition, text-to-speech, backend, transport and VoiceXML dialogue management and automatic evaluation modules. The dialogue system is demonstrated and tested via two pilot applications, „Weather Forecast“ and „Public Transport Timetables“. The required information is retrieved from Internet resources in multi-user mode through PSTN, ISDN, GSM and/or VoIP network. Some innovation development has been performed since 2006 which is also described in the paper.

  15. Speech Language Group Therapy in the Context of Written Language for Deaf Subjects in Southern Brazil

    Science.gov (United States)

    Guarinello, Ana Cristina; Massi, Giselle; Berberian, Ana Paula; Tonocchi, Rita; Valentin, Silvana Mendonça Lopes

    2017-01-01

    This article aims to investigate deaf people's reasons to participate in a therapeutic group and to analyze some of their reflections on the use of written Portuguese language produced inside this group within a sociocultural perspective. It was carried out at a School for the deaf located in Curitiba, Paraná State/Brazil in a partnership with…

  16. PHENOMENA OF CONVERSATIONAL SYNTAX IN THE WRITTEN BUSINESS LANGUAGE OF THE 18TH CENTURY (BASED ON THE TRANSBAIKALIAN WRITTEN RECORDS

    Directory of Open Access Journals (Sweden)

    Alexandr P. Mayorov

    2014-01-01

    Full Text Available This article examines syntactic constructions in the written business language of the 18th century which are analogous in structure to modern colloquial constructions. They are various constructions with distant word order, nominative forms as a function of oblique cases, separately arranged syntactic constructions, asyndetic polypredicative constructions, etc. The paper attempts to trace the dependence of the use of these structures on those genres of written business language in which the most favorable conditions for implementation of conversational speech are found. 

  17. Language and ageing - exploring propositional density in written language - stability over time.

    Science.gov (United States)

    Spencer, Elizabeth; Craig, Hugh; Ferguson, Alison; Colyvas, Kim

    2012-09-01

    This study investigated the stability of propositional density (PD) in written texts, as this aspect of language shows promise as an indicator and as a predictor of language decline with ageing. This descriptive longitudinal study analysed written texts obtained from the Australian Longitudinal Study of Women's Health in which participants were invited to respond to an open-ended question about their health. The 635 texts used for this study were taken from 127 middle-aged women who responded to this question on each of the five surveys conducted at 3-year intervals over a 16-year period. The study made use of an automated PD rater (CPIDR-3) for the analysis. PD was found to be a stable measure over time when comparing the grouped data, but there was between- and within-subject variation over time. Further research is needed to explore the valid use of this measure in research into language and ageing.

  18. Foreign body aspiration and language spoken at home: 10-year review.

    Science.gov (United States)

    Choroomi, S; Curotta, J

    2011-07-01

    To review foreign body aspiration cases encountered over a 10-year period in a tertiary paediatric hospital, and to assess correlation between foreign body type and language spoken at home. Retrospective chart review of all children undergoing direct laryngobronchoscopy for foreign body aspiration over a 10-year period. Age, sex, foreign body type, complications, hospital stay and home language were analysed. At direct laryngobronchoscopy, 132 children had foreign body aspiration (male:female ratio 1.31:1; mean age 32 months (2.67 years)). Mean hospital stay was 2.0 days. Foreign bodies most commonly comprised food matter (53/132; 40.1 per cent), followed by non-food matter (44/132; 33.33 per cent), a negative endoscopy (11/132; 8.33 per cent) and unknown composition (24/132; 18.2 per cent). Most parents spoke English (92/132, 69.7 per cent; vs non-English-speaking 40/132, 30.3 per cent), but non-English-speaking patients had disproportionately more food foreign bodies, and significantly more nut aspirations (p = 0.0065). Results constitute level 2b evidence. Patients from non-English speaking backgrounds had a significantly higher incidence of food (particularly nut) aspiration. Awareness-raising and public education is needed in relevant communities to prevent certain foods, particularly nuts, being given to children too young to chew and swallow them adequately.

  19. Propositional Density in Spoken and Written Language of Czech-Speaking Patients With Mild Cognitive Impairment

    Czech Academy of Sciences Publication Activity Database

    Smolík, Filip; Štěpánková, H.; Vyhnálek, M.; Nikolai, T.; Horáková, K.; Matějka, Š.

    2016-01-01

    Roč. 59, č. 6 (2016), s. 1461-1470 ISSN 1092-4388 R&D Projects: GA ČR GA13-26779S Institutional support: RVO:68081740 Keywords : Alzheimers-disease * life -span * verbal fluency * idea density * speech errors * older adults * age * memory * nun * complexity Subject RIV: AN - Psychology Impact factor: 1.771, year: 2016

  20. Propositional Density in Spoken and Written Language of Czech-Speaking Patients With Mild Cognitive Impairment

    Czech Academy of Sciences Publication Activity Database

    Smolík, Filip; Štěpánková, H.; Vyhnálek, M.; Nikolai, T.; Horáková, K.; Matějka, Š.

    2016-01-01

    Roč. 59, č. 6 (2016), s. 1461-1470 ISSN 1092-4388 R&D Projects: GA ČR GA13-26779S Institutional support: RVO:68081740 Keywords : Alzheimers-disease * life-span * verbal fluency * idea density * speech errors * older adults * age * memory * nun * complexity Subject RIV: AN - Psychology Impact factor: 1.771, year: 2016

  1. A common neural system is activated in hearing non-signers to process French sign language and spoken French.

    Science.gov (United States)

    Courtin, Cyril; Jobard, Gael; Vigneau, Mathieu; Beaucousin, Virginie; Razafimandimby, Annick; Hervé, Pierre-Yves; Mellet, Emmanuel; Zago, Laure; Petit, Laurent; Mazoyer, Bernard; Tzourio-Mazoyer, Nathalie

    2011-01-15

    We used functional magnetic resonance imaging to investigate the areas activated by signed narratives in non-signing subjects naïve to sign language (SL) and compared it to the activation obtained when hearing speech in their mother tongue. A subset of left hemisphere (LH) language areas activated when participants watched an audio-visual narrative in their mother tongue was activated when they observed a signed narrative. The inferior frontal (IFG) and precentral (Prec) gyri, the posterior parts of the planum temporale (pPT) and of the superior temporal sulcus (pSTS), and the occipito-temporal junction (OTJ) were activated by both languages. The activity of these regions was not related to the presence of communicative intent because no such changes were observed when the non-signers watched a muted video of a spoken narrative. Recruitment was also not triggered by the linguistic structure of SL, because the areas, except pPT, were not activated when subjects listened to an unknown spoken language. The comparison of brain reactivity for spoken and sign languages shows that SL has a special status in the brain compared to speech; in contrast to unknown oral language, the neural correlates of SL overlap LH speech comprehension areas in non-signers. These results support the idea that strong relationships exist between areas involved in human action observation and language, suggesting that the observation of hand gestures have shaped the lexico-semantic language areas as proposed by the motor theory of speech. As a whole, the present results support the theory of a gestural origin of language. Copyright © 2010 Elsevier Inc. All rights reserved.

  2. Home Literacy Environment and Its Influence on Singaporean Children's Chinese Oral and Written Language Abilities

    Science.gov (United States)

    Li, Li; Tan, Chee Lay

    2016-01-01

    In a bilingual environment such as Singaporean Chinese community, the challenge of maintaining Chinese language and sustaining Chinese culture lies in promoting the daily use of Chinese language in oral and written forms among children. Ample evidence showed the effect of the home language and literacy environment (HLE), on children's language and…

  3. Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants.

    Science.gov (United States)

    Harris, Michael S; Kronenberger, William G; Gao, Sujuan; Hoen, Helena M; Miyamoto, Richard T; Pisoni, David B

    2013-01-01

    Cochlear implants (CIs) help many deaf children achieve near-normal speech and language (S/L) milestones. Nevertheless, high levels of unexplained variability in S/L outcomes are limiting factors in improving the effectiveness of CIs in deaf children. The objective of this study was to longitudinally assess the role of verbal short-term memory (STM) and working memory (WM) capacity as a progress-limiting source of variability in S/L outcomes after CI in children. Longitudinal study of 66 children with CIs for prelingual severe-to-profound hearing loss. Outcome measures included performance on digit span forward (DSF), digit span backward (DSB), and four conventional S/L measures that examined spoken-word recognition (Phonetically Balanced Kindergarten word test), receptive vocabulary (Peabody Picture Vocabulary Test ), sentence-recognition skills (Hearing in Noise Test), and receptive and expressive language functioning (Clinical Evaluation of Language Fundamentals Fourth Edition Core Language Score; CELF). Growth curves for DSF and DSB in the CI sample over time were comparable in slope, but consistently lagged in magnitude relative to norms for normal-hearing peers of the same age. For DSF and DSB, 50.5% and 44.0%, respectively, of the CI sample scored more than 1 SD below the normative mean for raw scores across all ages. The first (baseline) DSF score significantly predicted all endpoint scores for the four S/L measures, and DSF slope (growth) over time predicted CELF scores. DSF baseline and slope accounted for an additional 13 to 31% of variance in S/L scores after controlling for conventional predictor variables such as: chronological age at time of testing, age at time of implantation, communication mode (auditory-oral communication versus total communication), and maternal education. Only DSB baseline scores predicted endpoint language scores on Peabody Picture Vocabulary Test and CELF. DSB slopes were not significantly related to any endpoint S/L measures

  4. Spoken language identification based on the enhanced self-adjusting extreme learning machine approach.

    Science.gov (United States)

    Albadr, Musatafa Abbas Abbood; Tiun, Sabrina; Al-Dhief, Fahad Taha; Sammour, Mahmoud A M

    2018-01-01

    Spoken Language Identification (LID) is the process of determining and classifying natural language from a given content and dataset. Typically, data must be processed to extract useful features to perform LID. The extracting features for LID, based on literature, is a mature process where the standard features for LID have already been developed using Mel-Frequency Cepstral Coefficients (MFCC), Shifted Delta Cepstral (SDC), the Gaussian Mixture Model (GMM) and ending with the i-vector based framework. However, the process of learning based on extract features remains to be improved (i.e. optimised) to capture all embedded knowledge on the extracted features. The Extreme Learning Machine (ELM) is an effective learning model used to perform classification and regression analysis and is extremely useful to train a single hidden layer neural network. Nevertheless, the learning process of this model is not entirely effective (i.e. optimised) due to the random selection of weights within the input hidden layer. In this study, the ELM is selected as a learning model for LID based on standard feature extraction. One of the optimisation approaches of ELM, the Self-Adjusting Extreme Learning Machine (SA-ELM) is selected as the benchmark and improved by altering the selection phase of the optimisation process. The selection process is performed incorporating both the Split-Ratio and K-Tournament methods, the improved SA-ELM is named Enhanced Self-Adjusting Extreme Learning Machine (ESA-ELM). The results are generated based on LID with the datasets created from eight different languages. The results of the study showed excellent superiority relating to the performance of the Enhanced Self-Adjusting Extreme Learning Machine LID (ESA-ELM LID) compared with the SA-ELM LID, with ESA-ELM LID achieving an accuracy of 96.25%, as compared to the accuracy of SA-ELM LID of only 95.00%.

  5. Emergent Literacy Skills in Preschool Children with Hearing Loss Who Use Spoken Language: Initial Findings from the Early Language and Literacy Acquisition (ELLA) Study

    Science.gov (United States)

    Werfel, Krystal L.

    2017-01-01

    Purpose: The purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period. Method: Participants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed…

  6. An efficacy trial of an electronic health record-based strategy to inform patients on safe medication use: The role of written and spoken communication.

    Science.gov (United States)

    Curtis, Laura M; Mullen, Rebecca J; Russell, Allison; Fata, Aimee; Bailey, Stacy C; Makoul, Gregory; Wolf, Michael S

    2016-09-01

    We tested the feasibility and efficacy of an electronic health record (EHR) strategy that automated the delivery of print medication information at the time of prescribing. Patients (N=141) receiving a new prescription at one internal medicine clinic were recruited into a 2-arm physician-randomized study. We leveraged an EHR platform to automatically deliver 1-page educational 'MedSheets' to patients after medical encounters. We also assessed if physicians counseled patients via patient self-report immediately following visits. Patients' understanding was objectively measured via phone interview. 122 patients completed the trial. Most intervention patients (70%) reported receiving MedSheets. Patients reported physicians frequently counseled on indication and directions for use, but less often for risks. In multivariable analysis, written information (OR 2.78, 95% CI 1.10-7.04) and physician counseling (OR 2.95, 95% CI 1.26-6.91) were independently associated with patient understanding of risk information. Receiving both was most beneficial; 87% of those receiving counseling and MedSheets correctly recalled medication risks compared to 40% receiving neither. An EHR can be a reliable means to deliver tangible, print medication education to patients, but cannot replace the salience of physician-patient communication. Offering both written and spoken modalities produced a synergistic effect for informing patients. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  7. INTERFERENCES OF ORALITY IN WRITTEN PRODUCTION BY UNDERGRADUATES OF THE FACULTY OF LINGUISTICS AND LANGUAGES

    OpenAIRE

    Joyce Elaine de ALMEIDA BARONAS; Patrícia Cristina de Oliveira DUARTE

    2014-01-01

    The aim of this article is to discuss the interference of orality in written production of undergraduates by checking the most recurrent marks. For the success of the research, we present some considerations about language variation relating to the teaching of Portuguese language in Brazil. Following the sequence, we will also talk about deviation of the norms in written texts. Finally, we present the analysis of the corpus, consisting of 44 texts written by students from the Faculty of L...

  8. The "SignOn"-Model for Teaching Written Language to Deaf People

    Directory of Open Access Journals (Sweden)

    Marlene Hilzensauer

    2012-08-01

    Full Text Available This paper shows a method of teaching written language to deaf people using sign language as the language of instruction. Written texts in the target language are combined with sign language videos which provide the users with various modes of translation (words/phrases/sentences. As examples, two EU projects for English for the Deaf are presented which feature English texts and translations into the national sign languages of all the partner countries plus signed grammar explanations and interactive exercises. Both courses are web-based; the programs may be accessed free of charge via the respective homepages (without any download or log-in.

  9. The history of research on the filled pause as evidence of the written language bias in linguistics (Linell, 1982).

    Science.gov (United States)

    O'Connell, Daniel C; Kowal, Sabine

    2004-11-01

    Erard's (2004) publication in the New York Times of a journalistic history of the filled pause serves as the occasion for this critical review of the past half-century of research on the filled pause. Historically, the various phonetic realizations or instantiations of the filled pause have been presented with an odd recurrent admixture of the interjection ah. In addition, the filled pause has been consistently associated with both hesitation and disfluency. The present authors hold that such a mandatory association of the filled pause with disfluency is the product of The written language bias in linguistics [Linell, 1982] and disregards much cogent evidence to the contrary. The implicit prescriptivism of well formedness--a demand derived from literacy--must be rejected; literate well formedness is not a necessary or even typical property of spontaneous spoken discourse; its structures and functions--including those of the filled pause--are very different from those of written language The recent work of Clark and Fox Tree (2002) holds promise for moving the status of the filled pause not only toward that of a conventional word, but also toward its status as an interjection. This latter development is also being fostered by lexicographers. Nonetheless, in view of ongoing research regarding the disparate privileges of occurrence and functions of filled pauses in comparison with interjections, the present authors are reluctant to categorize the filled pause as an interjection.

  10. Satisfaction with telemedicine for teaching listening and spoken language to children with hearing loss.

    Science.gov (United States)

    Constantinescu, Gabriella

    2012-07-01

    Auditory-Verbal Therapy (AVT) is an effective early intervention for children with hearing loss. The Hear and Say Centre in Brisbane offers AVT sessions to families soon after diagnosis, and about 20% of the families in Queensland participate via PC-based videoconferencing (Skype). Parent and therapist satisfaction with the telemedicine sessions was examined by questionnaire. All families had been enrolled in the telemedicine AVT programme for at least six months. Their average distance from the Hear and Say Centre was 600 km. Questionnaires were completed by 13 of the 17 parents and all five therapists. Parents and therapists generally expressed high satisfaction in the majority of the sections of the questionnaire, e.g. most rated the audio and video quality as good or excellent. All parents felt comfortable or as comfortable as face-to-face when discussing matters with the therapist online, and were satisfied or as satisfied as face-to-face with their level and their child's level of interaction/rapport with the therapist. All therapists were satisfied or very satisfied with the telemedicine AVT programme. The results demonstrate the potential of telemedicine service delivery for teaching listening and spoken language to children with hearing loss in rural and remote areas of Australia.

  11. Identification of four class emotion from Indonesian spoken language using acoustic and lexical features

    Science.gov (United States)

    Kasyidi, Fatan; Puji Lestari, Dessi

    2018-03-01

    One of the important aspects in human to human communication is to understand emotion of each party. Recently, interactions between human and computer continues to develop, especially affective interaction where emotion recognition is one of its important components. This paper presents our extended works on emotion recognition of Indonesian spoken language to identify four main class of emotions: Happy, Sad, Angry, and Contentment using combination of acoustic/prosodic features and lexical features. We construct emotion speech corpus from Indonesia television talk show where the situations are as close as possible to the natural situation. After constructing the emotion speech corpus, the acoustic/prosodic and lexical features are extracted to train the emotion model. We employ some machine learning algorithms such as Support Vector Machine (SVM), Naive Bayes, and Random Forest to get the best model. The experiment result of testing data shows that the best model has an F-measure score of 0.447 by using only the acoustic/prosodic feature and F-measure score of 0.488 by using both acoustic/prosodic and lexical features to recognize four class emotion using the SVM RBF Kernel.

  12. Impact of cognitive function and dysarthria on spoken language and perceived speech severity in multiple sclerosis

    Science.gov (United States)

    Feenaughty, Lynda

    Purpose: The current study sought to investigate the separate effects of dysarthria and cognitive status on global speech timing, speech hesitation, and linguistic complexity characteristics and how these speech behaviors impose on listener impressions for three connected speech tasks presumed to differ in cognitive-linguistic demand for four carefully defined speaker groups; 1) MS with cognitive deficits (MSCI), 2) MS with clinically diagnosed dysarthria and intact cognition (MSDYS), 3) MS without dysarthria or cognitive deficits (MS), and 4) healthy talkers (CON). The relationship between neuropsychological test scores and speech-language production and perceptual variables for speakers with cognitive deficits was also explored. Methods: 48 speakers, including 36 individuals reporting a neurological diagnosis of MS and 12 healthy talkers participated. The three MS groups and control group each contained 12 speakers (8 women and 4 men). Cognitive function was quantified using standard clinical tests of memory, information processing speed, and executive function. A standard z-score of ≤ -1.50 indicated deficits in a given cognitive domain. Three certified speech-language pathologists determined the clinical diagnosis of dysarthria for speakers with MS. Experimental speech tasks of interest included audio-recordings of an oral reading of the Grandfather passage and two spontaneous speech samples in the form of Familiar and Unfamiliar descriptive discourse. Various measures of spoken language were of interest. Suprasegmental acoustic measures included speech and articulatory rate. Linguistic speech hesitation measures included pause frequency (i.e., silent and filled pauses), mean silent pause duration, grammatical appropriateness of pauses, and interjection frequency. For the two discourse samples, three standard measures of language complexity were obtained including subordination index, inter-sentence cohesion adequacy, and lexical diversity. Ten listeners

  13. The Impact of Electronic Communication Technology on Written Language

    Science.gov (United States)

    Hamzah, Mohd. Sahandri Gani B.; Ghorbani, Mohd. Reza; Abdullah, Saifuddin Kumar B.

    2009-01-01

    Communication technology is changing things. Language is no exception. Some language researchers argue that language is deteriorating due to increased use in electronic communication. The present paper investigated 100 randomly selected electronic mails (e-mails) and 50 short messaging system (SMS) messages of a representative sample of…

  14. Birds, primates, and spoken language origins: behavioral phenotypes and neurobiological substrates.

    Science.gov (United States)

    Petkov, Christopher I; Jarvis, Erich D

    2012-01-01

    Vocal learners such as humans and songbirds can learn to produce elaborate patterns of structurally organized vocalizations, whereas many other vertebrates such as non-human primates and most other bird groups either cannot or do so to a very limited degree. To explain the similarities among humans and vocal-learning birds and the differences with other species, various theories have been proposed. One set of theories are motor theories, which underscore the role of the motor system as an evolutionary substrate for vocal production learning. For instance, the motor theory of speech and song perception proposes enhanced auditory perceptual learning of speech in humans and song in birds, which suggests a considerable level of neurobiological specialization. Another, a motor theory of vocal learning origin, proposes that the brain pathways that control the learning and production of song and speech were derived from adjacent motor brain pathways. Another set of theories are cognitive theories, which address the interface between cognition and the auditory-vocal domains to support language learning in humans. Here we critically review the behavioral and neurobiological evidence for parallels and differences between the so-called vocal learners and vocal non-learners in the context of motor and cognitive theories. In doing so, we note that behaviorally vocal-production learning abilities are more distributed than categorical, as are the auditory-learning abilities of animals. We propose testable hypotheses on the extent of the specializations and cross-species correspondences suggested by motor and cognitive theories. We believe that determining how spoken language evolved is likely to become clearer with concerted efforts in testing comparative data from many non-human animal species.

  15. Birds, primates, and spoken language origins: behavioral phenotypes and neurobiological substrates

    Science.gov (United States)

    Petkov, Christopher I.; Jarvis, Erich D.

    2012-01-01

    Vocal learners such as humans and songbirds can learn to produce elaborate patterns of structurally organized vocalizations, whereas many other vertebrates such as non-human primates and most other bird groups either cannot or do so to a very limited degree. To explain the similarities among humans and vocal-learning birds and the differences with other species, various theories have been proposed. One set of theories are motor theories, which underscore the role of the motor system as an evolutionary substrate for vocal production learning. For instance, the motor theory of speech and song perception proposes enhanced auditory perceptual learning of speech in humans and song in birds, which suggests a considerable level of neurobiological specialization. Another, a motor theory of vocal learning origin, proposes that the brain pathways that control the learning and production of song and speech were derived from adjacent motor brain pathways. Another set of theories are cognitive theories, which address the interface between cognition and the auditory-vocal domains to support language learning in humans. Here we critically review the behavioral and neurobiological evidence for parallels and differences between the so-called vocal learners and vocal non-learners in the context of motor and cognitive theories. In doing so, we note that behaviorally vocal-production learning abilities are more distributed than categorical, as are the auditory-learning abilities of animals. We propose testable hypotheses on the extent of the specializations and cross-species correspondences suggested by motor and cognitive theories. We believe that determining how spoken language evolved is likely to become clearer with concerted efforts in testing comparative data from many non-human animal species. PMID:22912615

  16. THE INFLUENCE OF LANGUAGE USE AND LANGUAGE ATTITUDE ON THE MAINTENANCE OF COMMUNITY LANGUAGES SPOKEN BY MIGRANT STUDENTS

    Directory of Open Access Journals (Sweden)

    Leni Amalia Suek

    2014-05-01

    Full Text Available The maintenance of community languages of migrant students is heavily determined by language use and language attitudes. The superiority of a dominant language over a community language contributes to attitudes of migrant students toward their native languages. When they perceive their native languages as unimportant language, they will reduce the frequency of using that language even though at home domain. Solutions provided for a problem of maintaining community languages should be related to language use and attitudes of community languages, which are developed mostly in two important domains, school and family. Hence, the valorization of community language should be promoted not only in family but also school domains. Several programs such as community language school and community language program can be used for migrant students to practice and use their native languages. Since educational resources such as class session, teachers and government support are limited; family plays significant roles to stimulate positive attitudes toward community language and also to develop the use of native languages.

  17. How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish-English bilinguals.

    Science.gov (United States)

    Marchman, Virginia A; Fernald, Anne; Hurtado, Nereyda

    2010-09-01

    Research using online comprehension measures with monolingual children shows that speed and accuracy of spoken word recognition are correlated with lexical development. Here we examined speech processing efficiency in relation to vocabulary development in bilingual children learning both Spanish and English (n=26 ; 2 ; 6). Between-language associations were weak: vocabulary size in Spanish was uncorrelated with vocabulary in English, and children's facility in online comprehension in Spanish was unrelated to their facility in English. Instead, efficiency of online processing in one language was significantly related to vocabulary size in that language, after controlling for processing speed and vocabulary size in the other language. These links between efficiency of lexical access and vocabulary knowledge in bilinguals parallel those previously reported for Spanish and English monolinguals, suggesting that children's ability to abstract information from the input in building a working lexicon relates fundamentally to mechanisms underlying the construction of language.

  18. Problems of an Emergent Written Language of the Global System for ...

    African Journals Online (AJOL)

    Problems of an Emergent Written Language of the Global System for Mobile Communication (GSM) in Nigeria. ... Most important, is the overall chaotic effect of this language on formal teaching and learning in English in an ESL (English as a Second Language) situation. The paper calls on writers using the English medium ...

  19. The role of planum temporale in processing accent variation in spoken language comprehension.

    NARCIS (Netherlands)

    Adank, P.M.; Noordzij, M.L.; Hagoort, P.

    2012-01-01

    A repetitionsuppression functional magnetic resonance imaging paradigm was used to explore the neuroanatomical substrates of processing two types of acoustic variationspeaker and accentduring spoken sentence comprehension. Recordings were made for two speakers and two accents: Standard Dutch and a

  20. EEG decoding of spoken words in bilingual listeners: from words to language invariant semantic-conceptual representations

    Directory of Open Access Journals (Sweden)

    João Mendonça Correia

    2015-02-01

    Full Text Available Spoken word recognition and production require fast transformations between acoustic, phonological and conceptual neural representations. Bilinguals perform these transformations in native and non-native languages, deriving unified semantic concepts from equivalent, but acoustically different words. Here we exploit this capacity of bilinguals to investigate input invariant semantic representations in the brain. We acquired EEG data while Dutch subjects, highly proficient in English listened to four monosyllabic and acoustically distinct animal words in both languages (e.g. ‘paard’-‘horse’. Multivariate pattern analysis (MVPA was applied to identify EEG response patterns that discriminate between individual words within one language (within-language discrimination and generalize meaning across two languages (across-language generalization. Furthermore, employing two EEG feature selection approaches, we assessed the contribution of temporal and oscillatory EEG features to our classification results. MVPA revealed that within-language discrimination was possible in a broad time-window (~50-620 ms after word onset probably reflecting acoustic-phonetic and semantic-conceptual differences between the words. Most interestingly, significant across-language generalization was possible around 550-600 ms, suggesting the activation of common semantic-conceptual representations from the Dutch and English nouns. Both types of classification, showed a strong contribution of oscillations below 12 Hz, indicating the importance of low frequency oscillations in the neural representation of individual words and concepts. This study demonstrates the feasibility of MVPA to decode individual spoken words from EEG responses and to assess the spectro-temporal dynamics of their language invariant semantic-conceptual representations. We discuss how this method and results could be relevant to track the neural mechanisms underlying conceptual encoding in

  1. Learner Language and Polylanguaging: How Language Students' Ideologies Relate to Their Written Language Use

    Science.gov (United States)

    Ritzau, Ursula

    2015-01-01

    Within the study of language in society, new sociolinguistic notions are increasingly gaining ground, e.g. the notion of polylanguaging. Polylanguaging is defined as "the phenomenon that speakers employ linguistic resources at their disposal which are associated with different 'languages,' including the cases in which the speakers know only…

  2. Moving conceptualizations of language and literacy in SLA

    DEFF Research Database (Denmark)

    Laursen, Helle Pia

    and conceptualizations of language and literacy in research on (second) language acquisition. When examining children’s first language acquisition, spoken language has been the primary concern in scholarship: a child acquires oral language first and written language follows later, i.e. language precedes literacy....... On the other hand, many second or foreign language learners learn mostly through written language or learn spoken and written language at the same time. Thus the connections between spoken and written (and visual) modalities, i.e. between language and literacy, are complex in research on language acquisition......Moving conceptualizations of language and literacy in SLA In this colloquium, we aim to problematize the concepts of language and literacy in the field that is termed “second language” research and seek ways to critically connect the terms. When considering current day language use for example...

  3. The Relevance of Second Language Acquisition Theory to the Written Error Correction Debate

    Science.gov (United States)

    Polio, Charlene

    2012-01-01

    The controversies surrounding written error correction can be traced to Truscott (1996) in his polemic against written error correction. He claimed that empirical studies showed that error correction was ineffective and that this was to be expected "given the nature of the correction process and "the nature of language learning" (p. 328, emphasis…

  4. Measuring Voice in Poetry Written by Second Language Learners

    Science.gov (United States)

    Hanauer, David I.

    2015-01-01

    There is increasing usage of creative writing in the ESL/EFL classroom based on the argument that this pedagogy develops writer's voice, emotional engagement, and ownership. Within the context of teaching poetry writing to second language learners, the current article develops a scientific approach to ways in which voice can be measured and then…

  5. Reliability and validity of the C-BiLLT: a new instrument to assess comprehension of spoken language in young children with cerebral palsy and complex communication needs.

    Science.gov (United States)

    Geytenbeek, Joke J; Mokkink, Lidwine B; Knol, Dirk L; Vermeulen, R Jeroen; Oostrom, Kim J

    2014-09-01

    In clinical practice, a variety of diagnostic tests are available to assess a child's comprehension of spoken language. However, none of these tests have been designed specifically for use with children who have severe motor impairments and who experience severe difficulty when using speech to communicate. This article describes the process of investigating the reliability and validity of the Computer-Based Instrument for Low Motor Language Testing (C-BiLLT), which was specifically developed to assess spoken Dutch language comprehension in children with cerebral palsy and complex communication needs. The study included 806 children with typical development, and 87 nonspeaking children with cerebral palsy and complex communication needs, and was designed to provide information on the psychometric qualities of the C-BiLLT. The potential utility of the C-BiLLT as a measure of spoken Dutch language comprehension abilities for children with cerebral palsy and complex communication needs is discussed.

  6. Distance delivery of a spoken language intervention for school-aged and adolescent boys with fragile X syndrome.

    Science.gov (United States)

    McDuffie, Andrea; Banasik, Amy; Bullard, Lauren; Nelson, Sarah; Feigles, Robyn Tempero; Hagerman, Randi; Abbeduto, Leonard

    2018-01-01

    A small randomized group design (N = 20) was used to examine a parent-implemented intervention designed to improve the spoken language skills of school-aged and adolescent boys with FXS, the leading cause of inherited intellectual disability. The intervention was implemented by speech-language pathologists who used distance video-teleconferencing to deliver the intervention. The intervention taught mothers to use a set of language facilitation strategies while interacting with their children in the context of shared story-telling. Treatment group mothers significantly improved their use of the targeted intervention strategies. Children in the treatment group increased the duration of engagement in the shared story-telling activity as well as use of utterances that maintained the topic of the story. Children also showed increases in lexical diversity, but not in grammatical complexity.

  7. The Role of Task Type in Foreign Language Written Production: Focusing on Fluency, Complexity, and Accuracy

    Science.gov (United States)

    Rezazadeh, Mohsen; Tavakoli, Mansoor; Rasekh, Abbas Eslami

    2011-01-01

    The aim of this study was to investigate the effects of two task types on foreign language written production. Particularly it addressed the issue of how three aspects of language production (i.e. fluency, complexity, and accuracy) vary among two different task types (i.e. argumentative writing task and instruction writing task). One hundred sixty…

  8. Electronic Mail, a New Written-Language Register: A Study with French-Speaking Adolescents

    Science.gov (United States)

    Volckaert-Legrier, Olga; Bernicot, Josie; Bert-Erboul, Alain

    2009-01-01

    The aim of this study was to determine the extent to which the linguistic forms used by adolescents in electronic mail (e-mail) differ from those used in standard written language. The study was conducted in French, a language with a deep orthography that has strict, addressee-dependent rules for using second person personal pronouns (unfamiliar…

  9. How Does the Linguistic Distance between Spoken and Standard Language in Arabic Affect Recall and Recognition Performances during Verbal Memory Examination

    Science.gov (United States)

    Taha, Haitham

    2017-01-01

    The current research examined how Arabic diglossia affects verbal learning memory. Thirty native Arab college students were tested using auditory verbal memory test that was adapted according to the Rey Auditory Verbal Learning Test and developed in three versions: Pure spoken language version (SL), pure standard language version (SA), and…

  10. KANNADA--A CULTURAL INTRODUCTION TO THE SPOKEN STYLES OF THE LANGUAGE.

    Science.gov (United States)

    KRISHNAMURTHI, M.G.; MCCORMACK, WILLIAM

    THE TWENTY GRADED UNITS IN THIS TEXT CONSTITUTE AN INTRODUCTION TO BOTH INFORMAL AND FORMAL SPOKEN KANNADA. THE FIRST TWO UNITS PRESENT THE KANNADA MATERIAL IN PHONETIC TRANSCRIPTION ONLY, WITH KANNADA SCRIPT GRADUALLY INTRODUCED FROM UNIT III ON. A TYPICAL LESSON-UNIT INCLUDES--(1) A DIALOG IN PHONETIC TRANSCRIPTION AND ENGLISH TRANSLATION, (2)…

  11. The role of planum temporale in processing accent variation in spoken language comprehension

    NARCIS (Netherlands)

    Adank, P.M.; Noordzij, M.L.; Hagoort, P.

    2012-01-01

    A repetition–suppression functional magnetic resonance imaging paradigm was used to explore the neuroanatomical substrates of processing two types of acoustic variation—speaker and accent—during spoken sentence comprehension. Recordings were made for two speakers and two accents: Standard Dutch and

  12. Chunk Learning and the Development of Spoken Discourse in a Japanese as a Foreign Language Classroom

    Science.gov (United States)

    Taguchi, Naoko

    2007-01-01

    This study examined the development of spoken discourse among L2 learners of Japanese who received extensive practice on grammatical chunks. Participants in this study were 22 college students enrolled in an elementary Japanese course. They received instruction on a set of grammatical chunks in class through communicative drills and the…

  13. Verbal, visual, and spatial working memory in written language production.

    Science.gov (United States)

    Kellogg, Ronald T; Olive, Thierry; Piolat, Annie

    2007-03-01

    College students wrote definitions of either abstract or concrete nouns in longhand while performing a concurrent working memory (WM) task. They detected either a verbal (syllable), visual (shape), or spatial (location) stimulus and decided whether it matched the last one presented 15-45s earlier. Writing definitions of both noun types elevated the response time to verbal targets above baseline. Such interference was observed for visual targets only when defining concrete nouns and was eliminated entirely with spatial targets. The interference effect for verbal targets was the same whether they were read or heard, implicating phonological storage. The findings suggest that language production requires phonological or verbal WM. Visual WM is selectively engaged when imaging the referents of concrete nouns.

  14. Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study.

    Science.gov (United States)

    Constantinescu-Sharpe, Gabriella; Phillips, Rebecca L; Davis, Aleisha; Dornan, Dimity; Hogan, Anthony

    2017-03-14

    Social inclusion is a common focus of listening and spoken language (LSL) early intervention for children with hearing loss. This exploratory study compared the social inclusion of young children with hearing loss educated using a listening and spoken language approach with population data. A framework for understanding the scope of social inclusion is presented in the Background. This framework guided the use of a shortened, modified version of the Longitudinal Study of Australian Children (LSAC) to measure two of the five facets of social inclusion ('education' and 'interacting with society and fulfilling social goals'). The survey was completed by parents of children with hearing loss aged 4-5 years who were educated using a LSL approach (n = 78; 37% who responded). These responses were compared to those obtained for typical hearing children in the LSAC dataset (n = 3265). Analyses revealed that most children with hearing loss had comparable outcomes to those with typical hearing on the 'education' and 'interacting with society and fulfilling social roles' facets of social inclusion. These exploratory findings are positive and warrant further investigation across all five facets of the framework to identify which factors influence social inclusion.

  15. On Verification of PLC-Programs Written in the LD-Language

    Directory of Open Access Journals (Sweden)

    E. V. Kuzmin

    2012-01-01

    Full Text Available We discuss some questions connected with the construction of a technology of analysing correctness of Programmable Logic Controller programs. We consider an example of modeling and automated verification of PLC-programs written in the Ladder Diagram language (including timed function blocks of the IEC 61131-3 standard. We use the Cadence SMV for symbolic model checking. Program properties are written in the linear-time temporal logic LTL.

  16. Brain-based translation: fMRI decoding of spoken words in bilinguals reveals language-independent semantic representations in anterior temporal lobe.

    Science.gov (United States)

    Correia, João; Formisano, Elia; Valente, Giancarlo; Hausfeld, Lars; Jansma, Bernadette; Bonte, Milene

    2014-01-01

    Bilinguals derive the same semantic concepts from equivalent, but acoustically different, words in their first and second languages. The neural mechanisms underlying the representation of language-independent concepts in the brain remain unclear. Here, we measured fMRI in human bilingual listeners and reveal that response patterns to individual spoken nouns in one language (e.g., "horse" in English) accurately predict the response patterns to equivalent nouns in the other language (e.g., "paard" in Dutch). Stimuli were four monosyllabic words in both languages, all from the category of "animal" nouns. For each word, pronunciations from three different speakers were included, allowing the investigation of speaker-independent representations of individual words. We used multivariate classifiers and a searchlight method to map the informative fMRI response patterns that enable decoding spoken words within languages (within-language discrimination) and across languages (across-language generalization). Response patterns discriminative of spoken words within language were distributed in multiple cortical regions, reflecting the complexity of the neural networks recruited during speech and language processing. Response patterns discriminative of spoken words across language were limited to localized clusters in the left anterior temporal lobe, the left angular gyrus and the posterior bank of the left postcentral gyrus, the right posterior superior temporal sulcus/superior temporal gyrus, the right medial anterior temporal lobe, the right anterior insula, and bilateral occipital cortex. These results corroborate the existence of "hub" regions organizing semantic-conceptual knowledge in abstract form at the fine-grained level of within semantic category discriminations.

  17. English Language Error Analysis of the Written Texts Produced by Ukrainian Learners: Data Collection

    Directory of Open Access Journals (Sweden)

    Lessia Mykolayivna Kotsyuk

    2015-12-01

    Full Text Available English Language Error Analysis of the Written Texts Produced by Ukrainian Learners: Data Collection Recently, the studies of second language acquisition have tended to focus on learners errors as they help to predict the difficulties involved in acquiring a second language. Thus, teachers can be made aware of the difficult areas to be encountered by the students and pay special attention and devote emphasis to them. The research goals of the article are to define what error analysis is and how it is important in L2 teaching process, to state the significance of corpus studies in identifying of different types of errors and mistakes, to provide the results of error analysis of the corpus of written texts produced by Ukrainian learners. In this article, major types of errors in English as a second language for Ukrainian students are mentioned.

  18. EVALUATIVE LANGUAGE IN SPOKEN AND SIGNED STORIES TOLD BY A DEAF CHILD WITH A COCHLEAR IMPLANT: WORDS, SIGNS OR PARALINGUISTIC EXPRESSIONS?

    Directory of Open Access Journals (Sweden)

    Ritva Takkinen

    2011-01-01

    Full Text Available In this paper the use and quality of the evaluative language produced by a bilingual child in a story-telling situation is analysed. The subject, an 11-year-old Finnish boy, Jimmy, is bilingual in Finnish sign language (FinSL and spoken Finnish.He was born deaf but got a cochlear implant at the age of five.The data consist of a spoken and a signed version of “The Frog Story”. The analysis shows that evaluative devices and expressions differ in the spoken and signed stories told by the child. In his Finnish story he uses mostly lexical devices – comments on a character and the character’s actions as well as quoted speech occasionally combined with prosodic features. In his FinSL story he uses both lexical and paralinguistic devices in a balanced way.

  19. Spoken Dialogue Systems

    CERN Document Server

    Jokinen, Kristiina

    2009-01-01

    Considerable progress has been made in recent years in the development of dialogue systems that support robust and efficient human-machine interaction using spoken language. Spoken dialogue technology allows various interactive applications to be built and used for practical purposes, and research focuses on issues that aim to increase the system's communicative competence by including aspects of error correction, cooperation, multimodality, and adaptation in context. This book gives a comprehensive view of state-of-the-art techniques that are used to build spoken dialogue systems. It provides

  20. Academic Language and the Quality of Written Arguments and Explanations of Chilean 8th Graders

    Science.gov (United States)

    Figueroa, Javiera; Meneses, Alejandra; Chandia, Eugenio

    2018-01-01

    Writing is a task that entails high cognitive and linguistic efforts, especially when producing academic texts. Academic language might be one of the factors influencing the quality of written texts, given that prior research has shown its impact on reading comprehension. The purpose of this study is to examine the contribution of Spanish Core…

  1. The Linguistic Development of Students of English as a Second Language in Two Written Genres

    Science.gov (United States)

    Yoon, Hyung-Jo; Polio, Charlene

    2017-01-01

    This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on…

  2. The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks

    Science.gov (United States)

    Beaudrie, Sara M.

    2017-01-01

    Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived…

  3. Comprehension of spoken language in non-speaking children with severe cerebral palsy: an explorative study on associations with motor type and disabilities

    NARCIS (Netherlands)

    Geytenbeek, J.J.M.; Vermeulen, R.J.; Becher, J.G.; Oostrom, K.J.

    2015-01-01

    Aim: To assess spoken language comprehension in non-speaking children with severe cerebral palsy (CP) and to explore possible associations with motor type and disability. Method: Eighty-seven non-speaking children (44 males, 43 females, mean age 6y 8mo, SD 2y 1mo) with spastic (54%) or dyskinetic

  4. A Multilingual Approach to Analysing Standardized Test Results: Immigrant Primary School Children and the Role of Languages Spoken in a Bi-/Multilingual Community

    Science.gov (United States)

    De Angelis, Gessica

    2014-01-01

    The present study adopts a multilingual approach to analysing the standardized test results of primary school immigrant children living in the bi-/multilingual context of South Tyrol, Italy. The standardized test results are from the Invalsi test administered across Italy in 2009/2010. In South Tyrol, several languages are spoken on a daily basis…

  5. How and When Accentuation Influences Temporally Selective Attention and Subsequent Semantic Processing during On-Line Spoken Language Comprehension: An ERP Study

    Science.gov (United States)

    Li, Xiao-qing; Ren, Gui-qin

    2012-01-01

    An event-related brain potentials (ERP) experiment was carried out to investigate how and when accentuation influences temporally selective attention and subsequent semantic processing during on-line spoken language comprehension, and how the effect of accentuation on attention allocation and semantic processing changed with the degree of…

  6. Long-term memory traces for familiar spoken words in tonal languages as revealed by the Mismatch Negativity

    Directory of Open Access Journals (Sweden)

    Naiphinich Kotchabhakdi

    2004-11-01

    Full Text Available Mismatch negativity (MMN, a primary response to an acoustic change and an index of sensory memory, was used to investigate the processing of the discrimination between familiar and unfamiliar Consonant-Vowel (CV speech contrasts. The MMN was elicited by rare familiar words presented among repetitive unfamiliar words. Phonetic and phonological contrasts were identical in all conditions. MMN elicited by the familiar word deviant was larger than that elicited by the unfamiliar word deviant. The presence of syllable contrast did significantly alter the word-elicited MMN in amplitude and scalp voltage field distribution. Thus, our results indicate the existence of word-related MMN enhancement largely independent of the word status of the standard stimulus. This enhancement may reflect the presence of a longterm memory trace for familiar spoken words in tonal languages.

  7. Narratives: A window on the oral substrate of written language disabilities.

    Science.gov (United States)

    Silliman, E R

    1989-01-01

    Oral precursors underlying competence with literacy activities are approached through a review of studies on narrative comprehension and production in children identified as language learning disabled (LLD). Areas addressed include a general overview of narrative types, the kinds of narrative knowledge that are acquired, the nature of story organization, and developmental acquisitions in story recall and generation. Nine studies on the oral comprehension and production of language learning disabled children are then compared with respect to methodological issues and patterns of performance. Implications from these studies are discussed in terms of their potential insight for subtypes of a LLD including the value of oral narratives in identifying precursors for competence with written language.

  8. Anaphoric reference strategies used in written language productions of deaf teenagers.

    Science.gov (United States)

    Guarinello, Ana Cristina; Pereira, Maria Cristina da Cunha; Massi, Giselle; Santana, Ana Paula; Berberian, Ana Paula

    2008-01-01

    There are few researchers who analyze written productions by deaf individuals; there are also few researchers who discuss the knowledge these people have about written text comprehension and production. For the present study, the investigators analyzed 16 written productions by four deaf individuals based on the anaphoric reference concept as recently proposed in textual linguistics (see, e.g., I. V. Koch & L. A. Marcuschi, 2002). It is important to show that referential progression is one of the textual aspects capable of giving stability and continuity to written productions; referential progression is also relevant to discursive coherence. The results of the writing analysis in the present study show that deaf individuals can learn to use expressive resources that are available in the Portuguese language and can use reference strategies, as long as these individuals can interact with a partner who knows Portuguese.

  9. Let's all speak together! Exploring the masking effects of various languages on spoken word identification in multi-linguistic babble.

    Science.gov (United States)

    Gautreau, Aurore; Hoen, Michel; Meunier, Fanny

    2013-01-01

    This study aimed to characterize the linguistic interference that occurs during speech-in-speech comprehension by combining offline and online measures, which included an intelligibility task (at a -5 dB Signal-to-Noise Ratio) and 2 lexical decision tasks (at a -5 dB and 0 dB SNR) that were performed with French spoken target words. In these 3 experiments we always compared the masking effects of speech backgrounds (i.e., 4-talker babble) that were produced in the same language as the target language (i.e., French) or in unknown foreign languages (i.e., Irish and Italian) to the masking effects of corresponding non-speech backgrounds (i.e., speech-derived fluctuating noise). The fluctuating noise contained similar spectro-temporal information as babble but lacked linguistic information. At -5 dB SNR, both tasks revealed significantly divergent results between the unknown languages (i.e., Irish and Italian) with Italian and French hindering French target word identification to a similar extent, whereas Irish led to significantly better performances on these tasks. By comparing the performances obtained with speech and fluctuating noise backgrounds, we were able to evaluate the effect of each language. The intelligibility task showed a significant difference between babble and fluctuating noise for French, Irish and Italian, suggesting acoustic and linguistic effects for each language. However, the lexical decision task, which reduces the effect of post-lexical interference, appeared to be more accurate, as it only revealed a linguistic effect for French. Thus, although French and Italian had equivalent masking effects on French word identification, the nature of their interference was different. This finding suggests that the differences observed between the masking effects of Italian and Irish can be explained at an acoustic level but not at a linguistic level.

  10. Enhancing oral and written language for adolescents and young adults with Down syndrome.

    Science.gov (United States)

    Pelatti, Christina Yeager

    2015-02-01

    Oral and written language development for adolescents and young adults with Down syndrome (Ds) are particularly challenging. Yet, research supports a syndrome-specific profile highlighting strengths and particular areas of difficulty for this group of individuals. For example, adolescents and young adults with Ds tend to understand more than they produce. In terms of oral language development, the domains of semantics and pragmatics are relative strengths whereas morphosyntax is particularly difficult. Much less is known about written language development because most adolescents and young adults with Ds are at the emergent literacy or word identification (i.e., ability to recognize and name single words) stages; however, relative strengths emerge in the area of word identification. The purpose of this article is to explore the research findings on oral and written language strengths and weaknesses and intervention strategies and techniques that facilitate development in these two interrelated domains. In addition, a case study example is provided to further enhance the clinical skills of speech-language pathologists who work with this population. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  11. Surdez e linguagem escrita: um estudo de caso Deafness and written language: a case of study

    Directory of Open Access Journals (Sweden)

    Ana Cristina Guarinello

    2007-08-01

    Full Text Available Partindo do pressuposto de que ao considerar a língua de sinais como a primeira língua do surdo é possível perceber sua inserção no mundo letrado, esse trabalho objetiva analisar produções escritas de um sujeito surdo em momento inicial de apropriação da escrita. Para tanto, concebendo a linguagem como atividade dialógica, como trabalho social e histórico, constitutivo dos sujeitos e da língua, foram analisados cinco textos produzidos, entre os anos de 1998 e 2002, por um sujeito surdo, reconhecido pela inicial R, em conjunto com a sua fonoaudióloga. Cabe esclarecer que tal profissional, proficiente em língua de sinais, atuou como interlocutora e intérprete, priorizando a natureza interativa da linguagem e interferindo nas produções escritas quando solicitada. Durante os anos trabalhados com R, observou-se que ele passou a refletir sobre seus textos e mudou sua postura perante a escrita. O fato de R e a fonoaudióloga compartilharem a língua de sinais permitiu que ele dividisse suas histórias e experiências, levando-os a registrá-las a partir da língua escrita. Deste modo, R passou a fazer uso da escrita com alternâncias e justaposições entre as duas línguas envolvidas: a língua portuguesa e a língua de sinais. A escrita tornou-se, assim, uma possibilidade a mais de manifestação da singularidade de R, que passou a reconstruir a história de sua relação com a linguagem.Considering sign language as deaf peoples' first language, it is possible to conceive of the insertion of the deaf into the written world. This work aims to analyze the written productions of a deaf child during his initiation into literacy. We view language as a dialogic activity, as social and historic production, that enables constitution of individuals and their language. Five written texts produced between 1998 and 2002 were analyzed. These were produced by a deaf subject, R, together with his speech and language therapist. It is important to

  12. About phonological, grammatical, and semantic accents in bilinguals' language use and their cause

    NARCIS (Netherlands)

    de Groot, A.M.B.; Filipović, L.; Pütz, M.

    2014-01-01

    The linguistic expressions of the majority of bilinguals exhibit deviations from the corresponding expressions of monolinguals in phonology, grammar, and semantics, and in both languages. In addition, bilinguals may process spoken and written language differently from monolinguals. Two possible

  13. Aspects of Oral Language, Speech, and Written Language in Subjects with Temporal Lobe Epilepsy of Difficult Control

    Directory of Open Access Journals (Sweden)

    Berberian, Ana Paula

    2015-03-01

    Full Text Available Introduction About 50 million people have epilepsy and 30% of them have epilepsy that does not respond to properly conducted drug treatment. Objective Verify the incidence of language disorders in oral language, speech, and written language of subjects with difficult to control temporal lobe epilepsy (TLE and compare the occurrence of these disorders in subjects before and after surgery. Methods Cross-sectional study with quantitative analysis, exploratory type. A questionnaire for data collection was administered covering the following aspects: oral language, speech complaints, and writing production and comprehension. Criteria for inclusion of subjects were a diagnosis of TLE refractory to drug treatment and at least 4 years of schooling. Results The sample of 63 patients with TLE was divided into two groups: presurgical (n = 31 and postsurgical (n = 32. In the postsurgical group, there was a higher frequency of left lobectomy (75% than right (25%. Conclusion Statistical analysis was performed with the chi-square test (significance level of 0.05. Complaints related to speech-language attention were more predominant in postsurgical subjects. Analysis of oral language, speech, and written language in subjects with epilepsy who underwent temporal lobectomy or not showed findings consistent with symptoms related to transient aphasia, with the presence of paraphasias, as well as changes in speech prosody and melody. These symptoms appeared more associated with recurrence after having a temporal lobectomy.

  14. Using the readiness potential of button-press and verbal response within spoken language processing.

    Science.gov (United States)

    Jansen, Stefanie; Wesselmeier, Hendrik; de Ruiter, Jan P; Mueller, Horst M

    2014-07-30

    Even though research in turn-taking in spoken dialogues is now abundant, a typical EEG-signature associated with the anticipation of turn-ends has not yet been identified until now. The purpose of this study was to examine if readiness potentials (RP) can be used to study the anticipation of turn-ends by using it in a motoric finger movement and articulatory movement task. The goal was to determine the preconscious onset of turn-end anticipation in early, preconscious turn-end anticipation processes by the simultaneous registration of EEG measures (RP) and behavioural measures (anticipation timing accuracy, ATA). For our behavioural measures, we used both button-press and verbal response ("yes"). In the experiment, 30 subjects were asked to listen to auditorily presented utterances and press a button or utter a brief verbal response when they expected the end of the turn. During the task, a 32-channel-EEG signal was recorded. The results showed that the RPs during verbal- and button-press-responses developed similarly and had an almost identical time course: the RP signals started to develop 1170 vs. 1190 ms before the behavioural responses. Until now, turn-end anticipation is usually studied using behavioural methods, for instance by measuring the anticipation timing accuracy, which is a measurement that reflects conscious behavioural processes and is insensitive to preconscious anticipation processes. The similar time course of the recorded RP signals for both verbal- and button-press responses provide evidence for the validity of using RPs as an online marker for response preparation in turn-taking and spoken dialogue research. Copyright © 2014 Elsevier B.V. All rights reserved.

  15. Quarterly Data for Spoken Language Preferences of Social Security Retirement and Survivor Claimants (2016-onwards)

    Data.gov (United States)

    Social Security Administration — This data set provides quarterly volumes for language preferences at the national level of individuals filing claims for Retirement and Survivor benefits from fiscal...

  16. Yearly Data for Spoken Language Preferences of Social Security Retirement and Survivor Claimants (2016 Onwards)

    Data.gov (United States)

    Social Security Administration — This data set provides annual volumes for language preferences at the national level of individuals filing claims for Retirement and Survivor benefits from federal...

  17. Shy and Soft-Spoken: Shyness, Pragmatic Language, and Socioemotional Adjustment in Early Childhood

    Science.gov (United States)

    Coplan, Robert J.; Weeks, Murray

    2009-01-01

    The goal of this study was to examine the moderating role of pragmatic language in the relations between shyness and indices of socio-emotional adjustment in an unselected sample of early elementary school children. In particular, we sought to explore whether pragmatic language played a protective role for shy children. Participants were n = 167…

  18. How do doctors learn the spoken language of their patients? | Pfaff ...

    African Journals Online (AJOL)

    Methods. Qualitative individual interviews were conducted with seven doctors who had successfully learned the language of their patients, to determine their experiences and how they had succeeded. Results. All seven doctors used a combination of methods to learn the language. Listening was found to be very important, ...

  19. Talk or Chat? Chatroom and Spoken Interaction in a Language Classroom

    Science.gov (United States)

    Hamano-Bunce, Douglas

    2011-01-01

    This paper describes a study comparing chatroom and face-to-face oral interaction for the purposes of language learning in a tertiary classroom in the United Arab Emirates. It uses transcripts analysed for Language Related Episodes, collaborative dialogues, thought to be externally observable examples of noticing in action. The analysis is…

  20. Task-Oriented Spoken Dialog System for Second-Language Learning

    Science.gov (United States)

    Kwon, Oh-Woog; Kim, Young-Kil; Lee, Yunkeun

    2016-01-01

    This paper introduces a Dialog-Based Computer Assisted second-Language Learning (DB-CALL) system using task-oriented dialogue processing technology. The system promotes dialogue with a second-language learner for a specific task, such as purchasing tour tickets, ordering food, passing through immigration, etc. The dialog system plays a role of a…

  1. The written language of signals as a means of natural literacy of deaf children

    Directory of Open Access Journals (Sweden)

    Giovana Fracari Hautrive

    2010-10-01

    Full Text Available Taking the theme literacy of deaf children is currently directing the eye to the practice teaching course that demands beyond the school. Questions moving to daily practice, became a challenge, requiring an investigative attitude. The article aims to problematize the process of literacy of deaf children. Reflection proposal emerges from daily practice. This structure is from yarns that include theoretical studies of Vigotskii (1989, 1994, 1996, 1998; Stumpf (2005, Quadros (1997; Bolzan (1998, 2002; Skliar (1997a, 1997b, 1998 . From which, problematizes the processes involved in the construction of written language. It is as a result, the importance of the instrumentalization of sign language as first language in education of deaf and learning of sign language writing. Important aspects for the deaf student is observed in the condition to be literate in their mother tongue. It points out the need for a redirect in the literacy of deaf children, so that important aspects of language and its role in the structuring of thought and its communicative aspect, are respected and considered in this process. Thus, it emphasizes the learning of the writing of sign language as fundamental, it should occupy a central role in the proposed teaching the class, encouraging the contradictions that put the student in a situation of cognitive conflict, while respecting the diversity inherent to each humans. It is considered that the production of sign language writing is an appropriate tool for the deaf students record their visual language.

  2. Bilateral Versus Unilateral Cochlear Implants in Children: A Study of Spoken Language Outcomes

    Science.gov (United States)

    Harris, David; Bennet, Lisa; Bant, Sharyn

    2014-01-01

    Objectives: Although it has been established that bilateral cochlear implants (CIs) offer additional speech perception and localization benefits to many children with severe to profound hearing loss, whether these improved perceptual abilities facilitate significantly better language development has not yet been clearly established. The aims of this study were to compare language abilities of children having unilateral and bilateral CIs to quantify the rate of any improvement in language attributable to bilateral CIs and to document other predictors of language development in children with CIs. Design: The receptive vocabulary and language development of 91 children was assessed when they were aged either 5 or 8 years old by using the Peabody Picture Vocabulary Test (fourth edition), and either the Preschool Language Scales (fourth edition) or the Clinical Evaluation of Language Fundamentals (fourth edition), respectively. Cognitive ability, parent involvement in children’s intervention or education programs, and family reading habits were also evaluated. Language outcomes were examined by using linear regression analyses. The influence of elements of parenting style, child characteristics, and family background as predictors of outcomes were examined. Results: Children using bilateral CIs achieved significantly better vocabulary outcomes and significantly higher scores on the Core and Expressive Language subscales of the Clinical Evaluation of Language Fundamentals (fourth edition) than did comparable children with unilateral CIs. Scores on the Preschool Language Scales (fourth edition) did not differ significantly between children with unilateral and bilateral CIs. Bilateral CI use was found to predict significantly faster rates of vocabulary and language development than unilateral CI use; the magnitude of this effect was moderated by child age at activation of the bilateral CI. In terms of parenting style, high levels of parental involvement, low amounts of

  3. Language Outcomes in Deaf or Hard of Hearing Teenagers Who Are Spoken Language Users: Effects of Universal Newborn Hearing Screening and Early Confirmation.

    Science.gov (United States)

    Pimperton, Hannah; Kreppner, Jana; Mahon, Merle; Stevenson, Jim; Terlektsi, Emmanouela; Worsfold, Sarah; Yuen, Ho Ming; Kennedy, Colin R

    This study aimed to examine whether (a) exposure to universal newborn hearing screening (UNHS) and b) early confirmation of hearing loss were associated with benefits to expressive and receptive language outcomes in the teenage years for a cohort of spoken language users. It also aimed to determine whether either of these two variables was associated with benefits to relative language gain from middle childhood to adolescence within this cohort. The participants were drawn from a prospective cohort study of a population sample of children with bilateral permanent childhood hearing loss, who varied in their exposure to UNHS and who had previously had their language skills assessed at 6-10 years. Sixty deaf or hard of hearing teenagers who were spoken language users and a comparison group of 38 teenagers with normal hearing completed standardized measures of their receptive and expressive language ability at 13-19 years. Teenagers exposed to UNHS did not show significantly better expressive (adjusted mean difference, 0.40; 95% confidence interval [CI], -0.26 to 1.05; d = 0.32) or receptive (adjusted mean difference, 0.68; 95% CI, -0.56 to 1.93; d = 0.28) language skills than those who were not. Those who had their hearing loss confirmed by 9 months of age did not show significantly better expressive (adjusted mean difference, 0.43; 95% CI, -0.20 to 1.05; d = 0.35) or receptive (adjusted mean difference, 0.95; 95% CI, -0.22 to 2.11; d = 0.42) language skills than those who had it confirmed later. In all cases, effect sizes were of small size and in favor of those exposed to UNHS or confirmed by 9 months. Subgroup analysis indicated larger beneficial effects of early confirmation for those deaf or hard of hearing teenagers without cochlear implants (N = 48; 80% of the sample), and these benefits were significant in the case of receptive language outcomes (adjusted mean difference, 1.55; 95% CI, 0.38 to 2.71; d = 0.78). Exposure to UNHS did not account for significant

  4. Centering Theory, transitions and referent marking in the corpus of the written Serbian language

    Directory of Open Access Journals (Sweden)

    Trnavac Radoslava

    2015-01-01

    Full Text Available The aim of the paper is to map various types of anaphor to the centering transitions in the corpus of Serbian newspaper articles. Centering Theory (WALKER, JOSHI ET AL. 1998 is a theory of local coherence in which four types of transitions are used as parameters of coherence. As is hypothesized in the previous literature based on various languages, the CONTINUE transition is mostly characterized by a minimal form (a zero form of the topic, while the SMOOTH and ROUGH shifts are found with a full noun phrase topic. The analysis shows that the “Ordering Rule” of Centering Theory is not fully followed in the written corpus of the Serbian language since SMOOTH SHIFT has been identified as a prevalent type of transition in the corpus. The following two reasons were identified for that: (1 the genre of the newspaper articles, and (2 the way clauses are combined within a complex sentence in the Serbian written corpus.

  5. Yearly Data for Spoken Language Preferences of Supplemental Security Income (Blind & Disabled) (2011-2015)

    Data.gov (United States)

    Social Security Administration — This data set provides annual volumes for language preferences at the national level of individuals filing claims for ESRD Medicare benefits for federal fiscal years...

  6. Quarterly Data for Spoken Language Preferences of Supplemental Security Income Aged Applicants (2014-2015)

    Data.gov (United States)

    Social Security Administration — This data set provides quarterly volumes for language preferences at the national level of individuals filing claims for SSI Aged benefits for fiscal years 2014 -...

  7. Quarterly Data for Spoken Language Preferences of End Stage Renal Disease Medicare Claimants (2014-2015)

    Data.gov (United States)

    Social Security Administration — This data set provides quarterly volumes for language preferences at the national level of individuals filing claims for ESRD Medicare benefits for fiscal years 2014...

  8. Yearly Data for Spoken Language Preferences of End Stage Renal Disease Medicare Claimants (2011-2015)

    Data.gov (United States)

    Social Security Administration — This data set provides annual volumes for language preferences at the national level of individuals filing claims for ESRD Medicare benefits for federal fiscal year...

  9. Yearly Data for Spoken Language Preferences of Social Security Retirement and Survivor Claimants (2011-2015)

    Data.gov (United States)

    Social Security Administration — This data set provides annual volumes for language preferences at the national level of individuals filing claims for ESRD Medicare benefits from federal fiscal year...

  10. Inter Lingual Influences of Turkish, Serbian and English Dialect in Spoken Gjakovar's Language

    OpenAIRE

    Sindorela Doli Kryeziu; Gentiana Muhaxhiri

    2014-01-01

    In this paper we have tried to clarify the problems that are faced "gege dialect's'' speakers in Gjakova who have presented more or less difficulties in acquiring the standard. Standard language is part of the people language, but increased to the norm according the scientific criteria. From this observation it comes obliviously understandable that standard variation and dialectal variant are inseparable and, as such, they represent a macro linguistic unity. As part of this macro linguistic u...

  11. Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.

    Science.gov (United States)

    Kim, Young-Suk; Otaiba, Stephanie Al; Sidler, Jessica Folsom; Gruelich, Luana

    2013-07-01

    We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children ( N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers' responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers' responsiveness for writing development.

  12. Project ASPIRE: Spoken Language Intervention Curriculum for Parents of Low-socioeconomic Status and Their Deaf and Hard-of-Hearing Children.

    Science.gov (United States)

    Suskind, Dana L; Graf, Eileen; Leffel, Kristin R; Hernandez, Marc W; Suskind, Elizabeth; Webber, Robert; Tannenbaum, Sally; Nevins, Mary Ellen

    2016-02-01

    To investigate the impact of a spoken language intervention curriculum aiming to improve the language environments caregivers of low socioeconomic status (SES) provide for their D/HH children with CI & HA to support children's spoken language development. Quasiexperimental. Tertiary. Thirty-two caregiver-child dyads of low-SES (as defined by caregiver education ≤ MA/MS and the income proxies = Medicaid or WIC/LINK) and children aged curriculum designed to improve D/HH children's early language environments. Changes in caregiver knowledge of child language development (questionnaire scores) and language behavior (word types, word tokens, utterances, mean length of utterance [MLU], LENA Adult Word Count (AWC), Conversational Turn Count (CTC)). Significant increases in caregiver questionnaire scores as well as utterances, word types, word tokens, and MLU in the treatment but not the control group. No significant changes in LENA outcomes. Results partially support the notion that caregiver-directed language enrichment interventions can change home language environments of D/HH children from low-SES backgrounds. Further longitudinal studies are necessary.

  13. How Spoken Language Comprehension is Achieved by Older Listeners in Difficult Listening Situations.

    Science.gov (United States)

    Schneider, Bruce A; Avivi-Reich, Meital; Daneman, Meredyth

    2016-01-01

    Comprehending spoken discourse in noisy situations is likely to be more challenging to older adults than to younger adults due to potential declines in the auditory, cognitive, or linguistic processes supporting speech comprehension. These challenges might force older listeners to reorganize the ways in which they perceive and process speech, thereby altering the balance between the contributions of bottom-up versus top-down processes to speech comprehension. The authors review studies that investigated the effect of age on listeners' ability to follow and comprehend lectures (monologues), and two-talker conversations (dialogues), and the extent to which individual differences in lexical knowledge and reading comprehension skill relate to individual differences in speech comprehension. Comprehension was evaluated after each lecture or conversation by asking listeners to answer multiple-choice questions regarding its content. Once individual differences in speech recognition for words presented in babble were compensated for, age differences in speech comprehension were minimized if not eliminated. However, younger listeners benefited more from spatial separation than did older listeners. Vocabulary knowledge predicted the comprehension scores of both younger and older listeners when listening was difficult, but not when it was easy. However, the contribution of reading comprehension to listening comprehension appeared to be independent of listening difficulty in younger adults but not in older adults. The evidence suggests (1) that most of the difficulties experienced by older adults are due to age-related auditory declines, and (2) that these declines, along with listening difficulty, modulate the degree to which selective linguistic and cognitive abilities are engaged to support listening comprehension in difficult listening situations. When older listeners experience speech recognition difficulties, their attentional resources are more likely to be deployed to

  14. SPOKEN CORPORA: RATIONALE AND APPLICATION

    Directory of Open Access Journals (Sweden)

    John Newman

    2008-12-01

    Full Text Available Despite the abundance of electronic corpora now available to researchers, corpora of natural speech are still relatively rare and relatively costly. This paper suggests reasons why spoken corpora are needed, despite the formidable problems of construction. The multiple purposes of such corpora and the involvement of very different kinds of language communities in such projects mean that there is no one single blueprint for the design, markup, and distribution of spoken corpora. A number of different spoken corpora are reviewed to illustrate a range of possibilities for the construction of spoken corpora.

  15. Parallel language activation and cognitive control during spoken word recognition in bilinguals

    Science.gov (United States)

    Blumenfeld, Henrike K.; Marian, Viorica

    2013-01-01

    Accounts of bilingual cognitive advantages suggest an associative link between cross-linguistic competition and inhibitory control. We investigate this link by examining English-Spanish bilinguals’ parallel language activation during auditory word recognition and nonlinguistic Stroop performance. Thirty-one English-Spanish bilinguals and 30 English monolinguals participated in an eye-tracking study. Participants heard words in English (e.g., comb) and identified corresponding pictures from a display that included pictures of a Spanish competitor (e.g., conejo, English rabbit). Bilinguals with higher Spanish proficiency showed more parallel language activation and smaller Stroop effects than bilinguals with lower Spanish proficiency. Across all bilinguals, stronger parallel language activation between 300–500ms after word onset was associated with smaller Stroop effects; between 633–767ms, reduced parallel language activation was associated with smaller Stroop effects. Results suggest that bilinguals who perform well on the Stroop task show increased cross-linguistic competitor activation during early stages of word recognition and decreased competitor activation during later stages of word recognition. Findings support the hypothesis that cross-linguistic competition impacts domain-general inhibition. PMID:24244842

  16. Assessing Spoken Language Competence in Children with Selective Mutism: Using Parents as Test Presenters

    Science.gov (United States)

    Klein, Evelyn R.; Armstrong, Sharon Lee; Shipon-Blum, Elisa

    2013-01-01

    Children with selective mutism (SM) display a failure to speak in select situations despite speaking when comfortable. The purpose of this study was to obtain valid assessments of receptive and expressive language in 33 children (ages 5 to 12) with SM. Because some children with SM will speak to parents but not a professional, another purpose was…

  17. Implications of Hegel's Theories of Language on Second Language Teaching

    Science.gov (United States)

    Wu, Manfred

    2016-01-01

    This article explores the implications of Hegel's theories of language on second language (L2) teaching. Three among the various concepts in Hegel's theories of language are selected. They are the crucial role of intersubjectivity; the primacy of the spoken over the written form; and the importance of the training of form or grammar. Applying…

  18. Primary Spoken Language and Neuraxial Labor Analgesia Use Among Hispanic Medicaid Recipients.

    Science.gov (United States)

    Toledo, Paloma; Eosakul, Stanley T; Grobman, William A; Feinglass, Joe; Hasnain-Wynia, Romana

    2016-01-01

    Hispanic women are less likely than non-Hispanic Caucasian women to use neuraxial labor analgesia. It is unknown whether there is a disparity in anticipated or actual use of neuraxial labor analgesia among Hispanic women based on primary language (English versus Spanish). In this 3-year retrospective, single-institution, cross-sectional study, we extracted electronic medical record data on Hispanic nulliparous with vaginal deliveries who were insured by Medicaid. On admission, patients self-identified their primary language and anticipated analgesic use for labor. Extracted data included age, marital status, labor type, delivery provider (obstetrician or midwife), and anticipated and actual analgesic use. Household income was estimated from census data geocoded by zip code. Multivariable logistic regression models were estimated for anticipated and actual neuraxial analgesia use. Among 932 Hispanic women, 182 were self-identified as primary Spanish speakers. Spanish-speaking Hispanic women were less likely to anticipate and use neuraxial anesthesia than English-speaking women. After controlling for confounders, there was an association between primary language and anticipated neuraxial analgesia use (adjusted relative risk: Spanish- versus English-speaking women, 0.70; 97.5% confidence interval, 0.53-0.92). Similarly, there was an association between language and neuraxial analgesia use (adjusted relative risk: Spanish- versus English-speaking women 0.88; 97.5% confidence interval, 0.78-0.99). The use of a midwife compared with an obstetrician also decreased the likelihood of both anticipating and using neuraxial analgesia. A language-based disparity was found in neuraxial labor analgesia use. It is possible that there are communication barriers in knowledge or understanding of analgesic options. Further research is necessary to determine the cause of this association.

  19. Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study.

    Science.gov (United States)

    Werfel, Krystal L

    2017-10-05

    The purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period. Participants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups. Main effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print. Children with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

  20. Grammatical number processing and anticipatory eye movements are not tightly coordinated in English spoken language comprehension

    Directory of Open Access Journals (Sweden)

    Brian eRiordan

    2015-05-01

    Full Text Available Recent studies of eye movements in world-situated language comprehension have demonstrated that rapid processing of morphosyntactic information – e.g., grammatical gender and number marking – can produce anticipatory eye movements to referents in the visual scene. We investigated how type of morphosyntactic information and the goals of language users in comprehension affected eye movements, focusing on the processing of grammatical number morphology in English-speaking adults. Participants’ eye movements were recorded as they listened to simple English declarative (There are the lions. and interrogative (Where are the lions? sentences. In Experiment 1, no differences were observed in speed to fixate target referents when grammatical number information was informative relative to when it was not. The same result was obtained in a speeded task (Experiment 2 and in a task using mixed sentence types (Experiment 3. We conclude that grammatical number processing in English and eye movements to potential referents are not tightly coordinated. These results suggest limits on the role of predictive eye movements in concurrent linguistic and scene processing. We discuss how these results can inform and constrain predictive approaches to language processing.

  1. Utility of spoken dialog systems

    CSIR Research Space (South Africa)

    Barnard, E

    2008-12-01

    Full Text Available The commercial successes of spoken dialog systems in the developed world provide encouragement for their use in the developing world, where speech could play a role in the dissemination of relevant information in local languages. We investigate...

  2. Oral narrative context effects on poor readers' spoken language performance: story retelling, story generation, and personal narratives.

    Science.gov (United States)

    Westerveld, Marleen F; Gillon, Gail T

    2010-04-01

    This investigation explored the effects of oral narrative elicitation context on children's spoken language performance. Oral narratives were produced by a group of 11 children with reading disability (aged between 7;11 and 9;3) and an age-matched control group of 11 children with typical reading skills in three different contexts: story retelling, story generation, and personal narratives. In the story retelling condition, the children listened to a story on tape while looking at the pictures in a book, before being asked to retell the story without the pictures. In the story generation context, the children were shown a picture containing a scene and were asked to make up their own story. Personal narratives were elicited with the help of photos and short narrative prompts. The transcripts were analysed at microstructure level on measures of verbal productivity, semantic diversity, and morphosyntax. Consistent with previous research, the results revealed no significant interactions between group and context, indicating that the two groups of children responded to the type of elicitation context in a similar way. There was a significant group effect, however, with the typical readers showing better performance overall on measures of morphosyntax and semantic diversity. There was also a significant effect of elicitation context with both groups of children producing the longest, linguistically most dense language samples in the story retelling context. Finally, the most significant differences in group performance were observed in the story retelling condition, with the typical readers outperforming the poor readers on measures of verbal productivity, number of different words, and percent complex sentences. The results from this study confirm that oral narrative samples can distinguish between good and poor readers and that the story retelling condition may be a particularly useful context for identifying strengths and weaknesses in oral narrative performance.

  3. Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production

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    Rahman Muhammad Asfah

    2018-01-01

    Full Text Available Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner’s subsequent language production [1]. Exposure to English structures through explicit instruction is reported to have inconclusive results. [2] reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students’ writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section test were intensively practiced and then the students took a test whose items were specifically collected from TOEFL practice tests. Finally, the students were assigned to write a short essay. Sentences with similar structures which the students had been exposed to were extracted from the students’ essays. Out of 40 test items, only 59.86% in average could be answered correctly, and all of the grammatical features to which the students were previously exposed were contained in their essays. However, in average only eight out of 18 sentences were grammatically constructed. It can be concluded that although priming method with explicit instruction leads the students to use similar syntactic features in their writing, it seems to have little impact on students’ grammatical knowledge for immediate use in written language production.

  4. Generating Inferences from Written and Spoken Language: A Comparison of Children with Visual Impairment and Children with Sight

    Science.gov (United States)

    Edmonds, Caroline J.; Pring, Linda

    2006-01-01

    The two experiments reported here investigated the ability of sighted children and children with visual impairment to comprehend text and, in particular, to draw inferences both while reading and while listening. Children were assigned into "comprehension skill" groups, depending on the degree to which their reading comprehension skill was in line…

  5. Intertextuality and Multimodal Meanings in High School Physics: Written and Spoken Language in Computer-Supported Collaborative Student Discourse

    Science.gov (United States)

    Tang, Kok-Sing; Tan, Seng-Chee

    2017-01-01

    The study in this article examines and illustrates the intertextual meanings made by a group of high school science students as they embarked on a knowledge building discourse to solve a physics problem. This study is situated in a computer-supported collaborative learning (CSCL) environment designed to support student learning through a science…

  6. The Efficacy of Written Corrective Feedback and Language Analytic Ability on Chinese Learners' Explicit and Implicit Knowledge of English Articles

    Science.gov (United States)

    Jiang, Lin; Xiao, Hailing

    2014-01-01

    This article reports on an 8-week study that investigated the differential effects of two written corrective feedback (CF) options on 92 low-intermediate EFL students' explicit and implicit knowledge of English articles and the extent to which language analytic ability might influence the effect of written CF. The study used a…

  7. Human inferior colliculus activity relates to individual differences in spoken language learning.

    Science.gov (United States)

    Chandrasekaran, Bharath; Kraus, Nina; Wong, Patrick C M

    2012-03-01

    A challenge to learning words of a foreign language is encoding nonnative phonemes, a process typically attributed to cortical circuitry. Using multimodal imaging methods [functional magnetic resonance imaging-adaptation (fMRI-A) and auditory brain stem responses (ABR)], we examined the extent to which pretraining pitch encoding in the inferior colliculus (IC), a primary midbrain structure, related to individual variability in learning to successfully use nonnative pitch patterns to distinguish words in American English-speaking adults. fMRI-A indexed the efficiency of pitch representation localized to the IC, whereas ABR quantified midbrain pitch-related activity with millisecond precision. In line with neural "sharpening" models, we found that efficient IC pitch pattern representation (indexed by fMRI) related to superior neural representation of pitch patterns (indexed by ABR), and consequently more successful word learning following sound-to-meaning training. Our results establish a critical role for the IC in speech-sound representation, consistent with the established role for the IC in the representation of communication signals in other animal models.

  8. Written Language Ability in Mandarin-Speaking Children with Cochlear Implants.

    Science.gov (United States)

    Wu, Che-Ming; Ko, Hui-Chen; Chen, Yen-An; Tsou, Yung-Ting; Chao, Wei-Chieh

    2015-01-01

    Objectives. To examine narrative writing in cochlear implant (CI) children and understand the factors associated with unfavorable outcomes. Materials and Methods. Forty-five CI children in grades 2-6 participated in this study. They received CIs at 4.1 ± 2.1 years of age and had used them for 6.5 ± 2.7 years. A story-writing test was conducted and scored on 4 subscales: Total Number of Words, Words per Sentence, Morphosyntax, and Semantics. Scores more than 1.5 SD lower than the mean of the normal-hearing normative sample were considered problematic. Language and speech skills were examined. Results. Significantly more implanted students were problematic on "Total Number of Words" (p < 0.001), "Words per Sentence" (p = 0.049), and "Semantics" (p < 0.001). Poorer receptive language and auditory performance were independently associated with problematic "Total Number of Words" (R (2) = 0.489) and "Semantics" (R (2) = 0.213), respectively. "Semantics" problem was more common in lower graders (grades 2-4) than in higher graders (grades 5-6; p = 0.016). Conclusion. Implanted children tend to write stories that are shorter, worse-organized, and without a plot, while formulating morphosyntactically correct sentences. Special attention is required on their auditory and language performances, which could lead to written language problems.

  9. Written Language Ability in Mandarin-Speaking Children with Cochlear Implants

    Directory of Open Access Journals (Sweden)

    Che-Ming Wu

    2015-01-01

    Full Text Available Objectives. To examine narrative writing in cochlear implant (CI children and understand the factors associated with unfavorable outcomes. Materials and Methods. Forty-five CI children in grades 2–6 participated in this study. They received CIs at 4.1 ± 2.1 years of age and had used them for 6.5 ± 2.7 years. A story-writing test was conducted and scored on 4 subscales: Total Number of Words, Words per Sentence, Morphosyntax, and Semantics. Scores more than 1.5 SD lower than the mean of the normal-hearing normative sample were considered problematic. Language and speech skills were examined. Results. Significantly more implanted students were problematic on “Total Number of Words” (p<0.001, “Words per Sentence” (p=0.049, and “Semantics” (p<0.001. Poorer receptive language and auditory performance were independently associated with problematic “Total Number of Words” (R2=0.489 and “Semantics” (R2=0.213, respectively. “Semantics” problem was more common in lower graders (grades 2–4 than in higher graders (grades 5-6; p=0.016. Conclusion. Implanted children tend to write stories that are shorter, worse-organized, and without a plot, while formulating morphosyntactically correct sentences. Special attention is required on their auditory and language performances, which could lead to written language problems.

  10. From Speech to Writing: Some Evidence on the Relationship between Oracy and Literacy from the Bristol Study "Language at Home and at School."

    Science.gov (United States)

    Wells, Gordon; And Others

    Prepared as part of a British project investigating children's language at home and at school, the study described in this paper centered on an examination of the spoken and written narrative texts produced by children to determine (1) the relationship between spoken and written texts; (2) the differences, if any, in the production processes used…

  11. Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition among Fourth-Grade Students

    Science.gov (United States)

    Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

    2013-01-01

    The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,…

  12. The written language performance of children with Attention Deficit Hyperactivity Disorder in Taiwan.

    Science.gov (United States)

    Lee, Hom-Yi; Chen, Rou-An; Lin, Yu-Shiuan; Yang, Yu-Chi; Huang, Chiung-Wei; Chen, Sz-Chi

    2014-08-01

    Poor writing is common in children with Attention Deficit Hyperactivity Disorder (ADHD). However, the writing performance of children with ADHD has been rarely formally explored in Taiwan, so the purpose of this study was to investigate writing features of children with ADHD in Taiwan. There were 25 children with ADHD and 25 normal children involved in a standardization writing assessment - Written Language Test for Children, to assess their performance at the dictation, sentence combination, adding/deducting redical, cloze and sentence making subtests. The results showed that except for the score of the sentence combining subtest, the score of children with ADHD was lower than the normal student in the rest of the subtests. Almost 60% of ADHD children's scores were below the 25th percentile numbers, but only 20% for normal children. Thus, writing problems were common for children with ADHD in Taiwan, too. First, children with ADHD performed worse than normal children on the dictation and cloze subtests, showing the weaker abilities of retrieving correct characters from their mental lexicon. Second, children with ADHD performed worse on the adding/deducting redical subtest than normal children did. Finally, at the language level, the score of children with ADHD on the sentence combination subtest was not lower than normal children, implicating their normal grammatic competence. It is worth mentioning that Taiwanese children with ADHD ignore the details of characters when they are writing, a finding that is common across languages. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Propositional idea density in older men's written language: findings from the HIMS study using computerised analysis.

    Science.gov (United States)

    Spencer, Elizabeth; Ferguson, Alison; Craig, Hugh; Colyvas, Kim; Hankey, Graeme J; Flicker, Leon

    2015-02-01

    Decline in linguistic function has been associated with decline in cognitive function in previous research. This research investigated the informativeness of written language samples of Australian men from the Health in Men's Study (HIMS) aged from 76 to 93 years using the Computerised Propositional Idea Density Rater (CPIDR 5.1). In total, 60,255 words in 1147 comments were analysed using a linear-mixed model for statistical analysis. Results indicated no relationship with education level (p = 0.79). Participants for whom English was not their first learnt language showed Propositional Idea Density (PD) scores slightly lower (0.018 per 1 word). Mean PD per 1 word for those for whom English was their first language for comments below 60 words was 0.494 and above 60 words 0.526. Text length was found to have an effect (p = <0.0001). The mean PD was higher than previously reported for men and lower than previously reported for a similar cohort for Australian women.

  14. Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach

    Directory of Open Access Journals (Sweden)

    Orison Marden Bandeira de Melo Júnior

    2015-04-01

    Full Text Available This article aims to be part of the ongoing discussion on the teaching of literature written in English (LWE in literature classes in undergraduate language programs. In order to do that, it shows the challenges posed by the Letras DCN (National Curriculum Guidelines for the undergraduate Language Teacher Education programs as well as the reality literature teachers face due to the reduced number of hours of literature classes assigned in course curricula and to students' limited knowledge of English. Based on the dialogical concept of language and on the possibility of cooperation between scientific trends, we present a cooperative work between DDA (Dialogical Discourse Analysis and Pragmatics, showing how consonant and dissonant they are. Besides, we present part of the analysis of Alice Walker's short story Her Sweet Jerome done by students, which, in this context of teaching LWE to students with limited knowledge of English, pointed to the possibility of Pragmatics being the first step towards a dialogical analysis of literary texts.

  15. Phonological processing of rhyme in spoken language and location in sign language by deaf and hearing participants: a neurophysiological study.

    Science.gov (United States)

    Colin, C; Zuinen, T; Bayard, C; Leybaert, J

    2013-06-01

    Sign languages (SL), like oral languages (OL), organize elementary, meaningless units into meaningful semantic units. Our aim was to compare, at behavioral and neurophysiological levels, the processing of the location parameter in French Belgian SL to that of the rhyme in oral French. Ten hearing and 10 profoundly deaf adults performed a rhyme judgment task in OL and a similarity judgment on location in SL. Stimuli were pairs of pictures. As regards OL, deaf subjects' performances, although above chance level, were significantly lower than that of hearing subjects, suggesting that a metaphonological analysis is possible for deaf people but rests on phonological representations that are less precise than in hearing people. As regards SL, deaf subjects scores indicated that a metaphonological judgment may be performed on location. The contingent negative variation (CNV) evoked by the first picture of a pair was similar in hearing subjects in OL and in deaf subjects in OL and SL. However, an N400 evoked by the second picture of the non-rhyming pairs was evidenced only in hearing subjects in OL. The absence of N400 in deaf subjects may be interpreted as the failure to associate two words according to their rhyme in OL or to their location in SL. Although deaf participants can perform metaphonological judgments in OL, they differ from hearing participants both behaviorally and in ERP. Judgment of location in SL is possible for deaf signers, but, contrary to rhyme judgment in hearing participants, does not elicit any N400. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

  16. Early use of orthographic information in spoken word recognition: Event-related potential evidence from the Korean language.

    Science.gov (United States)

    Kwon, Youan; Choi, Sungmook; Lee, Yoonhyoung

    2016-04-01

    This study examines whether orthographic information is used during prelexical processes in spoken word recognition by investigating ERPs during spoken word processing for Korean words. Differential effects due to orthographic syllable neighborhood size and sound-to-spelling consistency on P200 and N320 were evaluated by recording ERPs from 42 participants during a lexical decision task. The results indicate that P200 was smaller for words whose orthographic syllable neighbors are large in number rather than those that are small. In addition, a word with a large orthographic syllable neighborhood elicited a smaller N320 effect than a word with a small orthographic syllable neighborhood only when the word had inconsistent sound-to-spelling mapping. The results provide support for the assumption that orthographic information is used early during the prelexical spoken word recognition process. © 2015 Society for Psychophysiological Research.

  17. Differential verbal, visual, and spatial working memory in written language production.

    Science.gov (United States)

    Raulerson, Bascom A; Donovan, Michael J; Whiteford, Alison P; Kellogg, Ronald T

    2010-02-01

    The contributions of verbal, visual, and spatial working memory to written language production were investigated. Participants composed definitions for nouns while concurrently performing a task which required updating, storing, and retrieving information coded either verbally, visually, or spatially. The present study extended past findings by showing the linguistic encoding of planned conceptual content makes its largest demand on verbal working memory for both low and high frequency nouns. Kellogg, Olive, and Piolat in 2007 found that concrete nouns place substantial demands on visual working memory when imaging the nouns' referents during planning, whereas abstract nouns make no demand. The current study further showed that this pattern was not an artifact of visual working memory being sensitive to manipulation of just any lexical property of the noun prompts. In contrast to past results, writing made a small but detectible demand on spatial working memory.

  18. DEVELOPMENT OF COMPLEXITY, ACCURACY, AND FLUENCY IN HIGH SCHOOL STUDENTS’ WRITTEN FOREIGN LANGUAGE PRODUCTION

    Directory of Open Access Journals (Sweden)

    Bouchaib Benzehaf

    2016-11-01

    Full Text Available The present study aims to longitudinally depict the dynamic and interactive development of Complexity, Accuracy, and Fluency (CAF in multilingual learners’ L2 and L3 writing. The data sources include free writing tasks written in L2 French and L3 English by 45 high school participants over a period of four semesters. CAF dimensions are measured using a variation of Hunt’s T-units (1964. Analysis of the quantitative data obtained suggests that CAF measures develop differently for learners’ L2 French and L3 English. They increase more persistently in L3 English, and they display the characteristics of a dynamic, non-linear system characterized by ups and downs particularly in L2 French. In light of the results, we suggest more and denser longitudinal data to explore the nature of interactions between these dimensions in foreign language development, particularly at the individual level.

  19. Comparison between students’ academic performance and their abilities in written English language skills: A Tanzanian perspective

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    Sotco Claudius Komba

    2012-08-01

    Full Text Available This article is based on the study which sought to compare between the students’ academic performance and their abilities in written English Language Skills. The study was conducted at the Sokoine University of Agriculture (SUA, Tanzania. The respondents were 358 finalists from six degree programmes selected randomly out of the 20 degree programmes at the university. The findings indicated that there was a statistically significant positive relationship between the students’ abilities in the English Writing Skills Test (EWST and their University GPAs (r=314, p< 0.01. However, the content analysis of the EWST essays showed that the students had serious problems in spelling, using appropriate forms of adjectives, punctuation marks, simple present tense, recognizing passive voice and using relative pronouns and prepositions.

  20. GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages.

    Science.gov (United States)

    Chang, Li-Yun; Chen, Yen-Chi; Perfetti, Charles A

    2018-02-01

    We report a new multidimensional measure of visual complexity (GraphCom) that captures variability in the complexity of graphs within and across writing systems. We applied the measure to 131 written languages, allowing comparisons of complexity and providing a basis for empirical testing of GraphCom. The measure includes four dimensions whose value in capturing the different visual properties of graphs had been demonstrated in prior reading research-(1) perimetric complexity, sensitive to the ratio of a written form to its surrounding white space (Pelli, Burns, Farell, & Moore-Page, 2006); (2) number of disconnected components, sensitive to discontinuity (Gibson, 1969); (3) number of connected points, sensitive to continuity (Lanthier, Risko, Stolz, & Besner, 2009); and (4) number of simple features, sensitive to the strokes that compose graphs (Wu, Zhou, & Shu, 1999). In our analysis of the complexity of 21,550 graphs, we (a) determined the complexity variation across writing systems along each dimension, (b) examined the relationships among complexity patterns within and across writing systems, and (c) compared the dimensions in their abilities to differentiate the graphs from different writing systems, in order to predict human perceptual judgments (n = 180) of graphs with varying complexity. The results from the computational and experimental comparisons showed that GraphCom provides a measure of graphic complexity that exceeds previous measures in its empirical validation. The measure can be universally applied across writing systems, providing a research tool for studies of reading and writing.

  1. A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism.

    Science.gov (United States)

    Schreibman, Laura; Stahmer, Aubyn C

    2014-05-01

    Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2-4 years), nonverbal or minimally verbal (≤9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement.

  2. Similarities and Differences in the Processing of Written Text by Skilled and Less Skilled Readers with Prelingual Deafness

    Science.gov (United States)

    Miller, Paul

    2013-01-01

    This study focuses on similarities and differences in the processing of written text by individuals with prelingual deafness from different reading levels that used Hebrew as their first spoken language and Israeli Sign Language as their primary manual communication mode. Data were gathered from three sources, including (a) a sentence…

  3. The Process Of Transforming The Mahabharata Literary Work Written In The Old Javanese Into Geguritan Sarpayajnya And Geguritan Kicaka Written In The Balinese Language

    Directory of Open Access Journals (Sweden)

    I Made Suastika

    2017-10-01

    Full Text Available The story of the Pandawas and their wife in Wirata was used as the plot of the geguritan Kicakawhich was initially transformed from Wirataparwa in the form of Parwa. The only episode which was transformed into geguritan written in the Balinese language is the one narrating when the Pandawas were in disguise for one year. In this episode the love story of their wife, Drupadi, who was disguised as Sairindriis also narrated. In this episode it is also narrated that the Chief Minister, Kicaka, would like to have her as his wife. However, the Chief Minister, Kicaka, was killed by Bima, who was disguised as Ballawa, meaning that the love story came to an end. From the language point of view, the episode telling that the Pandawas were in Wirata was transformed into Geguritan Kicaka written in the Balinese language. In addition, although the text was dynamically translated, many Old Javanese words are still used in the Balinese version.Similarly, geguritan Sarpayajaya adopted the episode of Sarpayajnya of Adiparwa; however, the plot was modified again using thestrophes pangkur, dangdanggula, sinom and durma and was introduced using the Balinese language. It is narrated that King Parikesit was bitten and killed by a snake named Taksaka. Consequently, his son, Janamejaya, performed a ritual known as Sarpayajaya, causing all the snakes to die. From the cultural point of view, the text is recited as part of the performing art and the art of music ‘magegitan’ in Bali. The text Sarpayajayaisrecited as part of the cremation ceremony ‘ngaben’ known as mamutru.

  4. Children’s recall of words spoken in their first and second language:Effects of signal-to-noise ratio and reverberation time

    Directory of Open Access Journals (Sweden)

    Anders eHurtig

    2016-01-01

    Full Text Available Speech perception runs smoothly and automatically when there is silence in the background, but when the speech signal is degraded by background noise or by reverberation, effortful cognitive processing is needed to compensate for the signal distortion. Previous research has typically investigated the effects of signal-to-noise ratio (SNR and reverberation time in isolation, whilst few have looked at their interaction. In this study, we probed how reverberation time and SNR influence recall of words presented in participants’ first- (L1 and second-language (L2. A total of 72 children (10 years old participated in this study. The to-be-recalled wordlists were played back with two different reverberation times (0.3 and 1.2 sec crossed with two different SNRs (+3 dBA and +12 dBA. Children recalled fewer words when the spoken words were presented in L2 in comparison with recall of spoken words presented in L1. Words that were presented with a high SNR (+12 dBA improved recall compared to a low SNR (+3 dBA. Reverberation time interacted with SNR to the effect that at +12 dB the shorter reverberation time improved recall, but at +3 dB it impaired recall. The effects of the physical sound variables (SNR and reverberation time did not interact with language.

  5. A Case Study of the Process of Learning Standard Written English: An Interactive Classroom-Based Action Research of the Influences of Students' Language Background on Their Ability to Learn Standard Written English

    Science.gov (United States)

    Mathis-Wisseh, Ruth D.

    2011-01-01

    This case study, conducted in the context of an interactive classroom-based action research, has examined the process by which Language 1 (L1-native speakers of English) and Language 2 (L2-non-native speakers of English) students develop the ability to acquire the standard written form of the English language. The dissertation was designed to…

  6. The Impact of Executive Functions on the Written Language Process: Some Evidence from Children with Writing Disabilities

    Science.gov (United States)

    Alevriadou, Anastasia; Giaouri, Stergiani

    2015-01-01

    Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive…

  7. Dimensions of Discourse Level Oral Language Skills and Their Relation to Reading Comprehension and Written Composition: An Exploratory Study

    Science.gov (United States)

    Kim, Young-Suk Grace; Park, Cheahyung; Park, Younghee

    2015-01-01

    We examined the relations of discourse-level oral language skills [i.e., listening comprehension, and oral retell and production of narrative texts (oral retell and production hereafter)] to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and…

  8. Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners

    Science.gov (United States)

    Arcon, Nina; Klein, Perry D.; Dombroski, Jill D.

    2017-01-01

    Previous research has shown that both dictation and speech-to-text (STT) software can increase the quality of writing for native English speakers. The purpose of this study was to investigate the effect of these modalities on the written composition and cognitive load of elementary school English language learners (ELLs). In a within-subjects…

  9. Readability of written medicine information materials in Arabic language: expert and consumer evaluation.

    Science.gov (United States)

    Al Aqeel, Sinaa; Abanmy, Norah; Aldayel, Abeer; Al-Khalifa, Hend; Al-Yahya, Maha; Diab, Mona

    2018-02-27

    Written Medicine Information (WMI) is one of the sources that patients use to obtain information concerning medicine. This paper aims to assess the readability of two types of WMIs in Arabic language based on vocabulary use and sentence structure using a panel of experts and consumers. This is a descriptive study. Two different types of materials, including the online text from King Abdullah Bin Abdulaziz Arabic Health Encyclopaedia (KAAHE) and medication leaflets submitted by the manufacturers to the Saudi Food and Drug Authority (SFDA) were evaluated. We selected a group of sentences from each WMI. The readability was assessed by experts (n = 5) and consumers (n = 5). The sentence readability of each measured using a specific criteria and rated as 1 = easy, 2 = intermediate, or 3 = difficult. A total of 4476 sentences (SFDA 2231; KAHEE 2245) extracted from websites or patient information leaflets on 50 medications and evaluated. The majority of the vocabulary and sentence structure was considered easy by both expert (SFDA: 68%; KAAHE: 76%) and consumer (SFDA: 76%; KAAHE: 84%) groups. The sentences with difficult or intermediate vocabulary and sentence structure are derived primarily from the precautions and side effects sections. The SFDA and KAAHE WMIs are easy to read and understand as judged by our study sample. However; there is room for improvement, especially in sections related to the side effects and precautions.

  10. Language spoken at home and the association between ethnicity and doctor-patient communication in primary care: analysis of survey data for South Asian and White British patients.

    Science.gov (United States)

    Brodie, Kara; Abel, Gary; Burt, Jenni

    2016-03-03

    To investigate if language spoken at home mediates the relationship between ethnicity and doctor-patient communication for South Asian and White British patients. We conducted secondary analysis of patient experience survey data collected from 5870 patients across 25 English general practices. Mixed effect linear regression estimated the difference in composite general practitioner-patient communication scores between White British and South Asian patients, controlling for practice, patient demographics and patient language. There was strong evidence of an association between doctor-patient communication scores and ethnicity. South Asian patients reported scores averaging 3.0 percentage points lower (scale of 0-100) than White British patients (95% CI -4.9 to -1.1, p=0.002). This difference reduced to 1.4 points (95% CI -3.1 to 0.4) after accounting for speaking a non-English language at home; respondents who spoke a non-English language at home reported lower scores than English-speakers (adjusted difference 3.3 points, 95% CI -6.4 to -0.2). South Asian patients rate communication lower than White British patients within the same practices and with similar demographics. Our analysis further shows that this disparity is largely mediated by language. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  11. The Relationship between Intrinsic Couplings of the Visual Word Form Area with Spoken Language Network and Reading Ability in Children and Adults

    Directory of Open Access Journals (Sweden)

    Yu Li

    2017-06-01

    Full Text Available Reading plays a key role in education and communication in modern society. Learning to read establishes the connections between the visual word form area (VWFA and language areas responsible for speech processing. Using resting-state functional connectivity (RSFC and Granger Causality Analysis (GCA methods, the current developmental study aimed to identify the difference in the relationship between the connections of VWFA-language areas and reading performance in both adults and children. The results showed that: (1 the spontaneous connectivity between VWFA and the spoken language areas, i.e., the left inferior frontal gyrus/supramarginal gyrus (LIFG/LSMG, was stronger in adults compared with children; (2 the spontaneous functional patterns of connectivity between VWFA and language network were negatively correlated with reading ability in adults but not in children; (3 the causal influence from LIFG to VWFA was negatively correlated with reading ability only in adults but not in children; (4 the RSFCs between left posterior middle frontal gyrus (LpMFG and VWFA/LIFG were positively correlated with reading ability in both adults and children; and (5 the causal influence from LIFG to LSMG was positively correlated with reading ability in both groups. These findings provide insights into the relationship between VWFA and the language network for reading, and the role of the unique features of Chinese in the neural circuits of reading.

  12. A Rationale To Integrate Dialog Journal Writing in the Foreign Language Conversation Class.

    Science.gov (United States)

    de Godev, Concepcion B.

    The need to underline the relationship between spoken and written language in second language instruction is discussed, and the use of student dialogue journals to accomplish this is encouraged. The first section offers an overview of the whole language approach, which emphasizes integration of language skills. The second section examines briefly…

  13. Contribution of Spoken Language and Socio-Economic Background to Adolescents' Educational Achievement at Age 16 Years

    Science.gov (United States)

    Spencer, Sarah; Clegg, Judy; Stackhouse, Joy; Rush, Robert

    2017-01-01

    Background: Well-documented associations exist between socio-economic background and language ability in early childhood, and between educational attainment and language ability in children with clinically referred language impairment. However, very little research has looked at the associations between language ability, educational attainment and…

  14. How appropriate are the English language test requirements for non-UK-trained nurses? A qualitative study of spoken communication in UK hospitals.

    Science.gov (United States)

    Sedgwick, Carole; Garner, Mark

    2017-06-01

    Non-native speakers of English who hold nursing qualifications from outside the UK are required to provide evidence of English language competence by achieving a minimum overall score of Band 7 on the International English Language Testing System (IELTS) academic test. To describe the English language required to deal with the daily demands of nursing in the UK. To compare these abilities with the stipulated levels on the language test. A tracking study was conducted with 4 nurses, and focus groups with 11 further nurses. The transcripts of the interviews and focus groups were analysed thematically for recurrent themes. These findings were then compared with the requirements of the IELTS spoken test. The study was conducted outside the participants' working shifts in busy London hospitals. The participants in the tracking study were selected opportunistically;all were trained in non-English speaking countries. Snowball sampling was used for the focus groups, of whom 4 were non-native and 7 native speakers of English. In the tracking study, each of the 4 nurses was interviewed on four occasions, outside the workplace, and as close to the end of a shift as possible. They were asked to recount their spoken interactions during the course of their shift. The participants in the focus groups were asked to describe their typical interactions with patients, family members, doctors, and nursing colleagues. They were prompted to recall specific instances of frequently-occurring communication problems. All interactions were audio-recorded, with the participants' permission,and transcribed. Nurses are at the centre of communication for patient care. They have to use appropriate registers to communicate with a range of health professionals, patients and their families. They must elicit information, calm and reassure, instruct, check procedures, ask for and give opinions,agree and disagree. Politeness strategies are needed to avoid threats to face. They participate in medical

  15. "Grammar Nazis Never Sleep": Facebook Humor and the Management of Standard Written Language

    Science.gov (United States)

    Sherman, Tamah; Švelch, Jaroslav

    2015-01-01

    This paper uses Language Management Theory (Nekvapil and Sherman, "Language management in contact situations. Perspectives from three continents". Peter Lang, Frankfurt/Main, 2009) to investigate Facebook pages as a site and instrument of behavior-toward-language, focusing specifically on the use of humor. The language in question is…

  16. Development of a CD-ROM on written language for the continuing education of elementary school teachers

    Directory of Open Access Journals (Sweden)

    Thaís dos Santos Gonçalves

    2011-12-01

    Full Text Available Distance education has emerged to minimize the anxiety of many professionals who need to update their knowledge, but do not have the time and opportunity to travel to educational centers. Objectives: To describe the development of a CD-ROM to provide distance continuing education to basic school teachers that addresses issues related to written language. Material and Methods: Previously, a script was developed with themes related to the acquisition and development of written language. Subsequently, a technical team transformed the texts in multimedia language. Results: The titles of each content area addressed are available on buttons and links. The files can be viewed in a linear sequence, allowing the teacher to start learning at the desired moment and go straight to the file that he or she wants to access. Videos that show practical applications of the concepts available in text are included. Conclusions: Brazil is a developing country. The use of technologies for education reduces cultural isolation among education professionals. It is necessary to focus on making teaching materials for distance education. In order to provide an effective learning environment, the learners reality should be considered. A multidisciplinary team should prepare the materials. The development of educational material for distance education on the acquisition and development of written language seems not only appropriate, but also warranted to provide professional growth opportunity for teachers who need time flexibility and/or live far away from academic centers.

  17. The Effect of Language Specific Factors on Early Written Composition: The Role of Spelling, Oral Language and Text Generation Skills in a Shallow Orthography

    Science.gov (United States)

    Arfé, Barbara; Dockrell, Julie E.; De Bernardi, Bianca

    2016-01-01

    Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is…

  18. Investigating the impact of SMS speak on the written work of English first language and English second language high school learners

    Directory of Open Access Journals (Sweden)

    Winzker, Kristy

    2009-12-01

    Full Text Available This study examined the impact of SMS speak on the written work of English first language (L1 and English second language (L2 grade 8s and 11s. The aim was to establish whether these learners make use of features of SMS speak in their English written work. The participants, 88 learners from an English-Afrikaans dual medium school, completed questionnaires from which the frequency and volume of their SMS use were determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of their English essays were examined for the following features of SMS speak: (deliberate spelling errors; lack of punctuation; over-punctuation; omission of function words; and use of abbreviation, acronyms, emoticons and rebus writing. The questionnaires indicated that these learners are avid users of the SMS. All participants reported using features of SMS speak in their SMSes, and more than 40% reported using SMS speak in their written school work. Despite this, features of SMS speak infrequently occurred in the written work of the learners, which could indicate that the learners are able to assess when it is and is not appropriate to use a certain variety of language. That said, a number of SMS speak features were indeed present in the samples, which indicates that SMS speak had some impact on the written work of these learners. Not all of the nonstandard features of their written English could, however, necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could have occurred in the written English of high school learners from before the advent of cell phones.

  19. Strengthening Student Understanding of Mathematical Language through Verbal and Written Representations of the Intermediate Value Theorem

    Science.gov (United States)

    Sealey, Vicki; Deshler, Jessica M.; Hazen, Kirk

    2014-01-01

    As part of a larger research study, this paper describes calculus students' reasoning about the Intermediate Value Theorem (IVT) in verbal, written, and graphical form. During interviews, students were asked to verbally describe the IVT in their own words. They then provided written descriptions, watched video of their verbal descriptions,…

  20. One Laptop per Child and its Implications for the Process of Written Language Learning: A Case Study in Brazil

    Directory of Open Access Journals (Sweden)

    Silvia de Oliveira Kist

    2013-08-01

    Full Text Available This is a case study on the reading and writing practices of six year old children engaged in the daily use of digital technology, conducted in a public school in Porto Alegre (RS/Brazil and made possible by the One Laptop per Child (OLPC project. Its aim was to investigate the practices carried out by students and the possibilities and conditions under which the computer can become a tool that enables them to enter the “literate world”. The students’ practices were examined based on three units of analysis: practices proposed by a teacher, spontaneous practices and representative cases. These practices were categorized into three areas: literacy, fluency of written language and technological fluency. The research began with a theoretical proposal that had to be modified as a result of the study, and emphasizes the importance of pedagogical proposals for children in the initial process of written language learning.

  1. Phonological awareness development in children with and without spoken language difficulties: A 12-month longitudinal study of German-speaking pre-school children.

    Science.gov (United States)

    Schaefer, Blanca; Stackhouse, Joy; Wells, Bill

    2017-10-01

    There is strong empirical evidence that English-speaking children with spoken language difficulties (SLD) often have phonological awareness (PA) deficits. The aim of this study was to explore longitudinally if this is also true of pre-school children speaking German, a language that makes extensive use of derivational morphemes which may impact on the acquisition of different PA levels. Thirty 4-year-old children with SLD were assessed on 11 PA subtests at three points over a 12-month period and compared with 97 four-year-old typically developing (TD) children. The TD-group had a mean percentage correct of over 50% for the majority of tasks (including phoneme tasks) and their PA skills developed significantly over time. In contrast, the SLD-group improved their PA performance over time on syllable and rhyme, but not on phoneme level tasks. Group comparisons revealed that children with SLD had weaker PA skills, particularly on phoneme level tasks. The study contributes a longitudinal perspective on PA development before school entry. In line with their English-speaking peers, German-speaking children with SLD showed poorer PA skills than TD peers, indicating that the relationship between SLD and PA is similar across these two related but different languages.

  2. Constraints in the Production of Written Text in Children with Specific Language Impairments

    Science.gov (United States)

    Dockrell, Julie E.; Lindsay, Geoff; Connelly, Vincent; Mackie, Clare

    2007-01-01

    The writing performance of 64 elementary school children with a history of specific language impairment was examined to evaluate both the nature of the children's difficulties with writing and the relationship between oral language, reading, and writing. Children were assessed at age 8 on a range of language, literacy, and cognitive measures and…

  3. Written Materials for the IYA

    Science.gov (United States)

    Fierro Gossman, Julieta

    2008-05-01

    In the poster presentation I shall describe the written materials we have edited for the IYA. The first is a book written for general public about Galileo's life and research. The rest are a series of articles for teachers so that they include hands-on astronomy activities in their classroom including a star party. All these materials are written in Spanish, that is a language spoken is large areas of the world. I believe science is better understood in the mother tong so that many of these materials will be also useful for countries where Spanish is a second language. References Hector Dominguez y Julieta Fierro Galileo y el telescopio, 400 anios de ciencia Uribe y Ferrari Editores, 2007 ISBN 970 756 238-2 Hector Dominguez y Julieta Fierro Newton, la luz y el movimiento de los cuerpos Uribe y Ferrari Editores, 2007 ISBN 970 756 238 2 Hector Dominguez y Julieta Fierro, Galileo para Maestros I Correo del Maestro, Núm. 133, p. 15-26, Anio 12, Junio 2007. Hector Dominguez y Julieta Fierro, Galileo para Maestros II Correo del Maestro, Num. 134, p. 17-26, Anio 12, 2007. Hector Dominguez y Julieta Fierro, Galileo para Maestros III Correo del Maestro, Num. 135, p. 10-18, Anio 12, 2007. Hector Dominguez y Julieta Fierro Experimentos sobre la caida de los cuerpos El Correo del Maestro, anio 12 Numero 142, p. 5-18, 2008.

  4. "I was born full deaf." Written language outcomes after 1 year of strategic and interactive writing instruction.

    Science.gov (United States)

    Wolbers, Kimberly A; Dostal, Hannah M; Bowers, Lisa M

    2012-01-01

    Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This 1-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness, and function words) of 29 deaf middle-school students. A repeated-measures analysis of variance with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention's efficacy when used with students of various literacy levels. Students, whether high or low achieving, demonstrated statistically significant gains with writing length, sentence complexity, and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., American Sign Language users, oral students, users of English-based sign).

  5. How does language change as a lexical network? An investigation based on written Chinese word co-occurrence networks

    Science.gov (United States)

    Chen, Heng; Chen, Xinying

    2018-01-01

    Language is a complex adaptive system, but how does it change? For investigating this process, four diachronic Chinese word co-occurrence networks have been built based on texts that were written during the last 2,000 years. By comparing the network indicators that are associated with the hierarchical features in language networks, we learn that the hierarchy of Chinese lexical networks has indeed evolved over time at three different levels. The connections of words at the micro level are continually weakening; the number of words in the meso-level communities has increased significantly; and the network is expanding at the macro level. This means that more and more words tend to be connected to medium-central words and form different communities. Meanwhile, fewer high-central words link these communities into a highly efficient small-world network. Understanding this process may be crucial for understanding the increasing structural complexity of the language system. PMID:29489837

  6. The Influence of Group Formation on Learner Participation, Language Complexity, and Corrective Behaviour in Synchronous Written Chat as Part of Academic German Studies

    Science.gov (United States)

    Fredriksson, Christine

    2015-01-01

    Synchronous written chat and instant messaging are tools which have been used and explored in online language learning settings for at least two decades. Research literature has shown that such tools give second language (L2) learners opportunities for language learning, e.g. , the interaction in real time with peers and native speakers, the…

  7. Reply to David Kemmerer's "a critique of Mark D. Allen's 'the preservation of verb subcategory knowledge in a spoken language comprehension deficit'".

    Science.gov (United States)

    Allen, Mark D; Owens, Tyler E

    2008-07-01

    Allen [Allen, M. D. (2005). The preservation of verb subcategory knowledge in a spoken language comprehension deficit. Brain and Language, 95, 255-264] presents evidence from a single patient, WBN, to motivate a theory of lexical processing and representation in which syntactic information may be encoded and retrieved independently of semantic information. In his critique, Kemmerer argues that because Allen depended entirely on preposition-based verb subcategory violations to test WBN's knowledge of correct argument structure, his results, at best, address a "strawman" theory. This argument rests on the assumption that preposition subcategory options are superficial syntactic phenomena which are not represented by argument structure proper. We demonstrate that preposition subcategory is in fact treated as semantically determined argument structure in the theories that Allen evaluated, and thus far from irrelevant. In further discussion of grammatically relevant versus irrelevant semantic features, Kemmerer offers a review of his own studies. However, due to an important design shortcoming in these experiments, we remain unconvinced. Reemphasizing the fact the Allen (2005) never claimed to rule out all semantic contributions to syntax, we propose an improvement in Kemmerer's approach that might provide more satisfactory evidence on the distinction between the kinds of relevant versus irrelevant features his studies have addressed.

  8. Age and amount of exposure to a foreign language during childhood: behavioral and ERP data on the semantic comprehension of spoken English by Japanese children.

    Science.gov (United States)

    Ojima, Shiro; Matsuba-Kurita, Hiroko; Nakamura, Naoko; Hoshino, Takahiro; Hagiwara, Hiroko

    2011-06-01

    Children's foreign-language (FL) learning is a matter of much social as well as scientific debate. Previous behavioral research indicates that starting language learning late in life can lead to problems in phonological processing. Inadequate phonological capacity may impede lexical learning and semantic processing (phonological bottleneck hypothesis). Using both behavioral and neuroimaging data, here we examine the effects of age of first exposure (AOFE) and total hours of exposure (HOE) to English, on 350 Japanese primary-school children's semantic processing of spoken English. Children's English proficiency scores and N400 event-related brain potentials (ERPs) were analyzed in multiple regression analyses. The results showed (1) that later, rather than earlier, AOFE led to higher English proficiency and larger N400 amplitudes, when HOE was controlled for; and (2) that longer HOE led to higher English proficiency and larger N400 amplitudes, whether AOFE was controlled for or not. These data highlight the important role of amount of exposure in FL learning, and cast doubt on the view that starting FL learning earlier always produces better results. Copyright © 2011 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

  9. 25 CFR 39.131 - What is a Language Development Program?

    Science.gov (United States)

    2010-04-01

    ...) Are not proficient in spoken or written English; (b) Are not proficient in any language; (c) Are... 25 Indians 1 2010-04-01 2010-04-01 false What is a Language Development Program? 39.131 Section 39... EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.131 What is a...

  10. A Mother Tongue Spoken Mainly by Fathers.

    Science.gov (United States)

    Corsetti, Renato

    1996-01-01

    Reviews what is known about Esperanto as a home language and first language. Recorded cases of Esperanto-speaking families are known since 1919, and in nearly all of the approximately 350 families documented, the language is spoken to the children by the father. The data suggests that this "artificial bilingualism" can be as successful…

  11. Quarterly Data for Spoken Language Preferences of Supplemental Security Income Blind and Disabled Applicants (2014-2015)

    Data.gov (United States)

    Social Security Administration — This data set provides quarterly volumes for language preferences at the national level of individuals filing claims for SSI Blind and Disabled benefits for fiscal...

  12. Social Security Administration - Quarterly Data for Spoken Language Preferences of Supplemental Security Income Blind and Disabled Applicants (2016-onwards)

    Data.gov (United States)

    Social Security Administration — This data set provides quarterly volumes for language preferences at the national level of individuals filing claims for SSI Blind and Disabled benefits from fiscal...

  13. Computer-Assisted Learning for the Hearing Impaired: An Interactive Written Language Enviroment.

    Science.gov (United States)

    Ward, R. D.; Rostron, A. B.

    1983-01-01

    To help hearing-impaired children develop their linguistic competence, a computer system that can process sentences and give feedback about their acceptability was developed. Suggestions are made of ways to use the system as an environment for interactive written communication. (Author/CL)

  14. Japanese Non Resident Language Refresher Course; 210 Hour Course.

    Science.gov (United States)

    Defense Language Inst., Washington, DC.

    This military intelligence unit refresher course in Japanese is designed for 210 hours of audiolingual instruction. The materials, prepared by the Defense Language Institute, are intended for students with considerable intensive training in spoken and written Japanese who are preparing for a military language assignment. [Not available in hard…

  15. A Shared Platform for Studying Second Language Acquisition

    Science.gov (United States)

    MacWhinney, Brian

    2017-01-01

    The study of second language acquisition (SLA) can benefit from the same process of datasharing that has proven effective in areas such as first language acquisition and aphasiology. Researchers can work together to construct a shared platform that combines data from spoken and written corpora, online tutors, and Web-based experimentation. Many of…

  16. The Knowledge and Perceptions of Prospective Teachers and Speech Language Therapists in Collaborative Language and Literacy Instruction

    Science.gov (United States)

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

    2015-01-01

    Successful collaboration among speech and language therapists (SLTs) and teachers fosters the creation of communication friendly classrooms that maximize children's spoken and written language learning. However, these groups of professionals may have insufficient opportunity in their professional study to develop the shared knowledge, perceptions…

  17. Spoken word recognition in young tone language learners: Age-dependent effects of segmental and suprasegmental variation.

    Science.gov (United States)

    Ma, Weiyi; Zhou, Peng; Singh, Leher; Gao, Liqun

    2017-02-01

    The majority of the world's languages rely on both segmental (vowels, consonants) and suprasegmental (lexical tones) information to contrast the meanings of individual words. However, research on early language development has mostly focused on the acquisition of vowel-consonant languages. Developmental research comparing sensitivity to segmental and suprasegmental features in young tone learners is extremely rare. This study examined 2- and 3-year-old monolingual tone learners' sensitivity to vowels and tones. Experiment 1a tested the influence of vowel and tone variation on novel word learning. Vowel and tone variation hindered word recognition efficiency in both age groups. However, tone variation hindered word recognition accuracy only in 2-year-olds, while 3-year-olds were insensitive to tone variation. Experiment 1b demonstrated that 3-year-olds could use tones to learn new words when additional support was provided, and additionally, that Tone 3 words were exceptionally difficult to learn. Experiment 2 confirmed a similar pattern of results when children were presented with familiar words. This study is the first to show that despite the importance of tones in tone languages, vowels maintain primacy over tones in young children's word recognition and that tone sensitivity in word learning and recognition changes between 2 and 3years of age. The findings suggest that early lexical processes are more tightly constrained by variation in vowels than by tones. Copyright © 2016 Elsevier B.V. All rights reserved.

  18. Utah State University: Cross-Discipline Training through the Graduate Studies Program in Auditory Learning & Spoken Language

    Science.gov (United States)

    Houston, K. Todd

    2010-01-01

    Since 1946, Utah State University (USU) has offered specialized coursework in audiology and speech-language pathology, awarding the first graduate degrees in 1948. In 1965, the teacher training program in deaf education was launched. Over the years, the Department of Communicative Disorders and Deaf Education (COMD-DE) has developed a rich history…

  19. A Pilot Study of Telepractice for Teaching Listening and Spoken Language to Mandarin-Speaking Children with Congenital Hearing Loss

    Science.gov (United States)

    Chen, Pei-Hua; Liu, Ting-Wei

    2017-01-01

    Telepractice provides an alternative form of auditory-verbal therapy (eAVT) intervention through videoconferencing; this can be of immense benefit for children with hearing loss, especially those living in rural or remote areas. The effectiveness of eAVT for the language development of Mandarin-speaking preschoolers with hearing loss was…

  20. Attitudes of second language students towards self-editing their own written texts

    Directory of Open Access Journals (Sweden)

    Daniel Kasule

    2010-05-01

    Full Text Available Recognizing students’ deliberate e!orts to minimize errors in their written texts is valuable in seeing them as responsible active agents in text creation. This paper reports on a brief survey of the attitudes towards self-editing of seventy university students using a questionnaire and class discussion. The context of the study is characterized by its emphasis on evaluating the finished written product. Findings show that students appreciate the role of self-editing in minimizing errors in their texts and that it helps in eventually producing well-written texts. Conceptualizing writing as discourse and therefore as social practice leads to an understanding of writers as socially-situated actors; repositions the student writer as an active agent in text creation; and is central to student-centred pedagogy. We recommend the recognition of self-editing as a vital element in the writing process and that additional error detection mechanisms namely peers, the lecturer, and the computer, increase student autonomy.

  1. Sign language ability in young deaf signers predicts comprehension of written sentences in English.

    Science.gov (United States)

    Andrew, Kathy N; Hoshooley, Jennifer; Joanisse, Marc F

    2014-01-01

    We investigated the robust correlation between American Sign Language (ASL) and English reading ability in 51 young deaf signers ages 7;3 to 19;0. Signers were divided into 'skilled' and 'less-skilled' signer groups based on their performance on three measures of ASL. We next assessed reading comprehension of four English sentence structures (actives, passives, pronouns, reflexive pronouns) using a sentence-to-picture-matching task. Of interest was the extent to which ASL proficiency provided a foundation for lexical and syntactic processes of English. Skilled signers outperformed less-skilled signers overall. Error analyses further indicated greater single-word recognition difficulties in less-skilled signers marked by a higher rate of errors reflecting an inability to identify the actors and actions described in the sentence. Our findings provide evidence that increased ASL ability supports English sentence comprehension both at the levels of individual words and syntax. This is consistent with the theory that first language learning promotes second language through transference of linguistic elements irrespective of the transparency of mapping of grammatical structures between the two languages.

  2. Sign language ability in young deaf signers predicts comprehension of written sentences in English.

    Directory of Open Access Journals (Sweden)

    Kathy N Andrew

    Full Text Available We investigated the robust correlation between American Sign Language (ASL and English reading ability in 51 young deaf signers ages 7;3 to 19;0. Signers were divided into 'skilled' and 'less-skilled' signer groups based on their performance on three measures of ASL. We next assessed reading comprehension of four English sentence structures (actives, passives, pronouns, reflexive pronouns using a sentence-to-picture-matching task. Of interest was the extent to which ASL proficiency provided a foundation for lexical and syntactic processes of English. Skilled signers outperformed less-skilled signers overall. Error analyses further indicated greater single-word recognition difficulties in less-skilled signers marked by a higher rate of errors reflecting an inability to identify the actors and actions described in the sentence. Our findings provide evidence that increased ASL ability supports English sentence comprehension both at the levels of individual words and syntax. This is consistent with the theory that first language learning promotes second language through transference of linguistic elements irrespective of the transparency of mapping of grammatical structures between the two languages.

  3. Development of a traceability analysis method based on case grammar for NPP requirement documents written in Korean language

    International Nuclear Information System (INIS)

    Yoo, Yeong Jae; Seong, Poong Hyun; Kim, Man Cheol

    2004-01-01

    Software inspection is widely believed to be an effective method for software verification and validation (V and V). However, software inspection is labor-intensive and, since it uses little technology, software inspection is viewed upon as unsuitable for a more technology-oriented development environment. Nevertheless, software inspection is gaining in popularity. KAIST Nuclear I and C and Information Engineering Laboratory (NICIEL) has developed software management and inspection support tools, collectively named 'SIS-RT.' SIS-RT is designed to partially automate the software inspection processes. SIS-RT supports the analyses of traceability between a given set of specification documents. To make SIS-RT compatible for documents written in Korean, certain techniques in natural language processing have been studied. Among the techniques considered, case grammar is most suitable for analyses of the Korean language. In this paper, we propose a methodology that uses a case grammar approach to analyze the traceability between documents written in Korean. A discussion regarding some examples of such an analysis will follow

  4. Inferential language use by school-aged boys with fragile X syndrome: Effects of a parent-implemented spoken language intervention.

    Science.gov (United States)

    Nelson, Sarah; McDuffie, Andrea; Banasik, Amy; Tempero Feigles, Robyn; Thurman, Angela John; Abbeduto, Leonard

    This study examined the impact of a distance-delivered parent-implemented narrative language intervention on the use of inferential language during shared storytelling by school-aged boys with fragile X syndrome, an inherited neurodevelopmental disorder. Nineteen school-aged boys with FXS and their biological mothers participated. Dyads were randomly assigned to an intervention or a treatment-as-usual comparison group. Transcripts from all pre- and post-intervention sessions were coded for child use of prompted and spontaneous inferential language coded into various categories. Children in the intervention group used more utterances that contained inferential language than the comparison group at post-intervention. Furthermore, children in the intervention group used more prompted inferential language than the comparison group at post-intervention, but there were no differences between the groups in their spontaneous use of inferential language. Additionally, children in the intervention group demonstrated increases from pre- to post-intervention in their use of most categories of inferential language. This study provides initial support for the utility of a parent-implemented language intervention for increasing the use of inferential language by school aged boys with FXS, but also suggests the need for additional treatment to encourage spontaneous use. Copyright © 2018 Elsevier Inc. All rights reserved.

  5. Simultaneous perception of a spoken and a signed language: The brain basis of ASL-English code-blends

    Science.gov (United States)

    Weisberg, Jill; McCullough, Stephen; Emmorey, Karen

    2018-01-01

    Code-blends (simultaneous words and signs) are a unique characteristic of bimodal bilingual communication. Using fMRI, we investigated code-blend comprehension in hearing native ASL-English bilinguals who made a semantic decision (edible?) about signs, audiovisual words, and semantically equivalent code-blends. English and ASL recruited a similar fronto-temporal network with expected modality differences: stronger activation for English in auditory regions of bilateral superior temporal cortex, and stronger activation for ASL in bilateral occipitotemporal visual regions and left parietal cortex. Code-blend comprehension elicited activity in a combination of these regions, and no cognitive control regions were additionally recruited. Furthermore, code-blends elicited reduced activation relative to ASL presented alone in bilateral prefrontal and visual extrastriate cortices, and relative to English alone in auditory association cortex. Consistent with behavioral facilitation observed during semantic decisions, the findings suggest that redundant semantic content induces more efficient neural processing in language and sensory regions during bimodal language integration. PMID:26177161

  6. Czech spoken in Bohemia and Moravia

    NARCIS (Netherlands)

    Šimáčková, Š.; Podlipský, V.J.; Chládková, K.

    2012-01-01

    As a western Slavic language of the Indo-European family, Czech is closest to Slovak and Polish. It is spoken as a native language by nearly 10 million people in the Czech Republic (Czech Statistical Office n.d.). About two million people living abroad, mostly in the USA, Canada, Austria, Germany,

  7. The Linguist and the English Language.

    Science.gov (United States)

    Quirk, Randolph

    This collection of essays focuses on linguistic investigations of English, both spoken and written. The 12 chapters deal with Charles Dickens' linguistic criticism; eighteenth century prescriptivism; the relevance of language study to the study of Shakespeare; obstacles to the study of Old and Middle English; the contributions of R. G. Latham to…

  8. Hausa Language in Information and Communication Technology ...

    African Journals Online (AJOL)

    ... especially the human use of spoken or written words as a communication system. It is against this background that this study examined the use of Hausa Language in Information and Communication technology specifically as a medium of dissemination of information and or communication. The Information Manager Vol.

  9. Corpus Linguistics: Discovering How We Use language.

    Science.gov (United States)

    Rosenthal, John

    2003-01-01

    Highlights the use of corpus linguistics--or the the study of language through the use of a large collection of naturally-occurring written and spoken texts. Discusses corpora with computers, applications of corpus linguistics, and the University of Pennsylvania's Linguistic data Consortium, which is conducting a speech study to support linguistic…

  10. Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language

    Science.gov (United States)

    Tanimoto, Steven; Thompson, Rob; Berninger, Virginia W.; Nagy, William; Abbott, Robert D.

    2015-01-01

    Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition. PMID:26858470

  11. The Differences Between Men And Women Language Styles In Writing Twitter Updates

    OpenAIRE

    FATIN, MARSHELINA

    2014-01-01

    Fatin, Marshelina. 2013. The Differences between Men and Women LanguageStyles in Writing Twitter Updates. Study Program of English, UniversitasBrawijaya. Supervisor: Isti Purwaningtyas; Co-supervisor: Muhammad Rozin.Keywords: Twitter, Twitter updates, Language style, Men language, Womenlanguage. The language which is used by people has so many differences. The differences itself are associated with men and women which belong to gender. If there are differences in spoken language, written lang...

  12. Similarities Between Deaf or Hard of Hearing and Hearing Students' Awareness of Affective Words' Valence in Written Language.

    Science.gov (United States)

    Li, Degao; Zhang, Fan; Zeng, Xihong

    2016-01-01

    An affective priming task was used with two cohorts of college students, one deaf or hard of hearing (D/HH), the other hearing, in two experiments. The same set of affective-word targets, preceded by "※※" in Experiment 1 but by affective-word primes of the same valence as the targets in Experiment 2, were presented vertically above or below the screen center. Stimuli that preceded the targets were shown at the screen center. D/HH participants generally performed more poorly than hearing participants, but both groups performed similarly in that both did better on the positive targets than on the negative in both experiments, and on supporting metaphorical associations between valence and vertical positions (Meier & Robinson, 2004), as indicated by reaction times, in Experiment 2. The researchers concluded that D/HH and hearing college students perform similarly in developing cognition-grounded representations of affective words in written language.

  13. Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children

    NARCIS (Netherlands)

    Knoors, H.E.T.; Marschark, M.

    2012-01-01

    For over 25 years in some countries and more recently in others, bilingual education involving sign language and the written/spoken vernacular has been considered an essential educational intervention for deaf children. With the recent growth in universal newborn hearing screening and technological

  14. The representation of language within language : A syntactico-pragmatic typology of direct speech

    NARCIS (Netherlands)

    de Vries, M.

    The recursive phenomenon of direct speech (quotation) comes in many different forms, and it is arguably an important and widely used ingredient of both spoken and written language. This article builds on (and provides indirect support for) the idea that quotations are to be defined pragmatically as

  15. Refining the Use of the Web (and Web Search) as a Language Teaching and Learning Resource

    Science.gov (United States)

    Wu, Shaoqun; Franken, Margaret; Witten, Ian H.

    2009-01-01

    The web is a potentially useful corpus for language study because it provides examples of language that are contextualized and authentic, and is large and easily searchable. However, web contents are heterogeneous in the extreme, uncontrolled and hence "dirty," and exhibit features different from the written and spoken texts in other linguistic…

  16. How Can Comorbidity with Attention-Deficit/Hyperactivity Disorder Aid Understanding of Language and Speech Disorders?

    Science.gov (United States)

    Tomblin, J. Bruce; Mueller, Kathyrn L.

    2012-01-01

    This article provides a background for the topic of comorbidity of attention-deficit/hyperactivity disorder and spoken and written language and speech disorders that extends through this issue of "Topics in Language Disorders." Comorbidity is common within developmental disorders and may be explained by many possible reasons. Some of these can be…

  17. Evaluating Corpus Literacy Training for Pre-Service Language Teachers: Six Case Studies

    Science.gov (United States)

    Heather, Julian; Helt, Marie

    2012-01-01

    Corpus literacy is the ability to use corpora--large, principled databases of spoken and written language--for language analysis and instruction. While linguists have emphasized the importance of corpus training in teacher preparation programs, few studies have investigated the process of initiating teachers into corpus literacy with the result…

  18. English-as-a-second language (ESL) nursing students: strategies for building verbal and written language skills.

    Science.gov (United States)

    Guhde, Jacqueline A

    2003-01-01

    With the growing number of foreign-born residents in the United States, nurse educators face the challenge of educating students who may have difficulty with the English language. There are an estimated 28.4 million foreign-born residents in the United States, which is the largest number in the history of this country (U.S. Census Bureau, 2001). The U.S. census report (2001) shows that the Hispanic/Latino population has increased by 57.9% since 1990 and now accounts for 12.5% of the total population. Another fast growing group is the Asian population that has increased by 48.3% since 1990 and now accounts for 3.6% of the total population. The Annual Report of the American Association of Colleges of Nursing (AACN, 2001) shows that the minority representation in baccalaureate programs has also increased with the Hispanic/Latino students at 4.8% and the Asian/Pacific Islander/Hawaiian students at 4.7% of the undergraduate nursing student population. Several authors (Abriam-Yago, Yoder, & Kataoka-Yahiro, 1999; Lester, 1998; Davidhizar, Dowd, & Geiger, 1998; Dowell, 1996; Andrews, 1992) have discussed the importance of increasing the number of ethnic minority nurses to insure the quality of healthcare to an increasingly diverse population. As the nursing shortage deepens, recruiting minorities into nursing is essential to meet the increasing demand. This change presents unique challenges and opportunities in nursing education. Colleges and universities will need to develop innovative programs to attract these nontraditional students, and support programs to help them complete the nursing curriculum.

  19. Orthographic Facilitation in Chinese Spoken Word Recognition: An ERP Study

    Science.gov (United States)

    Zou, Lijuan; Desroches, Amy S.; Liu, Youyi; Xia, Zhichao; Shu, Hua

    2012-01-01

    Orthographic influences in spoken word recognition have been previously examined in alphabetic languages. However, it is unknown whether orthographic information affects spoken word recognition in Chinese, which has a clean dissociation between orthography (O) and phonology (P). The present study investigated orthographic effects using event…

  20. [Examination of relationship between level of hearing and written language skills in 10-14-year-old hearing impaired children].

    Science.gov (United States)

    Turğut, Nedim; Karlıdağ, Turgut; Başar, Figen; Yalçın, Şinasi; Kaygusuz, İrfan; Keleş, Erol; Birkent, Ömer Faruk

    2015-01-01

    This study aims to review the relationship between written language skills and factors which are thought to affect this skill such as mean hearing loss, duration of auditory deprivation, speech discrimination score, and pre-school education attendance and socioeconomic status of hearing impaired children who attend 4th-7th grades in primary school in inclusive environment. The study included 25 hearing impaired children (14 males, 11 females; mean age 11.4±1.4 years; range 10 to 14 years) (study group) and 20 children (9 males, 11 females; mean age 11.5±1.3 years; range 10 to 14 years) (control group) with normal hearing in the same age group and studying in the same class. Study group was separated into two subgroups as group 1a and group 1b since some of the children with hearing disability used hearing aid while some used cochlear implant. Intragroup comparisons and relational screening were performed for those who use hearing aids and cochlear implants. Intergroup comparisons were performed to evaluate the effect of the parameters on written language skills. Written expression skill level of children with hearing disability was significantly lower than their normal hearing peers (p=0.001). A significant relationship was detected between written language skills and mean hearing loss (p=0.048), duration of auditory deprivation (p=0.021), speech discrimination score (p=0.014), and preschool attendance (p=0.005), when it comes to socioeconomic status we were not able to find any significant relationship (p=0.636). It can be said that hearing loss affects written language skills negatively and hearing impaired individuals develop low-level written language skills compared to their normal hearing peers.

  1. Discourse before gender: An event-related brain potential study on the interplay of semantic and syntactic information during spoken language understanding

    NARCIS (Netherlands)

    Brown, C.M.; Berkum, J.J.A. van; Hagoort, P.

    2000-01-01

    A study is presented on the effects of discourse-semantic and lexical-syntactic information during spoken sentence processing. Event-related brain potentials (ERPs) were registered while subjects listened to discourses that ended in a sentence with a temporary syntactic ambiguity. The prior

  2. The social uses of written language in the school space of adult women in process of alphabetization inserted in a graphocentric society

    Directory of Open Access Journals (Sweden)

    Rosângela Pedralli

    2012-10-01

    Full Text Available This article, result of a case study of ethnographic type, has as object the written modality of language in the scholar space of women participants of the Young and Adults Education Course –1st Segment of Florianópolis City Hall. The question that guides the study is “how are characterized the social uses of written language in the school space of adult women in process of alphabetization inserted in a graphocentric society?” Theoretically, this study is based on Street (2003 e 1984, Hamilton (2000, Kleiman (2007, 2001 e 2001 [1995], Halté (2008 [1998], among others. The results signalizes to school uses of written language with a dimension that is still a lot artificialized, restricted to the school space, with infantilization components or with approximations with common sense, rarefying the written language, yet having a movement in search for new configurations/approximations with the theoretical ideal of speech genres (BAKHTIN, 2003 [1952/53] and a work still initial with the new technologies.

  3. From Student to Entry-Level Professional: Examining the Role of Language and Written Communications in the Reacculturation of Aerospace Engineering Students.

    Science.gov (United States)

    Pinelli, T. E.; And Others

    1995-01-01

    Argues that language and written communication play a critical role in the reacculturation process that enables individuals to make a successful transition from the academic world to a professional environment. Reports results of a mail survey examining the technical communications abilities of aerospace engineering students and the technical…

  4. To What Extent Do Learners Benefit from Indirect Written Corrective Feedback? A Study Targeting Learners of Different Proficiency and Heritage Language Status

    Science.gov (United States)

    Park, Eun Sung; Song, Sunhee; Shin, Yu Kyoung

    2016-01-01

    Should teachers spend hours correcting students' errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners' written output. Journal entries from students enrolled in intact second language (L2) Korean classes (n = 40) were…

  5. Written Discourse Production of Bilingual Learners of Spanish: A Comparison between Heritage and Non-Heritage Speakers as a Look to the Future of Heritage Language Teaching

    Science.gov (United States)

    Abdul Bagi, Samia

    2012-01-01

    With the purpose of understanding plausible reasons as to why Hispanics learners of Spanish, or heritage language learners (HLL), tend to obtain lower grades than their non-Hispanic counterparts (L2) in the same courses, forty-four students of Spanish (17 HLLs and 27 L2s) provided written production once a week for a period of six weeks. The data…

  6. Age of acquisition and word frequency in written picture naming.

    Science.gov (United States)

    Bonin, P; Fayol, M; Chalard, M

    2001-05-01

    This study investigates age of acquisition (AoA) and word frequency effects in both spoken and written picture naming. In the first two experiments, reliable AoA effects on object naming speed, with objective word frequency controlled for, were found in both spoken (Experiment 1) and written picture naming (Experiment 2). In contrast, no reliable objective word frequency effects were observed on naming speed, with AoA controlled for, in either spoken (Experiment 3) or written (Experiment 4) picture naming. The implications of the findings for written picture naming are briefly discussed.

  7. EFFECTS OF CROSS-LINGUISTIC INFLUENCES ON SECOND LANGUAGE ACQUISITION: A CORPUS-BASED STUDY OF SEMANTIC TRANSFER IN WRITTEN PRODUCTION

    Directory of Open Access Journals (Sweden)

    María del Mar Ramón Torrijos

    2009-10-01

    Full Text Available This article concentrates on the impact that cross-linguistic influences have on second language acquisition. It investigates the importance of the learner's native language (L1 in written production of a second language (L2, particularly the use of L1 linguistic rules by Spanish speakers when they are writing in the target language (L2. This exploratory research focuses on the production errors made by students relative to specific subsystems such as semantic and syntactic areas. Errors are studied with respect to the differences between Spanish and English through a contrastive analysis between both languages in problematic linguistic areas. In this article only semantic errors will be considered as a first approximation to the study of transfer in written production. The results indicate that transfer is a reality and an important determinant in the process of second language acquisition. Teachers in an EFL context should be able to identify this phenomenon in order to prevent the errors which may arise from it.

  8. Segmentation of Written Words in French

    Science.gov (United States)

    Chetail, Fabienne; Content, Alain

    2013-01-01

    Syllabification of spoken words has been largely used to define syllabic properties of written words, such as the number of syllables or syllabic boundaries. By contrast, some authors proposed that the functional structure of written words stems from visuo-orthographic features rather than from the transposition of phonological structure into the…

  9. Orthographic effects in spoken word recognition: Evidence from Chinese.

    Science.gov (United States)

    Qu, Qingqing; Damian, Markus F

    2017-06-01

    Extensive evidence from alphabetic languages demonstrates a role of orthography in the processing of spoken words. Because alphabetic systems explicitly code speech sounds, such effects are perhaps not surprising. However, it is less clear whether orthographic codes are involuntarily accessed from spoken words in languages with non-alphabetic systems, in which the sound-spelling correspondence is largely arbitrary. We investigated the role of orthography via a semantic relatedness judgment task: native Mandarin speakers judged whether or not spoken word pairs were related in meaning. Word pairs were either semantically related, orthographically related, or unrelated. Results showed that relatedness judgments were made faster for word pairs that were semantically related than for unrelated word pairs. Critically, orthographic overlap on semantically unrelated word pairs induced a significant increase in response latencies. These findings indicate that orthographic information is involuntarily accessed in spoken-word recognition, even in a non-alphabetic language such as Chinese.

  10. Predicting Patterns of Grammatical Complexity across Language Exam Task Types and Proficiency Levels

    Science.gov (United States)

    Biber, Douglas; Gray, Bethany; Staples, Shelley

    2016-01-01

    In the present article, we explore the extent to which previous research on register variation can be used to predict spoken/written task-type variation as well as differences across score levels in the context of a major standardized language exam (TOEFL iBT). Specifically, we carry out two sets of linguistic analyses based on a large corpus of…

  11. Orthography Affects Second Language Speech: Double Letters and Geminate Production in English

    Science.gov (United States)

    Bassetti, Bene

    2017-01-01

    Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of English[subscript L2] to make a phonological contrast in their speech production that does not exist in…

  12. Second Language Learners' Contiguous and Discontiguous Multi-Word Unit Use Over Time

    NARCIS (Netherlands)

    Yuldashev, Aziz; Fernandez, Julieta; Thorne, Steven L.

    Research has described the key role of formulaic language use in both written and spoken communication (Schmitt, 2004; Wray, 2002), as well as in relation to L2 learning (Ellis, Simpson-Vlach, & Maynard, 2008). Relatively few studies have examined related fixed and semifixed multi-word units (MWUs),

  13. Written but not oral verbal production is preserved in young schizophrenic patients.

    Science.gov (United States)

    Salomé, Franck; Boyer, Patrice; Fayol, Michel

    2002-08-30

    The aim of this study is to discover whether the language capabilities of young schizophrenic patients are more affected in speaking than in writing or whether the disorders are equivalent in the two modes. To do this, we compared spoken and written descriptions of pictures obtained from 10 schizophrenic patients with those produced by 10 control subjects. These productions were analysed on the basis of objective indices. The syntax and coherence of the productions were evaluated by judges. The comparison of the performances of the controls and schizophrenic patients supports the hypothesis that the latter suffer from a language disorder affecting the oral mode but impacting less frequently and less severely on the written mode. These results are discussed in the light of the cognitive mechanisms which may provide an explanation of these language disorders.

  14. Teaching Spoken Spanish

    Science.gov (United States)

    Lipski, John M.

    1976-01-01

    The need to teach students speaking skills in Spanish, and to choose among the many standard dialects spoken in the Hispanic world (as well as literary and colloquial speech), presents a challenge to the Spanish teacher. Some phonetic considerations helpful in solving these problems are offered. (CHK)

  15. Quality assessment of structure and language elements of written responses given by seven Scandinavian drug information centres

    DEFF Research Database (Denmark)

    Reppe, Linda Amundstuen; Spigset, Olav; Kampmann, Jens Peter

    2017-01-01

    experts preferred the use of primary sources to the use of secondary and tertiary sources. Both internal and external experts criticised the use of abbreviations, professional terminology and study findings that was left unexplained. The plain language expert emphasised the importance of defining...... on drug-related queries with respect to language and text structure. Giving specific advice and precise conclusions and avoiding too compressed language and non-standard abbreviations may aid to reach this goal....

  16. SyllabO+: A new tool to study sublexical phenomena in spoken Quebec French.

    Science.gov (United States)

    Bédard, Pascale; Audet, Anne-Marie; Drouin, Patrick; Roy, Johanna-Pascale; Rivard, Julie; Tremblay, Pascale

    2017-10-01

    Sublexical phonotactic regularities in language have a major impact on language development, as well as on speech processing and production throughout the entire lifespan. To understand the impact of phonotactic regularities on speech and language functions at the behavioral and neural levels, it is essential to have access to oral language corpora to study these complex phenomena in different languages. Yet, probably because of their complexity, oral language corpora remain less common than written language corpora. This article presents the first corpus and database of spoken Quebec French syllables and phones: SyllabO+. This corpus contains phonetic transcriptions of over 300,000 syllables (over 690,000 phones) extracted from recordings of 184 healthy adult native Quebec French speakers, ranging in age from 20 to 97 years. To ensure the representativeness of the corpus, these recordings were made in both formal and familiar communication contexts. Phonotactic distributional statistics (e.g., syllable and co-occurrence frequencies, percentages, percentile ranks, transition probabilities, and pointwise mutual information) were computed from the corpus. An open-access online application to search the database was developed, and is available at www.speechneurolab.ca/syllabo . In this article, we present a brief overview of the corpus, as well as the syllable and phone databases, and we discuss their practical applications in various fields of research, including cognitive neuroscience, psycholinguistics, neurolinguistics, experimental psychology, phonetics, and phonology. Nonacademic practical applications are also discussed, including uses in speech-language pathology.

  17. Phonological Analysis of University Students’ Spoken Discourse

    Directory of Open Access Journals (Sweden)

    Clara Herlina

    2011-04-01

    Full Text Available The study of discourse is the study of using language in actual use. In this article, the writer is trying to investigate the phonological features, either segmental or supra-segmental, in the spoken discourse of Indonesian university students. The data were taken from the recordings of 15 conversations by 30 students of Bina Nusantara University who are taking English Entrant subject (TOEFL –IBT. Finally, the writer is in opinion that the students are still influenced by their first language in their spoken discourse. This results in English with Indonesian accent. Even though it does not cause misunderstanding at the moment, this may become problematic if they have to communicate in the real world.  

  18. Concreteness and Language Effects in the Quality of Written Definitions in L1, L2 and L3

    Science.gov (United States)

    El Euch, Sonia

    2007-01-01

    Several researchers have suggested that definitional skill explains academic success/failure (Gagne, 2004; Snow, 1987). The words used to investigate definitional skill have all been concrete words given in the first language (L1) and/or the second language (L2) of the participants. This paper reports a study investigating the quality of the…

  19. Exploring Collaborative Reverse Subtitling for the Enhancement of Written Production Activities in English as a Second Language

    Science.gov (United States)

    Talaván, Noa; Ibáñez, Ana; Bárcena, Elena

    2017-01-01

    This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this…

  20. Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference

    Science.gov (United States)

    Stefanou, Charis; Revesz, Andrea

    2015-01-01

    This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest-posttest-delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign…

  1. Does the Advanced Proficiency Evaluated in Oral-Like Written Text Support Syntactic Parsing in a Written Academic Text among L2 Japanese Learners?

    Science.gov (United States)

    Kitajima, Ryu

    2016-01-01

    Corpus linguistics identifies the qualitative difference in the characteristics of spoken discourse vs. written academic discourse. Whereas spoken discourse makes greater use of finite dependent clauses functioning as constituents in other clauses, written academic discourse incorporates noun phrase constituents and complex phrases. This claim can…

  2. The structure and features of the SMS language used in the written work of Communication English I students at a university in South Africa

    Directory of Open Access Journals (Sweden)

    Chaka Chaka

    2015-11-01

    Full Text Available Employing an explanatory design, this study set out to investigate the morphosyntactic structures of the SMS language of Communication English I students, and the types of SMS language features used in their written work at a university of technology in South Africa. The study randomly sampled 90 undergraduate students (M = 40; F = 50 enrolled for a national diploma programme during the first academic semester in 2013. Their ages ranged from 19–22 years; they all spoke English as a second language, whilst having one of the five black South African languages as their home language. The study had two types of data: participants’ mobile phone text messages (in two sets, and their writing samples. Two of the findings of the study are: the morphological structure of the textisms used in the participants’ text messages deviated from that applicable to formal, standard English, whereas much of their syntactic structure did not; and, the frequency and proportion of textisms in participants’ writing samples were lower than that reported in studies by Freudenberg (2009 and Rosen et al. (2010.

  3. Language Non-Selective Activation of Orthography during Spoken Word Processing in Hindi-English Sequential Bilinguals: An Eye Tracking Visual World Study

    Science.gov (United States)

    Mishra, Ramesh Kumar; Singh, Niharika

    2014-01-01

    Previous psycholinguistic studies have shown that bilinguals activate lexical items of both the languages during auditory and visual word processing. In this study we examined if Hindi-English bilinguals activate the orthographic forms of phonological neighbors of translation equivalents of the non target language while listening to words either…

  4. Language use in the informed consent discussion for emergency procedures.

    Science.gov (United States)

    McCarthy, Danielle M; Leone, Katrina A; Salzman, David H; Vozenilek, John A; Cameron, Kenzie A

    2012-01-01

    The field of health literacy has closely examined the readability of written health materials to optimize patient comprehension. Few studies have examined spoken communication in a way that is comparable to analyses of written communication. The study objective was to characterize the structural elements of residents' spoken words while obtaining informed consent. Twenty-six resident physicians participated in a simulated informed consent discussion with a standardized patient. Audio recordings of the discussions were transcribed and analyzed to assess grammar statistics for evaluating language complexity (e.g., reading grade level). Transcripts and time values were used to assess structural characteristics of the dialogue (e.g., interactivity). Discussions were characterized by physician verbal dominance. The discussions were interactive but showed significant differences between the physician and patient speech patterns for all language complexity metrics. In this study, physicians spoke significantly more and used more complex language than the patients.

  5. Accessing the spoken word

    OpenAIRE

    Goldman, Jerry; Renals, Steve; Bird, Steven; de Jong, Franciska; Federico, Marcello; Fleischhauer, Carl; Kornbluh, Mark; Lamel, Lori; Oard, Douglas W; Stewart, Claire; Wright, Richard

    2005-01-01

    Spoken-word audio collections cover many domains, including radio and television broadcasts, oral narratives, governmental proceedings, lectures, and telephone conversations. The collection, access, and preservation of such data is stimulated by political, economic, cultural, and educational needs. This paper outlines the major issues in the field, reviews the current state of technology, examines the rapidly changing policy issues relating to privacy and copyright, and presents issues relati...

  6. The Mother Tongue in the Foreign Language: An Account of Russian L2 Learners' Error Incidence on Output

    Science.gov (United States)

    Forteza Fernandez, Rafael Filiberto; Korneeva, Larisa I.

    2017-01-01

    Based on Selinker's hypothesis of five psycholinguistic processes shaping interlanguage (1972), the paper focuses attention on the Russian L2-learners' overreliance on the L1 as the main factor hindering their development. The research problem is, therefore, the high incidence of L1 transfer in the spoken and written English language output of…

  7. The Problem of Literary Language and Dialect in Arab Countries. Preliminary Translations of Selected Works in Sociolinguistics, Number II.

    Science.gov (United States)

    Belkin, V.M.

    The author notes the problems arising from the dichotomy between literary Arabic and the spoken varieties. The thousand-year-old system of teaching literary Arabic, the archaic elements of grammar, and the writing system are discussed. The written history of the literary language is presented in three stages--(1) the pre-Islamic classical, (2) the…

  8. Verb and Noun Word Retrieval in Bilingual Aphasia: A Case Study of Language- and Modality-Specific Levels of Breakdown

    Science.gov (United States)

    Kambanaros, Maria

    2016-01-01

    This study reports on the pattern of performance on spoken and written naming, spelling to dictation, and oral reading of single verbs and nouns in a bilingual speaker with aphasia in two first languages that differ in morphological complexity, orthographic transparency, and script: Greek (L1a) and English (L1b). The results reveal no verb/noun…

  9. The language spoken at home and disparities in medical and dental health, access to care, and use of services in US children.

    Science.gov (United States)

    Flores, Glenn; Tomany-Korman, Sandra C

    2008-06-01

    Fifty-five million Americans speak a non-English primary language at home, but little is known about health disparities for children in non-English-primary-language households. Our study objective was to examine whether disparities in medical and dental health, access to care, and use of services exist for children in non-English-primary-language households. The National Survey of Childhood Health was a telephone survey in 2003-2004 of a nationwide sample of parents of 102 353 children 0 to 17 years old. Disparities in medical and oral health and health care were examined for children in a non-English-primary-language household compared with children in English- primary-language households, both in bivariate analyses and in multivariable analyses that adjusted for 8 covariates (child's age, race/ethnicity, and medical or dental insurance coverage, caregiver's highest educational attainment and employment status, number of children and adults in the household, and poverty status). Children in non-English-primary-language households were significantly more likely than children in English-primary-language households to be poor (42% vs 13%) and Latino or Asian/Pacific Islander. Significantly higher proportions of children in non-English-primary-language households were not in excellent/very good health (43% vs 12%), were overweight/at risk for overweight (48% vs 39%), had teeth in fair/poor condition (27% vs 7%), and were uninsured (27% vs 6%), sporadically insured (20% vs 10%), and lacked dental insurance (39% vs 20%). Children in non-English-primary-language households more often had no usual source of medical care (38% vs 13%), made no medical (27% vs 12%) or preventive dental (14% vs 6%) visits in the previous year, and had problems obtaining specialty care (40% vs 23%). Latino and Asian children in non-English-primary-language households had several unique disparities compared with white children in non-English-primary-language households. Almost all disparities

  10. [Oral and written language production in prematures children: results in 7 1/2-year-old].

    Science.gov (United States)

    Crunelle, Dominique; Le Normand, Marie-Thérèse; Delfosse, Marie-José

    2003-01-01

    Prematurity entails risk factors of cognitive delay, particularly in language production and reading. These risk factors may be related to physiological and/or environmental variables. This study has two main objectives: (1) to track down which preterm children are most at risk of developing cognitive delays, particularly language production and reading; (2) to study whether screening of oral language in 3 1/2-year-olds predicts their future reading ability. A cohort of 50 pre-term children (23 boys and 27 girls) was followed from the ages of 2 to 7 1/2 years. The results show that: (a) 28% of the premature children present delayed language production at 3 1/2 years of age; (b) 34% of these children present delayed reading at 7 1/2 years of age; (c) language production at 3 1/2 years predicts the reading ability at 7 1/2 years, and (d) premature children who are most at risk are those who belong to low sociocultural groups.

  11. Quantifying the Efficiency of a Translator: The Effect of Syntactical and Literal Written Translations on Language Comprehension Using the Machine Translation System FALCon (Foreign Area Language Converter)

    Science.gov (United States)

    McCulloh, Ian A.; Morton, Jillian; Jantzi, Jennifer K.; Rodriguez, Amy M.; Graham, John

    2008-01-01

    The purpose of this study is to introduce a new method of evaluating human comprehension in the context of machine translation using a language translation program known as the FALCon (Forward Area Language Converter). The FALCon works by converting documents into digital images via scanner, and then converting those images to electronic text by…

  12. Using Google as a Super Corpus to Drive Written Language Learning: A Comparison with the British National Corpus

    Science.gov (United States)

    Sha, Guoquan

    2010-01-01

    Data-driven learning (DDL), or corpus-based language learning, involves the learner in an exploratory task to discover appropriate expressions or collocates regarding his writing. However, the problematic units of meaning in each learner's writing are so diverse that conventional corpora often prove futile. The search engine Google with the…

  13. Anaphoric Referencing: A Cohesive Device in Written and Spoken ...

    African Journals Online (AJOL)

    unique firstlady

    usually) a pronoun to refer to the same referent as some prior term, as in: Harry's a sweetheart ... Brown & Yule (1983:215): anaphora covers any expression which the speaker uses in referring on the basis of which the hearer will be able to pick out ...

  14. Sign language: an international handbook

    NARCIS (Netherlands)

    Pfau, R.; Steinbach, M.; Woll, B.

    2012-01-01

    Sign language linguists show here that all the questions relevant to the linguistic investigation of spoken languages can be asked about sign languages. Conversely, questions that sign language linguists consider - even if spoken language researchers have not asked them yet - should also be asked of

  15. Genre analysis: a means of learning more about the language of health care.

    Science.gov (United States)

    Ford-Sumner, Susan

    2006-01-01

    Genre analysis is a means of examining the context of spoken and written language. It can, therefore, help practitioners to learn more about the language of health care. This article by Susan Ford-Sumner considers some of the literature relevant to the use of genre analysis in relation to health care, and proposes that genre analysis can help in the development of cultural sensitivity in relation to health-related texts and assessment documents.

  16. TEACHING TURKISH AS SPOKEN IN TURKEY TO TURKIC SPEAKERS - TÜRK DİLLİLERE TÜRKİYE TÜRKÇESİ ÖĞRETİMİ NASIL OLMALIDIR?

    Directory of Open Access Journals (Sweden)

    Ali TAŞTEKİN

    2015-12-01

    Full Text Available Attributing different titles to the activity of teaching Turkish to non-native speakers is related to the perspective of those who conduct this activity. If Turkish Language teaching centres are sub-units of Schools of Foreign Languages and Departments of Foreign Languages of our Universities or teachers have a foreign language background, then the title “Teaching Turkish as a Foreign Language” is adopted and claimed to be universal. In determining success at teaching and learning, the psychological perception of the educational activity and the associational power of the words used are far more important factors than the teacher, students, educational environment and educational tools. For this reason, avoiding the negative connotations of the adjective “foreign” in the activity of teaching foreigners Turkish as spoken in Turkey would be beneficial. In order for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers to be successful, it is crucial to dwell on the formal and contextual quality of the books written for this purpose. Almost none of the course books and supplementary books in the field of teaching Turkish to non-native speakers has taken Teaching Turkish as Spoken in Turkey to Turkic Speakers into consideration. The books written for the purpose of teaching Turkish to non-speakers should be examined thoroughly in terms of content and method and should be organized in accordance with the purpose and level of readiness of the target audience. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still conducted at public and private primary and secondary schools and colleges as well as private courses by self-educated teachers who are trained within a master-apprentice relationship. Turkic populations who had long been parted by necessity have found the opportunity to reunite and turn towards common objectives after the dissolution of The Union of Soviet Socialist Republics. This recent

  17. "They never realized that, you know": linguistic collocation and interactional functions of you know in contemporary academin spoken english

    Directory of Open Access Journals (Sweden)

    Rodrigo Borba

    2012-12-01

    Full Text Available Discourse markers are a collection of one-word or multiword terms that help language users organize their utterances on the grammar, semantic, pragmatic and interactional levels. Researchers have characterized some of their roles in written and spoken discourse (Halliday & Hasan, 1976, Schffrin, 1988, 2001. Following this trend, this paper advances a discussion of discourse markers in contemporary academic spoken English. Through quantitative and qualitative analyses of the use of the discourse marker ‘you know’ in the Michigan Corpus of Academic Spoken English (MICASE we describe its frequency in this corpus, its collocation on the sentence level and its interactional functions. Grammatically, a concordance analysis shows that you know (as other discourse markers is linguistically fl exible as it seems to be placed in any grammatical slot of an utterance. Interactionally, a qualitative analysis indicates that its use in contemporary English goes beyond the uses described in the literature. We defend that besides serving as a hedging strategy (Lakoff, 1975, you know also serves as a powerful face-saving (Goffman, 1955 technique which constructs students’ identities vis-à-vis their professors’ and vice-versa.

  18. Spoken word recognition without a TRACE

    Science.gov (United States)

    Hannagan, Thomas; Magnuson, James S.; Grainger, Jonathan

    2013-01-01

    How do we map the rapid input of spoken language onto phonological and lexical representations over time? Attempts at psychologically-tractable computational models of spoken word recognition tend either to ignore time or to transform the temporal input into a spatial representation. TRACE, a connectionist model with broad and deep coverage of speech perception and spoken word recognition phenomena, takes the latter approach, using exclusively time-specific units at every level of representation. TRACE reduplicates featural, phonemic, and lexical inputs at every time step in a large memory trace, with rich interconnections (excitatory forward and backward connections between levels and inhibitory links within levels). As the length of the memory trace is increased, or as the phoneme and lexical inventory of the model is increased to a realistic size, this reduplication of time- (temporal position) specific units leads to a dramatic proliferation of units and connections, begging the question of whether a more efficient approach is possible. Our starting point is the observation that models of visual object recognition—including visual word recognition—have grappled with the problem of spatial invariance, and arrived at solutions other than a fully-reduplicative strategy like that of TRACE. This inspires a new model of spoken word recognition that combines time-specific phoneme representations similar to those in TRACE with higher-level representations based on string kernels: temporally independent (time invariant) diphone and lexical units. This reduces the number of necessary units and connections by several orders of magnitude relative to TRACE. Critically, we compare the new model to TRACE on a set of key phenomena, demonstrating that the new model inherits much of the behavior of TRACE and that the drastic computational savings do not come at the cost of explanatory power. PMID:24058349

  19. The rehabilitative effects on written language of a combined language and parietal dual-tDCS treatment in a stroke case.

    Science.gov (United States)

    De Tommaso, Barbara; Piedimonte, Alessandro; Caglio, Marcella M; D'Agata, Federico; Campagnoli, Marcello; Orsi, Laura; Raimondo, Simona; Vighetti, Sergio; Mortara, Paolo; Massazza, Giuseppe; Pinessi, Lorenzo

    2017-09-01

    In this paper we report the effect of a combined transcranial direct current stimulation (tDCS) and speech language therapy on linguistic deficits following left brain damage in a stroke case. We show that simultaneous electrical excitatory stimulation to the left and inhibitory stimulation to the right parietal regions (dual-tDCS) affected writing and reading rehabilitation, enhancing speech therapy outcomes. The results of a comparison with healthy controls showed that application of dual-tDCS could improve, in particular, sub-lexical transcoding and, specifically, the reading of non-words with increasing length and complexity. Positive repercussions on patient's quality of functional communication were also ascertained. Significant changes were also found in other language and cognitive tasks not directly treated (comprehension and constructive apraxia).

  20. Evaluating the spoken English proficiency of graduates of foreign medical schools.

    Science.gov (United States)

    Boulet, J R; van Zanten, M; McKinley, D W; Gary, N E

    2001-08-01

    The purpose of this study was to gather additional evidence for the validity and reliability of spoken English proficiency ratings provided by trained standardized patients (SPs) in high-stakes clinical skills examination. Over 2500 candidates who took the Educational Commission for Foreign Medical Graduates' (ECFMG) Clinical Skills Assessment (CSA) were studied. The CSA consists of 10 or 11 timed clinical encounters. Standardized patients evaluate spoken English proficiency and interpersonal skills in every encounter. Generalizability theory was used to estimate the consistency of spoken English ratings. Validity coefficients were calculated by correlating summary English ratings with CSA scores and other external criterion measures. Mean spoken English ratings were also compared by various candidate background variables. The reliability of the spoken English ratings, based on 10 independent evaluations, was high. The magnitudes of the associated variance components indicated that the evaluation of a candidate's spoken English proficiency is unlikely to be affected by the choice of cases or SPs used in a given assessment. Proficiency in spoken English was related to native language (English versus other) and scores from the Test of English as a Foreign Language (TOEFL). The pattern of the relationships, both within assessment components and with external criterion measures, suggests that valid measures of spoken English proficiency are obtained. This result, combined with the high reproducibility of the ratings over encounters and SPs, supports the use of trained SPs to measure spoken English skills in a simulated medical environment.

  1. Automatic classification of written descriptions by healthy adults: An overview of the application of natural language processing and machine learning techniques to clinical discourse analysis.

    Science.gov (United States)

    Toledo, Cíntia Matsuda; Cunha, Andre; Scarton, Carolina; Aluísio, Sandra

    2014-01-01

    Discourse production is an important aspect in the evaluation of brain-injured individuals. We believe that studies comparing the performance of brain-injured subjects with that of healthy controls must use groups with compatible education. A pioneering application of machine learning methods using Brazilian Portuguese for clinical purposes is described, highlighting education as an important variable in the Brazilian scenario. The aims were to describe how to:(i) develop machine learning classifiers using features generated by natural language processing tools to distinguish descriptions produced by healthy individuals into classes based on their years of education; and(ii) automatically identify the features that best distinguish the groups. The approach proposed here extracts linguistic features automatically from the written descriptions with the aid of two Natural Language Processing tools: Coh-Metrix-Port and AIC. It also includes nine task-specific features (three new ones, two extracted manually, besides description time; type of scene described - simple or complex; presentation order - which type of picture was described first; and age). In this study, the descriptions by 144 of the subjects studied in Toledo 18 were used,which included 200 healthy Brazilians of both genders. A Support Vector Machine (SVM) with a radial basis function (RBF) kernel is the most recommended approach for the binary classification of our data, classifying three of the four initial classes. CfsSubsetEval (CFS) is a strong candidate to replace manual feature selection methods.

  2. Automatic classification of written descriptions by healthy adults: An overview of the application of natural language processing and machine learning techniques to clinical discourse analysis

    Directory of Open Access Journals (Sweden)

    Cíntia Matsuda Toledo

    Full Text Available Discourse production is an important aspect in the evaluation of brain-injured individuals. We believe that studies comparing the performance of brain-injured subjects with that of healthy controls must use groups with compatible education. A pioneering application of machine learning methods using Brazilian Portuguese for clinical purposes is described, highlighting education as an important variable in the Brazilian scenario.OBJECTIVE: The aims were to describe how to: (i develop machine learning classifiers using features generated by natural language processing tools to distinguish descriptions produced by healthy individuals into classes based on their years of education; and (ii automatically identify the features that best distinguish the groups.METHODS: The approach proposed here extracts linguistic features automatically from the written descriptions with the aid of two Natural Language Processing tools: Coh-Metrix-Port and AIC. It also includes nine task-specific features (three new ones, two extracted manually, besides description time; type of scene described - simple or complex; presentation order - which type of picture was described first; and age. In this study, the descriptions by 144 of the subjects studied in Toledo18 were used, which included 200 healthy Brazilians of both genders.RESULTS AND CONCLUSION:A Support Vector Machine (SVM with a radial basis function (RBF kernel is the most recommended approach for the binary classification of our data, classifying three of the four initial classes. CfsSubsetEval (CFS is a strong candidate to replace manual feature selection methods.

  3. Error detection in spoken human-machine interaction

    NARCIS (Netherlands)

    Krahmer, E.; Swerts, M.; Theune, Mariet; Weegels, M.

    Given the state of the art of current language and speech technology, errors are unavoidable in present-day spoken dialogue systems. Therefore, one of the main concerns in dialogue design is how to decide whether or not the system has understood the user correctly. In human-human communication,

  4. Automated Scoring of L2 Spoken English with Random Forests

    Science.gov (United States)

    Kobayashi, Yuichiro; Abe, Mariko

    2016-01-01

    The purpose of the present study is to assess second language (L2) spoken English using automated scoring techniques. Automated scoring aims to classify a large set of learners' oral performance data into a small number of discrete oral proficiency levels. In automated scoring, objectively measurable features such as the frequencies of lexical and…

  5. Flipper: An Information State Component for Spoken Dialogue Systems

    NARCIS (Netherlands)

    ter Maat, Mark; Heylen, Dirk K.J.; Vilhjálmsson, Hannes; Kopp, Stefan; Marsella, Stacy; Thórisson, Kristinn

    This paper introduces Flipper, an specification language and interpreter for Information State Update rules that can be used for developing spoken dialogue systems and embodied conversational agents. The system uses XML-templates to modify the information state and to select behaviours to perform.

  6. Pair Counting to Improve Grammar and Spoken Fluency

    Science.gov (United States)

    Hanson, Stephanie

    2017-01-01

    English language learners are often more grammatically accurate in writing than in speaking. As students focus on meaning while speaking, their spoken fluency comes at a cost: their grammatical accuracy decreases. The author wanted to find a way to help her students improve their oral grammar; that is, she wanted them to focus on grammar while…

  7. The Link between Vocabulary Knowledge and Spoken L2 Fluency

    Science.gov (United States)

    Hilton, Heather

    2008-01-01

    In spite of the vast numbers of articles devoted to vocabulary acquisition in a foreign language, few studies address the contribution of lexical knowledge to spoken fluency. The present article begins with basic definitions of the temporal characteristics of oral fluency, summarizing L1 research over several decades, and then presents fluency…

  8. Phonological Interference in the Spoken English Performance of the ...

    African Journals Online (AJOL)

    This paper sets out to examine the phonological interference in the spoken English performance of the Izon speaker. It emphasizes that the level of interference is not just as a result of the systemic differences that exist between both language systems (Izon and English) but also as a result of the interlanguage factors such ...

  9. An Analysis of Spoken Grammar: The Case for Production

    Science.gov (United States)

    Mumford, Simon

    2009-01-01

    Corpus-based grammars, notably "Cambridge Grammar of English," give explicit information on the forms and use of native-speaker grammar, including spoken grammar. Native-speaker norms as a necessary goal in language teaching are contested by supporters of English as a Lingua Franca (ELF); however, this article argues for the inclusion of selected…

  10. Automated Metadata Extraction for Semantic Access to Spoken Word Archives

    NARCIS (Netherlands)

    de Jong, Franciska M.G.; Heeren, W.F.L.; van Hessen, Adrianus J.; Ordelman, Roeland J.F.; Nijholt, Antinus; Ruiz Miyares, L.; Alvarez Silva, M.R.

    2011-01-01

    Archival practice is shifting from the analogue to the digital world. A specific subset of heritage collections that impose interesting challenges for the field of language and speech technology are spoken word archives. Given the enormous backlog at audiovisual archives of unannotated materials and

  11. Spoken Persuasive Discourse Abilities of Adolescents with Acquired Brain Injury

    Science.gov (United States)

    Moran, Catherine; Kirk, Cecilia; Powell, Emma

    2012-01-01

    Purpose: The aim of this study was to examine the performance of adolescents with acquired brain injury (ABI) during a spoken persuasive discourse task. Persuasive discourse is frequently used in social and academic settings and is of importance in the study of adolescent language. Method: Participants included 8 adolescents with ABI and 8 peers…

  12. Brain correlates of constituent structure in sign language comprehension.

    Science.gov (United States)

    Moreno, Antonio; Limousin, Fanny; Dehaene, Stanislas; Pallier, Christophe

    2017-11-21

    During sentence processing, areas of the left superior temporal sulcus, inferior frontal gyrus and left basal ganglia exhibit a systematic increase in brain activity as a function of constituent size, suggesting their involvement in the computation of syntactic and semantic structures. Here, we asked whether these areas play a universal role in language and therefore contribute to the processing of non-spoken sign language. Congenitally deaf adults who acquired French sign language as a first language and written French as a second language were scanned while watching sequences of signs in which the size of syntactic constituents was manipulated. An effect of constituent size was found in the basal ganglia, including the head of the caudate and the putamen. A smaller effect was also detected in temporal and frontal regions previously shown to be sensitive to constituent size in written language in hearing French subjects (Pallier et al., 2011). When the deaf participants read sentences versus word lists, the same network of language areas was observed. While reading and sign language processing yielded identical effects of linguistic structure in the basal ganglia, the effect of structure was stronger in all cortical language areas for written language relative to sign language. Furthermore, cortical activity was partially modulated by age of acquisition and reading proficiency. Our results stress the important role of the basal ganglia, within the language network, in the representation of the constituent structure of language, regardless of the input modality. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Repetitive deep transcranial magnetic stimulation improves verbal fluency and written language in a patient with primary progressive aphasia-logopenic variant (LPPA).

    Science.gov (United States)

    Trebbastoni, Alessandro; Raccah, Ruggero; de Lena, Carlo; Zangen, Abraham; Inghilleri, Maurizio

    2013-07-01

    To date, no therapies are available for the logopenic variant of primary progressive aphasia (LPPA). Even though deep repetitive transcranial magnetic stimulation (rTMS) may improve cognitive functions in some neurodegenerative disorders, no previous studies investigated its effects in patients with LPPA. Our aim was to investigate the effects on cognitive function of high frequency rTMS (hf-rTMS) delivered over the left dorso-lateral prefrontal cortex (DLPFC) through a coil designed for deep rTMS, compared to a SHAM stimulation, in a right-handed patient with LPPA. The patient presented a progressive language impairment (phonological errors in speech and naming, impaired single word retrieval and sentences repetition) and predominant left perisylvian atrophy and hypoperfusion. He received four stimulation cycles (two REAL and two SHAM) each of whom lasted 20 min for 5 consecutive days. Patient's performances in frontal, visuo-spatial and linguistic tasks were evaluated before and after each stimulation session. Test scores after REAL were compared with those obtained at baseline and after SHAM. We found a temporary and highly significant improvement in the linguistic skills (both oral and written tasks) but not in the other cognitive domains tested, after REAL, but not SHAM stimulations. Hf-rTMS delivered over the DLPFC could improve language in LPPA by enhancing long-term potentiation and synaptic plasticity within the stimulated and interconnected areas involved in language network. Our findings might prompt future researches into the feasibility and efficacy of deep hf-rTMS as a therapeutic tool in progressive aphasia syndromes and other neurodegenerative disorders. Copyright © 2013 Elsevier Inc. All rights reserved.

  14. Deixis: "This" and "That" in Written Narrative Discourse

    Science.gov (United States)

    Çokal, Derya; Sturt, Patrick; Ferreira, Fernanda

    2014-01-01

    The existing literature presents conflicting models of how "this" and "that" access different segments of a written discourse, frequently relying on implicit analogies with spoken discourse. On the basis of this literature, we hypothesized that in written discourse, "this" more readily accesses the adjacent/right…

  15. Code-switched English pronunciation modeling for Swahili spoken term detection

    CSIR Research Space (South Africa)

    Kleynhans, N

    2016-05-01

    Full Text Available We investigate modeling strategies for English code-switched words as found in a Swahili spoken term detection system. Code switching, where speakers switch language in a conversation, occurs frequently in multilingual environments, and typically...

  16. Do children with specific language impairment and autism spectrum disorders benefit from the presence of orthography when learning new spoken words?

    Science.gov (United States)

    Ricketts, Jessie; Dockrell, Julie E; Patel, Nita; Charman, Tony; Lindsay, Geoff

    2015-06-01

    This experiment investigated whether children with specific language impairment (SLI), children with autism spectrum disorders (ASD), and typically developing children benefit from the incidental presence of orthography when learning new oral vocabulary items. Children with SLI, children with ASD, and typically developing children (n=27 per group) between 8 and 13 years of age were matched in triplets for age and nonverbal reasoning. Participants were taught 12 mappings between novel phonological strings and referents; half of these mappings were trained with orthography present and half were trained with orthography absent. Groups did not differ on the ability to learn new oral vocabulary, although there was some indication that children with ASD were slower than controls to identify newly learned items. During training, the ASD, SLI, and typically developing groups benefited from orthography to the same extent. In supplementary analyses, children with SLI were matched in pairs to an additional control group of younger typically developing children for nonword reading. Compared with younger controls, children with SLI showed equivalent oral vocabulary acquisition and benefit from orthography during training. Our findings are consistent with current theoretical accounts of how lexical entries are acquired and replicate previous studies that have shown orthographic facilitation for vocabulary acquisition in typically developing children and children with ASD. We demonstrate this effect in SLI for the first time. The study provides evidence that the presence of orthographic cues can support oral vocabulary acquisition, motivating intervention approaches (as well as standard classroom teaching) that emphasize the orthographic form. Copyright © 2015 Elsevier Inc. All rights reserved.

  17. Code-switched English Pronunciation Modeling for Swahili Spoken Term Detection (Pub Version, Open Access)

    Science.gov (United States)

    2016-05-03

    resourced Languages, SLTU 2016, 9-12 May 2016, Yogyakarta, Indonesia Code-switched English Pronunciation Modeling for Swahili Spoken Term Detection Neil...Abstract We investigate modeling strategies for English code-switched words as found in a Swahili spoken term detection system. Code switching...et al. / Procedia Computer Science 81 ( 2016 ) 128 – 135 Our research focuses on pronunciation modeling of English (embedded language) words within

  18. Spoken English and the question of grammar: the role of the functional model

    OpenAIRE

    Coffin, Caroline

    2003-01-01

    Given the nature of spoken text, the first requirement of an appropriate grammar is its ability to account for stretches of language (including recurring types of text or genres), in addition to clause level patterns. Second, the grammatical model needs to be part of a wider theory of language that recognises the functional nature and educational purposes of spoken text. The model also needs to be designed in a\\ud sufficiently comprehensive way so as to account for grammatical forms in speech...

  19. CONVERTING RETRIEVED SPOKEN DOCUMENTS INTO TEXT USING AN AUTO ASSOCIATIVE NEURAL NETWORK

    Directory of Open Access Journals (Sweden)

    J. SANGEETHA

    2016-06-01

    Full Text Available This paper frames a novel methodology for spoken document information retrieval to the spontaneous speech corpora and converting the retrieved document into the corresponding language text. The proposed work involves the three major areas namely spoken keyword detection, spoken document retrieval and automatic speech recognition. The keyword spotting is concerned with the exploit of the distribution capturing capability of the Auto Associative Neural Network (AANN for spoken keyword detection. It involves sliding a frame-based keyword template along the audio documents and by means of confidence score acquired from the normalized squared error of AANN to search for a match. This work benevolences a new spoken keyword spotting algorithm. Based on the match the spoken documents are retrieved and clustered together. In speech recognition step, the retrieved documents are converted into the corresponding language text using the AANN classifier. The experiments are conducted using the Dravidian language database and the results recommend that the proposed method is promising for retrieving the relevant documents of a spoken query as a key and transform it into the corresponding language.

  20. Dipendenza-Indipendenza dal Campo e Linguaggio Scritto: Uno Studio su Gruppi di Studenti di Scuola Media Superiore (Field Dependence-Field Independence and the Written Language: A Study of Groups of Senior High School Students).

    Science.gov (United States)

    Cappelletto, Anna Maria

    1995-01-01

    This article describes research carried out with 389 Italian senior high school students to test the hypothesis that there is a relationship between one's written language and cognitive style. This study takes previous research in the area of field dependence and field independence in a new direction. (CFM)

  1. User-Centred Design for Chinese-Oriented Spoken English Learning System

    Science.gov (United States)

    Yu, Ping; Pan, Yingxin; Li, Chen; Zhang, Zengxiu; Shi, Qin; Chu, Wenpei; Liu, Mingzhuo; Zhu, Zhiting

    2016-01-01

    Oral production is an important part in English learning. Lack of a language environment with efficient instruction and feedback is a big issue for non-native speakers' English spoken skill improvement. A computer-assisted language learning system can provide many potential benefits to language learners. It allows adequate instructions and instant…

  2. Vývoj sociální kognice českých neslyšících dětí — uživatelů českého znakového jazyka a uživatelů mluvené češtiny: adaptace testové baterie : Development of Social Cognition in Czech Deaf Children — Czech Sign Language Users and Czech Spoken Language Users: Adaptation of a Test Battery

    Directory of Open Access Journals (Sweden)

    Andrea Hudáková

    2017-11-01

    Full Text Available The present paper describes the process of an adaptation of a set of tasks for testing theory-of-mind competencies, Theory of Mind Task Battery, for the use with the population of Czech Deaf children — both users of Czech Sign Language as well as those using spoken Czech.

  3. Directionality Effects in Simultaneous Language Interpreting: The Case of Sign Language Interpreters in the Netherlands

    Science.gov (United States)

    van Dijk, Rick; Boers, Eveline; Christoffels, Ingrid; Hermans, Daan

    2011-01-01

    The quality of interpretations produced by sign language interpreters was investigated. Twenty-five experienced interpreters were instructed to interpret narratives from (a) spoken Dutch to Sign Language of the Netherlands (SLN), (b) spoken Dutch to Sign Supported Dutch (SSD), and (c) SLN to spoken Dutch. The quality of the interpreted narratives…

  4. Syntax and reading comprehension: a meta-analysis of different spoken-syntax assessments.

    Science.gov (United States)

    Brimo, Danielle; Lund, Emily; Sapp, Alysha

    2017-12-18

    Syntax is a language skill purported to support children's reading comprehension. However, researchers who have examined whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments report inconsistent results. To determine if differences in how syntax is measured affect whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments. Studies that included a group comparison design, children with average and below-average reading comprehension, and a spoken-syntax assessment were selected for review. Fourteen articles from a total of 1281 reviewed met the inclusionary criteria. The 14 articles were coded for the age of the children, score on the reading comprehension assessment, type of spoken-syntax assessment, type of syntax construct measured and score on the spoken-syntax assessment. A random-effects model was used to analyze the difference between the effect sizes of the types of spoken-syntax assessments and the difference between the effect sizes of the syntax construct measured. There was a significant difference between children with average and below-average reading comprehension on spoken-syntax assessments. Those with average and below-average reading comprehension scored significantly different on spoken-syntax assessments when norm-referenced and researcher-created assessments were compared. However, when the type of construct was compared, children with average and below-average reading comprehension scored significantly different on assessments that measured knowledge of spoken syntax, but not on assessments that measured awareness of spoken syntax. The results of this meta-analysis confirmed that the type of spoken-syntax assessment, whether norm-referenced or researcher-created, did not explain why some researchers reported that there were no significant differences between children with average and below

  5. Towards Adaptive Spoken Dialog Systems

    CERN Document Server

    Schmitt, Alexander

    2013-01-01

    In Monitoring Adaptive Spoken Dialog Systems, authors Alexander Schmitt and Wolfgang Minker investigate statistical approaches that allow for recognition of negative dialog patterns in Spoken Dialog Systems (SDS). The presented stochastic methods allow a flexible, portable and  accurate use.  Beginning with the foundations of machine learning and pattern recognition, this monograph examines how frequently users show negative emotions in spoken dialog systems and develop novel approaches to speech-based emotion recognition using hybrid approach to model emotions. The authors make use of statistical methods based on acoustic, linguistic and contextual features to examine the relationship between the interaction flow and the occurrence of emotions using non-acted  recordings several thousand real users from commercial and non-commercial SDS. Additionally, the authors present novel statistical methods that spot problems within a dialog based on interaction patterns. The approaches enable future SDS to offer m...

  6. Developing a corpus of spoken language variability

    Science.gov (United States)

    Carmichael, Lesley; Wright, Richard; Wassink, Alicia Beckford

    2003-10-01

    We are developing a novel, searchable corpus as a research tool for investigating phonetic and phonological phenomena across various speech styles. Five speech styles have been well studied independently in previous work: reduced (casual), careful (hyperarticulated), citation (reading), Lombard effect (speech in noise), and ``motherese'' (child-directed speech). Few studies to date have collected a wide range of styles from a single set of speakers, and fewer yet have provided publicly available corpora. The pilot corpus includes recordings of (1) a set of speakers participating in a variety of tasks designed to elicit the five speech styles, and (2) casual peer conversations and wordlists to illustrate regional vowels. The data include high-quality recordings and time-aligned transcriptions linked to text files that can be queried. Initial measures drawn from the database provide comparison across speech styles along the following acoustic dimensions: MLU (changes in unit duration); relative intra-speaker intensity changes (mean and dynamic range); and intra-speaker pitch values (minimum, maximum, mean, range). The corpus design will allow for a variety of analyses requiring control of demographic and style factors, including hyperarticulation variety, disfluencies, intonation, discourse analysis, and detailed spectral measures.

  7. Consciência fonológica e linguagem escrita em pré-escolares Phonological awareness and written language among preschool children

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    Maria Regina Maluf

    1997-01-01

    Full Text Available Esta pesquisa tem por objetivo estudar a relação entre consciência fonológica e aquisição da linguagem escrita, a partir de uma perspectiva psicogenética. Um grupo de 55 pré-escolares de 4 a 6 anos foi analisado através da aplicação individual de um instrumento elaborado pelas pesquisadoras. Os resultados mostraram uma correlação positiva bastante significativa entre os níveis de consciência fonológica e de aquisição da linguagem escrita, sobretudo no que se refere às crianças de 5 e 6 anos. Esses níveis mostraram-se correlacionados positivamente à idade e independentes do sexo dos sujeitos. Alguns níveis de consciência fonológica parecem preceder a aquisição da linguagem escrita, o que sugere a importância da realização de atividades pedagógicas voltadas para o desenvolvimento dessa capacidade em pré-escolares.This research aimed to study the relationship between phonological awareness and written language acquisition through a psychogenetic perspective. Participants were 55 preschool children of both sexes, between 4 and 6 years old. They were assessed with an instrument developed by the researcher. The results showed a positive and significant correlation between phonological awareness and literacy levels, especially for 5 and 6 years-old children. These levels were correlated positively with age and independent of the sex of the subjects. The results also pointed to the existence of different levels of phonological awareness, involving different degrees of complexity, which suggests the importance of pedagogic activities that aim to develop phonological awareness in preschool children.

  8. Changes in DTI Diffusivity and fMRI Connectivity Cluster Coefficients for Students with and without Specific Learning Disabilities In Written Language: Brain's Response to Writing Instruction.

    Science.gov (United States)

    Richards, Todd L; Berninger, Virginia W; Yagle, Kevin J; Abbott, Robert D; Peterson, Daniel J

    2017-04-01

    Before and after computerized writing instruction, participants completed assessment with normed measures and DTI and fMRI connectivity scanning. Evidence-based differential diagnosis was used at time 1 to assign them to diagnostic groups: typical oral and written language (n=6), dysgraphia (impaired handwriting, n=10), dyslexia (impaired word spelling and reading, n=20), and OWL LD (impaired syntax construction, n=6). The instruction was aimed at subword letter writing, word spelling, and syntax composing. With p spelling and creation of word-specific spellings, with the dyslexia and OWL LD groups scoring lower than the typical control or dysgraphia groups. For RD a time effect occurred in anterior corona radiata and superior frontal. For AD a time effect occurred in superior corona radiata, superior frontal region, middle frontal gyrus, and superior longitudinal fasciculus. For MD a time effect occurred in the same regions as AD and also anterior coronal radiata. A diagnostic group effect occurred for graph cluster coefficients in fMRI connectivity while writing the next letter in alphabet from memory; but the diagnostic group × time interaction was not significant. The only significant time × treatment interaction occurred in right inferior frontal gyrus associated with orthographic coding. Compared to time 1, cluster coefficients increased at time 2 in all groups except in the dysgraphia group in which they decreased. Implications of results are discussed for response to instruction (RTI) versus evidence-based differential diagnosis for identifying students with SLDs in writing which may be best understood at both the behavioral and brain levels of analysis.

  9. SPOKEN BAHASA INDONESIA BY GERMAN STUDENTS

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    I Nengah Sudipa

    2014-11-01

    Full Text Available This article investigates the spoken ability for German students using Bahasa Indonesia (BI. They have studied it for six weeks in IBSN Program at Udayana University, Bali-Indonesia. The data was collected at the time the students sat for the mid-term oral test and was further analyzed with reference to the standard usage of BI. The result suggests that most students managed to express several concepts related to (1 LOCATION; (2 TIME; (3 TRANSPORT; (4 PURPOSE; (5 TRANSACTION; (6 IMPRESSION; (7 REASON; (8 FOOD AND BEVERAGE, and (9 NUMBER AND PERSON. The only problem few students might encounter is due to the influence from their own language system called interference, especially in word order.

  10. Recognizing Young Readers' Spoken Questions

    Science.gov (United States)

    Chen, Wei; Mostow, Jack; Aist, Gregory

    2013-01-01

    Free-form spoken input would be the easiest and most natural way for young children to communicate to an intelligent tutoring system. However, achieving such a capability poses a challenge both to instruction design and to automatic speech recognition. To address the difficulties of accepting such input, we adopt the framework of predictable…

  11. Correlative Conjunctions in Spoken Texts

    Czech Academy of Sciences Publication Activity Database

    Poukarová, Petra

    2017-01-01

    Roč. 68, č. 2 (2017), s. 305-315 ISSN 0021-5597 R&D Projects: GA ČR GA15-01116S Institutional support: RVO:68378092 Keywords : correlative conjunctions * spoken Czech * cohesion Subject RIV: AI - Linguistics OBOR OECD: Linguistics http://www.juls.savba.sk/ediela/jc/2017/2/jc17-02.pdf

  12. Written discourse and acquired brain impairment: evaluation of structural and semantic features of personal letters from a Systemic Functional Linguistic perspective.

    Science.gov (United States)

    Mortensen, Lynne

    2005-01-01

    This qualitative study investigated written discourse in the form of personal letters written by ten people with aphasia following stroke and ten people with cognitive-language disorder as a consequence of traumatic brain injury, and compared their performance with 15 non brain-damaged writers. Personal letters perform the dual function of providing information and maintaining social relationships. Using the Systemic Functional Linguistics framework for investigation, letters were examined in terms of their dual functions, and at two different strata of language--generic structure and semantic organisation. A small quantum of research suggests that the dissociation between different strata of language (i.e., macro and micro linguistic abilities), identified in the spoken discourse of people with aphasia and people with cognitive-language disorder is mirrored in written discourse. Aphasic writers largely maintain coherent text structure while writers with cognitive-language impairment demonstrate problems with global text coherence and the episodic structure of texts. Results of the generic structure analysis did not support the hypothesis. However, the semantic Move analysis revealed how diminished linguistic resources, most evident in the letters written by the subjects with aphasia, impacted upon the semantic diversity of the text, as well as the interpersonal function of the personal letter. Variable performance as a feature pathology and normality is highlighted and clinical implications discussed.

  13. Ragnar Rommetveit's Approach to Everyday Spoken Dialogue from Within.

    Science.gov (United States)

    Kowal, Sabine; O'Connell, Daniel C

    2016-04-01

    The following article presents basic concepts and methods of Ragnar Rommetveit's (born 1924) hermeneutic-dialogical approach to everyday spoken dialogue with a focus on both shared consciousness and linguistically mediated meaning. He developed this approach originally in his engagement of mainstream linguistic and psycholinguistic research of the 1960s and 1970s. He criticized this research tradition for its individualistic orientation and its adherence to experimental methodology which did not allow the engagement of interactively established meaning and understanding in everyday spoken dialogue. As a social psychologist influenced by phenomenological philosophy, Rommetveit opted for an alternative conceptualization of such dialogue as a contextualized, partially private world, temporarily co-established by interlocutors on the basis of shared consciousness. He argued that everyday spoken dialogue should be investigated from within, i.e., from the perspectives of the interlocutors and from a psychology of the second person. Hence, he developed his approach with an emphasis on intersubjectivity, perspectivity and perspectival relativity, meaning potential of utterances, and epistemic responsibility of interlocutors. In his methods, he limited himself for the most part to casuistic analyses, i.e., logical analyses of fictitious examples to argue for the plausibility of his approach. After many years of experimental research on language, he pursued his phenomenologically oriented research on dialogue in English-language publications from the late 1980s up to 2003. During that period, he engaged psycholinguistic research on spoken dialogue carried out by Anglo-American colleagues only occasionally. Although his work remained unfinished and open to development, it provides both a challenging alternative and supplement to current Anglo-American research on spoken dialogue and some overlap therewith.

  14. Unsupervised Language Acquisition

    Science.gov (United States)

    de Marcken, Carl

    1996-11-01

    This thesis presents a computational theory of unsupervised language acquisition, precisely defining procedures for learning language from ordinary spoken or written utterances, with no explicit help from a teacher. The theory is based heavily on concepts borrowed from machine learning and statistical estimation. In particular, learning takes place by fitting a stochastic, generative model of language to the evidence. Much of the thesis is devoted to explaining conditions that must hold for this general learning strategy to arrive at linguistically desirable grammars. The thesis introduces a variety of technical innovations, among them a common representation for evidence and grammars, and a learning strategy that separates the ``content'' of linguistic parameters from their representation. Algorithms based on it suffer from few of the search problems that have plagued other computational approaches to language acquisition. The theory has been tested on problems of learning vocabularies and grammars from unsegmented text and continuous speech, and mappings between sound and representations of meaning. It performs extremely well on various objective criteria, acquiring knowledge that causes it to assign almost exactly the same structure to utterances as humans do. This work has application to data compression, language modeling, speech recognition, machine translation, information retrieval, and other tasks that rely on either structural or stochastic descriptions of language.

  15. Criteria for the segmentation of spoken input into individual utterances

    OpenAIRE

    Mast, Marion; Maier, Elisabeth; Schmitz, Birte

    1995-01-01

    This report describes how spoken language turns are segmented into utterances in the framework of the verbmobil project. The problem of segmenting turns is directly related to the task of annotating a discourse with dialogue act information: an utterance can be characterized as a stretch of dialogue that is attributed one dialogue act. Unfortunately, this rule in many cases is insufficient and many doubtful cases remain. We tried to at least reduce the number of unclear cases by providing a n...

  16. La escritura simbólica y el lenguaje escrito en los usuarios del Messenger The Symbols and Written Language of Users of Messenger

    Directory of Open Access Journals (Sweden)

    Verónica García Martínez

    2010-03-01

    Full Text Available El presente estudio es el resultado de un trabajo de tesis de comunicación en el que se aborda el tema de la utilización del lenguaje en el Messenger y sus posibles repercusiones en los manuscritos de los estudiantes de nivel medio superior. Es un estudio desarrollado entre adolescentes usuarios del Messenger, que utilizan la gama de símbolos y signos que les proporciona esta herramienta, para sustituir la escritura que comúnmente se usa en los manuscritos. La metodología es del enfoque cualitativo y se trata de un estudio comparativo basado en el modelo de comunicación referencial. El trabajo empírico se realizó entre un total de 16 jóvenes de dos escuelas diferentes de nivel medio superior, cuya edad está entre los 15 y 17 años, los cuales a su vez se integraron en dos grupos de ocho sujetos para el estudio en una primera etapa y otros ocho en una segunda. Básicamente se diferenciaron los que utilizan con mucha frecuencia el Messenger y los que lo utilizan muy poco, o no lo utilizan. Las técnicas de recolección de datos fueron: observación durante sesiones de chat, escritos a máquina (ordenador y manuscritos. La técnica para la interpretación de los datos fue de análisis de contenido. Los resultados sugieren que existe escasa relación entre la utilización de signos y símbolos en el Messenger y la calidad en la redacción de los textos, particularmente en los manuscritos.This work presents the results of a postgraduate thesis on communication, particularly the use of language. Messenger is one of the most popular ways for communicating by signs and symbols. This study was carried out on junior high school students in state education. This research explores the possible impact on junior high school students’ written work due to their use of Messenger. To address this question, the referential communication model with the qualitative approach was used in order to carry out a comparative study. Data were gathered from 16

  17. Why Dose Frequency Affects Spoken Vocabulary in Preschoolers With Down Syndrome.

    Science.gov (United States)

    Yoder, Paul J; Woynaroski, Tiffany; Fey, Marc E; Warren, Steven F; Gardner, Elizabeth

    2015-07-01

    In an earlier randomized clinical trial, daily communication and language therapy resulted in more favorable spoken vocabulary outcomes than weekly therapy sessions in a subgroup of initially nonverbal preschoolers with intellectual disabilities that included only children with Down syndrome (DS). In this reanalysis of the dataset involving only the participants with DS, we found that more therapy led to larger spoken vocabularies at posttreatment because it increased children's canonical syllabic communication and receptive vocabulary growth early in the treatment phase.

  18. A Prerequisite to L1 Homophone Effects in L2 Spoken-Word Recognition

    Science.gov (United States)

    Nakai, Satsuki; Lindsay, Shane; Ota, Mitsuhiko

    2015-01-01

    When both members of a phonemic contrast in L2 (second language) are perceptually mapped to a single phoneme in one's L1 (first language), L2 words containing a member of that contrast can spuriously activate L2 words in spoken-word recognition. For example, upon hearing cattle, Dutch speakers of English are reported to experience activation…

  19. Time course of Chinese monosyllabic spoken word recognition: evidence from ERP analyses.

    Science.gov (United States)

    Zhao, Jingjing; Guo, Jingjing; Zhou, Fengying; Shu, Hua

    2011-06-01

    Evidence from event-related potential (ERP) analyses of English spoken words suggests that the time course of English word recognition in monosyllables is cumulative. Different types of phonological competitors (i.e., rhymes and cohorts) modulate the temporal grain of ERP components differentially (Desroches, Newman, & Joanisse, 2009). The time course of Chinese monosyllabic spoken word recognition could be different from that of English due to the differences in syllable structure between the two languages (e.g., lexical tones). The present study investigated the time course of Chinese monosyllabic spoken word recognition using ERPs to record brain responses online while subjects listened to spoken words. During the experiment, participants were asked to compare a target picture with a subsequent picture by judging whether or not these two pictures belonged to the same semantic category. The spoken word was presented between the two pictures, and participants were not required to respond during its presentation. We manipulated phonological competition by presenting spoken words that either matched or mismatched the target picture in one of the following four ways: onset mismatch, rime mismatch, tone mismatch, or syllable mismatch. In contrast to the English findings, our findings showed that the three partial mismatches (onset, rime, and tone mismatches) equally modulated the amplitudes and time courses of the N400 (a negative component that peaks about 400ms after the spoken word), whereas, the syllable mismatched words elicited an earlier and stronger N400 than the three partial mismatched words. The results shed light on the important role of syllable-level awareness in Chinese spoken word recognition and also imply that the recognition of Chinese monosyllabic words might rely more on global similarity of the whole syllable structure or syllable-based holistic processing rather than phonemic segment-based processing. We interpret the differences in spoken word

  20. Deixis: This and That in Written Narrative Discourse

    OpenAIRE

    Çokal, Derya; Sturt, Patrick; Ferreira, Fernanda

    2014-01-01

    The existing literature presents conflicting models of how this and that access different segments of a written discourse, frequently relying on implicit analogies with spoken discourse. On the basis of this literature, we hypothesized that in written discourse, this more readily accesses the adjacent/right frontier of a preceding chunk of text, whereas that more readily accesses the distant/left. We tested this hypothesis in two eye-tracking experiments, one sentence completion experiment, a...

  1. Serbian heritage language schools in the Netherlands through the eyes of the parents

    NARCIS (Netherlands)

    Palmen, Andrej

    It is difficult to find the exact number of other languages spoken besides Dutch in the Netherlands. A study showed that a total of 96 other languages are spoken by students attending Dutch primary and secondary schools. The variety of languages spoken shows the growth of linguistic diversity in the

  2. THE RECOGNITION OF SPOKEN MONO-MORPHEMIC COMPOUNDS IN CHINESE

    Directory of Open Access Journals (Sweden)

    Yu-da Lai

    2012-12-01

    Full Text Available This paper explores the auditory lexical access of mono-morphemic compounds in Chinese as a way of understanding the role of orthography in the recognition of spoken words. In traditional Chinese linguistics, a compound is a word written with two or more characters whether or not they are morphemic. A monomorphemic compound may either be a binding word, written with characters that only appear in this one word, or a non-binding word, written with characters that are chosen for their pronunciation but that also appear in other words. Our goal was to determine if this purely orthographic difference affects auditory lexical access by conducting a series of four experiments with materials matched by whole-word frequency, syllable frequency, cross-syllable predictability, cohort size, and acoustic duration, but differing in binding. An auditory lexical decision task (LDT found an orthographic effect: binding words were recognized more quickly than non-binding words. However, this effect disappeared in an auditory repetition and in a visual LDT with the same materials, implying that the orthographic effect during auditory lexical access was localized to the decision component and involved the influence of cross-character predictability without the activation of orthographic representations. This claim was further confirmed by overall faster recognition of spoken binding words in a cross-modal LDT with different types of visual interference. The theoretical and practical consequences of these findings are discussed.

  3. Linguistic adaptations during spoken and multimodal error resolution.

    Science.gov (United States)

    Oviatt, S; Bernard, J; Levow, G A

    1998-01-01

    Fragile error handling in recognition-based systems is a major problem that degrades their performance, frustrates users, and limits commercial potential. The aim of the present research was to analyze the types and magnitude of linguistic adaptation that occur during spoken and multimodal human-computer error resolution. A semiautomatic simulation method with a novel error-generation capability was used to collect samples of users' spoken and pen-based input immediately before and after recognition errors, and at different spiral depths in terms of the number of repetitions needed to resolve an error. When correcting persistent recognition errors, results revealed that users adapt their speech and language in three qualitatively different ways. First, they increase linguistic contrast through alternation of input modes and lexical content over repeated correction attempts. Second, when correcting with verbatim speech, they increase hyperarticulation by lengthening speech segments and pauses, and increasing the use of final falling contours. Third, when they hyperarticulate, users simultaneously suppress linguistic variability in their speech signal's amplitude and fundamental frequency. These findings are discussed from the perspective of enhancement of linguistic intelligibility. Implications are also discussed for corroboration and generalization of the Computer-elicited Hyperarticulate Adaptation Model (CHAM), and for improved error handling capabilities in next-generation spoken language and multimodal systems.

  4. When words fail us: insights into language processing from developmental and acquired disorders.

    Science.gov (United States)

    Bishop, Dorothy V M; Nation, Kate; Patterson, Karalyn

    2014-01-01

    Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value.

  5. Quantifying the Efficiency of a Translator: The Effect of Syntactical and Literal Written Translations on Language Comprehension Using the Machine Translation System FALCon

    Science.gov (United States)

    McCulloh, Ian A.; Morton, Jillian; Jantzi, Jennifer K.; Rodriguez, Amy M.; Graham, John

    2008-01-01

    This study introduces a new method of evaluating human comprehension in the context of machine translation using a language translation program known as the FALCon (Forward Area Language Converter). The participants include 48 freshmen from the United States Military Academy enrolled in the General Psychology course, PL100. Results of this study…

  6. An Evaluation of the Written Texts of Children with SLI: The Contributions of Oral Language, Reading and Phonological Short-Term Memory

    Science.gov (United States)

    Mackie, Clare J.; Dockrell, Julie; Lindsay, Geoff

    2013-01-01

    In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared…

  7. Introducing Spoken Dialogue Systems into Intelligent Environments

    CERN Document Server

    Heinroth, Tobias

    2013-01-01

    Introducing Spoken Dialogue Systems into Intelligent Environments outlines the formalisms of a novel knowledge-driven framework for spoken dialogue management and presents the implementation of a model-based Adaptive Spoken Dialogue Manager(ASDM) called OwlSpeak. The authors have identified three stakeholders that potentially influence the behavior of the ASDM: the user, the SDS, and a complex Intelligent Environment (IE) consisting of various devices, services, and task descriptions. The theoretical foundation of a working ontology-based spoken dialogue description framework, the prototype implementation of the ASDM, and the evaluation activities that are presented as part of this book contribute to the ongoing spoken dialogue research by establishing the fertile ground of model-based adaptive spoken dialogue management. This monograph is ideal for advanced undergraduate students, PhD students, and postdocs as well as academic and industrial researchers and developers in speech and multimodal interactive ...

  8. Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard

    Directory of Open Access Journals (Sweden)

    Scott F. Beers

    2017-06-01

    Full Text Available This study explored the effects of transcription on translation products and processes of adolescent students in grades 4 to 9 with and without persisting specific language disabilities in written language (SLDs—WL. To operationalize transcription ability (handwriting and spelling and transcription mode (by pen on digital tablet or by standard US keyboard, diagnostic groups contrasting in patterns of transcription ability were compared while composing autobiographical (personal narratives by handwriting or by keyboarding: Typically developing students (n=15, students with dyslexia (impaired word reading and spelling, n=20, and students with dysgraphia (impaired handwriting, n=19. They were compared on seven outcomes: total words composed, total composing time, words per minute, percent of spelling errors, average length of pauses, average number of pauses per minute, and average length of language bursts. They were also compared on automaticity of transcription modes—writing the alphabet from memory by handwriting or keyboarding (they could look at keys. Mixed ANOVAs yielded main effects for diagnostic group on percent of spelling errors, words per minute, and length of language burst. Main effects for transcription modes were found for automaticity of writing modes, total words composed, words per minute, and length of language bursts; there were no significant interactions. Regardless of mode, the dyslexia group had more spelling errors, showed a slower rate of composing, and produced shorter language bursts than the typical group. The total number of words, total time composing, words composed per minute, and pauses per minute were greater for keyboarding than handwriting, but length of language bursts was greater for handwriting. Implications of these results for conceptual models of composing and educational assessment practices are discussed.

  9. Marginalia as the beginning of written culture: The Glosas Emilianensis

    Directory of Open Access Journals (Sweden)

    Maja Šabec

    2010-12-01

    Full Text Available The Glosas emilianenses are notes in Latin and in a Romance language dating from the eleventh century, written by an anonymous monk between the lines and in the margins of a Latin manuscript known as Codex Aemilianensis 60 to explicate syntactic, morphological, and semantic difficulties in understanding the original. The document was named after its place of origin, a monastery in the village of San Millán de la Cogolla, known as “the cradle of Castilian.” The non-Latin Romance glosses are believed to be the first written accounts of the language that later evolved into present-day Castilian or Spanish; they are therefore invaluable historical, linguistic, literary, and cultural material. The place and time of the origin of the glosses are not a coincidence, but a consequence of particular historical circumstances in the Iberian Peninsula. The Moorish invasion in 711 AD destroyed the Visigothic Kingdom and constrained the development of Christian culture, confining it to two independent cores in the north. The ninth century therefore saw the establishment of the County of Castile emerging from the two cores as the predecessor of the Kingdom of Castile (1065. Due to turbulent historical events, the place was populated by people from various adjacent and rather distant countries, thus making the spoken language a mixture of several varieties of Vulgar Latin, Mozarabic, and Navarrian (Basque elements. All of these features are reflected in the glosses in the San Millán manuscript. Therefore, it is difficult for linguists to name the variant of the Romance language the glosses were written in: “the Riojan dialect,” “a vernacular Castilian-Riojan dialect of the second half of the eleventh century displaying tendencies towards learned Latin,” or “a Riojan dialect with elements more common to neighboring dialects (Aragon, Navarrian, Léon, and Mozarabic than to Castilian.” However, because the San Millán glosses also include elements

  10. Cascading activation from lexical processing to letter-level processing in written word production.

    Science.gov (United States)

    Buchwald, Adam; Falconer, Carolyn

    2014-01-01

    Descriptions of language production have identified processes involved in producing language and the presence and type of interaction among those processes. In the case of spoken language production, consensus has emerged that there is interaction among lexical selection processes and phoneme-level processing. This issue has received less attention in written language production. In this paper, we present a novel analysis of the writing-to-dictation performance of an individual with acquired dysgraphia revealing cascading activation from lexical processing to letter-level processing. The individual produced frequent lexical-semantic errors (e.g., chipmunk → SQUIRREL) as well as letter errors (e.g., inhibit → INBHITI) and had a profile consistent with impairment affecting both lexical processing and letter-level processing. The presence of cascading activation is suggested by lower letter accuracy on words that are more weakly activated during lexical selection than on those that are more strongly activated. We operationalize weakly activated lexemes as those lexemes that are produced as lexical-semantic errors (e.g., lethal in deadly → LETAHL) compared to strongly activated lexemes where the intended target word (e.g., lethal) is the lexeme selected for production.

  11. Equality marker in the language of bali

    Science.gov (United States)

    Wajdi, Majid; Subiyanto, Paulus

    2018-01-01

    The language of Bali could be grouped into one of the most elaborate languages of the world since the existence of its speech levels, low and high speech levels, as the language of Java has. Low and high speech levels of the language of Bali are language codes that could be used to show and express social relationship between or among its speakers. This paper focuses on describing, analyzing, and interpreting the use of the low code of the language of Bali in daily communication in the speech community of Pegayaman, Bali. Observational and documentation methods were applied to provide the data for the research. Recoding and field note techniques were executed to provide the data. Recorded in spoken language and the study of novel of Balinese were transcribed into written form to ease the process of analysis. Symmetric use of low code expresses social equality between or among the participants involves in the communication. It also implies social intimacy between or among the speakers of the language of Bali. Regular and patterned use of the low code of the language of Bali is not merely communication strategy, but it is a kind of communication agreement or communication contract between the participants. By using low code during their social and communication activities, the participants shared and express their social equality and intimacy between or among the participants involve in social and communication activities.

  12. Orthographic consistency affects spoken word recognition at different grain-sizes

    DEFF Research Database (Denmark)

    Dich, Nadya

    2014-01-01

    A number of previous studies found that the consistency of sound-to-spelling mappings (feedback consistency) affects spoken word recognition. In auditory lexical decision experiments, words that can only be spelled one way are recognized faster than words with multiple potential spellings. Previous.......g., lobe) faster than words with consistent rhymes where the vowel has a less typical spelling (e.g., loaf). The present study extends previous literature by showing that auditory word recognition is affected by orthographic regularities at different grain sizes, just like written word recognition...... and spelling. The theoretical and methodological implications for future research in spoken word recognition are discussed....

  13. How Do Raters Judge Spoken Vocabulary?

    Science.gov (United States)

    Li, Hui

    2016-01-01

    The aim of the study was to investigate how raters come to their decisions when judging spoken vocabulary. Segmental rating was introduced to quantify raters' decision-making process. It is hoped that this simulated study brings fresh insight to future methodological considerations with spoken data. Twenty trainee raters assessed five Chinese…

  14. Lexical access in sign language: A computational model

    Directory of Open Access Journals (Sweden)

    Naomi Kenney Caselli

    2014-05-01

    Full Text Available Psycholinguistic theories have predominantly been built upon data from spoken language, which leaves open the question: How many of the conclusions truly reflect language-general principles as opposed to modality-specific ones? We take a step toward answering this question in the domain of lexical access in recognition by asking whether a single cognitive architecture might explain diverse behavioral patterns in signed and spoken language. Chen and Mirman (2012 presented a computational model of word processing that unified opposite effects of neighborhood density in speech production, perception, and written word recognition. Neighborhood density effects in sign language also vary depending on whether the neighbors share the same handshape or location. We present a spreading activation architecture that borrows the principles proposed by Chen and Mirman (2012, and show that if this architecture is elaborated to incorporate relatively minor facts about either 1 the time course of sign perception or 2 the frequency of sub-lexical units in sign languages, it produces data that match the experimental findings from sign languages. This work serves as a proof of concept that a single cognitive architecture could underlie both sign and word recognition.

  15. Lexical access in sign language: a computational model.

    Science.gov (United States)

    Caselli, Naomi K; Cohen-Goldberg, Ariel M

    2014-01-01

    PSYCHOLINGUISTIC THEORIES HAVE PREDOMINANTLY BEEN BUILT UPON DATA FROM SPOKEN LANGUAGE, WHICH LEAVES OPEN THE QUESTION: How many of the conclusions truly reflect language-general principles as opposed to modality-specific ones? We take a step toward answering this question in the domain of lexical access in recognition by asking whether a single cognitive architecture might explain diverse behavioral patterns in signed and spoken language. Chen and Mirman (2012) presented a computational model of word processing that unified opposite effects of neighborhood density in speech production, perception, and written word recognition. Neighborhood density effects in sign language also vary depending on whether the neighbors share the same handshape or location. We present a spreading activation architecture that borrows the principles proposed by Chen and Mirman (2012), and show that if this architecture is elaborated to incorporate relatively minor facts about either (1) the time course of sign perception or (2) the frequency of sub-lexical units in sign languages, it produces data that match the experimental findings from sign languages. This work serves as a proof of concept that a single cognitive architecture could underlie both sign and word recognition.

  16. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

    Directory of Open Access Journals (Sweden)

    Rachel Schiff

    2018-04-01

    Full Text Available This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA, morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA and Standard Arabic (StA was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts.

  17. Language discrimination by Java sparrows.

    Science.gov (United States)

    Watanabe, Shigeru; Yamamoto, Erico; Uozumi, Midori

    2006-07-01

    Java sparrows (Padda oryzivora) were trained to discriminate English from Chinese spoken by a bilingual speaker. They could learn discrimination and showed generalization to new sentences spoken by the same speaker and those spoken by a new speaker. Thus, the birds distinguished between English and Chinese. Although auditory cues for the discrimination were not specified, this is the first evidence that non-mammalian species can discriminate human languages.

  18. A Task-Based Language Teaching Approach in Teaching Esp

    Directory of Open Access Journals (Sweden)

    Regina Motuziene

    2013-08-01

    Full Text Available In the article the general overview of the popularity of EFL for university and college students in Lithuania is discussed paying attention to the peculiarities of teaching and learning English for Specific Purposes (ESP at Klaipeda State College and also the strategies of enhancing the communicative competence or ability to communicate both spoken or written language and developing four language skills. The article deals with EFL status in the present labour market in Lithuania as well as the problems the English language teachers and students face and gives the reasons for the need of applying task-based language teaching (TBLT approach used in teaching ESP for students of higher educational institutions.

  19. The Slovene Language in the Contemporary Communicative Arena

    Directory of Open Access Journals (Sweden)

    Drago Unuk

    2016-12-01

    Full Text Available Social change, communicative multiplicity and technological innovation have all created a greater need for increased dynamism and variation in language but also with language. Synchronous communication is based on spoken language, which alters the concept of language standardization and is usually based on the written form. The static, standardized version is losing importance, while social and communicative dynamics create various new language variants; these new versions have major internal subdivisions based on pronounced interference from standard language (geographical dialects, and from the forces of globalization and the complex transactions of language users (social dialects. The colloquial variant of language is visibly expanding into the public sphere. The result is a marked increase in the number of professional designations, which are the most dynamic part of our vocabulary, but also in their presence in other language varieties and communicative styles. Individuals use language to showcase both individuality and creativity, as well as their inclusion in social and cultural groups in the contemporary communications arena. The importance of language in the education process can be shown in the fact that it is evidently a means of receiving and shaping knowledge. Our contemporary society is currently undergoing a transition stage, one that includes language, communication habits and patterns, as well as relationships.

  20. Selected Topics from LVCSR Research for Asian Languages at Tokyo Tech

    Science.gov (United States)

    Furui, Sadaoki

    This paper presents our recent work in regard to building Large Vocabulary Continuous Speech Recognition (LVCSR) systems for the Thai, Indonesian, and Chinese languages. For Thai, since there is no word boundary in the written form, we have proposed a new method for automatically creating word-like units from a text corpus, and applied topic and speaking style adaptation to the language model to recognize spoken-style utterances. For Indonesian, we have applied proper noun-specific adaptation to acoustic modeling, and rule-based English-to-Indonesian phoneme mapping to solve the problem of large variation in proper noun and English word pronunciation in a spoken-query information retrieval system. In spoken Chinese, long organization names are frequently abbreviated, and abbreviated utterances cannot be recognized if the abbreviations are not included in the dictionary. We have proposed a new method for automatically generating Chinese abbreviations, and by expanding the vocabulary using the generated abbreviations, we have significantly improved the performance of spoken query-based search.

  1. NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 50: From student to entry-level professional: Examining the role of language and written communications in the reacculturation of aerospace engineering students

    Science.gov (United States)

    Pinelli, Thomas E.; Barclay, Rebecca O.; Keene, Michael L.; Kennedy, John M.; Hecht, Laura F.

    1995-01-01

    When students graduate and enter the world of work, they must make the transition from an academic to a professional knowledge community. Kenneth Bruffee's model of the social construction of knowledge suggests that language and written communication play a critical role in the reacculturation process that enables successful movement from one knowledge community to another. We present the results of a national (mail) survey that examined the technical communications abilities, skills, and competencies of 1,673 aerospace engineering students, who represent an academic knowledge community. These results are examined within the context of the technical communications behaviors and practices reported by 2,355 aerospace engineers and scientists employed in government and industry, who represent a professional knowledge community that the students expect to join. Bruffee's claim of the importance of language and written communication in the successful transition from an academic to a professional knowledge community is supported by the responses from the two communities we surveyed. Implications are offered for facilitating the reacculturation process of students to entry-level engineering professionals.

  2. PRAGMATIC AND RHETORICAL STRATEGIES IN THE ENGLISH-WRITTEN JOKES

    Directory of Open Access Journals (Sweden)

    Dyah Rochmawati

    2017-05-01

    Full Text Available Understanding verbal jokes in English is problematic for English as Foreign Language (EFL readers since understanding the jokes requires understanding their linguistic, cultural and social elements. Since a joke constitutes a complex and paradoxical phenomenon, it needs multiple approaches of analyses—such as pragmatic and rhetorical analyses—in order to investigate the multiple layers of meanings it carries. Recently there has been a shift in humor studies, emphasizing linguistic humors and involving the field of rhetoric. These studies, however, have mostly addressed the connection between rhetoric and spoken jokes in persuasion. The present study therefore applied Austin’s Speech Act Theory (1975 and Grice’s Cooperative Principles (1957, and Berger’s rhetorical techniques (1993 to crack the funniness of the written jokes. Specifically, the study aims at describing: how the (1 rhetorical and (2 pragmatic strategies are used in the jokes, and (3 how the pragmatic and rhetorical strategies complement to create humor. The study employed a qualitative research method. Some jokes were purposively selected from the Reader’s Digest and two online sources: http://jokes.cc.com/, and http://www.ajokeaday.com/. Document studies were the means of data collection. The collected data were then analyzed using a qualitative content analysis. The results showed that that there was a relationship between the two pragmatic theories, i.e., Speech Act Theory and Cooperative Principles, and Berger’s rhetorical techniques. The results offered an alternative reading and richer understanding of how written jokes employed pragmatic and rhetorical strategies to advance their rhetorical objectives and humor functions.

  3. Text cohesion by the deaf as seen by the hearer: the use of oral cues in written texts

    Directory of Open Access Journals (Sweden)

    Wagner Teobaldo Lopes de Andrade

    2010-10-01

    Full Text Available The use of sign language by the deaf, though a means of providing access to knowledge, offers some specific difficulties on reading/writing due to the impossibility on acquiring the written code of the official spoken language. Taking into account that some oral cues favor textual cohesion, the question this paper is mainly concerned with is whether the use of oral cues in writing favors comprehension as well. The aim of this research was to offer written texts produced by the deaf to the non deaf to see how the text was understood by these speakers. Some written fragments contained two or more oral cues, some with just one cue or with no cues produced by the deaf and some texts produced by the non deaf were offered to university hearing students who were asked to score the texts by means of levels of comprehension. The results showed that the answers favored the texts produced by the non deaf people followed by those with more than two oral cues produced by the deaf; the texts that offered difficulty for comprehension were those with no oral cues produced by the deaf. This paper suggests that the oral cues bring cohesion to the texts produced by the deaf thus favoring the hearer text comprehension.   Keywords: deafness; oral cues; writing; text cohesion.

  4. Digital Language Death

    Science.gov (United States)

    Kornai, András

    2013-01-01

    Of the approximately 7,000 languages spoken today, some 2,500 are generally considered endangered. Here we argue that this consensus figure vastly underestimates the danger of digital language death, in that less than 5% of all languages can still ascend to the digital realm. We present evidence of a massive die-off caused by the digital divide. PMID:24167559

  5. Digital language death.

    Directory of Open Access Journals (Sweden)

    András Kornai

    Full Text Available Of the approximately 7,000 languages spoken today, some 2,500 are generally considered endangered. Here we argue that this consensus figure vastly underestimates the danger of digital language death, in that less than 5% of all languages can still ascend to the digital realm. We present evidence of a massive die-off caused by the digital divide.

  6. Multiclausal Utterances Aren't Just for Big Kids: A Framework for Analysis of Complex Syntax Production in Spoken Language of Preschool- and Early School-Age Children

    Science.gov (United States)

    Arndt, Karen Barako; Schuele, C. Melanie

    2013-01-01

    Complex syntax production emerges shortly after the emergence of two-word combinations in oral language and continues to develop through the school-age years. This article defines a framework for the analysis of complex syntax in the spontaneous language of preschool- and early school-age children. The purpose of this article is to provide…

  7. Language Development in Children with Language Disorders: An Introduction to Skinner's Verbal Behavior and the Techniques for Initial Language Acquisition

    Science.gov (United States)

    Casey, Laura Baylot; Bicard, David F.

    2009-01-01

    Language development in typically developing children has a very predictable pattern beginning with crying, cooing, babbling, and gestures along with the recognition of spoken words, comprehension of spoken words, and then one word utterances. This predictable pattern breaks down for children with language disorders. This article will discuss…

  8. Análise do conhecimento de professores atuantes no ensino fundamental acerca da linguagem escrita na perspectiva do letramento Knowledge analysis of teachers working in elementary school on the written language from the perspective of literacy proficiency

    Directory of Open Access Journals (Sweden)

    Ana Paula Berberian

    2013-01-01

    language and literacy proficiency. METHOD: data were collected through a questionnaire covering training and knowledge of written language and the concept of literacy proficiency. After signing an informed consent, people answered questionnaires individually. The statistical analysis was performed from Fisher's test at significance level of 0.05 and the Chi-squared test significance level of 0.05. RESULTS: there was no significant difference between teachers' knowledge about the concept of written language, literacy, literacy proficiency, the reasons that led to the concept of literacy incorporation in the educational system and the period of teacher training. It was predominant among teachers a conception of language as code / instrument and representation of speech (80%. Although 80% of the teachers have read texts about literacy proficiency and 84.8% identify differences between this concept and that of literacy, only 12% adequately established that differentiation. CONCLUSION: there are restrictions on teachers' knowledge about written language and therefore, limitations for the establishment of effective theory-practice associations in order to encourage meaningful reading and writing practices concerning Portuguese teaching / learning in the early grades of elementary school. The study provides evidence for the design of proposals in the field of Speech Language and Hearing Sciences focusing on education that aim the socialization of knowledge and the promotion of literacy proficiency.

  9. Contributions of Word-Level and Verbal Skills to Written Expression: Comparison of Learners Who Speak English as a First (L1) and Second Language (L2)

    Science.gov (United States)

    Babayigit, Selma

    2014-01-01

    The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1…

  10. Speech perception and reading: two parallel modes of understanding language and implications for acquiring literacy naturally.

    Science.gov (United States)

    Massaro, Dominic W

    2012-01-01

    I review 2 seminal research reports published in this journal during its second decade more than a century ago. Given psychology's subdisciplines, they would not normally be reviewed together because one involves reading and the other speech perception. The small amount of interaction between these domains might have limited research and theoretical progress. In fact, the 2 early research reports revealed common processes involved in these 2 forms of language processing. Their illustration of the role of Wundt's apperceptive process in reading and speech perception anticipated descriptions of contemporary theories of pattern recognition, such as the fuzzy logical model of perception. Based on the commonalities between reading and listening, one can question why they have been viewed so differently. It is commonly believed that learning to read requires formal instruction and schooling, whereas spoken language is acquired from birth onward through natural interactions with people who talk. Most researchers and educators believe that spoken language is acquired naturally from birth onward and even prenatally. Learning to read, on the other hand, is not possible until the child has acquired spoken language, reaches school age, and receives formal instruction. If an appropriate form of written text is made available early in a child's life, however, the current hypothesis is that reading will also be learned inductively and emerge naturally, with no significant negative consequences. If this proposal is true, it should soon be possible to create an interactive system, Technology Assisted Reading Acquisition, to allow children to acquire literacy naturally.

  11. Un estudio sobre los cambios lingüísticos del español escrito en las charlas informales por internet A study on language changes of written spanish in internet chats

    Directory of Open Access Journals (Sweden)

    Isabel Gretel María Eres Fernández

    2009-06-01

    Full Text Available La comunicación por Internet ha aumentado mucho en los últimos años. Sin embargo, principalmente en las charlas informales (salas de chat, se constatan cambios en la ortografía de varias palabras. Para este estudio, se recogieron textos de salas de chat en español durante cuatro meses y se analizaron los cambios ortográficos intencionales. Las modificaciones encontradas ocurren principalmente por dos motivos: creatividad de los usuarios y necesidad de rápida comunicación. La consecuencia es básicamente el uso de grafías iguales para un mismo fonema y la abreviación o simplificación de palabras. Así, esas nuevas formas usadas en la escrita informal por Internet pueden resultar confusas, de ahí que sea importante enseñarles a los estudiantes de Español como Lengua Extranjera algunas características de esa nueva escritura, para que tengan condiciones de comunicarse en las charlas informales con mayor efectividad.Internet communication has increased massively in the last few years. Mainly in informal chats several spelling changes can be observed. For this study, protocols of internet chats were collected during four months and intentional spelling changes were analyzed. These changes occur due to two main factors: language users' creativity and the need for a fast-paced communication. The basic consequence is the use of one single grapheme for a given phoneme and the abbreviation or simplification of words. These newly created Internet written words can be confusing at times, hence the importance of teaching learners of Spanish as a Foreign Language the characteristics of this form of written language, so they can communicate more efficiently in informal conversations.

  12. Práticas de narrativas escritas: atuação fonoaudiológica Written narrative practices: speech-language pathology intervention

    Directory of Open Access Journals (Sweden)

    Maria Sílvia Cárnio

    2012-10-01

    Full Text Available OBJETIVO: analisar a efetividade de um Programa de Promoção de Narrativas Escritas, em escolares da terceira série do Ensino Fundamental de uma escola pública. MÉTODO: vinte e um escolares de 3ª séries (14 meninas e sete meninos, entre oito anos e sete meses e 10 anos, foram avaliados quanto à produção escrita livre com base em um tema proposto antes e após um Programa de Práticas de Narrativas Escritas. As produções escritas foram analisadas qualitativa e quantitativamente por meio dos critérios das Competências Comunicativas (Genérica, Enciclopédica e Linguística, sendo o desempenho classificado como Ruim, Regular, Bom e Ótimo de acordo com a pontuação adquirida. Estes dados foram classificados e comparados nos momentos inicial e final do programa e receberam tratamento estatístico. RESULTADOS: houve um aumento estatístico significante no número de sujeitos que obtiveram a classificação Ótimo na avaliação final. Quando os dados foram agrupados em dois: Ruim/Regular e Ótimo/Bom também houve uma significância estatística entre os momentos inicial e final uma vez que o número de sujeitos do grupo Ruim/Regular reduziu-se enquanto que o Ótimo/Bom aumentou significantemente. CONCLUSÕES: o programa proposto foi efetivo uma vez que os escolares mostraram-se muito motivados e realizaram produções narrativas escritas melhor elaboradas em relação às Competências Comunicativas.PURPOSE: to analyze the effectiveness of a Written Narratives Promotion Program in a group of third grade students from public Elementary School. METHOD: twenty-one third grade students (14 girls and seven boys, with ages between eight years and seven months and ten years, had their free writing production based on a proposed theme evaluated before and after Written Narratives Promotion Program. The written productions were qualitatively and quantitatively analyzed using the Communicative Competence criteria (Generic, Encyclopedic and

  13. Investigating L2 Spoken English through the Role Play Learner Corpus

    Science.gov (United States)

    Nava, Andrea; Pedrazzini, Luciana

    2011-01-01

    We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the "Role Play" corpus, which consisted of 69 role-play interactions in English carried out by…

  14. Why Dose Frequency Affects Spoken Vocabulary in Preschoolers with Down Syndrome

    Science.gov (United States)

    Yoder, Paul J.; Woynaroski, Tiffany; Fey, Marc E.; Warren, Steven F.; Gardner, Elizabeth

    2015-01-01

    In an earlier randomized clinical trial, daily communication and language therapy resulted in more favorable spoken vocabulary outcomes than weekly therapy sessions in a subgroup of initially nonverbal preschoolers with intellectual disabilities that included only children with Down syndrome (DS). In this reanalysis of the dataset involving only…

  15. Monitoring the Performance of Human and Automated Scores for Spoken Responses

    Science.gov (United States)

    Wang, Zhen; Zechner, Klaus; Sun, Yu

    2018-01-01

    As automated scoring systems for spoken responses are increasingly used in language assessments, testing organizations need to analyze their performance, as compared to human raters, across several dimensions, for example, on individual items or based on subgroups of test takers. In addition, there is a need in testing organizations to establish…

  16. Complex sentences in sign languages: Modality, typology, discourse

    NARCIS (Netherlands)

    Pfau, R.; Steinbach, M.; Pfau, R.; Steinbach, M.; Herrmann, A.

    2016-01-01

    Sign language grammars, just like spoken language grammars, generally provide various means to generate different kinds of complex syntactic structures including subordination of complement clauses, adverbial clauses, or relative clauses. Studies on various sign languages have revealed that sign

  17. [Teaching sign language to the families of the deaf: focusing the learning process].

    Science.gov (United States)

    Caporali, Sueli Aparecida; de Lacerda, Cristina Broglia Feitosa; Marques, Penélope Leme

    2005-01-01

    According to bilingual education, only through sign language will deaf children attain linguistic and cognitive development, enabling them to learn a second language--spoken or written. However, it is also necessary for families to learn sign language in order to have a more efficient communication. To analyze methodological aspects of the teaching-learning process of Sign Language to family groups. Transcription and analysis of video recordings were made. The practice of teaching of the deaf teacher modifies itself during the research period and his attitude influences the way by which parents participate. The teaching methodology used by the deaf teacher interferes significantly in the motivation/participation of parents, followed by the acceptance of deafness and sign language.

  18. Nuffield Early Language Intervention: Evaluation Report and Executive Summary

    Science.gov (United States)

    Sibieta, Luke; Kotecha, Mehul; Skipp, Amy

    2016-01-01

    The Nuffield Early Language Intervention is designed to improve the spoken language ability of children during the transition from nursery to primary school. It is targeted at children with relatively poor spoken language skills. Three sessions per week are delivered to groups of two to four children starting in the final term of nursery and…

  19. The languages of the world

    National Research Council Canada - National Science Library

    Katzner, Kenneth

    2002-01-01

    ... on populations and the numbers of people speaking each language. Features include: * * * * * nearly 600 languages identified as to where they are spoken and the family to which they belong over 200 languages individually described, with sample passages and English translation fascinating insights into the history and development of individual languages a...

  20. Information Structure in Sign Languages

    NARCIS (Netherlands)

    Kimmelman, V.; Pfau, R.; Féry, C.; Ishihara, S.

    2016-01-01

    This chapter demonstrates that the Information Structure notions Topic and Focus are relevant for sign languages, just as they are for spoken languages. Data from various sign languages reveal that, across sign languages, Information Structure is encoded by syntactic and prosodic strategies, often

  1. A dramatização como estratégia de aprendizagem da linguagem escrita para o deficiente auditivo Dramatization as a strategy in learning written language for the deaf

    Directory of Open Access Journals (Sweden)

    Kele Jaqueline Pinotti

    2008-04-01

    Full Text Available O deficiente auditivo tem como conseqüência de sua privação auditiva um atraso de aquisição e desenvolvimento de fala e linguagem oral. A linguagem determina o desenvolvimento lingüístico-cognitivo do indivíduo e desempenha papel imprescindível na aprendizagem, ou seja, a aprendizagem é um produto da exposição sistemática da linguagem. A aprendizagem da linguagem escrita se dá através da linguagem oral, especificamente o deficiente auditivo, terá como conseqüência um atraso tanto da leitura como da escrita, pois são produções consideradas abstratas para ele. O presente estudo teve o objetivo de verificar a possibilidade da arte de dramatizar ser um instrumento terapêutico que facilite o desenvolvimento da interpretação e compreensão de textos pelos deficientes auditivos. O trabalho foi desenvolvido com quatro deficientes auditivos, com idades de 9 a 15 anos, pacientes da Clínica do Curso de Fonoaudiologia - UNIARA. Os indivíduos foram trabalhados em três etapas: leitura do texto e resolução de um questionário individualmente, dramatização e nova resolução do questionário individualmente. Os participantes melhoraram a compreensão do texto em 100%, demonstrando ser capazes de compreender e expressar essa compreensão mesmo que com dificuldades gramaticais e sintáticas. A dramatização possibilitou ao deficiente auditivo experienciar de maneira concreta o texto, tornando-o capaz de compreender e interpretar o que não compreenderia apenas com a leitura.As a consequence of hearing loss, the deaf present delayed speech and oral language development. Language determines an individual's linguistic and cognitive development and plays an essential role in learning, that is, learning is produced through systematic exposure to language. Learning of written language is tied to verbal language, so deafness will likely result in delayed reading as well as writing, since such productions will be seen as abstract. The aim

  2. Stability in Chinese and Malay heritage languages as a source of divergence

    NARCIS (Netherlands)

    Aalberse, S.; Moro, F.; Braunmüller, K.; Höder, S.; Kühl, K.

    2014-01-01

    This article discusses Malay and Chinese heritage languages as spoken in the Netherlands. Heritage speakers are dominant in another language and use their heritage language less. Moreover, they have qualitatively and quantitatively different input from monolinguals. Heritage languages are often

  3. Stability in Chinese and Malay heritage languages as a source of divergence

    NARCIS (Netherlands)

    Aalberse, S.; Moro, F.R.; Braunmüller, K.; Höder, S.; Kühl, K.

    2015-01-01

    This article discusses Malay and Chinese heritage languages as spoken in the Netherlands. Heritage speakers are dominant in another language and use their heritage language less. Moreover, they have qualitatively and quantitatively different input from monolinguals. Heritage languages are often

  4. ORCODE. 77: a computer routine to control a nuclear physics experiment by a PDP-15 + CAMAC system, written in assembler language and including many new routines of general interest

    Energy Technology Data Exchange (ETDEWEB)

    Dickens, J.K.; McConnell, J.W.

    1977-03-29

    ORCODE.77 is a versatile data-handling computer routine written in MACRO (assembler) language for a PDP-15 computer with EAE (extended arithmetic capability) connected to a CAMAC interface. The Interrupt feature of the computer is utilized. Although the code is oriented for a specific experimental problem, there are many routines of general interest, including a CAMAC Scaler handler, an executive routine to interpret and act upon three-character teletype commands, concise routines to type out double-precision integers (both octal and decimal) and floating-point numbers and to read in integers and floating-point numbers, a routine to convert to and from PDP-15 FORTRAN-IV floating-point format, a routine to handle clock interrupts, and our own DECTAPE handling routine. Routines having specific applications which are applicable to other very similar applications include a display routine using CAMAC instructions, control of external mechanical equipment using CAMAC instructions, storage of data from an Analog-to-digital Converter, analysis of stored data into time-dependent pulse-height spectra, and a routine to read the contents of a Nuclear Data 5050 Analyzer and to prepare DECTAPE output of these data for subsequent analysis by a code written in PDP-15-compiled FORTRAN-IV.

  5. ORCODE.77: a computer routine to control a nuclear physics experiment by a PDP-15 + CAMAC system, written in assembler language and including many new routines of general interest

    International Nuclear Information System (INIS)

    Dickens, J.K.; McConnell, J.W.

    1977-01-01

    ORCODE.77 is a versatile data-handling computer routine written in MACRO (assembler) language for a PDP-15 computer with EAE (extended arithmetic capability) connected to a CAMAC interface. The Interrupt feature of the computer is utilized. Although the code is oriented for a specific experimental problem, there are many routines of general interest, including a CAMAC Scaler handler, an executive routine to interpret and act upon three-character teletype commands, concise routines to type out double-precision integers (both octal and decimal) and floating-point numbers and to read in integers and floating-point numbers, a routine to convert to and from PDP-15 FORTRAN-IV floating-point format, a routine to handle clock interrupts, and our own DECTAPE handling routine. Routines having specific applications which are applicable to other very similar applications include a display routine using CAMAC instructions, control of external mechanical equipment using CAMAC instructions, storage of data from an Analog-to-digital Converter, analysis of stored data into time-dependent pulse-height spectra, and a routine to read the contents of a Nuclear Data 5050 Analyzer and to prepare DECTAPE output of these data for subsequent analysis by a code written in PDP-15-compiled FORTRAN-IV

  6. Effects of Auditory and Visual Priming on the Identification of Spoken Words.

    Science.gov (United States)

    Shigeno, Sumi

    2017-04-01

    This study examined the effects of preceding contextual stimuli, either auditory or visual, on the identification of spoken target words. Fifty-one participants (29% males, 71% females; mean age = 24.5 years, SD = 8.5) were divided into three groups: no context, auditory context, and visual context. All target stimuli were spoken words masked with white noise. The relationships between the context and target stimuli were as follows: identical word, similar word, and unrelated word. Participants presented with context experienced a sequence of six context stimuli in the form of either spoken words or photographs. Auditory and visual context conditions produced similar results, but the auditory context aided word identification more than the visual context in the similar word relationship. We discuss these results in the light of top-down processing, motor theory, and the phonological system of language.

  7. Language

    DEFF Research Database (Denmark)

    Sanden, Guro Refsum

    2016-01-01

    Purpose: – The purpose of this paper is to analyse the consequences of globalisation in the area of corporate communication, and investigate how language may be managed as a strategic resource. Design/methodology/approach: – A review of previous studies on the effects of globalisation on corporate...... communication and the implications of language management initiatives in international business. Findings: – Efficient language management can turn language into a strategic resource. Language needs analyses, i.e. linguistic auditing/language check-ups, can be used to determine the language situation...

  8. [Use of Freiburg monosyllabic test words in the contemporary German language : Currentness of the test words].

    Science.gov (United States)

    Steffens, T

    2016-08-01

    The Freiburg monosyllabic test has a word inventory based on the word frequency in written sources from the 19th century, the distribution of which is not even between the test lists. The median distributions of word frequency ranking in contemporary language of nine test lists deviate significantly from the overall median of all 400 monosyllables. Lists 1, 6, 9, 10, and 17 include significantly more very rarely used words; lists 2, 3, 5, and 15, include significantly more very frequently used words. Compared with the word frequency in the contemporary spoken German language, about 45 % of the test words are practically no longer used. Due to this high proportion of extremely rarely or no longer used words, the word inventory is no longer representative of the contemporary German language-neither for the written, nor for the spoken language. Highly educated persons with a large vocabulary are thereby favored. The reference values for normal-hearing persons should therefore be reevaluated.

  9. WRITTEN COMMUNICATION IN BUSINESS

    OpenAIRE

    Oana COSMAN

    2013-01-01

    The article examines the work of researchers primarily interested in the investigation of written communication in business settings. The author regards 'business discourse' as a field of study with distinct features in the domain of discourse analysis. Thus, the paper overviews the most important contributions to the development of written business discourse with a number of landmark studies. To gain a greater understanding of the written business discourse, the author also investigates some...

  10. Technological Devices Improving System of Translating Languages: What About their Usefulness on the Applicability in Medicine and Health Sciences?

    Directory of Open Access Journals (Sweden)

    Adilia Maria Pires Sciarra

    2015-12-01

    Full Text Available ABSTRACT INTRODUCTION: In a world in which global communication is becoming ever more important and in which English is increasingly positioned as the pre-eminent international language, that is, English as a Lingua Franca refers to the use of English as a medium of communication between peoples of different languages. It is important to highlight the positive advances in communication in health, provided by technology. OBJECTIVE: To present an overview on some technological devices of translating languages provided by the Web as well as to point out some advantages and disadvantages specially using Google Translate in Medicine and Health Sciences. METHODS: A bibliographical survey was performed to provide an overview on the usefulness of online translators for applicability using written and spoken languages. RESULTS: As we have to consider this question to be further surely answered, this study could present some advantages and disadvantages in using translating online devices. CONCLUSION: Considering Medicine and Health Sciences as expressive into the human scientific knowledge to be spread worldwidely; technological devices available on communication should be used to overcome some language barriers either written or spoken, but with some caution depending on the context of their applicability.

  11. Guest Comment: Universal Language Requirement.

    Science.gov (United States)

    Sherwood, Bruce Arne

    1979-01-01

    Explains that reading English among Scientists is almost universal, however, there are enormous problems with spoken English. Advocates the use of Esperanto as a viable alternative, and as a language requirement for graduate work. (GA)

  12. Concurrent Validity of Standardized Measures of Written Expression.

    Science.gov (United States)

    Riccio, Cynthia A.; Boan, Candace H.; Staniszewski, Deborah; Hynd, George W.

    1997-01-01

    A study involving 120 school-aged children that investigated the concurrent validity of measures of written language found that the Wechsler Individual Achievement Test Written Expression subtest correlates moderately with the Written Expression subtest of the Peabody Individual Achievement Test-Revised and the Spontaneous Writing Quotient of the…

  13. Appropriating Written French: Literacy Practices in a Parisian Elementary Classroom

    Science.gov (United States)

    Rockwell, Elsie

    2012-01-01

    In this article, I examine French language instruction in an elementary classroom serving primarily children of Afro-French immigrants in Paris. I show that a prevalent French language ideology privileges written over oral expression and associates full mastery of written French with rational thought and full inclusion in the French polity. This…

  14. Linguistic policy and “minority” languages in the People’s Republic of China : The case of the Tai Lue of Sipsong Panna

    OpenAIRE

    Casas, Roger; ,; ,

    2011-01-01

    This paper offers a brief discussion of some of the contradictions informing linguistic policies implemented by the government of the People´s Republic of China (PRC) in “minority” areas, allegedly aimed at preserving and promoting non-Han languages, through the case of the Tai Lue (officially classified as Dai) in Yunnan province. It is argued that, while all (recognized) ethnic groups (minzu) in the PRC are granted the right to use and develop their own spoken and written languages by the s...

  15. THE PROBLEMS IN WRITTEN EXPRESSIONS OF TURKISH LANGUAGE LEARNING STUDENTS AS A FOREIGN LANGUAGE: (YILDIZ TOMER SAMPLE - TÜRKÇEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENCİLERİN YAZILI ANLATIMLARINDA KARŞILAŞILAN SORUNLAR (YILDIZ TÖMER ÖRNEKLEMİ

    Directory of Open Access Journals (Sweden)

    Talat AYTAN

    2015-08-01

    Full Text Available Language teaching aims to improve comprehension and narrating skills. While oral narration skills are mostly needed in daily life, writing becomes prominent in academic and cultural activities. In this study, the problems in written expressions of 16 students who are studying Turkish as a second language at Yıldız Technical University Turkish Teaching Centre A1 level and will start their bachelor, master and doctorate degrees. The data of the study is obtained from the texts written by the students in writing course. Those texts written by guided writing method have some topics such as introducing families, patient-doctor dialogue, travel plan, giving a recipe etc. The errors that are identified in writing activities have been analyzed according to error analyzing method. Initially, the detected errors have been defined, later they have been classified and mentioned with their frequency rates. According to the results, the students speaking Arabic, Persian, Bosnian and Lala as their mother tongue make more mistakes in writing while the students speaking Shona, Hausa and Malay as their mother tongue make more stylistic errors.

  16. How learning to read changes the cortical networks for vision and language.

    Science.gov (United States)

    Dehaene, Stanislas; Pegado, Felipe; Braga, Lucia W; Ventura, Paulo; Nunes Filho, Gilberto; Jobert, Antoinette; Dehaene-Lambertz, Ghislaine; Kolinsky, Régine; Morais, José; Cohen, Laurent

    2010-12-03

    Does literacy improve brain function? Does it also entail losses? Using functional magnetic resonance imaging, we measured brain responses to spoken and written language, visual faces, houses, tools, and checkers in adults of variable literacy (10 were illiterate, 22 became literate as adults, and 31 were literate in childhood). As literacy enhanced the left fusiform activation evoked by writing, it induced a small competition with faces at this location, but also broadly enhanced visual responses in fusiform and occipital cortex, extending to area V1. Literacy also enhanced phonological activation to speech in the planum temporale and afforded a top-down activation of orthography from spoken inputs. Most changes occurred even when literacy was acquired in adulthood, emphasizing that both childhood and adult education can profoundly refine cortical organization.

  17. Interferência da língua falada na escrita de crianças: processos de apagamento da oclusiva dental /d/ e da vibrante final /r/ Interference of the spoken language on children's writing: cancellation processes of the dental occlusive /d/ and final vibrant /r/

    Directory of Open Access Journals (Sweden)

    Socorro Cláudia Tavares de Sousa

    2009-01-01

    Full Text Available O presente trabalho tem como objetivo investigar a influência da língua falada na escrita de crianças em relação aos fenômenos do cancelamento da dental /d/ e da vibrante final /r/. Elaboramos e aplicamos um instrumento de pesquisa em alunos do Ensino Fundamental em escolas de Fortaleza. Para a análise dos dados obtidos, utilizamos o software SPSS. Os resultados nos revelaram que o sexo masculino e as palavras polissílabas são fatores que influenciam, de forma parcial, a realização da variável dependente /no/ e que os verbos e o nível de escolaridade são elementos condicionadores para o cancelamento da vibrante final /r/.The present study aims to investigate the influence of the spoken language in children's writing in relation to the phenomena of cancellation of dental /d/ and final vibrant /r/. We elaborated and applied a research instrument to children from primary school in Fortaleza. We used the software SPSS to analyze the data. The results showed that the male sex and the words which have three or more syllable are factors that influence, in part, the realization of the dependent variable /no/ and that verbs and level of education are conditioners elements for the cancellation of the final vibrant /r/.

  18. Book review. Neurolinguistics. An Introduction to Spoken Language Processing and its Disorders, John Ingram. Cambridge University Press, Cambridge (Cambridge Textbooks in Linguistics) (2007). xxi + 420 pp., ISBN 978-0-521-79640-8 (pb)

    OpenAIRE

    Schiller, N.O.

    2009-01-01

    The present textbook is one of the few recent textbooks in the area of neurolinguistics and will be welcomed by teachers of neurolinguistic courses as well as researchers interested in the topic. Neurolinguistics is a huge area, and the boundaries between psycho- and neurolinguistics are not sharp. Often the term neurolinguistics is used to refer to research involving neuropsychological patients suffering from some sort of language disorder or impairment. Also, the term neuro- rather than psy...

  19. On written expression of primary school pupils

    Directory of Open Access Journals (Sweden)

    Stevanović Jelena

    2009-01-01

    Full Text Available Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.

  20. Syllable Frequency and Spoken Word Recognition: An Inhibitory Effect.

    Science.gov (United States)

    González-Alvarez, Julio; Palomar-García, María-Angeles

    2016-08-01

    Research has shown that syllables play a relevant role in lexical access in Spanish, a shallow language with a transparent syllabic structure. Syllable frequency has been shown to have an inhibitory effect on visual word recognition in Spanish. However, no study has examined the syllable frequency effect on spoken word recognition. The present study tested the effect of the frequency of the first syllable on recognition of spoken Spanish words. A sample of 45 young adults (33 women, 12 men; M = 20.4, SD = 2.8; college students) performed an auditory lexical decision on 128 Spanish disyllabic words and 128 disyllabic nonwords. Words were selected so that lexical and first syllable frequency were manipulated in a within-subject 2 × 2 design, and six additional independent variables were controlled: token positional frequency of the second syllable, number of phonemes, position of lexical stress, number of phonological neighbors, number of phonological neighbors that have higher frequencies than the word, and acoustical durations measured in milliseconds. Decision latencies and error rates were submitted to linear mixed models analysis. Results showed a typical facilitatory effect of the lexical frequency and, importantly, an inhibitory effect of the first syllable frequency on reaction times and error rates. © The Author(s) 2016.

  1. EXPLORING INTERPERSONAL INTERACTION IN WRITTEN DISCOURSE

    Directory of Open Access Journals (Sweden)

    Risdaneva Risdaneva

    2014-11-01

    Full Text Available The purpose of any discourses, either spoken or written ones, is to communicate the messages to the targeted audiences. Written discourse appears to be the most cau-tious piece of work since it is a product of a well-organised and long-term writing process. To achieve the communicative purpose, an author should interpersonally interact with the targeted readers. The interpersonal interaction can be realised through the use of modalisation to express certainty and uncertainty as well as the use of attitudinal evaluation to evaluate things, events, people, situations and etc. In this case, the analysis of some extracts which are produced as guidelines for the teachers suggest that the written texts are quite convincing and evaluative as well as successful in persuading the readers. This is typical to this genre of discourse as its ultimate goal is to win over the interest of the reader in using the product. In other word, the author tries to make the text convincing and persuasive in order to win over the teachers’ interest in using the textbook in their classrooms.

  2. Inuit Sign Language: a contribution to sign language typology

    NARCIS (Netherlands)

    Schuit, J.; Baker, A.; Pfau, R.

    2011-01-01

    Sign language typology is a fairly new research field and typological classifications have yet to be established. For spoken languages, these classifications are generally based on typological parameters; it would thus be desirable to establish these for sign languages. In this paper, different

  3. Consciência fonológica e linguagem escrita: efeitos de um programa de intervenção Phonological awareness and written language: effects of an intervention program

    Directory of Open Access Journals (Sweden)

    Maria José dos Santos

    2010-12-01

    Full Text Available A consciência fonológica, entendida como habilidade de reflexão e manipulação dos sons da fala, está relacionada ao êxito na aquisição da linguagem escrita. Esta pesquisa teve como objetivos avaliar a eficácia de um programa de intervenção para desenvolver habilidades metafonológicas e facilitar a aprendizagem da escrita em crianças falantes do português do Brasil. Participaram 90 crianças de 5 a 6 anos que frequentavam classes de alfabetização. Foi utilizado delineamento quase experimental em três fases: pré-teste, intervenção e pós-teste, com aplicação de provas às crianças. Os resultados mostraram que as habilidades metafonológicas têm papel facilitador no início do processo de aquisição da linguagem escrita e podem ser desenvolvidas por meio de programas de intervenção em diferentes condições de aplicação.The phonological awareness, understood as the ability of reflection and manipulation of speech sounds, is related to succeeding in the written language acquisition process. This research aimed at evaluating the effectiveness of an intervention program to develop metaphonological skills and aid the learning of writing for Brazilian Portuguese-speaking children. A total of 90 children between 5 and 6 years old who attended the literacy classes participated in this research. A quasi-experimental design was used in three steps: pre-test, intervention and post-test, with the application of exams to the children. The results showed that the metaphonological skills have an aiding role at the beginning of the written language acquisition process, and that they can be developed through intervention programs in different application conditions.

  4. Linguistic Landscape and Minority Languages

    Science.gov (United States)

    Cenoz, Jasone; Gorter, Durk

    2006-01-01

    This paper focuses on the linguistic landscape of two streets in two multilingual cities in Friesland (Netherlands) and the Basque Country (Spain) where a minority language is spoken, Basque or Frisian. The paper analyses the use of the minority language (Basque or Frisian), the state language (Spanish or Dutch) and English as an international…

  5. Variations in Written English

    National Research Council Canada - National Science Library

    Collins, Jeffrey

    2003-01-01

    .... The implication is that these five dimensions mark fundamental rhetorical "cut points" in written English, functioning as a heretofore hidden meso-layer linking micro-level linguistic decisions...

  6. Language Use of Frisian Bilingual Teenagers on Social Media

    NARCIS (Netherlands)

    Jongbloed-Faber, L.; Van de Velde, H.; van der Meer, C.; Klinkenberg, E.L.

    2016-01-01

    This paper explores the use of Frisian, a minority language spoken in the Dutch province of Fryslân, on social media by Frisian teenagers. Frisian is the mother tongue of 54% of the 650,000 inhabitants and is predominantly a spoken language: 64% of the Frisian population can speak it well, while

  7. Predicting user mental states in spoken dialogue systems

    Science.gov (United States)

    Callejas, Zoraida; Griol, David; López-Cózar, Ramón

    2011-12-01

    In this paper we propose a method for predicting the user mental state for the development of more efficient and usable spoken dialogue systems. This prediction, carried out for each user turn in the dialogue, makes it possible to adapt the system dynamically to the user needs. The mental state is built on the basis of the emotional state of the user and their intention, and is recognized by means of a module conceived as an intermediate phase between natural language understanding and the dialogue management in the architecture of the systems. We have implemented the method in the UAH system, for which the evaluation results with both simulated and real users show that taking into account the user's mental state improves system performance as well as its perceived quality.

  8. Predicting user mental states in spoken dialogue systems

    Directory of Open Access Journals (Sweden)

    Griol David

    2011-01-01

    Full Text Available Abstract In this paper we propose a method for predicting the user mental state for the development of more efficient and usable spoken dialogue systems. This prediction, carried out for each user turn in the dialogue, makes it possible to adapt the system dynamically to the user needs. The mental state is built on the basis of the emotional state of the user and their intention, and is recognized by means of a module conceived as an intermediate phase between natural language understanding and the dialogue management in the architecture of the systems. We have implemented the method in the UAH system, for which the evaluation results with both simulated and real users show that taking into account the user's mental state improves system performance as well as its perceived quality.

  9. Artfulness in Young Children's Spoken Narratives

    Science.gov (United States)

    Glenn-Applegate, Katherine; Breit-Smith, Allison; Justice, Laura M.; Piasta, Shayne B.

    2010-01-01

    Research Findings: Artfulness is rarely considered as an indicator of quality in young children's spoken narratives. Although some studies have examined artfulness in the narratives of children 5 and older, no studies to date have focused on the artfulness of preschoolers' oral narratives. This study examined the artfulness of fictional spoken…

  10. Cue Reliance in L2 Written Production

    Science.gov (United States)

    Wiechmann, Daniel; Kerz, Elma

    2014-01-01

    Second language learners reach expert levels in relative cue weighting only gradually. On the basis of ensemble machine learning models fit to naturalistic written productions of German advanced learners of English and expert writers, we set out to reverse engineer differences in the weighting of multiple cues in a clause linearization problem. We…

  11. ADECUACIÓN DEL LENGUAJE EN EL MATERIAL DIDÁCTICO ESCRITO: EL PROCESO DE PRODUCCIÓN COMO PROCESO PEDAGÓGICO (ADAPTATION OF LANGUAGE IN WRITTEN TEACHING MATERIALS: PRODUCTION PROCESS AS EDUCATIONAL PROCESS

    Directory of Open Access Journals (Sweden)

    Gómez Figueroa Patricia

    2011-08-01

    Full Text Available Resumen:El presente ensayo surge como respuesta a una serie de reflexiones sobre el quehacer de los editores académicos que laboran en el programa de Producción de Material Didáctico Escrito (Promade de la Dirección de Producción de Materiales de Didácticos de la Universidad Estatal a Distancia (UNED. Se pretende un acercamiento al material escrito a través del lenguaje y los diferentes elementos que confluyen en su producción, como la situación comunicativa y la mediación pedagógica. Finalmente, se concluye con una serie de recomendaciones acerca de la relevancia de la adecuación del lenguaje como parte del proceso pedagógico en la producción del material didáctico.Abstract: This essay reflects on the work of the production editor of the program “Producción de Materiales Didácticos (Promade de la Universidad Estatal a Distancia (UNED”. We present, therefore, some aspects related to the production area: written materials, mainly printed and main elements, like style, that come together in its development; and other like the communicative situation and pedagogical mediation. We conclude with a series of recommendations about the relevance of an adequate language an style as part of the educational process in the production of materials.

  12. Written Language Performance Following Embedded Grammar Instruction

    Science.gov (United States)

    Collins, Gingere; Norris, Jan

    2017-01-01

    This study explored whether presenting grammar instruction within the context of reading and writing would improve writing skills. The participating schools were using a traditional grammar instruction in which grammar lessons were predominately taught using worksheets and were presented separately from other reading and writing activities. This…

  13. ASSESSING THE SO CALLED MARKED INFLECTIONAL FEATURES OF NIGERIAN ENGLISH: A SECOND LANGUAGE ACQUISITION THEORY ACCOUNT

    Directory of Open Access Journals (Sweden)

    Boluwaji Oshodi

    2014-04-01

    Full Text Available There are conflicting claims among scholars on whether the structural outputs of the types of English spoken in countries where English is used as a second language gives such speech forms the status of varieties of English. This study examined those morphological features considered to be marked features of the variety spoken in Nigeria according to Kirkpatrick (2011 and the variety spoken in Malaysia by considering the claims of the Missing Surface Inflection Hypothesis (MSIH a Second Language Acquisition theory which accounts for the cause of the variable use of such inflections among L2 learners. Results from oral and written composition tasks administered on selected undergraduate students of Nigerian and Malaysian universities revealed that what is regarded as morphological features are actually a deviation from the L2 target forms. According to the MSIH the variability in the use of such inflections is due to problems of lexical retrieval a psycholinguistic problem which manifests among L2 learners of English generally which results in wrong surface representations.

  14. Vowel and Consonant Replacements in the Spoken French of Ijebu Undergraduate French Learners in Selected Universities in South West of Nigeria

    Directory of Open Access Journals (Sweden)

    Iyiola Amos Damilare

    2015-04-01

    Full Text Available Substitution is a phonological process in language. Existing studies have examined deletion in several languages and dialects with less attention paid to the spoken French of Ijebu Undergraduates. This article therefore examined substitution as a dominant phenomenon in the spoken French of thirty-four Ijebu Undergraduate French Learners (IUFLs in Selected Universities in South West of Nigeria with a view to establishing the dominance of substitution in the spoken French of IUFLs. The data collection was through tape-recording of participants’ production of 30 sentences containing both French vowel and consonant sounds. The results revealed inappropriate replacement of vowel and consonant in the medial and final positions in the spoken French of IUFLs.

  15. A Study on Motivation and Strategy Use of Bangladeshi University Students to Learn Spoken English

    OpenAIRE

    Mst. Moriam, Quadir

    2008-01-01

    This study discusses motivation and strategy use of university students to learn spoken English in Bangladesh. A group of 355 (187 males and 168 females) university students participated in this investigation. To measure learners' degree of motivation a modified version of questionnaire used by Schmidt et al. (1996) was administered. Participants reported their strategy use on a modified version of SILL, the Strategy Inventory for Language Learning, version 7.0 (Oxford, 1990). In order to fin...

  16. Cascadedness in Chinese Written Word Production

    Directory of Open Access Journals (Sweden)

    Qingqing eQu

    2015-08-01

    Full Text Available In written word production, is activation transmitted from lexical-semantic selection to orthographic encoding in a serial or cascaded fashion? Very few previous studies have addressed this issue, and the existing evidence comes from languages with alphabetic orthographic systems. We report a study in which Chinese participants were presented with coloured line drawings of objects and were instructed to write the name of the colour while attempting to ignore the object. Significant priming was found when on a trial, the written response shared an orthographic radical with the written name of the object. This finding constitutes clear evidence that task-irrelevant lexical codes activate their corresponding orthographic representation, and hence suggests that activation flows in a cascaded fashion within the written production system. Additionally, the results speak to how the time interval between processing of target and distractor dimensions affects and modulates the emergence of orthographic facilitation effects.

  17. Cascadedness in Chinese written word production.

    Science.gov (United States)

    Qu, Qingqing; Damian, Markus F

    2015-01-01

    In written word production, is activation transmitted from lexical-semantic selection to orthographic encoding in a serial or cascaded fashion? Very few previous studies have addressed this issue, and the existing evidence comes from languages with alphabetic orthographic systems. We report a study in which Chinese participants were presented with colored line drawings of objects and were instructed to write the name of the color while attempting to ignore the object. Significant priming was found when on a trial, the written response shared an orthographic radical with the written name of the object. This finding constitutes clear evidence that task-irrelevant lexical codes activate their corresponding orthographic representation, and hence suggests that activation flows in a cascaded fashion within the written production system. Additionally, the results speak to how the time interval between processing of target and distractor dimensions affects and modulates the emergence of orthographic facilitation effects.

  18. Parental mode of communication is essential for speech and language outcomes in cochlear implanted children

    DEFF Research Database (Denmark)

    Percy-Smith, Lone; Cayé-Thomasen, Per; Breinegaard, Nina

    2010-01-01

    The present study demonstrates a very strong effect of the parental communication mode on the auditory capabilities and speech/language outcome for cochlear implanted children. The children exposed to spoken language had higher odds of scoring high in all tests applied and the findings suggest...... a very clear benefit of spoken language communication with a cochlear implanted child....

  19. The grammaticalization of gestures in sign languages

    NARCIS (Netherlands)

    van Loon, E.; Pfau, R.; Steinbach, M.; Müller, C.; Cienki, A.; Fricke, E.; Ladewig, S.H.; McNeill, D.; Bressem, J.

    2014-01-01

    Recent studies on grammaticalization in sign languages have shown that, for the most part, the grammaticalization paths identified in sign languages parallel those previously described for spoken languages. Hence, the general principles of grammaticalization do not depend on the modality of language

  20. Spoken sentence production in college students with dyslexia: working memory and vocabulary effects.

    Science.gov (United States)

    Wiseheart, Rebecca; Altmann, Lori J P

    2017-11-21

    Individuals with dyslexia demonstrate syntactic difficulties on tasks of language comprehension, yet little is known about spoken language production in this population. To investigate whether spoken sentence production in college students with dyslexia is less proficient than in typical readers, and to determine whether group differences can be attributable to cognitive differences between groups. Fifty-one college students with and without dyslexia were asked to produce sentences from stimuli comprising a verb and two nouns. Verb types varied in argument structure and morphological form and nouns varied in animacy. Outcome measures were precision (measured by fluency, grammaticality and completeness) and efficiency (measured by response times). Vocabulary and working memory tests were also administered and used as predictors of sentence production performance. Relative to non-dyslexic peers, students with dyslexia responded significantly slower and produced sentences that were significantly less precise in terms of fluency, grammaticality and completeness. The primary predictors of precision and efficiency were working memory, which differed between groups, and vocabulary, which did not. College students with dyslexia were significantly less facile and flexible on this spoken sentence-production task than typical readers, which is consistent with previous studies of school-age children with dyslexia. Group differences in performance were traced primarily to limited working memory, and were somewhat mitigated by strong vocabulary. © 2017 Royal College of Speech and Language Therapists.