Journal articles: 'Oral input'

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Mehvar, Reza. "Input rate-dependent stereoselective pharmacokinetics: Effect of pulsatile oral input." Chirality 6, no. 3 (1994): 185–95. http://dx.doi.org/10.1002/chir.530060305.

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Mehvar, Reza. "Input rate-dependent stereoselective pharmacokinetics: Enantiomeric oral bioavailability and blood concentration ratios after constant oral input." Biopharmaceutics & Drug Disposition 13, no. 8 (November 1992): 597–615. http://dx.doi.org/10.1002/bdd.2510130806.

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Acosta, Jomar Francis P. "Portrait of Teaching Oral Communication in Context: Input To A Teaching Model." International Journal of Research Publication and Reviews 5, no. 1 (January 24, 2024): 4440–45. http://dx.doi.org/10.55248/gengpi.5.0124.0332.

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Duong, Phuong-Thao, Maribel Montero Perez, Long-Quoc Nguyen, Piet Desmet, and Elke Peters. "The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking." Studies in Second Language Learning and Teaching 13, no. 1 (March 31, 2023): 101–24. http://dx.doi.org/10.14746/ssllt.29727.

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The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners’ lexical use and fluency. However, the fluency and lexical complexity in learners’ L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.

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KITAYAMA, Yunosuke, Koutaroh YAMAZAKI, Motoki USUI, Shiroh ITAI, Jun UCHIYAMA, and Akitoshi ITO. "Development of an oral soft input device." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2020 (2020): 1P2—F07. http://dx.doi.org/10.1299/jsmermd.2020.1p2-f07.

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Amores Sánchez, Mónica, and Elisabet Pladevall Ballester. "The effects of written input on young EFL learners’ oral output." Journal of English Studies 12 (December 20, 2014): 7. http://dx.doi.org/10.18172/jes.2821.

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The present paper explores whether the incentive of written input affects oral language development of young learners of English in a minimal input situation. After an eight-week instruction period with both written and oral input in the experimental group and just oral input in the control group, data were obtained by means of an oral test consisting of question and answer, picture description and L1 translation tasks. The effects on the learners’ oral output were measured with respect to the number of target words, semanticpragmatic appropriateness, syntactic acceptability and L1 translation. The experimental group shows higher scores in all variables tested and a number of significant differences emerge with respect to the control group. These results are in line with studies conducted with other learner populations which suggest that students should write to learn and indicate that young learners’ oral proficiency is benefitted from integrating written language with oral production.

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Chen Pichler, Deborah. "Challenging the oral-only narrative." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 6–26. http://dx.doi.org/10.31299/hrri.58.si.1.

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Learning a language is, at its core, a process of noticing patterns in the language input surrounding the learner. Although many of these language patterns are complex and difficult for adult speakers/signers to recognize, infants are able to find and learn them from the youngest age, without explicit instruction. However, this impressive feat is dependent on children’s early access to ample and well-formed input that displays the regular patterns of natural language. Such input is far from guaranteed for the great majority of deaf and hard of hearing (DHH) children, leading to well-documented difficulties and delays in linguistic development. Efforts to remedy this situation have focused disproportionately on amplifying DHH children’s hearing levels, often through cochlear implants, as young as possible to facilitate early access to spoken language. Given the time required for cochlear implantation, its lack of guaranteed success, and the critical importance of exposing infants to quality language input as early as possible, a bimodal bilingual approach can optimize DHH infants’ chances for on-time language development by providing them with both spoken and signed language input from the start. This paper addresses the common claim that signing with DHH children renders the task of learning spoken language more difficult, leading to delays and inferior language development, compared to DHH children in oral-only environments. That viewpoint has most recently been articulated by Geers et al. (2017a), which I will discuss as a representative of the many studies promoting an oral-only approach. Contrary to their claims that signing degrades the language input available to DHH children, recent research has demonstrated that the formidable pattern-finding skills of newborn infants extends to linguistic cues in both the spoken and signed modalities, and that the additional challenge of simultaneously acquiring two languages is offset by important “bilingual advantages.” Of course, securing early access to high quality signed input for DHH children from hearing families requires considerable effort, especially since most hearing parents are still novice signers. This paper closes with some suggestions for how to address this challenge through partnerships between linguistics researchers and early intervention programs to support family-centered bimodal bilingual development for DHH children.

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Kirchhoff, Natalie. "interacción entre pares y el input escrito." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 5, 2022): 1–11. http://dx.doi.org/10.37467/revhuman.v11.3866.

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El estudio presente investigó la influencia del input escrito en las interacciones orales entre pares en un aula de alemán como lengua extranjera. Los aprendientes participaron en seis actividades de interacción en el aula. Un grupo de catorce aprendientes fue expuesto a input oral durante las actividades y el otro grupo de catorce aprendientes aparte del input oral también recibió input escrito. Las interacciones orales fueron grabadas en audio y transcritas para analizar la frecuencia y la naturaleza de los episodios relacionados con la lengua (ERL). Los resultados sugieren que el input escrito influye en las interacciones orales.

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Amidon, Gordon L., and Yasuhiro Tsume. "Oral product input to the GI tract: GIS an oral product performance technology." Frontiers of Chemical Science and Engineering 11, no. 4 (July 28, 2017): 516–20. http://dx.doi.org/10.1007/s11705-017-1658-7.

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ELLIS, R. "Modified Oral Input and the Acquisition of Word Meanings." Applied Linguistics 16, no. 4 (December 1, 1995): 409–41. http://dx.doi.org/10.1093/applin/16.4.409.

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Duong, Phuong Thao, Maribel Montero Perez, Piet Desmet, and Elke Peters. "Learning vocabulary in spoken input- and output-based tasks." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 100–126. http://dx.doi.org/10.1075/task.00005.duo.

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Abstract This experimental study explores the differential effects of spoken input-based and output-based tasks on vocabulary knowledge. The study also investigates whether such tasks result in more learning gains than exposure to input-only (no subsequent task). The study employed a pretest-posttest design with two groups: an experimental group (n = 32) who completed both input- and output-based tasks in a counterbalanced way and a comparison group (n = 12) who were only exposed to L2 input. Vocabulary gains were measured at three levels of sensitivity: oral spontaneous use, oral form recall and meaning recall. The findings showed that participants who were only exposed to L2 input learned significantly fewer words than participants who completed the input-based and output-based tasks. No difference in learning gains was found between the input-based and output-based tasks.

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Sashi, Varsha, A. Leoney, and Leena Rajathy Port Louis. "Proprioception and osseoperception in prosthodontics – A review." Journal of Academy of Dental Education 9 (June 14, 2023): 24–27. http://dx.doi.org/10.25259/jade_52_2022.

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The masticatory system receives neural inputs by means of proprioception and perception. Defective proprioceptive or perceptive input results in dysfunctional or pathological conditions. The prognosis of a prosthodontic restoration depends on the integration of proprioceptive input and motor output. The absence of intradental and periodontal mechanoreception accompanying tooth loss alters the fine proprioceptive control feedback. Complete denture rehabilitation is a compromised restoration which restores function with many lacunae. In contrast to conventional dentures, implant-supported prostheses restore jaw function with improved psychophysiological discriminatory ability, oral stereognosis, and osseoperception.

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Kirchhoff, Natalie, and Raúl Dávila-Romero. "The effect of input modality on German as a FL learners’ provision of recasts in oral peer interactions." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 448–65. http://dx.doi.org/10.17509/ijal.v12i2.37238.

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Interaction between learners is proven to be beneficial for second and foreign language acquisition. This article reports on a quasi-experimental study conducted in a German as a foreign language (GFL) classroom in a university in Spain. The study explored the effect of input modality on the provision of recasts in oral peer interactions. Two intact classes of GFL, one with 12 and the other with 16 learners, participated in six oral interaction tasks. The researchers divided the two classes into two groups: one group was only exposed to aural and visual input, while the other also received written input. Audio recordings and full written transcripts of learners’ oral peer interactions in the two groups were made and the frequency and nature of recasts were analysed quantitatively in order to examine the effect of input modality on the production of this corrective feedback type. Results suggested that input modality impacted the way learners interacted with each other. Findings showed that learners who were not provided with written input provided significantly more recasts to each other. Results also revealed that the nature of the recasts (i.e., form-, lexical- and pronunciation-focused recasts) that learners produced was input modality dependent. Since the provision of recasts is beneficial for second and foreign language acquisition, the results indicate that teachers and task designers should consider input modality as a relevant task design variable.

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Sultana, Nuzhat, Lena L. N. Wong, and Suzanne C. Purdy. "Analysis of Amount and Style of Oral Interaction Related to Language Outcomes in Children With Hearing Loss: A Systematic Review (2006–2016)." Journal of Speech, Language, and Hearing Research 62, no. 9 (September 20, 2019): 3470–92. http://dx.doi.org/10.1044/2019_jslhr-l-19-0076.

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Purpose This systematic review summarizes the evidence for differences in the amount of language input between children with and without hearing loss (HL). Of interest to this review is evaluating the associations between language input and language outcomes (receptive and expressive) in children with HL in order to enhance insight regarding what oral language input is associated with good communication outcomes. Method A systematic review was conducted using keywords in 3 electronic databases: Scopus, PubMed, and Google Scholar. Keywords were related to language input, language outcomes, and HL. Titles and abstracts were screened independently, and full-text manuscripts meeting inclusion criteria were extracted. An appraisal checklist was used to evaluate the methodological quality of studies as poor, good, or excellent. Results After removing duplicates, 1,545 study results were extracted, with 27 eligible for full-text review. After the appraisal, 8 studies were included in this systematic review. Differences in the amount of language input between children with and without HL were noted. Conversational exchanges, open-ended questions, expansions, recast, and parallel talk were positively associated with stronger receptive and expressive language scores. The quality of evidence was not assessed as excellent for any of the included studies. Conclusions This systematic review reveals low-level evidence from 8 studies that specific language inputs (amount and style) are optimal for oral language outcomes in children with HL. Limitations were identified as sample selection bias, lack of information on control of confounders and assessment protocols, and limited duration of observation/recordings. Future research should address these limitations.

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Brown, Cheryl, Sherri L. Sagers, and Carrie LaPorte. "INCIDENTAL VOCABULARY ACQUISITION FROM ORAL AND WRITTEN DIALOGUE JOURNALS." Studies in Second Language Acquisition 21, no. 2 (June 1999): 259–83. http://dx.doi.org/10.1017/s0272263199002065.

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This paper is in answer to Ellis's (1994) call for more research about vocabulary acquisition from oral input in four areas. It is a hypothesis-generating study of nine advanced university EFL learners' incidental vocabulary acquisition from oral and written dialogue journals over a semester's time. All teacher and student entries in the two types of journals were transcribed and analyzed using WordCruncher (1993). The analyses compare the characteristics of the input to the learners in the two modes as well as quantitative and qualitative evidence of vocabulary acquisition by the learners from the two modes. Findings of this study indicate several specific places (14 statements) where further research could be undertaken. These fit in three of the areas Ellis named for exploration: (a) “the nature of the input,” (b) “the role of interaction,” and (c) “individual learner factors” (p. 1). The findings suggest measures that can be used for quantitative and qualitative evidence of vocabulary acquisition from natural sources

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Shen, Lihua. "Impacts of Chunks Input on Chinese English Major Students’ Oral Production." Theory and Practice in Language Studies 5, no. 10 (October 18, 2015): 2138. http://dx.doi.org/10.17507/tpls.0510.22.

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HORIE, Kota, Masakazu HIROKAWA, and Kenji SUZUKI. "A Stick-type oral input interface that enables multi-DoF control." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2021 (2021): 2P3—J10. http://dx.doi.org/10.1299/jsmermd.2021.2p3-j10.

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Potter, Jerry L. "Method and apparatus for controlling a digital computer using oral input." Journal of the Acoustical Society of America 104, no. 5 (November 1998): 2558. http://dx.doi.org/10.1121/1.423804.

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Karimnamazi, Hamid, Susan P. Travers, and Joseph B. Travers. "Oral and gastric input to the parabrachial nucleus of the rat." Brain Research 957, no. 2 (December 2002): 193–206. http://dx.doi.org/10.1016/s0006-8993(02)03438-8.

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Spahn-Langguth, H., G. Hahn, W. Möhrke, and P. Langguth. "P167 variabilities and discontinuities in tranylcypromine input profiles following oral dosage." European Journal of Pharmaceutical Sciences 2, no. 1-2 (September 1994): 160. http://dx.doi.org/10.1016/0928-0987(94)90340-9.

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Zhang, Wenxin. "A Survey on Oral Anxiety of English Majors." International Journal of Education and Humanities 12, no. 1 (January 15, 2024): 51–53. http://dx.doi.org/10.54097/7n4tp250.

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Continuous in-depth language research and the rapid development of language teaching deepen people's understanding of the nature of language. The focus of language teaching research for language workers is from how to teach to how to learn, from the learning result to the learning process; from the emphasis on teachers and teaching methods, the study gradually tends to the study of learners, learning strategies and emotions. However, in the daily language learning process, college students have serious anxiety in oral language learning. This study is based on Krashen's comprehensible input hypothesis to alleviate the oral anxiety of English majors. By means of questionnaire, this article gave the pre-designed questionnaire to the respondents for statistical summary and data analysis, so as to confirm the effect of comprehensible input on alleviating college students' oral anxiety.

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Azizi, Arash. "Effects of Non-negotiated Pre-modified Input, Negotiation of Input without Output, and Negotiation of Input plus Pushed Output on EFL Learners’ Vocabulary Learning." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 773. http://dx.doi.org/10.17507/jltr.0704.19.

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This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners’ comprehension and production. Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one standard deviation above and below the mean score in the PET were randomly assigned to three experimental groups. The whole treatment took 10 sessions and, after the treatment, two sets of tests were administered; i.e., one written and the other oral. Analysis of Variance on comprehension test and analysis of nonparametric alternative, i.e., Kruskal-Wallis test, on production test, indicated that (a) negotiation had a positive effect on the comprehension and production of targeted L2 vocabulary items and (b) negotiation of input plus pushed output did not promote production of L2 vocabulary more than negotiation of input without output. The findings of this study provide empirical evidence on the important role of negotiation in facilitating comprehension and production of targeted L2 vocabulary items.

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Pardo-Ballester, Cristina. "El uso del vídeo en tests de comprensión oral por internet." Journal of New Approaches in Educational Research 5, no. 2 (July 15, 2016): 91–98. http://dx.doi.org/10.7821/naer.2016.7.170.

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<p class="AbstractText">With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.</p>

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Bisschops, R., P. Vanden Berghe, E. Bellon, J. Janssens, and J. Tack. "Electrical stimulation reveals complex neuronal input and activation patterns in single myenteric guinea pig ganglia." American Journal of Physiology-Gastrointestinal and Liver Physiology 284, no. 6 (June 1, 2003): G1084—G1092. http://dx.doi.org/10.1152/ajpgi.00383.2002.

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The myenteric plexus plays a key role in the control of gastrointestinal motility. We used confocal calcium imaging to study responses to electrical train stimulation (ETS) of interganglionic fiber tracts in entire myenteric ganglia of the guinea pig small intestine. ETS induced calcium transients in a subset of neurons: 52.2% responded to oral ETS, 65.4% to aboral ETS, and 71.7% to simultaneous oral and aboral ETS. A total of 41.3% of the neurons displayed convergence of oral and aboral ETS-induced responses. Responses could be reversibly blocked with TTX (10− 6 M), demonstrating involvement of neuronal conduction, and by removal of extracellular calcium. ω-Conotoxin (5 × 10−7 M) blocked the majority of responses and reduced the amplitude of residual responses by 45%, indicating the involvement of N-type calcium channels. Staining for calbindin and calretinin did not reveal different response patterns in these immunohistochemically identified neurons. We conclude that, at least for ETS close to a ganglion, confocal calcium imaging reveals complex oral and aboral input to individual myenteric neurons rather than a polarization in spread of activity.

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KOMETANI, HIROYUKI. "New Trial of Direct Verbal Input for Oral Examination Records: Clinical Applicability." Japanese Journal of Oral Diagnosis / Oral Medicine 34, no. 3 (2021): 183–86. http://dx.doi.org/10.15214/jsodom.34.183.

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Daidone, Danielle. "Preterite and Imperfect in Spanish Instructor Oral Input and Spanish Language Corpora." Hispania 102, no. 1 (2019): 45–58. http://dx.doi.org/10.1353/hpn.2019.0010.

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Tramonti Fantozzi, Maria Paola, Vincenzo De Cicco, Serena Argento, Davide De Cicco, Massimo Barresi, Enrico Cataldo, Luca Bruschini, Paola d'Ascanio, Ugo Faraguna, and Diego Manzoni. "Trigeminal input, pupil size and cognitive performance: From oral to brain matter." Brain Research 1751 (January 2021): 147194. http://dx.doi.org/10.1016/j.brainres.2020.147194.

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Chi, Xueqian. "Automatic Evaluation Method of Oral English Based on Multiplex Mode." Wireless Communications and Mobile Computing 2022 (March 30, 2022): 1–8. http://dx.doi.org/10.1155/2022/9666524.

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For the problem of the low accuracy of large-scale oral English, based on oral English from the perspective of difficulty of oral English text and phonology, a multimodal-based automatic oral English assessment method is proposed by using L2 regularized (multilayer perceptron, MLP) and 9 features affecting the automated assessment of oral English as model input. Simulation results show that the proposed method can well predictively assess oral English difficulty and performs well on RMSE and R2 metrics of 0.053 and 0.905, respectively, with certain advantages over conventional elastic network-based and random forest-based prediction models.

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Ke, Sihui (Echo), Yuyan Xia, and Jing Zhang. "What Really Matters in Early Bilingual and Biliteracy Acquisition?" Researching and Teaching Chinese as a Foreign Language 4, no. 1 (August 17, 2023): 73–96. http://dx.doi.org/10.1558/rtcfl.24922.

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Home language and literacy input (HLLI) is critical for linguistic and literacy development in bilingual children. This exploratory study investigated home oral, and print input for Chinese heritage language learners between four and six years old in the United States and aimed to identify salient types of input associated with speaking and reading abilities in the heritage language (Chinese) and the societal language (English). Fifty-three parents completed a HLLI questionnaire and rated the speaking and reading competencies in Chinese and English of their children. The relationships between HLLI and bilingual abilities were examined via principal component analysis and regression. There were two major findings: first, Chinese speaking ability mainly depended on oral language exchange between parents and their children, as well as print exposure to Chinese; Chinese reading ability was associated with oral language exchange between parents and their children, as well as pinyin/bopomofo practice at home. Second, both speaking and reading abilities in English were significantly and positively related to children’s interest in reading English only. Evidence-based recommendations are provided regarding home language and literacy practices for young Chinese heritage language learners in the United States.

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KOMETANI, HIROYUKI, SEIZABURO ARITA, TAKESHI KOIDE, IKIKO TSUJI, HIROTAKA TATSUMI, MAMORU KOMEDA, AKIO OHNISHI, and KYOKO HIGUCHI. "New Trial of Direct Verbal Input for Oral Examination Records (8): Shortening of Input Time for Deciduous and Mixed Dentitions." Japanese Journal of Oral Diagnosis / Oral Medicine 27, no. 2 (2014): 191–96. http://dx.doi.org/10.15214/jsodom.27.191.

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Liu, Jing. "The Implications of Child Language Acquisition for English Oral Instruction." Journal of Education and Educational Research 7, no. 1 (January 12, 2024): 33–37. http://dx.doi.org/10.54097/pa7q9688.

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This article endeavors to clarify the five principal hypotheses posited by Krashen, delving into the intricacies of child language acquisition's characteristics and patterns. Through this exploration, the intention is to provide valuable insights that can inform and enhance oral instruction in the domain of English language teaching. Krashen's hypotheses, encompassing the Input Hypothesis, Affective Filter Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, and the Input Hypothesis, serve as a foundational framework for understanding the dynamics of language acquisition. By scrutinizing these hypotheses, this study seeks to unravel the nuanced interplay between language input, affective factors, conscious monitoring, the inherent order of acquiring linguistic elements, and the role of comprehension in the language learning process. In parallel, an examination of child language acquisition becomes pivotal, considering the unique characteristics and patterns exhibited during this developmental phase. Insights into the natural, instinctive processes through which children acquire language can offer valuable pedagogical implications. Understanding how children intuitively grasp language nuances, build their linguistic competence, and navigate the intricate path of acquiring a second language can significantly inform instructional strategies aimed at fostering effective oral communication skills in English language learners. In essence, this article aspires to bridge theoretical constructs with practical applications, providing a comprehensive understanding of Krashen's hypotheses and their implications for optimizing oral instruction in the context of English language teaching.

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Saito, Kazuya, and Keiko Hanzawa. "The role of input in second language oral ability development in foreign language classrooms: A longitudinal study." Language Teaching Research 22, no. 4 (November 17, 2016): 398–417. http://dx.doi.org/10.1177/1362168816679030.

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The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly related to the participants’ quick and immediate development of fluency and lexicogrammar during the first semester. Their pronunciation development was mixed, either subject to continuous change over two academic semesters (for prosody) or limited within the timeframe of the study (for segmentals). Similar to naturalistic L2 speech learning, the findings support the multifaceted role of input in different areas of oral proficiency development in foreign language classrooms.

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Réger, Zita, and Jean Berko Gleason. "Romāni child-directed speech and children's language among Gypsies in Hungary." Language in Society 20, no. 4 (December 1991): 601–17. http://dx.doi.org/10.1017/s0047404500016742.

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ABSTRACTAdult–child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral culture. Phenomena of input language closely related to these features are, for example, a specific way of modeling dialogue to infants, the extended use of test questions, and the use of folk genres specially modified for babies and children. Early introduction of children into these ways of speaking reflects their importance for Gypsy culture and Gypsy identity. Children's games reflecting the highly creative uses of the same features of traditional oral culture are also presented. (Gypsies, Romani, child-directed speech, language acquisition, socialization, pragmatics)

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Benítez-Guijarro, Callejas, Noguera, and Benghazi. "Coordination of Speech Recognition Devices in Intelligent Environments with Multiple Responsive Devices." Proceedings 31, no. 1 (November 20, 2019): 54. http://dx.doi.org/10.3390/proceedings2019031054.

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Devices with oral interfaces are enabling new interesting interaction scenarios and ways of interaction in ambient intelligence settings. The use of several of such devices in the same environment opens up the possibility to compare the inputs gathered from each one of them and perform a more accurate recognition and processing of user speech. However, the combination of multiple devices presents coordination challenges, as the processing of one voice signal by different speech processing units may result in conflicting outputs and it is necessary to decide which is the most reliable source. This paper presents an approach to rank several sources of spoken input in multi-device environments in order to give preference to the input with the highest estimated quality. The voice signals received by the multiple devices are assessed in terms of their calculated acoustic quality and the reliability of the speech recognition hypotheses produced. After this assessment, each input is assigned a unique score that allows the audio sources to be ranked so as to pick the best to be processed by the system. In order to validate this approach, we have performed an evaluation using a corpus of 4608 audios recorded in a two-room intelligent environment with 24 microphones. The experimental results show that our ranking approach makes it possible to successfully orchestrate an increasing number of acoustic inputs, obtaining better recognition rates than considering a single input, both in clear and noisy settings.

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Teixeira, Joana, Alexandra Fiéis, and Ana Madeira. "Efeitos do input na aquisição de PE L2: o caso dos objetos nulos." Revista da Associação Portuguesa de Linguística, no. 11 (October 15, 2024): 196–214. http://dx.doi.org/10.26334/2183-9077/rapln11ano2024a10.

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Este estudo investiga a aquisição de objetos nulos em português europeu (PE) como L2, utilizando uma tarefa de produção oral induzida e duas tarefas de juízos de aceitabilidade rápidos (escrita e oral). Os participantes são 25 falantes de PE L1 e 30 aprendentes adultos de espanhol L1 e PE L2 nos níveis intermédio a quase nativo. Os resultados mostram que os falantes de PE L1 e L2 produzem e aceitam clíticos significativamente mais do que objetos nulos. Relativamente aos objetos nulos, o grupo nativo apresenta efeitos significativos de animacidade (a aceitação é maior com um antecedente inanimado) e de acessibilidade (a aceitação é maior com um antecedente imediatamente acessível). Os grupos de L2 não apresentam efeitos de animacidade nem de acessibilidade, mesmo no nível quase nativo. Estes resultados mostram que os aprendentes de L2 podem ter dificuldades permanentes tanto na interface sintaxe-discurso como na interface sintaxe-semântica quando a construção que está a ser adquirida é pouco frequente no input e a L1 difere da L2.

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Li, Haibo, and Xue Liu. "A Deep Learning-Based Assisted Teaching System for Oral English." Security and Communication Networks 2022 (September 9, 2022): 1–10. http://dx.doi.org/10.1155/2022/1882662.

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The progress of global economic integration has forced English learners to have an urgent need to improve their oral English. College students’ oral English ability is currently the worst of the four abilities of listening, speaking, reading, and writing. The main reasons are internal and external. The internal reason is that the pronunciation characteristics of Chinese students are different from those of English. The external cause is that the practice environment and tools of oral English are not ideal, which affects the improvement of learners’ oral English. This study proposes using a deep learning algorithm (DLA) English in the evaluation of oral English quality to improve learners’ oral English level. The quality of oral English can be comprehensively evaluated in terms of pitch, speed of sound, and rhythm. The standard of pronunciation is the foundation of oral English and is the most critical factor. In many DLAs, the input unit of DNN at a certain moment and its upper and lower moment input units have no relationship and are independent of each other, and the timing dependencies of adjacent units are not fully considered. The results are generally not very good on speech recognition tasks. This study proposes a time-delay neural network (TDNN) and a long short-term memory (LSTM) network to calculate the posterior probability of the model state to model context-dependent features in order to solve this problem. The fusion model TDNN-LSTM is applied in the English spoken pronunciation recognition task. To compare the accuracy of oral English pronunciation, several classic DLAs are introduced. The experimental results show that the method described in this study has a number of advantages. Although the performance improvement of this method in terms of recognition accuracy is not large, a certain degree of improvement is also very important for the oral English teaching assistant system.

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Marcel, Mary. "User Feedback: Alumni on Workplace Presenting and Improving Courses." Business and Professional Communication Quarterly 80, no. 4 (March 9, 2017): 484–515. http://dx.doi.org/10.1177/2329490617695895.

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Alumni are an underutilized resource for input on the oral presentation skills employees need at work and what should be taught in oral-presentation-focused business communication courses. Yet they are in a unique position to assess the utility of what they learned and recommend coursework changes. In survey responses, 1,610 business alumni who make oral presentations two or three times per month on average recommended more instruction on how to present business data visually, more impromptu presentations, more help dealing with difficult audiences and with nervousness, and three to five presentations assigned in oral presentation courses for business students.

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Fenech, Matthew Thomas, and Damien Yeo. "Lipoid proteinosis; a rare pathology, requiring multidisciplinary input." BMJ Case Reports 16, no. 11 (November 2023): e257108. http://dx.doi.org/10.1136/bcr-2023-257108.

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A male patient in his early childhood presented to rheumatology with a hoarse voice and recurrent oral and cutaneous ulceration. Serological investigation revealed persistently elevated inflammatory markers. Despite compliance to treatment, flare-ups persisted, prompting the use of further treatment. An airway endoscopy revealed cystic changes to the left vocal cord. Referral to ophthalmology revealed multiple, waxy, skin-coloured, beaded papules on thickened, irregular eyelid margins with distichiasis, in keeping with moniliform blepharosis. Enrolment into the 100 000-genome project helped clinch the diagnosis of lipoid proteinosis. Although this case highlights the diagnostic power of genetics, it also sheds light on the importance of targeted clinical referral. When one considers the typical symptoms and signs of lipoid proteinosis, referral to a centre of rare diseases would have proven effective in not only avoiding polypharmacy but also reducing the psychological burden of several years of uncertainty must have had on our patient.

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Berghausen, Joerg, Frank Hans Seiler, Nathalie Gobeau, and Bernard Faller. "Simulated rat intestinal fluid improves oral exposure prediction for poorly soluble compounds over a wide dose range." ADMET & DMPK 4, no. 1 (March 30, 2016): 35. http://dx.doi.org/10.5599/admet.4.1.258.

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<p class="ADMETabstracttext">Solubility can be the absorption limiting factor for drug candidates and is therefore a very important input parameter for oral exposure prediction of compounds with limited solubility. Biorelevant media of the fasted and fed state have been published for humans, as well as for dogs in the fasted state. In a drug discovery environment, rodents are the most common animal model to assess the oral exposure of drug candidates. In this study a rat simulated intestinal fluid (rSIF) is proposed as a more physiologically relevant media to describe drug solubility in rats. Equilibrium solubility in this medium was tested as input parameter for physiologically-based pharmacokinetics (PBPK) simulations of oral pharmacokinetics in the rat. Simulations were compared to those obtained using other solubility values as input parameters, like buffer at pH 6.8, human simulated intestinal fluid and a comprehensive dissolution assay based on rSIF. Our study on nine different compounds demonstrates that the incorporation of rSIF equilibrium solubility values into PBPK models of oral drug exposure can significantly improve the reliability of simulations in rats for doses up to 300 mg/kg compared to other media. The comprehensive dissolution assay may help to improve further simulation outcome, but the greater experimental effort as compared to equilibrium solubility may limit its use in a drug discovery environment. Overall, PBPK simulations based on solubility in the proposed rSIF medium can improve prioritizing compounds in drug discovery as well as planning dose escalation studies, e.g. during toxicological investigations.</p>

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Chapman, Kathy L., and Mary A. Hardin. "Language Input of Mothers Interacting with Their Young Children with Cleft Lip and Palate." Cleft Palate-Craniofacial Journal 28, no. 1 (January 1991): 78–86. http://dx.doi.org/10.1597/1545-1569(1991)028<0078:liomiw>2.3.co;2.

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Chapman, Kathy L., and Mary A. Hardin. "Language Input of Mothers Interacting with Their Young Children with Cleft Lip and Palate." Cleft Palate-Craniofacial Journal 28, no. 1 (January 1991): 78–86. http://dx.doi.org/10.1597/1545-1569_1991_028_0078_liomiw_2.3.co_2.

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Hua, Rong. "Toward More Effectiveness of Communicative Behavior: Listening Input Acquisition." Journal of Educational Theory and Management 3, no. 2 (October 24, 2019): 34. http://dx.doi.org/10.26549/jetm.v3i2.1859.

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Listening and speaking are crucial communicative skills. It goes without saying that, under normal circumstances, almost two-thirds of our daily language use is spent on listening and speaking. However, a quite number of students have not yet been provided with the opportunity to acquire listening and speaking appropriately in China, so that there are still a considerable number of students, even university graduates, who are not satisfied with their oral English skills, especially their listening abilities. Therefore, this study attempts to focus on investigating and analyzing the effectiveness and practicality of English listening behavior in English learning. In order to effectively teach and learn, different groups of people should also have relatively appropriate and efficient learning behaviors, so as to enhance the awareness and ability of language input acquisition.

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Rukthong, Anchana, and Tineke Brunfaut. "Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks." Language Testing 37, no. 1 (August 30, 2019): 31–53. http://dx.doi.org/10.1177/0265532219871470.

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Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks with reading input. Little is known about the nature of listening comprehension in integrated listening-to-write or listening-to-speak tasks. This study therefore investigates the listening construct underlying integrated tasks with oral input and its effect on summary accuracy. Eight listening-to-summarize tasks (four listening-to-speak, four listening-to-write) were administered to 72 Thai-L1, English-L2 students. Sixty participants provided their views on sources of listening difficulty through post-task questionnaires. Twelve participants produced stimulated recalls on their listening comprehension processing. The analyses of the recalls, combined with participants’ listening notes and oral/written summaries, revealed participants’ use of several cognitive listening processes and their monitoring through (meta)cognitive strategies, functioning interactively and interdependently in complex ways. The use of listening processes and strategies varied between tasks with different listening inputs, partly owing to differences in the passages’ linguistic difficulty (as perceived by the participants). However, the successful application of these processes and strategies (and their combinations) proved to be a prerequisite for producing accurate summaries.

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Sibanda, Lwazi, Victoria Niven, and Jennifer E. Gallagher. "Oral Health and Community Nursing: a Practical Guide to the Delivering Better Oral Health Toolkit for Adults." British Journal of Community Nursing 28, no. 8 (August 2, 2023): 398–403. http://dx.doi.org/10.12968/bjcn.2023.28.8.398.

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Despite being largely preventable, oral diseases are the major contributor to chronic conditions nationally and globally. If left untreated, oral diseases have many harmful effects throughout life on our patients including pain and infection, and can lead to difficulties with eating, sleeping, socialising and wellbeing. Oral health inequalities exist across our population, and particularly affect vulnerable, disadvantaged and socially excluded groups in society. Oral health is a key indicator for overall health, and is inextricably interlinked with general health. Hence, existing health messages that community nursing teams provide contribute towards oral health. Community nurses are in an established position to provide and reinforce positive oral health messages to their patients, as well as signpost to available dental services. This paper aims to support community nurses with a practical resource for key evidence-based oral health preventative advice, and input into how their patients can access dental care.

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Valcavi, Roberto. "Oral glucose tolerance test: an inhibitory or a stimulatory input to growth hormone secretion?" Journal of Endocrinological Investigation 19, no. 4 (April 1996): 253–55. http://dx.doi.org/10.1007/bf03349877.

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Lu, Korina Yun-Fan, Hend Alqaderi, Saadoun Bin Hasan, Hesham Alhazmi, Mohammad Alghounaim, Sriraman Devarajan, Marcelo Freire, and Khaled Altabtbaei. "Sputum production and salivary microbiome in COVID-19 patients reveals oral-lung axis." PLOS ONE 19, no. 7 (July 25, 2024): e0300408. http://dx.doi.org/10.1371/journal.pone.0300408.

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SARS-CoV-2, a severe respiratory disease primarily targeting the lungs, was the leading cause of death worldwide during the pandemic. Understanding the interplay between the oral microbiome and inflammatory cytokines during acute infection is crucial for elucidating host immune responses. This study aimed to explore the relationship between the oral microbiome and cytokines in COVID-19 patients, particularly those with and without sputum production. Saliva and blood samples from 50 COVID-19 patients were subjected to 16S ribosomal RNA gene sequencing for oral microbiome analysis, and 65 saliva and serum cytokines were assessed using Luminex multiplex analysis. The Mann-Whitney test was used to compare cytokine levels between individuals with and without sputum production. Logistic regression machine learning models were employed to evaluate the predictive capability of oral microbiome, salivary, and blood biomarkers for sputum production. Significant differences were observed in the membership (Jaccard dissimilarity: p = 0.016) and abundance (PhILR dissimilarity: p = 0.048; metagenomeSeq) of salivary microbial communities between patients with and without sputum production. Seven bacterial genera, including Prevotella, Streptococcus, Actinomyces, Atopobium, Filifactor, Leptotrichia, and Selenomonas, were more prevalent in patients with sputum production (p<0.05, Fisher’s exact test). Nine genera, including Prevotella, Megasphaera, Stomatobaculum, Selenomonas, Leptotrichia, Veillonella, Actinomyces, Atopobium, and Corynebacteria, were significantly more abundant in the sputum-producing group, while Lachnoanaerobaculum was more prevalent in the non-sputum-producing group (p<0.05, ANCOM-BC). Positive correlations were found between salivary IFN-gamma and Eotaxin2/CCL24 with sputum production, while negative correlations were noted with serum MCP3/CCL7, MIG/CXCL9, IL1 beta, and SCF (p<0.05, Mann-Whitney test). The machine learning model using only oral bacteria input outperformed the model that included all data: blood and saliva biomarkers, as well as clinical and demographic variables, in predicting sputum production in COVID-19 subjects. The performance metrics were as follows, comparing the model with only bacteria input versus the model with all input variables: precision (95% vs. 75%), recall (100% vs. 50%), F1-score (98% vs. 60%), and accuracy (82% vs. 66%).

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Prentza, Alexandra, Maria Kaltsa, Ianthi Maria Tsimpli, and Despina Papadopoulou. "The acquisition of Greek gender by bilingual children: The effects of lexical knowledge, oral input, literacy and bi/monolingual schooling." International Journal of Bilingualism 23, no. 5 (October 12, 2017): 901–20. http://dx.doi.org/10.1177/1367006917733066.

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Aim: The objectives of this study are to examine (a) the development of gender assignment and agreement in real and pseudo nouns by bilingual Greek-Albanian children and (b) how different input-related factors impact on these different processes. Methodology: Real and pseudo nouns were investigated to assess the effect of lexical knowledge (real nouns) and of morphological cues (pseudo nouns). Four tasks eliciting gender production in determiner phrases (assignment) and adjective predicates (agreement) for real and pseudo items were administered. Data: 150 bilingual children and 57 Greek monolingual children, aged 8–12 years old, were tested. Bilingual performance is investigated in relation to the role of the bilinguals’ Greek vocabulary knowledge, as well as in relation to early/current language exposure, oral input, literacy, monolingual/bilingual schooling and parental education as a proxy for socioeconomic status. Findings: The results show a strong relationship between the bilinguals’ performance and their Greek vocabulary development, the amount of oral Greek input and the type of school they are attending. For real nouns, oral Greek input is a positive predictor for accuracy, while literacy in Albanian is associated with lower scores. In pseudo nouns, bilinguals attending bilingual schools are shown to perform significantly better than those attending monolingual schools. Originality: The contribution of this study is related to (a) the examination of pseudo nouns along with real ones showing that gender marking in the former involves a distinct process, (b) the finding regarding the pervasive role of vocabulary knowledge and (c) the consideration of schooling type in relation to the development of a specific grammatical feature. Implications: Bilingual education was shown to positively affect the development of gender, which suggests that schooling type has a significant impact not only on literacy development but also on grammatical development.

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Shi, Guang, and MEI Jingyi. "The Impact of Background Music Teaching on the Accuracy and Fluency of College Student Oral English in China." International Journal for Innovation Education and Research 3, no. 6 (June 30, 2015): 120–28. http://dx.doi.org/10.31686/ijier.vol3.iss6.385.

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This paper studies the impact of background music teaching on the accuracy and fluency of oral English of university students. It is found that: 1). Overall, background music teaching can effectively facilitate the accuracy of oral English of the students. Specifically, compared with conventional teaching methods, background music teaching can better help the students reduce syntactic and morphological errors in their oral output, but does not show any advantage in reducing the students’ lexical errors. 2). Compared with conventional teaching methods, background music teaching can better promote the fluency of oral English of the students. 3). Although background music helps to lower the affective filter, it may not be able to help the students to get more comprehensible input. On the contrary, background music plays a more facilitating role in students’ oral output.

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Gong, Yanwei. "A Transformation of Oral English Teaching Method in the Network Environment." Scientific Programming 2022 (February 23, 2022): 1–10. http://dx.doi.org/10.1155/2022/3309149.

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In order to effectually improve the application effect of the existing oral English teaching methods, this paper studies the conversion of effective oral English teaching methods under the network environment, aiming at the application problems, such as the flexibility of the current education platform. We build an effective oral English teaching platform which is comprised of oral English perception processing module, oral English pronunciation acquisition program module, oral English pronunciation preprocessing module, and oral English pronunciation error detection modeling module. We establish the information technology teaching objectives of the effective oral English teaching model on this basis. This research work is focused on the study of the output driven input-facilitated college oral English teaching model in oral English classroom. It is performed to realize the transformation of effective oral English teaching methods under the network environment. The experimental results show that the transformation effect of the effective teaching method of oral English, under the designed network environment, is better as compared to the existing work. The error detection rate in the proposed methodology reaches up to 98.6%, which is significantly higher than the results obtained by researchers in their existing work. The proposed method has obvious application advantages.

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KINOSHITA, Yoshihito, Yuichi CHIDA, and Yoshiyuki ISHIHARA. "SVC-02 Feedforward Control Design for Seek Control Using NME Profiler and Input Shaping(Servo Control I,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 67–68. http://dx.doi.org/10.1299/jsmemipe.2009.67.

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Journal articles on the topic 'Oral input'

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