Journal articles on the topic 'Non-native speech development'
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1
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.
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The Mixtec language is one of the main native languages in Mexico. In general, due to urbanization, discrimination, and limited attempts to promote the culture, the native languages are disappearing. Most of the information available about the Mixtec language is in written form as in dictionaries which, although including examples about how to pronounce the Mixtec words, are not as reliable as listening to the correct pronunciation from a native speaker. Formal acoustic resources, as speech corpora, are almost non-existent for the Mixtec, and no speech technologies are known to have been developed for it. This paper presents the development of the following resources for the Mixtec language: (1) a speech database of traditional narratives of the Mixtec culture spoken by a native speaker (labelled at the phonetic and orthographic levels by means of spectral analysis) and (2) a native speaker-adaptive automatic speech recognition (ASR) system (trained with the speech database) integrated with a Mixtec-to-Spanish/Spanish-to-Mixtec text translator. The speech database, although small and limited to a single variant, was reliable enough to build the multiuser speech application which presented a mean recognition/translation performance up to 94.36% in experiments with non-native speakers (the target users).
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Burnham, 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.
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ABSTRACTUsing an infant speech identification (ISI) procedure, English language environment infants, two- and six-year-old children, and adults were tested for their identification of sounds on a native (voiced/voiceless bilabial stop) and a non-native (prevoiced/voiced bilabial stop) speech continuum. Categorical perception of the two contrasts diverged as a function of age, increasing for the native contrast and decreasing for the non-native between two and six years. In Experiment 2, subjects of the same four ages were tested for their identification of a continuum of harmonic tones varying in pitch. Comparison of the results of Experiment i with the essentially continuous perception of this pitch continuum supports the view that the perception of the native contrast becomes more categorical with age, while perception of the non-native contrast becomes less categorical, especially at six years. Experiment 3, in which adults were tested on the three continua with a multi-trial open set procedure, demonstrated that results with the ISI procedure in Experiments 1 and 2 are comparable to results with more traditional methods. The results of the three experiments are discussed in terms of the role of specific linguistic experience in the development of categorical speech perception.
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Kuhl, 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.
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Infants' speech perception skills show a dual change towards the end of the first year of life. Not only does non-native speech perception decline, as often shown, but native language speech perception skills show improvement, reflecting a facilitative effect of experience with native language. The mechanism underlying change at this point in development, and the relationship between the change in native and non-native speech perception, is of theoretical interest. As shown in new data presented here, at the cusp of this developmental change, infants' native and non-native phonetic perception skills predict later language ability, but in opposite directions. Better native language skill at 7.5 months of age predicts faster language advancement, whereas better non-native language skill predicts slower advancement. We suggest that native language phonetic performance is indicative of neural commitment to the native language, while non-native phonetic performance reveals un committed neural circuitry. This paper has three goals: (i) to review existing models of phonetic perception development, (ii) to present new event-related potential data showing that native and non-native phonetic perception at 7.5 months of age predicts language growth over the next 2 years, and (iii) to describe a revised version of our previous model, the native language magnet model, expanded (NLM-e). NLM-e incorporates five new principles. Specific testable predictions for future research programmes are described.
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Smiljanic, 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.
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Best, 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.
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HOFF, 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.
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AbstractMany children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of the non-native speakers, 21 described their English proficiency as ‘good’, and eight described their English proficiency as ‘limited’. ANCOVAs, controlling for differences in maternal education and child language level, revealed significant effects of group on lexical and grammatical properties of child-directed speech that the literature has identified as positive predictors of child language development. These results suggest that the child-directed speech of native speakers and non-native speakers with good proficiency provide a richer database for language acquisition than the child-directed speech of speakers with limited proficiency.
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Yudytska, 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.
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Over time, second language (L2) speech production changes as the learner gains more experience with the language. Factors such as interaction with native speakers of the learner’s L2 are known to play an important role. It is less clear to what extent, if at all, aspects of social identity influence the development of the L2 (Hansen Edwards 2008:372– 373). This longitudinal study examines the development of the actor Jackie Chan’s L2 (English) phonology. His speech production in two time periods 9 years apart is contrasted: in 1998, before he gained success in the English-speaking world; and in 2007, after he had released multiple Hollywood blockbusters.To check that factors such as age of acquisition were not the only reason for a lack of alignment over time towards English native-speaker norms, another context was taken from 2007, namely, an interview with a French native speaker. In foreigner-directed speech, there exists a pressure to produce more standard variants (Zuengler 1991:234). If Chan uses fewer non-standard variants with a non-native English speaker than with a native English speaker, it would imply that there is some degree of intent in his usage of non-standard forms and that his development, or lack thereof, is not only due to uncontrollable factors of second language acquisition.Two variables are examined: his production of stops in word-final codas containing a single stop and in wordfinal consonant clusters containing a stop as the final consonant. Native speakers of English generally pronounce these stops, whereas native speakers of Chinese often simplify them by deleting or glottalising them (Setter et al. 2010:15, Hansen 2001:340).In 2007, Chan is found to use a greater rate of the standard non-simplified variant than previously; however, he also simplifies his pronunciation by deleting the stop in the codas more often than in 1998. He uses standard forms that align with English native speakers to a greater extent when talking to non-native speakers. After 9 years of working in Hollywood, he would have gained more experience with English due to his social network consisting of more English native speakers, resulting in the expected increased alignment with native-speaker norms. However, his English has developed so that the non-standard variant of deletion is also used to a greater extent; the usage of this variant emphasises Chan’s identity as a Chinese native speaker. This emphasis is possible because of his success in between the two time periods: not only does he no longer have to align as much as possible with English native speakers so as to appeal to the English-speaking market, his success as a specifically Chinese martial artist means that highlighting his identity as a Chinese native speaker has more linguistic capital. Thus, it seems that factors of an L2 learner’s social identity do indeed influence the acquisition and development of their L2.
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Таnsykbayevа, 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.
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Expanding the scope of the native language is a problem that requires constant attention. Knowledge of the language culture, continuous enrichment of the individual's vocabulary, the ability to use the cultural and linguistic heritage of the Kazakh people-should be required from every person who studies the Kazakh language. The beginning of the path to language culture is the ability to speak culturally and oratory. The article talks about the role of oratory in life, the importance of conscious selection of language tools in the formation of speech culture among young people. It also considers ways to increase the expressiveness of speech, raises questions about the methods and ways of developing the culture of speech, the structure of speech ethics. Speaking about the reasons for non-compliance with speech culture, the authors indicate their elimination. They come to the conclusion that in order to improve the culture of speech skills, it is necessary to use the media of the language correctly.
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Yan, 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.
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High-frequency recurrent word combinations known as lexical bundles are an essential component in the second language development. However, existing research on second language lexical bundle use has focused on writing proficiency, while oral proficiency has not received adequate attention. This study adopts a corpus-driven approach to the investigation of the speech of second language learners, comparing lexical bundle use across proficiency levels in several areas of interest including frequency, functional distribution and bundle fixedness. Results show that low-proficiency students tend to use significantly more context-dependent bundles than high-proficiency students, but do not differ in overall lexical bundle use. The patterning of lexical bundle use in non-native speech exhibits features that are typical in the register of classroom teaching. Additionally, the frequency and functional distributions of non-native speech share many similarities with those of non-native writing. Implications of the author's findings are discussed in relation to previous studies.
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Cook, 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.
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Abstract In the past, research in interlanguage pragmatics has primarily explained the differences between native speakers’ (NS) and non-native speakers’ (NNS) pragmatic performance based on cross-cultural and linguistic differences. Very few researchers have considered learners’ pragmatic performance based on second language comprehension. In this study, we will examine learners’ pragmatic performance using request strategies. The results of this study reveal that there is a proficiency effect for interpreting request speech acts at different levels of directness. We propose that learners’ processing strategies and capacities are important factors to consider when examining learners’ pragmatic performance.
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Kawaguchi, Satomi. "Referential choice in foreigner talk and in learners’ speech in Japanese." Issues in the Teaching and Learning of Japanese 15 (January 1, 1998): 57–76. http://dx.doi.org/10.1075/aralss.15.04kaw.
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Abstract This study of referential choice by Japanese native speakers and learners of Japanese has revealed some significant features in three different types of speech: 1) NS (native speaker)-NS interaction; 2) FT (foreigner talk) and; 3) NNSs’ (non-native speakers’) speech production. The study revealed that both NS in FT and NNS simplified their referential choices. It demonstrates, moreover, that the development of referential choice by NNS correlates with their acquisition of syntax. This experiment was conducted to determine the underlying mechanism for referential choice. The results indicate that potential ambiguity and attention/focus shift affected the referential choices for both NS and NNS of Japanese. Excessive use of both full NPs and ellipsis were observed in NNS speech; by contrast only excessive use of full NPs was observed in FT. This may be explained in terms of the different underlying mechanisms for referential choice used by NS and NNS: different cognitive orientations in the use of two principles of speech production: 1) the clarity principle; and 2) the information economy principle (Williams 1988). Furthermore, the development of use of full NP and ellipsis by NNS varied according to their level of syntactic development.
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CUTLER, ANNE. "Native listeners." European Review 10, no. 1 (February 2002): 27–41. http://dx.doi.org/10.1017/s1062798702000030.
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Becoming a native listener is the necessary precursor to becoming a native speaker. Babies in the first year of life undertake a remarkable amount of work; by the time they begin to speak, they have perceptually mastered the phonological repertoire and phoneme co-occurrence probabilities of the native language, and they can locate familiar word-forms in novel continuous-speech contexts. The skills acquired at this early stage form a necessary part of adult listening. However, the same native listening skills also underlie problems in listening to a late-acquired non-native language, accounting for why in such a case listening (an innate ability) is sometimes paradoxically more difficult than, for instance, reading (a learned ability).
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Zhelezniakova, Elena Alekseevna, and Polina Vasilevna Novikova. "Difficulties of perception of sounding speech in Russian by schoolchildren-non-native speakers." KANT 38, no. 1 (March 2021): 230–35. http://dx.doi.org/10.24923/2222-243x.2021-38.47.
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The article reveals the problems of listening comprehension in a foreign-language audience, in particular, by students who are non-native speakers. The theoretical part is a brief characteristic of listening as a type of speech activity: the content of the term, its internal components – the psychophysiological mechanisms involved, the difficulties associated with them. In the practical part the authors of the article demonstrate exercises from the purposefully developed lesson on the removal of difficulties in the perception of sounding speech in non-native speakers children of middle school age, consisting in the systematic development of mechanisms of listening comprehension. Based on the analysis of the experimental lesson, solutions for systematic and consistent work in the classes within the additional remedial course in the Russian language in order to prevent errors and difficulties, as well as to facilitate the process of listening comprehension are proposed.
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POPOVA, SVETLANA V., and ZHANNA N. VOROCHAY. "TEACHING STUDENTS OF PEDAGOGICAL UNIVERSITIES SPONTANEOUS SPEECH BASED ON A DIALOGICAL APPROACH." Psychological-Pedagogical Journal GAUDEAMUS 21, no. 1 (2022): 27–32. http://dx.doi.org/10.20310/1810-231x-2022-21-1-27-32.
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We consider the issue of teaching students of pedagogical universities spontaneous speech on the basis of a dialogic approach. The approach is implemented by the principles of dialogicity, the dominance of speech exercises for the development of skills of spontaneous foreign language speech, taking into account non-verbal means of communication for the greatest immersion in the culture and communication features of native speakers of the studied language, the development of critical thinking. Foreign language teaching is based on the methodological potential of a dialogical approach, which implies a communicative orientation of classes and parallel assimilation of vocabulary and grammar in various speech situations. Deductive and inductive methods for teaching dialogic communication are noted. Training is carried out on the basis of a methodology developed in accordance with the characteristics of spontaneous speech and includes principles, content (methodological, linguistic and psychological components), means (auditory authentic and educational dialogic texts), organizational forms (social role interaction), stages, strategies, techniques and exercises aimed at development skills and abilities of using normative features of spontaneous speech, as well as familiarization with the non-normative features of spontaneous speech based on the interaction of verbal and non-verbal means of communication.
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Winebarger, Joshua. "Adapting Automatic Speech Recognition for Foreign Language Learners in a Serious Game." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 10, no. 4 (June 29, 2021): 38–54. http://dx.doi.org/10.1609/aiide.v10i4.12757.
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Eveil3d is a project for development of an immersive, virtual "serious game" for computer assisted foreign language learning, with which users interact verbally by means of an automatic speech recogniser. The speech of the target user group, namely adolescent low-proficiency non-native speakers, differs significantly from native adult speakers on which ASR systems are typically trained and thus on which they perform the best. As only a very small corpus of near-domain speech and text is available, the aforementioned difference becomes a development challenge. We deal with this challenge by adapting existing systems on the small data set. We adapt our language models using text selection to augment the in-domain data with similar data from out-of-domain sources. We adapt our acoustic models with MAP adaptation. Through these steps we achieve significant reductions in error.
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Vrućinić, Jelena, Vesela Milankov, Ivana Matić, Staša Ivezić, and Milica Stelkić. "Complexity of syntactic structure in non-native language in bilingual children." Norma 26, no. 1 (2021): 81–96. http://dx.doi.org/10.5937/norma2101081v.
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Serbian and Slovak are related languages and both languages belong to the group of Slavic languages. It is important to point out that bilingualism can have a negative impact on children's education, especially when they are not equally exposed to the use of both languages, as is the case with Slovaks in the Republic of Serbia. The aim of this paper is to determine the complexity of the syntactic structure in the non - mother tongue in bilingual children whose mother tongue is Slovak. The sample of children included forty children aged 7 years. The research was conducted at the Elementary School "Ljudovit Stur" in Kisac, and at the Elementary School "Jozef Marchok Dragutin" in Glozan. The assessment instruments used were: "Speech-language production test" and a bilingual questionnaire. The results obtained in this research speak in favor of a more complex syntactic sentence structure in bilingual children in their mother tongue compared to their non-mother tongue. We can conclude that bilingualism as a phenomenon has a great influence on the development of language, and thus on syntactic development. Slow language development can often occur due to the complexity of acquiring two languages at the same time.
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Brinkley, Julian, Sayak Biswas, Vaibhav Gupta, and Juan E. Gilbert. "A Case Study Documenting the Development of Job Assist: A Speech Based Job Search System for Individuals with Visual Impairments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 1323–26. http://dx.doi.org/10.1177/1541931213601813.
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Web accessibility is an improving issue but still an issue nonetheless. The Job Assist system documented within this report addresses the accessibility issue by enabling users with visual impairments to access job and salary information using spoken dialogue interaction through a standalone desktop application. This case study provides information on our practical experience developing the system as well as our experience with Microsoft’s Windows Speech API, Bing Speech API and Language Understanding Intelligent Service (LUIS). In our project we were most severely challenged in our attempt to make our system usable by two groups of users, native English speakers and non-native English speakers of Indian origin. We argue that the solutions that we employed to address these challenges may be of value to other practitioners in similar contexts.
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Abashina, Natalia, and Natalia Berdnikova. "Psychological and pedagogical approach to accompanying students with delayed speech development in the context of digitalization." E3S Web of Conferences 273 (2021): 12095. http://dx.doi.org/10.1051/e3sconf/202127312095.
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The article discusses the psychological and pedagogical approach to accompanying young children with delayed speech development (delay in speech development manifests itself in a slower pace of mastering native speech by children under three years of age, underdevelopment of the vocabulary, lack of formation of expressive speech, lack of phrasal and coherent speech etc.). The purpose of the study is to develop a program of psychological and pedagogical support for young children with delayed speech development. During the testing of the program, special attention was paid to the processes of development of fine, general and articulatory motor skills of young children in various types of activity (play, cognitive, productive, communicative, etc.); the formation of mental processes (perception, thinking, memory, etc.); speech development of children (understanding of an adult’s speech, development of auditory perception, correction of sound pronunciation, formation of a passive vocabulary, an increase in the volume of an active vocabulary, development of coherent speech, grammatical structure of speech, etc.); interaction of specialists and parents of young children (teacher-psychologist, speech therapist, teachers, educators, medical personnel, etc.) using offline and online technologies (consultations, workshops, seminars, open classes, etc.). As a result of approbation of the program in young children with delayed speech development, there were positive changes in the formation of speech and non-speech functions (understanding of the speech of others, the formation of a dialogue form of speech, the development of the motor sphere, etc.).
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Savitskaya, E. V. "Interaction of cultural and language competencies in the development of non-native speech skills in educational discourse." Professional Discourse & Communication 2, no. 1 (March 23, 2020): 59–71. http://dx.doi.org/10.24833/2687-0126-2020-2-1-59-71.
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The article is aimed at analyzing the cognitive aspect of educational discourse, viz. the effect of cultural competence on linguistic competence in the process ofspeech generation. The author considers the problem of transmitting knowledge about the world by means of language from generation to generation in the mental and linguistic ontogenesis. In contrast to the prevailing opinion, the author proves that language itself does not contain information accumulated within linguoculture, but only facilitates the transfer of cultural information that is not derived from language. It is drawn from other sources: innate cognitive programs, patterns of behavior, reactions to external stimuli, mental strategies; directly from the surrounding extralinguistic reality through senses etc. The author also describes the means and methods of fixing cultural knowledge in language structure. The research is based on English and Russian language material.
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Alzeebaree, Yaseen. "Realization of Speech Act of Permission by Kurdish EFL University Students." Eastern Journal of Languages, Linguistics and Literatures 1, no. 1 (March 31, 2021): 18–30. http://dx.doi.org/10.53906/ejlll.v1i1.17.
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This study aims to examine Kurdish EFL university students’ development of L2 pragmatic competence by investigating their performance of the speech acts of permission. The methodology of this study was a combined research method, which comprises a quantitative and a qualitative method (mixed method). Total of 97 participants were involved in this research study. 83 (33 males and 50 females) were from four state universities and one private university in the Iraqi Kurdistan region and 14 were native speakers of English. A discourse completion test (DCT) was used to elicit the required data from participants. The study used convenience sampling for the participants because both native and non-native participants were selected on the basis of their availability. The data were coded and analysed quantitatively in terms of overall strategy use and strategy patterns. The findings revealed that there were differences in the frequency and percentages of strategies and semantic formulae in performing the speech act. KEFLUS tended to use more direct and explicit. There were more politeness and implicitness in NSE' behaviours in performing the speech act, which might have resulted from the lack of pragmatic competence of KEFLUS.
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Zamaletdinov, R. R., Z. F. Yusupova, and K. Z. Zakiryanov. "SCHOOL SUBJECT «RUSSIAN LANGUAGE» IN THE MODERN SYSTEM OF LINGUISTIC EDUCATION." Title in english 17, no. 1 (March 31, 2019): 63–69. http://dx.doi.org/10.24833/2410-2423-2019-1-17-63-69.
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Te article deals with the specifcs of teaching Russian as a native language in the Russian school and as a non-native language in non-Russian schools. Tis specifcity is determined by the fact that with the same content of the subject “Russian language”, the ways of mastering language units and the formation of speech skills in native and non-native speakers are different. In this regard, the problems of motivational and informative character are considered. Te authors conclude that the assimilation of the second language is accompanied by the assimilation of a new linguistic picture of the world. Te interrelated study of language and culture ultimately contributes to the formation of a bilingual person capable of using the means of Russian and native languages, taking into account the specifcs of national cultures. Te necessity and expediency of the development of various methods of teaching Russian as a native and as a non-native language, as well as the need to create special textbooks of the Russian language for Russian and non-Russian schools are considered. Te authors are convinced that in modern conditions it is necessary to develop nationally oriented textbooks of the Russian language, taking into account the specifcs of the native language of students, especially because in some national republics work in this direction has been conducted for a long time.
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Tong, Fuchuan, Tao Li, Dexin Liao, Shipeng Xia, Song Li, Qingyang Hong, and Lin Li. "The XMUSPEECH System for Accented English Automatic Speech Recognition." Applied Sciences 12, no. 3 (January 29, 2022): 1478. http://dx.doi.org/10.3390/app12031478.
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In this paper, we present the XMUSPEECH systems for Track 2 of the Interspeech 2020 Accented English Speech Recognition Challenge (AESRC2020). Track 2 is an Automatic Speech Recognition (ASR) task where the non-native English speakers have various accents, which reduces the accuracy of the ASR system. To solve this problem, we experimented with acoustic models and input features. Furthermore, we trained a TDNN-LSTM language model for lattice rescoring to obtain better results. Compared with our baseline system, we achieved relative word error rate (WER) improvements of 40.7% and 35.7% on the development set and evaluation set, respectively.
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Konst, Emmy M., Charlotte Prahl, Hanny Weersink-Braks, Theo De Boo, Birte Prahl-Andersen, Anne M. Kuijpers-Jagtman, and Johan L. Severens. "Cost-Effectiveness of Infant Orthopedic Treatment regarding Speech in Patients with Complete Unilateral Cleft Lip and Palate: A Randomized Three-Center Trial in the Netherlands (Dutchcleft)." Cleft Palate-Craniofacial Journal 41, no. 1 (January 2004): 71–77. http://dx.doi.org/10.1597/02-069.
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Objective To investigate the cost-effectiveness of infant orthopedic treatment (IO), compared with no such treatment in children with complete unilateral cleft lip and palate (UCLP) focusing on the effects on speech development at age 2.5 years. Design In a three-center prospective, randomized clinical trial (Dutchcleft), two groups of children with complete UCLP were followed longitudinally: one group was treated with IO based on a modified Zurich approach in the first year of life (IO group) and the other group did not receive this treatment (non-IO group). Patients The participants had complete UCLP without soft tissue bands or other malformations. They were born at term and their parents were native Dutch speakers. Outcome Measures The effect of IO on speech development at age 2.5 years was measured blindly by five expert listeners judging the “total impression of speech quality” on a 10-point equal-appearing interval scale. Costs were measured from a societal viewpoint in Euro. Results and Conclusion The IO group (n = 10) obtained a statistically significant higher rating, compared with the non-IO group (n = 10). The effect size was large, indicating that the improvement may be considered a clinically important change. The cost for treatment by the orthodontist was higher in the IO group. For both groups, the mean cost was related to the mean rating for “total impression of speech quality.” The resulting cost-effectiveness for IO, compared to non-IO was €1041 for 1.34 point speech quality improvement. The financial investment that is necessary to obtain this improvement seems limited. Thus, from the perspective of speech development, the cost-effectiveness of IO over non-IO seems acceptable at this point in time.
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Orazbaeva, F. Sh, R. S. Rakhmetova, and A. K. Rauandina. "The development of learners' speaking skills through interactive methods." BULLETIN Series Psychology 48, no. 3 (September 15, 2021): 211–18. http://dx.doi.org/10.51889/2021-3.2077-6861.23.
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The era of globalization is characterized by a remarkable flow of information. It is no secret that the uninterrupted flow of information brings benefit as well as harm the learners. Speech clogging, inability to speak correctly in native language, lack of understanding of the meaning of some words, limited language of everyday communication and non-observance of literary language norms are becoming increasingly common. Therefore, development of learners' speech is of great importance in modern educational process. Teaching learners to literate and cultural speech is carried out through the use of effective methods and techniques in the process of lesson. There is no doubt that the development of learners' speaking skills through interactive methods and techniques contributes to solving this key problem. Speaking is a type of speech activity based on bilateral communication. Speaking implements an act of speech and is aimed at achieving a specific communicative goal. In the process of speaking, the learner learns to express his thoughts and conclusions. Skills are not created instantly. Their formation is carried out during various stages. They are improved by daily repetition of gained knowledge, evaluating their actions, identifying gaps and obstacles. If the learner is not able to critically evaluate his actions, cannot expand his knowledge by completing daily tasks in a certain way, then the skills will not be formed. Speaking, skills and interactive methods are considered in the article. Certain thoughts are expressed about speaking and skills based on the opinions of scientists. The ways of developing learners' speaking skills in the lessons of Kazakh language using interactive methods are proposed.
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Lavrentyeva, Natalya G., and Eugeniya V. Orlova. "Teaching prosody awareness in spontaneous speech for non-linguistic students." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 3 (December 23, 2021): 167–72. http://dx.doi.org/10.34216/2073-1426-2021-27-3-167-172.
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The paper reports on the findings of the study of prosody in teaching spontaneous speech production. Insufficient development of a scientifically based methodology for building oral language skills, taking into account its prosodic characteristics, determines the relevance of the study. The main goal of the research is to correct the methodology of teaching spontaneous learner talk, based on the results of experimental phonetic research. The research methodology is based on an integrated approach using linguistic methods of experimental phonetic research, as well as methods of psychological and pedagogic research. The results of phonetic experiment of 97 monolingual utterances of undergraduate students, non-English majors (total running 190 minutes) show a summary of commonly occurring problems that lead to non-native intonation. These problems are mostly related to improper segmentation, wrong distribution of the utterance stress, incorrect rhythmic organisation of speech, break of intonation continuum, inappropriate intonation patterns and melodic contour. The proposed prosodic focus on teaching spontaneous monologue speech includes the following stages: sensitisation, imitation, reading with prosody and practice activities. Methodological recommendations contain specific proposals for teaching sentence stress, syntagmatic division, pausing, intonation and rhythmics of spontaneous speech.
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Takayanagi, Sumiko, Donald D. Dirks, and Anahita Moshfegh. "Lexical and Talker Effects on Word Recognition Among Native and Non-Native Listeners With Normal and Impaired Hearing." Journal of Speech, Language, and Hearing Research 45, no. 3 (June 2002): 585–97. http://dx.doi.org/10.1044/1092-4388(2002/047).
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Evidence suggests that word recognition depends on numerous talker-, listener-, and stimulus-related characteristics. The current study examined the effects of talker variability and lexical difficulty on spoken-word recognition among four groups of listeners: native listeners with normal hearing or hearing impairment (moderate sensorineural hearing loss) and non-native listeners with normal hearing or hearing impairment. The ability of listeners to accommodate trial-totrial variations in talkers' voice was assessed by comparing recognition scores for a single-talker condition to those obtained in a multiple-talker condition. Lexical difficulty was assessed by comparing word-recognition performance between lexically ‘easy’ and ‘hard’ words as determined by frequency of occurrence in language and the structural characteristics of similarity neighborhoods formalized in the Neighborhood Activation Model. An up-down adaptive procedure was used to determine the sound pressure level for 50% performance. Non-native listeners in both normal-hearing and hearing-impaired groups required greater intensity for equal intelligibility than the native normal-hearing and hearingimpaired listeners. Results, however, showed significant effects of talker variability and lexical difficulty for the four groups. Structural equation modeling demonstrated that an audibility factor accounts for 2–3 times more variance in performance than does a linguistic-familiarity factor. However, the linguistic-familiarity factor is also essential to the model fit. The results demonstrated effects of talker variability and lexical difficulty on word recognition for both native and nonnative listeners with normal or impaired hearing. The results indicate that linguistic and indexical factors should be considered in the development of speech-recognition tests.
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Nelson, Christina. "The younger, the better? Speech perception development in adolescent vs. adult L3 learners." Yearbook of the Poznan Linguistic Meeting 6, no. 1 (January 1, 2020): 27–58. http://dx.doi.org/10.2478/yplm-2020-0005.
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Abstract Whereas the belief “the younger, the better” regarding foreign language learning seems to hold tenaciously, studies comparing learners of different starting ages attest that in instructed (as opposed to naturalistic) learning contexts, a younger age of onset does not automatically yield better results. However, little is known about how multilingual learners from different age groups develop in their non-native languages over time. The present study thus investigates the understudied domain of perceptual development with seven adolescents aged 12–13 and seven adults aged 19–39 (L1 German, L2 English) over the first year of L3 Polish instruction (tested after one, three, five, and ten months). The sound contrast under scrutiny was /v–w/, which only exists in the learners’ L2 and L3. As expected, in the ABX task, adults performed better than adolescents in both languages at most testing times and generally showed a slight upward trend in both their L2 and L3 learning trajectories. For the adolescents, development was more non-linear. Further, a boosting ‘novelty effect’ was found for the younger learner group: After only a few hours of L3 instruction, they perceived the contrast more consistently and faster than in L2 and at any other testing time, performing within the adults’ range.
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Sze, Felix, Monica Xiao Wei, and David Lam. "Development of the Hong Kong Sign Language Sentence Repetition Test." Journal of Deaf Studies and Deaf Education 25, no. 3 (May 19, 2020): 298–317. http://dx.doi.org/10.1093/deafed/enaa001.
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Abstract This paper presents the design and development of the Hong Kong Sign Language-Sentence Repetition Test (HKSL-SRT). It will be argued that the test offers evidence of discriminability, reliability, as well as practicality and can serve as an effective global measurement of individuals' proficiency in HKSL. The full version of the test consists of 40 signed sentences of increasing length and complexity. Specifically, we will evaluate the manual and non-manual components of these sentences to find out whether and to what extent they can differentiate three groups of deaf signers, namely, native signers, early learners and late learners. Statistical analyses show that the test scores based on a correct repetition of the manual signs of each sentence bear a significant negative correlation with signers' age of acquisition. Including the correct repetition of non-manuals in the scoring scheme can result in higher reliability and separation index of the test in the Rasch model. This paper will also discuss how psychometric measures of Rasch analysis, including the concept of fit and the rankings of items/persons in the Wright map, have been applied to the original list of the 40 sentence items for the development of a shortened test.
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Chan, Jim Yee Him. "Examining authenticity from an ELF perspective: the development of listening test papers in Hong Kong (1986–2018)." Journal of English as a Lingua Franca 10, no. 1 (March 1, 2021): 141–65. http://dx.doi.org/10.1515/jelf-2021-2056.
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Abstract The present study examined the degree of situational and interactional authenticity in Hong Kong’s listening examination papers throughout the history of colonisation and globalisation (1986–2018) with reference to world Englishes and particularly English as a lingua franca (ELF) research. By means of a detailed content analysis, the evaluation of situational authenticity was based on the context of language use (e.g., speech event type, nature of interaction, identity and accent of interlocutor) in the audio samples, while the evaluation of interactional authenticity centred on the speaker’s use of communicative strategies. Our findings suggest that the speech samples generally reflected the changing situations of language use over time by increasingly adopting dialogue (rather than monologue) and locally/globally relevant language use contexts, but only included native-speaker and (from 2012) Hong Kong English accents as speech models. Despite the lack of non-standardness and speakers of different cultures in the speech samples, there were numerous instances of explicitness strategies relevant to ELF interactions throughout the sample, probably owing to the intent of the listening examination to highlight key information for the candidates. The paper concludes by discussing the implications of these trends in listening paper design for the future development of English language teaching from an ELF perspective.
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Baraja’a, Dareen A., Ibrahim S. Al-fallay, and Rasha M. Shoeib. "Assessing Syntactic Development among Arabic Speaking Stuttering and Non-Stuttering Children." International Journal of Linguistics 9, no. 2 (April 15, 2017): 92. http://dx.doi.org/10.5296/ijl.v9i2.10879.
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The aim of the study was to assess the syntactic development of stuttering and non- stuttering Saudi Arabic-speaking children aged between five and ten years old. The research conducted in collaboration with a native Arabic-speaking phoniatrician. In the current study, the syntactic and morpho-syntactic development of (24) stuttering Saudi Arabic-speaking children (SACWS) (the experimental group) and (29) non- stuttering Saudi Arabic-speaking children (SACWNS) (the control group) were assessed and compared using two modified and validated Arabic tests (namely, Sentence Comprehension Test and Expressive Language Test; developed by Shaalan, 2010). The results indicated that both the receptive and expressive syntactic abilities of the SACWS were lower than the same abilities of their SACWNS peers. When conducting group comparisons, the SACWS lagged behind the SACWNS in their receptive and productive syntactic development. It might be concluded that SACWS might have subtle syntactic deficits that may lead to lower syntactic development when compared to their fluent peers. Thus, Saudi Arabic-speaking children might face difficulties in understanding and producing various syntactic and morpho-syntactic features of Arabic; a state of affairs that ought to be considered by teachers, speech pathologists, and parents.
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Shoemaker, Ellenor, and Rebekah Rast. "Extracting words from the speech stream at first exposure." Second Language Research 29, no. 2 (April 2013): 165–83. http://dx.doi.org/10.1177/0267658313479360.
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The earliest stages of adult language acquisition have received increased attention in recent years (cf. Carroll, introduction to this issue). The study reported here aims to contribute to this discussion by investigating the role of several variables in the development of word recognition strategies during the very first hours of exposure to a novel target language (TL). Eighteen native speakers of French with no previous exposure to Polish were tested at intervals throughout a 6.5-hour intensive Polish course on their ability to extract target words from Polish sentences. Following Rast and Dommergues’ (2003) first exposure study, stimuli were designed to investigate the effect of three factors: the lexical transparency of the target word with respect to the native language (L1); the frequency of the target word in the input; the target word’s position in the sentence. Results suggest that utterance position plays an essential role in learners’ ability to recognize words in the signal at first exposure, indicating acute sensitivity to the edges of prosodic domains. In addition, transparent words (e.g. professor ‘professor’) were recognized significantly better than non-transparent words (e.g. lekarz ‘doctor’), suggesting that first exposure learners are highly dependent on L1 phonological forms. Furthermore, the frequency of a target word in the input did not affect performance, suggesting that at the very beginning stages of learning, the amount of exposure to a lexical item alone does not play a significant role in recognition.
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Stroud, Christopher. "The Development of Metropolitan Languages in Post-Colonial Contexts: Language Contact and Language Change and the Case of Portuguese in Maputo." Nordic Journal of Linguistics 19, no. 2 (December 1996): 183–213. http://dx.doi.org/10.1017/s0332586500003383.
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This article explores briefly some phenomena of potential indigenization of the Portuguese spoken in Mozambique. Data for the study has been taken from work that is currently underway in Maputo, Mozambique, that was originally initiated to investigate contact varieties of Portuguese and to probe their educational implications. Speech samples comprise formal interviews and non-formal encounters from a socio-demographically representative sample of informants. The article first provides an inventory of some non-standard European Portuguese variants that are found in this data, and subsequently focusses upon a discussion of what contribution different linguistic processes make to indigenization, specifically the role played by processes of second language acquisition in a context of massive and diffuse language contact and change. Special attention is also paid to the social contexts in which different manifestations of language contact are found, and the importance of linguistic ideology for the form that language contact takes in particular cases is explored. The article concludes with the suggestion that the salient characteristics of types of non-native speech community such as Maputo require a reconceptualization of models and methods of contact linguistics and second language acquisition, and that this in turn carries implications for the terms of reference and analysis to which indigenization need be related.
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Natcheewan, Mekratankulpat, Nina Fedotova, and Tatiana Lypkan. "Identification of Thai students’ level of phonetic sensitivity in the imitation of Russian syllables." SHS Web of Conferences 55 (2018): 04002. http://dx.doi.org/10.1051/shsconf/20185504002.
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The article deals with the role of phonological sensitivity in the development of skills in a foreign language. In psycholinguistic terms, verbal communication in non-native language is a language contact. It is important that, in learning environments, the interaction of contacting languages should not be spontaneous, it should be taken into account in the modeling of verbal communication. Since the formation of mechanisms that ensure the speech activity of an individual in the language under study occurs under the influence of interference, it is necessary to study the manifestation of the specifics contacting linguistic systems in the perception of speech in a non-native language. To make the right decision – whether or not an incorrect perception of the phonemic composition of words occurs in the natural conditions of communication in a foreign language – is not possible. This requires a special phonetic experiment. The authors describe the results of an experiment aimed at revealing the phonetic sensitivity of native speakers of Thai. The material of the experiment was 260 syllables having the structure CV (consonant + vowel). Subjects who had not previously studied the Russian language had to listen to audio recordings of syllables pronunciation and reproduce them. Thus, the implementation of Russian vowels and consonants in the composition of syllables was analyzed. The authors succeeded in revealing the similarity and difference in the articulatory characteristics of the interacting languages’ sounds. It was found that when imitating Russian syllables the Thais are not aware of the opposition of consonants on the grounds of “hardness-softness” and “voiceless-voiced”. In this connection special work is required to produce soft sounds and to develop skills for distinguishing sounds from voiceless-voiced. During the study, it was confirmed that the influence of the native language is clearly manifested if it is functionally prevalent.
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Avello, Pilar, Joan Carles Mora, and Carmen Pérez-Vidal. "Perception of FA by Non-native Listeners in a Study Abroad Context." Research in Language 10, no. 1 (March 30, 2012): 63–78. http://dx.doi.org/10.2478/v10015-011-0050-9.
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The present study aims at exploring the under-investigated interface between SA and L2 phonological development by assessing the impact of a 3-month SA programme on the pronunciation of a group of 23 Catalan/Spanish learners of English (NNSs) by means of phonetic measures and perceived FA measures. 6 native speakers (NS) in an exchange programme in Spain provided baseline data for comparison purposes. The participants were recorded performing a reading aloud task before (pre-test) and immediately after (post-test) the SA. Another group of 37 proficient non-native listeners, also bilingual in Catalan/Spanish and trained in English phonetics, assessed the NNS' speech samples for degree of FA. Phonetic measures consisted of pronunciation accuracy scores computed by counting pronunciation errors (phonemic deletions, insertions and substitutions, and stress misplacement). Measures of perceived FA were obtained with two experiments. In experiment 1, the listeners heard a random presentation of the sentences produced by the NSs and by the NNSs at pre-test and post-test and rated them on a 7-point Likert scale for degree of FA (1 = “native” , 7 = “heavy foreign accent”). In experiment 2, they heard paired pre-test/post-test sentences (i.e. produced by the same NNS at pre-test and post-test) and indicated which of the two sounded more native-like. Then, they stated their judgment confidence level on a 7-point scale (1 = “unsure”, 7 = “sure”). Results indicated a slight, non-significant improvement in perceived FA after SA. However, a significant decrease was found in pronunciation accuracy scores after SA. Measures of pronunciation accuracy and FA ratings were also found to be strongly correlated. These findings are discussed in light of the often reported mixed results as regards pronunciation improvement during short-term immersion.
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Sirajudinov, R. M. "Food and drink of agricultural origin in the Godoberian language." Язык и текст 6, no. 3 (2019): 70–75. http://dx.doi.org/10.17759/langt.2019060308.
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Godoberi (self-name gibdidi) is one of the ethnic groups of Dagestan, in terms of language and cultural development, which belong to the Andian subgroup of the Avaro-Ando-Tsezy subgroup of Nakh-Dagestan languages. Godoberians live compactly only in two villages in the north of Dagestan - in Zibirkhali and Godoberi. Godoberians speak a non-written language (gibdidi mizzi). Nevertheless, the speech of the inhabitants of the villages of Godoberi and Zibirhali differs, making up two dialects, each of which has a number of phonetic and lexical features. According to rough estimates, the total number of Godoberians is about 8 thousand people. The language is threatened with extinction, as it is a common language among a limited number of native speakers. The Avar language is studied in the school as the native language, the official language of the Godoberians is Russian.
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LANY, Jill, and Amber SHOAIB. "Individual differences in non-adjacent statistical dependency learning in infants." Journal of Child Language 47, no. 2 (June 13, 2019): 483–507. http://dx.doi.org/10.1017/s0305000919000230.
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AbstractThere is considerable controversy over the factors that shape infants’ developing knowledge of grammar. Work with artificial languages suggests that infants’ ability to track statistical regularities within the speech they hear could, in principle, support grammatical development. However, little work has tested whether infants’ performance on laboratory tasks reflects factors that are relevant in real-world language learning. Here we tested whether the language that infants hear at home, and their receptive language skills, predict their performance on tasks assessing the ability to learn non-adjacent statistical dependencies (NADs) at 15 months, and whether that in turn predicts sensitivity to native-language NADs at 18 months. We found evidence for some (though not all) of these relations, and primarily for females. The results suggest that performance on the artificial language-learning task reveals something about the mechanisms of grammatical development, and that females and males may be learning NADs differently.
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Riekhakaynen, Elena. "Lithuanian spoken corpora and studies of first language acquisition: a view from outside." Lietuvių kalba, no. 13 (December 20, 2019): 1–11. http://dx.doi.org/10.15388/lk.2019.22492.
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The paper provides an overview of Lithuanian spontaneous speech corpora and certain studies of the acquisition of Lithuanian as a first language. The author focuses mainly on those resources and papers that are published in English and thus can be used by non-Lithuanian speaking researchers as methodological and/or theoretical inspiration for further studies on different languages. Among the spoken corpora discussed in the paper are: the speech corpus Liepa, Sakytinės kalbos įrašų bazė, the Corpus of Spoken Lithuanian. The author pays special attention to the latter as it is closely connected to the development of the Lithuanian corpus of child and child-directed speech. The studies of the acquisition of Lithuanian as a first language are overviewed in the second part of the paper. The majority of studies on corpus data (including those conducted within international cross-linguistic projects) describe the acquisition of grammar by native speakers of Lithuanian. In the most recent research, there is a shift towards new aspects of first language acquisition (including phonology and morphophonology) and new methods (experiments becoming more and more popular).
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Valuitseva, Irina I., and Igor Ie Filatov. "Design of ASR Software for Recognition of the Russian Language Variants." Polylinguality and Transcultural Practices 18, no. 3 (September 10, 2021): 245–54. http://dx.doi.org/10.22363/2618-897x-2021-18-3-245-254.
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The article first touches on the problem of speech recognition of Russian language variants. With the development and growing (ASR) popularity of the automatic speech recognition (ASR) technology, more and more attention is now being paid to the problems related to the incompatibility of modern applications to work with non-standard language varieties. This question is especially relevant for Russian, as it is, contrary to the conservative statement about its homogeneity, represented by many forms that differ from the standard one, which generally have a wide distribution in various regions of Russia and throughout the world. The study of various aspects of the interaction of ACER algorithms with non-standard varieties of the Russian language, as well as existing approaches to creating an ASR product that can process such idioms, today seems to be an urgent direction. The aim of the work is to analyze in detail the methods for developing ASR systems capable of performing the task of recognizing and processing speech samples of speakers of Russian language forms different from the standard, which may contribute to further research on this topic. The research material is based on the software interface of the SOVA ASR application for automatic speech recognition, as well as a selection of audio recordings of speech of native speakers of the Central Asian and Ukrainian versions of Russian, and the corresponding transcription texts. The research methods such as the study and analysis of specialized literature, data collection for subsequent software processing, qualitative and quantitative analysis, and experimental data are used.
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Lewkowicz, David J. "The critical role of experience in the early development of multisensory perception." Seeing and Perceiving 25 (2012): 200. http://dx.doi.org/10.1163/187847612x648297.
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Human infancy is a time of rapid neural and behavioral development and multisensory perceptual skills emerge during this time. Both animal and human early deprivation studies have shown that experience contributes critically to the development of multisensory perception. Unfortunately, Bodison because the human deprivation studies have only studied adult responsiveness, little is known about the more immediate effects of early experience on multisensory development. Consequently, we have embarked on a program of research to investigate how early experience affects the development of multisensory perception in human infants. To do so, we have focused on multisensory perceptual narrowing, an experience-dependent process where initially broad perceptual tuning is narrowed to match the infant’s native environment. In this talk, I first review our work demonstrating that multisensory narrowing characterizes infants’ response to non-native (i.e., monkey) faces and voices, that the initially broad tuning is present at birth, that narrowing also occurs in the audiovisual speech domain, and that multisensory narrowing is an evolutionarily novel process. In the second part of the talk, I present findings from our most recent studies indicating that experience has a seemingly paradoxical effect on infant response to audio–visual synchrony, that experience narrows infant response to amodal language and intonational prosody cues, and that experience interacts with developmental changes in selective attention during the first year of life resulting in dramatic developmental shifts in human infants’ selective attention to the eyes and mouth of their interlocutors’ talking faces.
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Lee, Christopher S., Lucinda Brown, and Daniel Müllensiefen. "The Musical Impact of Multicultural London English (MLE) Speech Rhythm." Music Perception 34, no. 4 (April 1, 2017): 452–81. http://dx.doi.org/10.1525/mp.2017.34.4.452.
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There is evidence that an emerging variety of English spoken by young Londoners—Multicultural London English (MLE)—has a more even syllable rhythm than Southern British English (SBE). Given findings that native language rhythm influences the production of musical rhythms and text setting, we investigated possible musical consequences of this development. We hypothesized that the lower vocalic durational variability in MLE and (putatively) less salient stress distinctions would go along with a preference by MLE speakers for lower melodic durational variability and a higher tolerance for stress mismatches (the non-coincidence of stress/beat strong-weak patterns) compared to SBE speakers. An analysis of two popchart song corpora by MLE and SBE artists confirmed that durational variability was lower in the MLE songs, and that there were more stress mismatches. In a follow-up experiment, MLE and SBE participants read four short English sentences and then rated text settings in pairs of specially constructed song fragments with and without stress mismatches. MLE participants’ speech showed the expected lower variability in vocalic duration and syllabic prominence compared to SBE participants’ speech, while their text setting ratings showed a greater tolerance of stress mismatches.
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Tazapchiyan, Rafail, and Elena Shapovalova. "Features of the perception of information in the texts of mechanical engineering topics on the non-native language." E3S Web of Conferences 273 (2021): 11006. http://dx.doi.org/10.1051/e3sconf/202127311006.
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In the present article described the way of obtaining of a new professionally valuable information by working with a text dedicated to the development of agricultural engineering is considered as one of the most effective ways to improve professional qualifications in the postgraduate period. The purpose of present article is to define and briefly describe the factors that provide the effective perception of the information of machinery engineering. Perception in this article is not limited to perceptual reception concept, but is understood as an active creative process targeted to satisfy the cognitive needs of an individual, both in obtaining a specialty and in the course of practical activity. To solve this goal, the authors clarified the concept of “text” as a set of units of different language levels transmitting information that has a heterogeneous nature, and criteria of the effectiveness of the processes of textual data perception, which in this case comes down to the choice of the recipient of an adequate communicative strategy or information processing. The strategy is interpreted as an important and effective mechanism for organizing speech behavior, which makes it necessary to describe its main characteristics and stages of formation.
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Myronova, T. Yu, and O. V. Kovalevska. "Methods of development orientational skills in a foreign text." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 195–202. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-195-202.
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The article is devoted to the implementation of the methodical approach as teaching reading in foreign language to students of non-philological specialties on the basis of specific language material. It is based on the essential characteristics of reading as a type of speech activity based on the analysis of grammatical features contained in the text. The approach of teaching reading covered in the article involves managing the process of development an indicative basis for educational activities. This method has great advantages, because it helps to develop skills of creative analysis of the semantic content. Also, this method provides linking the language form and content, as well as eliminates the interference of native and foreign languages by differentiating language representations in different languages. In order to understand a grammatical phenomenon when reading a text, we must be able to know this phenomenon by its form and to connect the form with the corresponding meaning. Recognition of grammatical phenomena is based on the characteristic features of these phenomena, which symbolize their presence. Reading as a communicative process creates the following tasks before the reader: to recognize the graphic form of morphemes, words, sentences and to perceive the content. Skilled reading is characterized by the automatism of perceptual processing of the presented printed material and the adequacy of solving semantic problems that arise during the implementation of speech activity. Therefore, the way of learning passive grammar should repeat this communicative process, so the description of the phenomenon of passive grammar should be provided from the form (its features) to the disclosure of its content, so exercises should be aimed to developing automatic recognition of these features.
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Wrembel, Magdalena, Ulrike Gut, Romana Kopečková, and Anna Balas. "Cross-Linguistic Interactions in Third Language Acquisition: Evidence from Multi-Feature Analysis of Speech Perception." Languages 5, no. 4 (November 3, 2020): 52. http://dx.doi.org/10.3390/languages5040052.
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Research on third language (L3) phonological acquisition has shown that Cross-Linguistic Influence (CLI) plays a role not only in forming the newly acquired language but also in reshaping the previously established ones. Only a few studies to date have examined cross-linguistic effects in the speech perception of multilingual learners. The aim of this study is to explore the development of speech perception in young multilinguals’ non-native languages (L2 and L3) and to trace the patterns of CLI between their phonological subsystems over time. The participants were 13 L1 Polish speakers (aged 12–13), learning English as L2 and German as L3. They performed a forced-choice goodness task in L2 and L3 to test their perception of rhotics and final obstruent (de)voicing. Response accuracy and reaction times were recorded for analyses at two testing times. The results indicate that CLI in perceptual development is feature-dependent with relative stability evidenced for L2 rhotics, reverse trends for L3 rhotics, and no significant development for L2/L3 (de)voicing. We also found that the source of CLI differed across the speakers’ languages: the perception accuracy of rhotics differed significantly with respect to stimulus properties, that is, whether they were L1-, L2-, or L3-accented.
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Kunshchikova, Marina О. "Proper Names as a Source of Wordplay in Classroom Bilingual Speech." Вопросы Ономастики 19, no. 1 (2022): 201–18. http://dx.doi.org/10.15826/vopr_onom.2022.19.1.010.
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The article explores the use of proper names as a source of wordplay in the classroom bilingual interaction in English as a second language. It is noted that wordplay becomes a means of accommodation to the onomastic system of a foreign language when proper names trigger bilingual metalinguistic reflection. The author emphasizes that wordplay is a process of deliberate deviation from language norms in which the proper name is a standard language unit (‘normema’) that undergoes linguistic reinterpretation and turns into a non-standard language unit (‘igrema’) developing both formal and semantic changes. It is exactly the non-standard nature of onomastic units under study and the specificity of the material that explain the novelty of the present research. This paper aims to identify the reasons why proper names become a source of non-standard language units in the classroom bilingual speech. Two groups of such reasons are distinguished, namely, the features of the formal morphological structure of proper names and features of their lexical meaning. It appears that wordplay occurs in proper names that include a ‘transferable’ component, creating an associative metatextual reference in the bilingual mind. Proceeding from the fact that such components can be found on the phonemic, morphemic, or lexical level, the author describes three corresponding models of wordplay. It is noted that wordplay mostly involves proper names with a distinct social component that is also relevant in the community of native English speakers. These include personal and place names, names of organizations and products. For each type of proper names, the author suggests two types of the development of the semantic connection between a standard language unit and a non-standard language unit: the one that does not involve the internal form of a proper name and another one that is based on it.
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Kunshchikova, Marina О. "Proper Names as a Source of Wordplay in Classroom Bilingual Speech." Вопросы Ономастики 19, no. 1 (2022): 201–18. http://dx.doi.org/10.15826/vopr_onom.2022.19.1.010.
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The article explores the use of proper names as a source of wordplay in the classroom bilingual interaction in English as a second language. It is noted that wordplay becomes a means of accommodation to the onomastic system of a foreign language when proper names trigger bilingual metalinguistic reflection. The author emphasizes that wordplay is a process of deliberate deviation from language norms in which the proper name is a standard language unit (‘normema’) that undergoes linguistic reinterpretation and turns into a non-standard language unit (‘igrema’) developing both formal and semantic changes. It is exactly the non-standard nature of onomastic units under study and the specificity of the material that explain the novelty of the present research. This paper aims to identify the reasons why proper names become a source of non-standard language units in the classroom bilingual speech. Two groups of such reasons are distinguished, namely, the features of the formal morphological structure of proper names and features of their lexical meaning. It appears that wordplay occurs in proper names that include a ‘transferable’ component, creating an associative metatextual reference in the bilingual mind. Proceeding from the fact that such components can be found on the phonemic, morphemic, or lexical level, the author describes three corresponding models of wordplay. It is noted that wordplay mostly involves proper names with a distinct social component that is also relevant in the community of native English speakers. These include personal and place names, names of organizations and products. For each type of proper names, the author suggests two types of the development of the semantic connection between a standard language unit and a non-standard language unit: the one that does not involve the internal form of a proper name and another one that is based on it.
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Chernousova, Anastasiia S. "PERM STUDENTS’ IDEASOF THE LANGUAGE NORM AND SPEECH CULTURE: EXPERIMENTAL STUDY." Вестник Пермского университета. Российская и зарубежная филология 13, no. 3 (2021): 60–69. http://dx.doi.org/10.17072/2073-6681-2021-3-60-69.
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The article describes the results of a pilot sociolinguistic experiment the purpose of which was to study the ideas of modern youth about the language norm and speech culture. The main research question was how this social group assesses linguistic innovations / transformations and other facts of modern Russian speech. The research material was collected by means of a survey in which 80 informants took part. The task was to identify and analyze opinions on the concept of ‘speech culture’ and its features, ‘degradation’ / ‘non-degradation’ of the language, as well as the influence of the popular Russian TV series Real’nye patsany (Real Guys) on the creation of the image of Perm residents. The research results reveal the problems of speech culture essential from the point of view of young speakers, the most striking of which are the insufficient purity of speech, unjustified borrowing, and spelling mistakes. The presence of diametrically opposite ideas of the currently occurring processes (from the recognition of innovations to the idea of complete degradation) indicates that informants recognize the process of constant development of the language, which is, on the one hand, naturally-determined and, on the other, beyond the control of native speakers. The informants distinguish between the norm of the literary language and the norms of other language variants (for example, local variants of literary colloquial speech, various types of jargon), determine for each of the idioms their own sphere of functioning, socio-cultural environment, circle of speakers and, accordingly, their own evaluative characteristics of language variants, which do not always coincide with others.
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Rajendran, Vaibhavi, and G. Bharadwaja Kumar. "FORMULATION OF SYLLABLE BASED PRONUNCIATION MODELS FOR TAMIL TEXT-TO-SPEECH SYNTHESIZER." Malaysian Journal of Computer Science 33, no. 4 (October 30, 2020): 282–97. http://dx.doi.org/10.22452/mjcs.vol33no4.3.
Full textAbstract:
The primary aim of Human-Computer Interaction (HCI) is to deliver the power of computers and communication systems to people in an easily accessible and understandable form. HCI in a person’s native/first language is always invigorate. Developing a Tamil Text-To-Speech (TTS) system will facilitate a convenient medium of interaction for people who speak Tamil language. This paper emphasizes on the development of pronunciation models, a vital component of a Tamil TTS. Developing a pronunciation model for Tamil is more arduous when compared to other languages due to the non-triviality between the letter to sound correspondence. Veritably, two syllable-based pronunciation models developed by us are discussed in this paper. First, is a syllable-centric rule-based pronunciation model that generates a well-founded training data which is ingrained into the second, Conditional Random Field (CRF) enforced model. It is evident that both of these models are dominions with a high Mean Similarity Score of 0.97 and 0.94 respectively in comparison to the other existing rule driven and data driven models in the literature. These syllable-based pronunciation models will enrich the performance of a Tamil TTS.
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Sharanov, Yuriy, and Viktor Ustyuzhanin. "Ascent from the sympractical to the synsemantic system of speech utterance in the process of developing theoretical cadets’ thinking." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2020, no. 4 (December 11, 2020): 231–40. http://dx.doi.org/10.35750/2071-8284-2020-4-231-240.
Full textAbstract:
The article deals with the mechanisms of manifestations impractical and cinematical systems in the process of speech. The problem of differences in regularities and mechanisms of transitions from the sympractical strategy of interpreting lexical meanings to the synsemantic one in adults is considered. How such transitions are made is still not well known. An attempt is made to identify the basic institutions through which the process of movement of living speech begins and the experience of utterance (discourse) of a person is formed, which determines the level of abstract or synsemantic thinking. Such knowledge is necessary not only for creating various methods of teaching foreign and native languages. Through language representations, the inner world of a person, the structure and content of his consciousness and self-consciousness becomes accessible. Attention is drawn to the relatively new American and European experience of language training of migrants for the Russian psycholinguistic community, and to the prospects for the development of bilingualism among teachers in a non- linguistic higher educational institution. The question is raised about the need to conduct research in the field of compatibility /incompatibility of non- linguistic and linguistic types of cultures, individual experiences and mental traditions of representatives of different countries studying in a departmental educational institution.
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Sufyan, Abu, Yani Rohmayani, Tubagus Chaeru Nugraha, and Mohammed H. Al-Khresheh. "INTERFERENCE IN THE DEVELOPMENT OF ARABIC VOCABULARY (A MORPHOLOGICAL REVIEW)." Humanities & Social Sciences Reviews 8, no. 4 (September 26, 2020): 1319–29. http://dx.doi.org/10.18510/hssr.2020.84124.
Full textAbstract:
Purpose: This study aims to describe the forms of Arabic language interference on terminologies in the domains of science, technology, and art.
Methodology: The study was conducted morphophonologically using descriptive-analytical research methods. The descriptive-analytic research method was used to facilitate the achievement of goals specified in this study. The data findings were reviewed using the distributional method.
Main Findings: The study found that language interference is an aspect of vocabulary development and enrichment, which requires harmonization of speech sounds. The results showed that in the Arabic language, interference produced partial absorption and full absorption. Phonologically, partial absorption occurred through the absorption of sound elements at the beginning or end of a word.
Applications: Understanding the issue of language transfer in the development of Arabic vocabulary is useful for non- native Arabic speakers. The findings can also help Arabic teachers revise their teachings methods accordingly.
Novelty/Originality of this study: This study contributed to a better understanding of the forms of phonological interference of foreign languages into the Arabic language. These forms can be represented as partial absorption, total absorption, and sound change. While in morphological forms, interference causes different developments of word patterns from classical Arabic.
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Tazapchiyan, Rafail M., Margarita V. Ereshchenko, and Tatiana B. Mikheeva. "Violation of the Statement Structure as a Communicative Failure." Proceedings of Southern Federal University. Philology 2020, no. 2 (June 22, 2020): 71–77. http://dx.doi.org/10.18522/1995-0640-2020-2-71-77.
Full textAbstract:
Among the many barriers that impede the process of communication in a foreign language, we are particularly interested in those that impede the further development of the communication process, and sometimes make it practically impossible. Such barriers are called communicative failures, and the methodologist’s task is to develop a technology for identifying them in accordance with a specific criterion. The article specifies the success criterion of a communicative act. In the case of a productive speech act, communicative failures are often associated with the communicator’s improper planning of his/her speech behavior in the initial period of verbalization, in particular, the wrong choice of design, when the communicative and objective goals of the speech act do not correspond to the specific situational context within which this communicative act unfolds. By communicative failure itis understood such a failure incommunication when the communicative act does not fulfill its function. The task is analyzed, which involves filling out the questionnaire in the non-native language of the respondent, requiring fairly short and unambiguous answers. However, in some cases, as a result of the substitution of basic information with secondary (specifying) answers, they could be interpreted differently and, therefore, applied to various communicative situations. The following conclusion is made: a speech act, correlated with more than one context, provides a greater degree of freedom for the interpretation of its purpose and, therefore, allows various ways of reacting to its content. It is such an act that can be attributed to unsuccessful