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Thematische Bibliographien / Spoken English

Auswahl der wissenschaftlichen Literatur zum Thema „Spoken English“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 3. März 2023

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Inhaltsverzeichnis

Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Zeitschriftenartikel zum Thema "Spoken English":

1

Ramesh, S., und M. Suresh Kumar. „Teaching Spoken English“. Journal of Advances and Scholarly Researches in Allied Education 15, Nr. 9 (01.10.2018): 34–36. http://dx.doi.org/10.29070/15/57913.

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2

Heptonstall, G. „Spoken/Broken“. English 46, Nr. 184 (01.03.1997): 60–61. http://dx.doi.org/10.1093/english/46.184.60.

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3

Rodriguez, Fatima, Sandra E. Echeverria, Sri Ram Pentakota, Chioma Amadi, Katherine G. Hastings und Latha P. Palaniappan. „Comparison of Ideal Cardiovascular Health Attainment and Acculturation among Asian Americans and Latinos“. Ethnicity & Disease 29, Nr. 2 (18.04.2019): 287–96. http://dx.doi.org/10.18865/ed.29.2.287.

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Objective: To determine the association between language and ideal cardiovascular health among Asian Americans and Latinos.Design/ Study Participants: Cross-sectional study using 2011-2016 National Health and Nutrition Examination Survey of Asian Americans (n=2,009) and Latinos (n=3,906).Interventions: Participants were classified according to language spoken at home (only/mostly English spoken, both English and native language spoken equally, or mostly/only native language spoken).Outcomes: Ideal, intermediate and poor cardiovascular health status for smoking, blood pressure, glucose level, and total cholesterol.Results: The majority of Asian Americans and Latinos had ideal smoking status, but those who only/mostly spoke English were more likely to smoke compared with those who spoke only/mostly spoke their native language. Approximately one third of Asian Americans and Latinos had intermediate (ie, borderline or treated to goal) levels of cardiovascular health for blood pressure, glucose level and total cholesterol. In adjusted models, those who spoke only/mostly their native language were significantly less likely to have poor smoking or hypertension status than those who spoke only/ mostly English. Among Latinos, only/mostly Spanish speakers were more likely to have poor/ intermediate glucose levels (PR=1.35, 95% CI =1.21, 1.49) than those who spoke only/ mostly English, becoming statistically non-significant after adjusting for education and income.Conclusion: We found significant variation in ideal cardiovascular health attainment by language spoken at home in two of the largest immigrant groups in the United States. Findings suggest the need for language and culturally tailored public health and clinical initiatives to reduce cardiovascular risk in diverse populations.Ethn Dis.2019;29(2):287- 296; doi:10.18865/ed.29.2.287

4

Mayes, Patricia. „Quotation in Spoken English“. Studies in Language 14, Nr. 2 (01.01.1990): 325–63. http://dx.doi.org/10.1075/sl.14.2.04may.

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5

Kolesnikova, Olga, und Oscar-Arturo González-González. „Spoken English Learner Corpora“. Research in Computing Science 130, Nr. 1 (31.12.2016): 111–32. http://dx.doi.org/10.13053/rcs-130-1-10.

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6

Calude, Andreea S., und Gerald P. Delahunty. „Inferentials in spoken English“. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, Nr. 3 (01.09.2011): 307–40. http://dx.doi.org/10.1075/prag.21.3.02cal.

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Although there is a growing body of research on inferential sentences (Declerck 1992, Delahunty 1990, 1995, 2001, Koops 2007, Pusch 2006), most of this research has been on their forms and functions in written discourse. This has left a gap with regards to their range of structural properties and allowed disagreement over their analysis to linger without a conclusive resolution. Most accounts regard the inferential as a type of it-cleft (Declerck 1992, Delahunty 2001, Huddleston and Pullum 2002, Lambrecht 2001), while a few view it as an instance of extraposition (Collins 1991, Schmid 2009). More recently, Pusch’s work in Romance languages proposes the inferential is used as a discourse marker (2006, forthcoming). Based on a corpus study of examples from spoken New Zealand English, the current paper provides a detailed analysis of the formal and discoursal properties of several sub-types of inferentials (positive, negative, as if and like inferentials). We show that despite their apparent formal differences from the prototypical cleft, inferentials are nevertheless best analysed as a type of cleft, though this requires a minor reinterpretation of “cleft construction.” We show how similar the contextualized interpretations of clefts and inferentials are and how these are a function of their lexis and syntax.

7

Gao, Chi. „The Spoken English Practice System Based on Computer English Speech Recognition Technology“. Mobile Information Systems 2022 (06.04.2022): 1–11. http://dx.doi.org/10.1155/2022/9033421.

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Spoken English practice requires a combination of listening, speaking, reading, and writing, among which listening and speaking are the most difficult. In order to improve the speaking ability of the practitioner, the pronunciation of spoken English needs to be corrected in time. However, the workload of manual evaluation is too large, so it is necessary to combine intelligent methods for spoken language recognition. Based on the needs of spoken English pronunciation correction, this paper combines the computer English speech recognition technology to construct the spoken English recognition and correction model and combines the coding technology to study the English speech recognition technology. Moreover, this article constructs the spoken English practice system based on the actual needs of spoken English practice. Finally, this paper verifies the reliability of this system through experimental research, which provides a reliable means for the subsequent intelligent learning of spoken English.

8

Liu, Yang, und Jianguo Tian. „Error Analysis of College Students’ Spoken English“. International Journal of Languages, Literature and Linguistics 7, Nr. 4 (Dezember 2021): 182–88. http://dx.doi.org/10.18178/ijlll.2021.7.4.309.

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Based on the theory of Error Analysis, this thesis records the production of spoken English of first year college students of Northwestern Polytechnical University as samples. After listening to the recorder repeatedly and carefully, the author classifies and describes the errors found in the corpus, investigates the causes of these errors and provides solutions to these problems. It is found that there are errors of performance, phonological errors, lexical errors, grammatical errors and pragmatic errors in this study. Reasons for these errors can be explained from the perspectives of interlingual transfer, intralingual interference, cognitive and affective factors, and communicative strategies. Accordingly, some countermeasures could be taken to effectively decrease errors.

9

Peng, Yong Mei, und Yun Hua Qu. „Based on Research Connecting Word Corpus of Spoken English“. Advanced Materials Research 1030-1032 (September 2014): 2689–92. http://dx.doi.org/10.4028/www.scientific.net/amr.1030-1032.2689.

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This paper examines our spoken English Majors used to connect words and characteristics. Corpus used the "Chinese students Spoken and Written English Corpus (SWECCL2.0)" in the spoken corpus SECCL2.0, reference corpus used in the British National Corpus BNC spoken corpus BNC Spoken Corpus (BNC / S). The study found that of native speakers of English majors and English spoken words using both common connections are also differences. Meanwhile, China's English Majors spoken word there are multiple connections with the situation misuse. Based on the findings, the article on spoken English teaching some suggestions.

10

Wober, Mallory. „English - as she ain't spoken“. British Journalism Review 8, Nr. 2 (Juni 1997): 64–67. http://dx.doi.org/10.1177/095647489700800210.

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Dissertationen zum Thema "Spoken English":

1

Wells, W. H. G. „Focus in spoken English“. Thesis, University of York, 1988. http://etheses.whiterose.ac.uk/10783/.

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2

Sköld, Lovisa. „Spoken English in the EFL classroom : A study of Swedish pupils’ attitudes towards spoken English“. Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1745.

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The purpose of this essay is to investigate pupils’ attitudes towards spoken English and towards speaking in front of their friends, and how these attitudes appear to be related to their oral communication and communicative behaviour in the classroom. The material was collected by video taping two classes, a questionnaire in these two classes and by interviewing their teacher.

The results show that motivation and anxiety are psychological factors that play a significant role in the learning process. Attitudes, both towards the target language and towards their own production affect pupils’ willingness to communicate, and consequently their oral production in different tasks. The larger the group is, the more anxious they become. In order to motivate pupils, a variety of exercises is needed, where the topic is of great importance to awaken their interest for communication. The teacher also needs to circulate in the classroom to avoid a situation where pupils switch to their first language. Otherwise, pupils appear to code-switch as soon as an opportunity presents itself, which was observed in the analyses of recorded lessons.

3

Toivanen, Juhani H. „Perspectives on intonation English, Finnish, and English spoken by Finns /“. Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.

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4

Hincks, Rebecca. „Computer support for learners of spoken English“. Doctoral thesis, Stockholm : KTH Computer science and communication, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-467.

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5

Piotrowski, Jennifer A. „Information Structure of Clefts in Spoken English“. Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10024.

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xiii, 92 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Towards a more complete description of cleft constructions, this thesis comprises an investigation of the prosody, syntax, and information structure of IT clefts, REVERSE WH clefts, and existential THERE clefts in Spoken English. Cleft constructions were extracted from the Santa Barbara Corpus of Spoken American English on the basis of syntactic characteristics, and empirical methods were developed for evaluating clefts with respect to prosody and information structure factors. Native speaker-hearer judgments about cleft constructions in authentic spoken language were gathered to provide a basis for operational definitions of PROSODIC PROMINENCE, GIVENNESS, NEWNESS, CONTRASTIVENESS, and levels of contextual RELEVANCE. While cleft constructions have conventionally been discussed as contrastive focusing devices, the current study provides empirical evidence for a more complex view of clefts. Added to past corpus studies, this thesis shows that English cleft constructions exhibit a broader range of subtypes and functions than captured by traditional accounts.
Committee in Charge: Dr. Doris L. Payne; Dr. Melissa A. Redford

6

Kuo, Chen-Li. „Interpreting intonation in English-Chinese spoken language translation“. Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492917.

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This thesis presents a system for translating spoken English into Mandarin, paying particular attention to the relationship between the phonologically marked emphatic/ contrastive focus in English and the lexical/syntactic focus constructions in Mandarin. This is based on the assumption that information carried by intonation in English may be expressed using lexical/syntactic devices in tone languages.

7

Black, Gladys Elizabeth. „Educational drama, regional dialect & spoken standard English“. Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390152.

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8

Pace-Sigge, Michael. „Evidence of lexical priming in spoken Liverpool English“. Thesis, University of Liverpool, 2010. http://livrepository.liverpool.ac.uk/7873/.

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This thesis is about two things. Firstly, drawing on Michael Hoey’s Lexical Priming, it aims to extend the research represented in that book – into the roots of the concept of priming and into how far Hoey’s claims are valid for spoken English corpora. The thesis traces the development of the concept of priming, which was initially work done by computational analysts, psychologists and psycho-linguists, to present a clearer picture of what priming means and in how far the phenomenon of priming has been proven to be a salient model of how man’s mind works. Moving on from that, I demonstrate how this model can be adapted to provide a model of language generation and use as Sinclair (2004) and Hoey (2003 etc.) have done, leading to the linguistic theory of Lexical Priming. Secondly, throughout the thesis two speech communities are compared: a general community of English speakers throughout the UK and a specific community, namely the Liverpool English (Scouse) speakers of Liverpool, UK. In the course of this work, a socio-economic discussion highlights the notion of Liverpool Exceptionalism and, grounded in the theory of lexical priming, I aim to show through corporaled research that this Exceptionalism manifests itself, linguistically, through (amongst other things) specific use of particular words and phrases. I thus research the lexical use of Liverpool speakers in direct comparison to the use by other UK English speakers. I explore the use of “I” and people, indefinite pronouns (anybody, someone etc.), discourse markers (like, really, well, yeah etc.) amongst other key items of spoken discourse where features of two varieties of English may systematically differ. The focus is on divergence found in their collocation, colligation, semantic preference and their lexically driven grammatical patterns. Comparing casual spoken Liverpool English with the casual spoken (UK) English found in the Macmillan and BNC subcorpora, this study finds primings in the patterns of language use that appear in all three corpora. Beyond that, there are primings of language use that appear to be specific to the Liverpool English corpus. With Scouse as the example under the microscope, this is an exploration into how speakers in different speech communities use the same language – but differently. It is not only the phonetic realisation, or the grammatical or lexical differences that define them as a separate speech group – it is the fact that they use the same lexicon in a distinct way. This means that lexical use, rather than just lexical stock, is a characterising feature of dialects.

9

Hjelte, Maria. „Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School“. Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.

10

Cohan, Jocelyn Ballantyne. „The realization and function of focus in spoken English /“. Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Bücher zum Thema "Spoken English":

1

Shehzad, A. Spoken English. Lahore: Haq, 2003.

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Awan, T*H. Spoken English plus. Lahore: Jahangir Book dept, 2002.

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3

Beňuš, Štefan. Investigating Spoken English. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54349-5.

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Awan, T. H. Spoken English plus. Lahore: Jahangir Book Depot, 2002.

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5

Kreidler, Charles W. Describing Spoken English. London: Taylor & Francis Group Plc, 2004.

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6

Ronald, Carter. Exploring spoken English. Cambridge, U.K: Cambridge University Press, 1997.

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7

Wilkinson, Andrew. Spoken English illuminated. Milton Keynes: Open University Press, 1990.

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8

Barnard, Geoffrey. Better spoken English. London: Macmillan, 1985.

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9

Joy, Parkinson, Hrsg. PLAB spoken English. Hemel Hempstead: Pastest Service, 1985.

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10

Wilkinson, Andrew M. Spoken English illuminated. Milton Keynes [England]: Open University Press, 1990.

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Buchteile zum Thema "Spoken English":

1

Thorne, Sara. „Spoken English“. In Mastering Advanced English Language, 193–228. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13645-2_10.

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2

Farrell, Angela. „Spoken English“. In Corpus Perspectives on the Spoken Models used by EFL Teachers, 11–34. 1. | New York : Taylor and Francis, 2020. | Series: Routledge applied corpus linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780429425530-2.

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Beňuš, Štefan. „English Vowels“. In Investigating Spoken English, 63–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54349-5_5.

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Beňuš, Štefan. „English Consonants“. In Investigating Spoken English, 93–113. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54349-5_6.

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5

Berry, Roger. „Analysing Spoken Texts“. In English Grammar, 183–87. Second edition. | New York, NY: Routledge, [2018] | Series:: Routledge, 2018. http://dx.doi.org/10.4324/9781351164962-36.

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6

Freeborn, Dennis, Peter French und David Langford. „Spoken English and written English“. In Varieties of English, 76–103. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22723-5_5.

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7

Freeborn, Dennis, Peter French und David Langford. „Spoken English and written English“. In Varieties of English, 86–101. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18134-6_5.

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8

Wakabayashi, Judy. „The spoken word“. In Japanese–English Translation, 145–60. Names: Wakabayashi, Judy, author. Title: Japanese–English translation: an advanced guide/Judy Wakabayashi. Description: London; New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003018452-9.

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Beňuš, Štefan. „Allophonic Variation in English“. In Investigating Spoken English, 115–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54349-5_7.

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10

Haigh, Rupert. „Aspects of spoken English“. In Legal English, 207–16. 5. Aufl. 5th edition. | Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315149127-16.

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Konferenzberichte zum Thema "Spoken English":

1

Shashidhar, Vinay, Nishant Pandey und Varun Aggarwal. „Spoken English Grading“. In KDD '15: The 21th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2783258.2788595.

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Gordon, Benjamin M., und George F. Luger. „English for spoken programming“. In 2012 Joint 6th Intl. Conference on Soft Computing and Intelligent Systems (SCIS) and 13th Intl. Symposium on Advanced Intelligent Systems (ISIS). IEEE, 2012. http://dx.doi.org/10.1109/scis-isis.2012.6505414.

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Lu, Yiting, Mark J. F. Gales, Katherine M. Knill, Potsawee Manakul und Yu Wang. „Disfluency Detection for Spoken Learner English“. In SLaTE 2019: 8th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/slate.2019-14.

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4

Deshmukh, Om D., Kundan Kandhway, Ashish Verma und Kartik Audhkhasi. „Automatic evaluation of spoken english fluency“. In ICASSP 2009 - 2009 IEEE International Conference on Acoustics, Speech and Signal Processing. IEEE, 2009. http://dx.doi.org/10.1109/icassp.2009.4960712.

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5

Renwick, Margaret E. L., und Caitlin N. Cassidy. „Detecting palatalization in spontaneous spoken English“. In 169th Meeting of the Acoustical Society of America. Acoustical Society of America, 2015. http://dx.doi.org/10.1121/2.0000052.

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Vollmann, Ralf, und Soon Tek Wooi. „The Sociolinguistic Registers of ‘Malaysian English’“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-1.

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The interplay of four standard languages and a number of spoken languages makes Malaysia an interesting case of societal multilingualism. There is extensive convergence between the spoken varieties. ‘Malaysian English’ (ME) has developed its own structures which can be shown to copy structures of the mother tongues of the speakers at all levels of grammar, thereby being an example for localisation and the creation of a new dialect/sociolect. An analysis of the basilectal register of ME in ethnic Chinese speakers finds that converging patterns of ME and Malaysian (Chinese) languages, with situational lexical borrowing between the various languages. Sociolinguistically, ME plays the same role as any dialect, with covert prestige as an ingroup (identity) marker which is avoided in acrolectal (outgroup) communication. Spoken English in Malaysia can therefore be seen as a localised creoloid dialect of English, based on linguistic substrates. Sociolinguistically, ME is mainly an orate register for basilectal and mesolectal intra-group communication.

7

Cole, R., M. Fanty, Y. Muthusamy und M. Gopalakrishnan. „Speaker-independent recognition of spoken English letters“. In 1990 IJCNN International Joint Conference on Neural Networks. IEEE, 1990. http://dx.doi.org/10.1109/ijcnn.1990.137693.

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8

Motlicek, Petr, Fabio Valente und Philip N. Garner. „English spoken term detection in multilingual recordings“. In Interspeech 2010. ISCA: ISCA, 2010. http://dx.doi.org/10.21437/interspeech.2010-86.

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Fletcher, Janet. „Compound rises and "uptalk" in spoken English“. In Interspeech 2005. ISCA: ISCA, 2005. http://dx.doi.org/10.21437/interspeech.2005-497.

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Clifton, Ann, Sravana Reddy, Yongze Yu, Aasish Pappu, Rezvaneh Rezapour, Hamed Bonab, Maria Eskevich et al. „100,000 Podcasts: A Spoken English Document Corpus“. In Proceedings of the 28th International Conference on Computational Linguistics. Stroudsburg, PA, USA: International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-main.519.

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Berichte der Organisationen zum Thema "Spoken English":

1

Hinrich, Sally. A contextualized grammar proficiency test using informal spoken English. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5700.

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Sharp, Margaret. The relationship between Romanes and English as spoken by the Portland Gypsies. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5280.

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Ruangjaroon, Sugunya. An Evaluation of English Spoken Fluency of Thai Graduate Students in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7169.

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4

Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, Januar 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.