Relevant bibliographies by topics / Spoken communication

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Spoken communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Spoken communication"

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Remez, Robert E. "Talker contingency in spoken communication." Journal of the Acoustical Society of America 135, no. 4 (April 2014): 2258. http://dx.doi.org/10.1121/1.4877402.

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Hidayah, Nurul. "A Descriptive Study of Registers Found in Spoken and Written Communication (A Semantic Analysis)." Register Journal 2, no. 2 (July 1, 2016): 121. http://dx.doi.org/10.18326/rgt.v2i2.121-134.

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This research is descriptive study of registers found in spoken and written communication. The type of this research is Descriptive Qualitative Research. In this research, the data of the study is register in spoken and written communication that are found in a book entitled "Communicating! Theory and Practice" and from internet. The data can be in the forms of words, phrases and abbreviation. In relation with method of collection data, the writer uses the library method as her instrument. The writer relates it to the study of register in spoken and written communication. The technique of analyzing the data using descriptive method. The types of register in this term will be separated into formal register and informal register, and identify the meaning of register.Keywords: Register; Spoken and Written Communication; Jargon; Slang; Motherese
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Laver, John. "Three semiotic layers of spoken communication." Journal of Phonetics 31, no. 3-4 (July 2003): 413–15. http://dx.doi.org/10.1016/s0095-4470(03)00034-2.

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Schultz, Tanja, Michael Wand, Thomas Hueber, Dean J. Krusienski, Christian Herff, and Jonathan S. Brumberg. "Biosignal-Based Spoken Communication: A Survey." IEEE/ACM Transactions on Audio, Speech, and Language Processing 25, no. 12 (December 2017): 2257–71. http://dx.doi.org/10.1109/taslp.2017.2752365.

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Gentilucci, Maurizio, Claudia Gianelli, and Giovanna Cristina Campione. "Intersubjectivity and Embodied Communication Systems." Cognitive Semiotics 4, no. 1 (August 1, 2012): 125–38. http://dx.doi.org/10.1515/cogsem.2012.4.1.125.

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Abstract Both intersubjectivity and embodied cognitive processes are based on mechanisms for sharing actions, common to the species. The evolution of spoken language and of communication systems in general are good examples of this. In the present review, we propose that, by a process of observation and imitation, the sharing of object-directed actions (i.e., transitive arm/hand actions) and their pantomimes could have been used to progressively construct communication systems capable of representing action meaning (i.e., their goals). Starting from this process of observation and imitation, humans may have constructed progressively more complex communication systems based on iconic and symbolic arm gestures. These communication systems may have gradually been translated into more specific, buccal, gesture-based systems that gave rise to spoken language. In support of these hypotheses, we report evidence showing that the execution and observation of transitive actions and their pantomimes affects the production of phonological units. We describe the effects of the production and observation of symbolic gestures on word pronunciation. Finally, we report evidence that these systems relating gesture to speech have neural correlates in neural circuits located in the frontal cortex, understood to be involved in spoken language..
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Chafe, Wallace, and Jan Firbas. "Functional Sentence Perspective in Written and Spoken Communication." Language 70, no. 2 (June 1994): 350. http://dx.doi.org/10.2307/415834.

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Yi, Yu-mi. "A Study of Communication Power in Spoken Language." Journal of Language & Literature 65 (March 31, 2016): 31. http://dx.doi.org/10.15565/jll.2016.3.65.31.

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Longcamp, Marieke, Jean-Michel Hupé, Mathieu Ruiz, Nathalie Vayssière, and Marc Sato. "Shared premotor activity in spoken and written communication." Brain and Language 199 (December 2019): 104694. http://dx.doi.org/10.1016/j.bandl.2019.104694.

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Peelle, Jonathan. "Cognitive Consequences of Acoustic Challenge During Spoken Communication." Biological Psychiatry 89, no. 9 (May 2021): S74. http://dx.doi.org/10.1016/j.biopsych.2021.02.198.

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Galayevska, Lyudmyla. "INCREASING THE EFFECTIVENESS OF LYCEUM STUDENTS’ SPOKEN COMMUNICATION." Ukrainian Educational Journal, no. 4 (2020): 161–68. http://dx.doi.org/10.32405/2411-1317-2020-4-161-168.

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Dissertations / Theses on the topic "Spoken communication"

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Pon-Barry, Heather Roberta. "Inferring Speaker Affect in Spoken Natural Language Communication." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10710.

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The field of spoken language processing is concerned with creating computer programs that can understand human speech and produce human-like speech. Regarding the problem of understanding human speech, there is currently growing interest in moving beyond speech recognition (the task of transcribing the words in an audio stream) and towards machine listening—interpreting the full spectrum of information in an audio stream. One part of machine listening, the problem that this thesis focuses on, is the task of using information in the speech signal to infer a person’s emotional or mental state. In this dissertation, our approach is to assess the utility of prosody, or manner of speaking, in classifying speaker affect. Prosody refers to the acoustic features of natural speech: rhythm, stress, intonation, and energy. Affect refers to a person’s emotions and attitudes such as happiness, frustration, or uncertainty. We focus on one specific dimension of affect: level of certainty. Our goal is to automatically infer whether a person is confident or uncertain based on the prosody of his or her speech. Potential applications include conversational dialogue systems (e.g., in educational technology) and voice search (e.g., smartphone personal assistants). There are three main contributions of this thesis. The first contribution is a method for eliciting uncertain speech that binds a speaker’s uncertainty to a single phrase within the larger utterance, allowing us to compare the utility of contextually-based prosodic features. Second, we devise a technique for computing prosodic features from utterance segments that both improves uncertainty classification and can be used to determine which phrase a speaker is uncertain about. The level of certainty classifier achieves an accuracy of 75%. Third, we examine the differences between perceived, self-reported, and internal level of certainty, concluding that perceived certainty is aligned with internal certainty for some but not all speakers and that self-reports are a good proxy for internal certainty.
Engineering and Applied Sciences
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Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.
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Ando, Kimihito, and n/a. "Spoken communication and its assessment in large classes n upper secondary schools in Japan." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060601.151239.

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There is awareness and concern in Japan that the process of teaching and learning English as a foreign language in the school system does not produce students who can communicate in the target language. This is especially true of communication in the spoken mode. Attempts have been made to move towards more communicative language teaching, despite constraints such as large class size, compulsory use of structurally-organized textbooks, and grammar-based university entrance examinations. However, such attempts do not seem to have been particularly successful. The purpose of this study is to suggest modifications to the teaching of English in upper secondary schools in Japan which could enable students to develop their communicative competence and also to consider implications for the assessment of spoken communication. Chapter I describes the scope and background of the study. Chapter II looks at the teaching of English in upper secondary schools in Japan, discussing aspects such as the place of English in the total school curriculum and constraints on the introduction of spoken communicative activities. Chapter III discusses the theory and practice of the Communicative Approach to Language Teaching in the English teaching context in Japan. Chapter IV offers suggestions for incorporating spoken communication in English lessons at upper secondary school level. In Chapter V, the problem of assessing oral communicative performance is considered in practical terms. The final chapter highlights major constraints and points to recent developments which may give an impetus to a move towards more communicative teaching of English as a foreign language in Japanese schools. It is intended that this Study Report will provide guidelines for the feasible introduction of spoken communicative activities in large classes at upper secondary level and that it will offer practical suggestions for assessing students' performance in such activities.
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Casey, Maureen. "A comparison of a non-spoken response mode and a spoken response mode in a test of phonological awareness." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-05302005-143012.

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Hjalmarsson, Anna. "Human interaction as a model for spoken dialogue system behaviour." Doctoral thesis, KTH, Tal-kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-24258.

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This thesis is a step towards the long-term and high-reaching objec-tive of building dialogue systems whose behaviour is similar to a human dialogue partner. The aim is not to build a machine with the same conversational skills as a human being, but rather to build a machine that is human enough to encourage users to interact with it accordingly. The behaviours in focus are cue phrases, hesitations and turn-taking cues. These behaviours serve several important communicative functions such as providing feedback and managing turn-taking. Thus, if dialogue systems could use interactional cues similar to those of humans, these systems could be more intuitive to talk to. A major part of this work has been to collect, identify and analyze the target behaviours in human-human interaction in order to gain a better understanding of these phenomena. Another part has been to reproduce these behaviours in a dialogue system context and explore listeners’ perceptions of these phenomena in empirical experiments. The thesis is divided into two parts. The first part serves as an overall background. The issues and motivations of humanlike dialogue systems are discussed. This part also includes an overview of research on human language production and spoken language generation in dialogue systems. The next part presents the data collections, data analyses and empirical experiments that this thesis is concerned with. The first study presented is a listening test that explores human behaviour as a model for dialogue systems. The results show that a version based on human behaviour is rated as more humanlike, polite and intelligent than a constrained version with less variability. Next, the DEAL dia-logue system is introduced. DEAL is used as a platform for the re-search presented in this thesis. The domain of the system is a trade domain and the target audience are second language learners of Swedish who want to practice conversation. Furthermore, a data collection of human-human dialogues in the DEAL domain is presented. Analyses of cue phrases in these data are provided as well as an experimental study of turn-taking cues. The results from the turn-taking experiment indicate that turn-taking cues realized with a di-phone synthesis affect the expectations of a turn change similar to the corresponding human version. Finally, an experimental study that explores the use of talkspurtinitial cue phrases in an incremental version of DEAL is presented. The results show that the incremental version had shorter response times and was rated as more efficient, more polite and better at indicating when to speak than a non-incremental implementation of the same system.
QC20100830
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Trembath, Inger Marie. "Hand in hand : the role of gesture in the spoken French of deaf children." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55415.

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This thesis investigated the nature of gesture and its relation to speech in deaf and hearing French-speaking children between the ages of four and six. Although the spoken language of the two groups was not different, significant differences were found in the amount and kinds of gestures produced. The deaf children produced significantly more gestures, and a higher proportion of iconics, than the hearing controls. The deaf children were systematic in their use of speech in conjunction with gesture in that they combined iconic gestures with verb phrases and points with noun phrases. This systematicity was not displayed by the hearing children. The deaf children were also found to gesture more frequently during partially intelligible than during intelligible utterances. The implications of this data for the speech-gesture relation are discussed.
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Nishimaki, Kenta. "Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1548.

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This study examines opening and closing segments in instant messaging (IM) and demonstrates how openings and closings differ between oral conversation and instant messaging as well as the factors that account for the difference. Many researchers have discussed the differences and similarities between spoken and written languages. Tannen (1980) claims that spoken and written languages are not distinct categories and there is a continuum between them. She also holds that interpersonal involvement is one of the factors that determine if a particular communication is closer to spoken communication or written communication. I will analyze IM, which is best thought of as a communication mode that resides in the middle of the continuum between spoken and written language. Beißwenger (2008) studied the turn-taking of IM and argued that contributions to instant message dialogues are achieved as individual tasks rather than through interactions between participants. He holds that the nature of the individual tasks provides the most important characteristic which distinguishes IM from oral conversation. Closings in IM were studied by Raclaw (2008), who found two patterns of closing: one is an expanded archetype closing which is similar to oral conversation, and the other is a partially automated closing which is totally different from oral conversation because an automated message terminates the conversation. He did not discuss the characteristics underlying the two patterns of closing in instant messaging. I reanalyzed the argument by Raclaw utilizing a segment of instant messaging from my data, and discovered that what characterize the two patterns of closing in instant messaging are the nature of interpersonal involvement and the nature of the individual tasks. These reflect the characteristics of spoken and written communication respectively. In this study it was found that characteristics of IM communication fluctuate between spoken and written communication. Instant messaging resides in the middle of the spoken and written continuum, but whether it exhibits characteristics of spoken or written communications can vary depending on the way participants contribute to the conversation.
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Herrmann, Andrew F. "That Which Should Not Be Spoken”: Dealing with the Dangerous Words of Diversity in the Basic Communication Course." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/816.

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Studies have demonstrated that classroom climate strongly affects the likelihood of students communicating within the classroom (e.g., Henson & Denker, 2009; Ifert Johnson, 2009). Furthermore, students are more likely to engage within a supportive environment (Myers & Claus, 2012). By exploring the impact of classroom discussions of diversity, such as gender, race, sexuality and class, this panel seeks to highlight the importance, difficulties, and possibilities of discussing diverse issues while maintaining a supportive classroom climate.
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Schaller, Robert Charles. ""Litorality" text messaging as a hybrid written-spoken form of communication in technological appropriation among young people /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400961051&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Williams, Chela. "Psychometrically Equivalent Thai Monosyllabic Word Recognition Materials Spoken by Male and Female Talkers." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2717.pdf.

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Books on the topic "Spoken communication"

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Pettorino, Massimo. Spoken communication. Newcastle upon Tyne: Cambridge Scholars, 2010.

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An introduction to spoken interaction. London: Longman, 1994.

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Andrew, Steeds, and Basic Skills Agency, eds. Adult literacy: Core curriculum including spoken communication. London: Basic Skills Agency, 2001.

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R, Mayer Kenneth. Well spoken: Oral communication skills for business. San Diego: Harcourt Brace Jovanovich, 1989.

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

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Working with spoken discourse. London: SAGE, 2001.

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Orality: The power of the spoken word. Houndmills, Basingstoke, Hampsphire: Palgrave Macmillan, 2004.

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Functional sentence perspective in written and spoken communication. Cambridge [England]: Cambridge University Press, 1992.

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Sellers, Alexandra. Spoken cat: And relevant factors in worldview. London: Bellew, 1997.

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Tuning in to spoken messages: Basic listening strategies. White Plains, N.Y: Longman, 1990.

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Book chapters on the topic "Spoken communication"

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Lull, James. "Spoken Language." In Evolutionary Communication, 81–117. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429456879-5.

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Rock, Frances. "Introducing Spoken Rights Communication." In Communicating Rights, 137–65. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230286504_8.

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Trenholm, Sarah. "Encoding Messages: Spoken Language." In Thinking Through Communication, 76–108. 9th edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003016366-6.

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MacKenzie, Ian. "Relevance Theory and Spoken Communication." In Paradigms of Reading, 16–28. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230503984_2.

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Allott, Kate. "Communication and the Spoken Word." In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 55–66. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n4.

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Takezawa, Toshiyuki. "Multilingual Spoken Language Corpus Development for Communication Research." In Chinese Spoken Language Processing, 781–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11939993_78.

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Newton, Jonathan. "Teaching English for Intercultural Spoken Communication." In English Language Teaching Today, 161–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_12.

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Healy, Karen. "Differences and Disabilities Affecting Spoken Communication." In The Skilled Communicator in Social Work, 209–29. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-56347-7_10.

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Chan, Mable. "Written and spoken communication in the workplace." In English for Business Communication, 1–8. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-1.

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Alotaibi, Yousef Ajami, and Amir Husain. "Formant Based Analysis of Spoken Arabic Vowels." In Biometric ID Management and Multimodal Communication, 162–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04391-8_21.

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Conference papers on the topic "Spoken communication"

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Bourlard, Herv�. "Understanding and Modeling Communication Scenes." In 2006 IEEE Spoken Language Technology Workshop. IEEE, 2006. http://dx.doi.org/10.1109/slt.2006.326786.

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Danieli, Morena, Elisabetta Gerbino, and Loreta M. Moisa. "Dialogue strategies for improving the usability of telephone human-machine communication." In Interactive Spoken Dialog Systems. Morristown, NJ, USA: Association for Computational Linguistics, 1997. http://dx.doi.org/10.3115/1641462.1641482.

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"Spoken Communication with CAMBADA@Home Service Robot." In 2nd International Living Usability Lab Workshop on AAL Latest Solutions, Trends and Applications. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003878900270036.

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Hu, Xinhui, Ryosuke Isotani, and Satoshi Nakamura. "Spoken document retrieval using topic models." In the 3rd International Universal Communication Symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1667780.1667862.

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"Cultivating Intercultural Communication Competence in Spoken English Teaching." In 2017 3rd International Conference on Education Technology, Management and Humanities Science. Clausius Scientific Press Inc., 2017. http://dx.doi.org/10.23977/etmhs.2017.1011.

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Möller, Sebastian, Klaus-Peter Engelbrecht, and Antti Oulasvirta. "Analysis of communication failures for spoken dialogue systems." In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-57.

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Gieselmann, Petra, and Prisca Stenneken. "COMMUNICATION WITH ROBOTS: EVIDENCE FROM A WEB-BASED EXPERIMENT ON HUMAN-COMPUTER INTERACTION." In 2006 IEEE Spoken Language Technology Workshop. IEEE, 2006. http://dx.doi.org/10.1109/slt.2006.326831.

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Cowan, Benjamin R., Russell Beale, and Holly P. Branigan. "Investigating syntactic alignment in spoken natural language human-computer communication." In the 2011 annual conference extended abstracts. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1979742.1979892.

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Weigelt, Sebastian, Jan Keim, Tobias Hey, and Walter F. Tichy. "Unsupervised Multi-Topic Labeling for Spoken Utterances." In 2019 IEEE International Conference on Humanized Computing and Communication (HCC). IEEE, 2019. http://dx.doi.org/10.1109/hcc46620.2019.00014.

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Sawant, Sai, and Mangesh Deshpande. "Isolated Spoken Marathi Words Recognition Using HMM." In 2018 Fourth International Conference on Computing Communication Control and Automation (ICCUBEA). IEEE, 2018. http://dx.doi.org/10.1109/iccubea.2018.8697457.

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Reports on the topic "Spoken communication"

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Nishimaki, Kenta. Characteristics of Spoken and Written Communication in the Opening and Closing Sections of Instant Messaging. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1547.

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Sanders, Gregory A., and Audrey N. Le. Effects of Speech Recognition Accuracy on the Performance of DARPA Communicator Spoken Dialogue Systems. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada523241.

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Bohus, Dan, and Alex Rudnicky. Integrating Multiple Knowledge Sources for Utterance-Level Confidence Annotation in the CMU Communicator Spoken Dialog System. Fort Belvoir, VA: Defense Technical Information Center, November 2002. http://dx.doi.org/10.21236/ada461099.

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