Academic literature on the topic 'Non-native speech development'
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Journal articles on the topic "Non-native speech development"
Caballero-Morales, Santiago-Omar. "On the Development of Speech Resources for the Mixtec Language." Scientific World Journal 2013 (2013): 1–19. http://dx.doi.org/10.1155/2013/170649.
Full textBurnham, Denis K., Lynda J. Earnshaw, and John E. Clark. "Development of categorical identification of native and non-native bilabial stops: infants, children and adults." Journal of Child Language 18, no. 2 (June 1991): 231–60. http://dx.doi.org/10.1017/s0305000900011041.
Full textKuhl, Patricia K., Barbara T. Conboy, Sharon Coffey-Corina, Denise Padden, Maritza Rivera-Gaxiola, and Tobey Nelson. "Phonetic learning as a pathway to language: new data and native language magnet theory expanded (NLM-e)." Philosophical Transactions of the Royal Society B: Biological Sciences 363, no. 1493 (September 10, 2007): 979–1000. http://dx.doi.org/10.1098/rstb.2007.2154.
Full textSmiljanic, Rajka, and Lauren Calandruccio. "Development of the non‐native English sentence test for speech recognition." Journal of the Acoustical Society of America 128, no. 4 (October 2010): 2486. http://dx.doi.org/10.1121/1.3508926.
Full textBest, Catherine T. "Non‐native speech perception as a window on the native phonological system and its development." Journal of the Acoustical Society of America 100, no. 4 (October 1996): 2727. http://dx.doi.org/10.1121/1.416792.
Full textHOFF, Erika, Cynthia CORE, and Katherine F. SHANKS. "The quality of child-directed speech depends on the speaker's language proficiency." Journal of Child Language 47, no. 1 (July 12, 2019): 132–45. http://dx.doi.org/10.1017/s030500091900028x.
Full textYudytska, Jenia. "The Influence of Aspects of Social Identity on the Development of L2 Phonology." Lifespans and Styles 2, no. 2 (August 5, 2006): 28–35. http://dx.doi.org/10.2218/ls.v2i2.2016.1611.
Full textТаnsykbayevа, B., and G. Каlambаeva. "REQUIREMENTS FOR THE DEVELOPMENT OF SPEECH CULTURE." BULLETIN Series of Philological Sciences 71, no. 1 (April 23, 2020): 640–45. http://dx.doi.org/10.51889/2020-1.1728-7804.108.
Full textYan, Hengbin. "I Think We Should…" International Journal of Translation, Interpretation, and Applied Linguistics 1, no. 2 (July 2019): 65–80. http://dx.doi.org/10.4018/ijtial.2019070105.
Full textCook, Misty, and Anthony J. Liddicoat. "The development of comprehension in interlanguage pragmatics." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 19–39. http://dx.doi.org/10.1075/aral.25.1.02coo.
Full textDissertations / Theses on the topic "Non-native speech development"
Shewell, Justin Reed. "Hearing the Difference: A Computer-Based Speech-Perception Diagnostic Tool for Non-Native Speakers of English." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd456.pdf.
Full textBooks on the topic "Non-native speech development"
Ufimtseva, Nataliya V., Iosif A. Sternin, and Elena Yu Myagkova. Russian psycholinguistics: results and prospects (1966–2021): a research monograph. Institute of Linguistics, Russian Academy of Sciences, 2021. http://dx.doi.org/10.30982/978-5-6045633-7-3.
Full textBook chapters on the topic "Non-native speech development"
Walley, Amanda C. "Speech learning, lexical reorganization, and the development of word recognition by native and non-native English speakers." In Language Experience in Second Language Speech Learning, 315–30. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.17.27wal.
Full textJoshi, Shital S., and Vaishali D. Bhagile. "The Design and Development of Marathi Speech Corpus from Native and Non-native Speakers." In Applied Computer Vision and Image Processing, 121–27. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4029-5_12.
Full textBest, Catherine T. "Emergence of Language-Specific Constraints in Perception of Non-Native Speech: A Window on Early Phonological Development." In Developmental Neurocognition: Speech and Face Processing in the First Year of Life, 289–304. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-015-8234-6_24.
Full textDetey, Sylvain. "Coding an L2 phonological corpus: From perceptual assessment to non-native speech models —An illustration with French nasal vowels—." In Developmental and Crosslinguistic Perspectives in Learner Corpus Research, 229–50. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tufs.4.19det.
Full textObdalova, Olga A. "Content-Based EFL Teaching to Undergraduate Science Students." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 208–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch012.
Full textBonvillian, John D. "Preface." In Simplified Signs, ix—xvi. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0220.03.
Full textVasylyshyna, Nataliia, Tetiana Skyrda, and Ruslan Slobozhenko. "WORLD VIEWS OF THE CURRENT PROBLEM OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION INSTITUTIONS IN MODERN SOCIO-CULTURAL SPACE." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-5.
Full textCrossley, Scott A., and Danielle S. McNamara. "Interlanguage Talk." In Applied Natural Language Processing, 425–37. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-741-8.ch025.
Full text"In the context of language learning, one cause of pragmalinguistic failure is pragmalinguistic transfer, the use of L1 speech act strategies or formulas when interacting with members of an L2 speech community (Leech 1983). This trans-fer has been addressed in a number of speech act/event studies (e.g. Blum-Kulka 1982, 1983; Olshtain 1983; Olshtain and Cohen 1983; Edmonson, House, Kasper, and Stemmer 1984; Thomas 1984; Eisenstein and Bodman 1986; Garcia 1989; Wolfson 1989a; Beebe, Takahashi, and Uliss-Weltz 1990; Takahashi and Beebe 1993). In the anecdote at the beginning of this paper, the American, in respond-ing to Arabic compliments by transferring an appropriate response from his L1 to an L2, believes that he is politely accepting the compliment. However, if the native Arabic speaker interprets the illocutionary force of the utterance differently (e.g. interprets the response as impolite and inappropriate) pragmatic failure has occurred. It is, however, difficult, at times, to determine whether the pragmatic failure results from L1 transfer or from other factors. Hurley (1992), for example, notes that pragmatic failure may also result from developmental and proficiency factors or from L2 learners overgeneralizing the use of an L2 form to inappropriate set-tings. Stated differently, it is sometimes difficult to know why language learners experience certain kinds of pragmatic failure. In order to understand the reasons behind pragmatic failure, it is helpful, and perhaps even necessary, to conduct cross-cultural research to investigate students’ L1 strategies (Wolfson 1989a). Speech act and speech event studies have been criticized as being ethnocentric in that most have investigated variations of English (Blum-Kulka, House, and Kasper 1989). Rose (1994) further points out that, in particular, little work has been done in non-Western contexts. The present study is valuable, in part, because it was conducted in Arabic as well as English. Compliment responses were selected for cross-cultural study for two reasons. First, although a body of knowledge exists on the speech act of complimenting (Wolfson 1981, 1983; Manes 1983; Knapp, Hopper, and Bell 1984; Barnlund and Araki 1985; Holmes and Brown 1987; Nelson, El Bakary, and Al-Batal 1993), less research has been conducted on responses to compliments. For non-native English speak-ing (NNES) students, knowing how to compliment is important, but it is equally important to know how to respond to a compliment. In fact, it could be argued that for NNES students in the United States, appropriately responding to compli-ments is more important than complimenting because of the frequency with which Americans compliment (Wolfson 1983; Holmes and Brown 1987; Herbert 1988). In other words, ESL students may receive more compliments than they initiate. A second reason is that, although a few studies have been conducted on compli-ment responses in English-speaking countries (Pomerantz 1978; Herbert 1988; Herbert and Straight 1989), few, if any, cross-cultural studies have investigated compli-ment responses in an Arabic-speaking country. For the purpose of this study, a compliment response is defined as a verbal acknowledgement that the recipient of the compliment heard and reacted to the compliment. Compliment/compliment response interactions have been referred to." In Pragmatics and Discourse, 172. Routledge, 2005. http://dx.doi.org/10.4324/9780203994597-40.
Full textConference papers on the topic "Non-native speech development"
Yamakawa, Kimiko, Shigeaki Amano, and Mariko Kondo. "Development of Japanese read-word database for non-native speakers of Japanese." In 2014 17th Oriental Chapter of the International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques (COCOSDA). IEEE, 2014. http://dx.doi.org/10.1109/icsda.2014.7051422.
Full textPokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
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