Journal articles: 'Spoken language'

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Jerger, James. "Spoken Words versus Spoken Language." Journal of the American Academy of Audiology 17, no. 07 (July 2006): i—ii. http://dx.doi.org/10.1055/s-0040-1715680.

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Winters, Margaret E., and Paul Meara. "Spoken Language." Modern Language Journal 72, no. 2 (1988): 220. http://dx.doi.org/10.2307/328250.

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CIENKI, ALAN. "Spoken language usage events." Language and Cognition 7, no. 4 (November 2, 2015): 499–514. http://dx.doi.org/10.1017/langcog.2015.20.

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abstractAs an explicitly usage-based model of language structure (Barlow & Kemmer, 2000), cognitive grammar draws on the notion of ‘usage events’ of language as the starting point from which linguistic units are schematized by language users. To be true to this claim for spoken languages, phenomena such as non-lexical sounds, intonation patterns, and certain uses of gesture should be taken into account to the degree to which they constitute the phonological pole of signs, paired in entrenched ways with conceptual content. Following through on this view of usage events also means realizing the gradable nature of signs. In addition, taking linguistic meaning as consisting of not only conceptual content but also a particular way of construing that content (Langacker, 2008, p. 43), we find that the forms of expression mentioned above play a prominent role in highlighting the ways in which speakers construe what they are talking about, in terms of different degrees of specificity, focusing, prominence, and perspective. Viewed in this way, usage events of spoken language are quite different in nature from those of written language, a point which highlights the need for differentiated accounts of the grammar of these two forms of expression taken by many languages.

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Siniscalchi, Sabato Marco, Jeremy Reed, Torbjørn Svendsen, and Chin-Hui Lee. "Universal attribute characterization of spoken languages for automatic spoken language recognition." Computer Speech & Language 27, no. 1 (January 2013): 209–27. http://dx.doi.org/10.1016/j.csl.2012.05.001.

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Makhoul, J., F. Jelinek, L. Rabiner, C. Weinstein, and V. Zue. "Spoken Language Systems." Annual Review of Computer Science 4, no. 1 (June 1990): 481–501. http://dx.doi.org/10.1146/annurev.cs.04.060190.002405.

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Yule, George. "The Spoken Language." Annual Review of Applied Linguistics 10 (March 1989): 163–72. http://dx.doi.org/10.1017/s0267190500001276.

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The investigation of aspects of the spoken language from a pedagogical perspective in recent years has tended, with a few exceptions, to be indirect and typically subordinate to considerations of other topics such as acquisition processes, cognitive constraints on learning, cross-cultural factors, and many others. At the same time, there has been a broad movement in language teaching away from organizing courses in terms of discrete skills such as speaking or listening and towards more holistic or integrated classroom experiences for learners. There is no reason to suspect that these trends will be reversed in the early 1990s and, with the exception of those specifically involved in remediation, language teachers will be less likely to find themselves being prompted to “teach the spoken language” than to “create learner-centered, acquisition-rich environments” which will have listening and speaking activities as incidental processes rather than as objectives. While acknowledging this trend, I would like to survey, albeit selectively, some of the areas where speaking and listening activities relevant to the classroom have been the subject of recent investigation and evaluate some of the claims concerning what might be beneficial or not. In the three sections which follow, I shall review current thinking on: 1) the spoken language as a formal system, focusing on pronunciation, 2) the spoken language as a medium of information transfer (that is, in its transactional function), and 3) the spoken language as a medium of interpersonal exchange (that is, in its interactional function).

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Walker, Marilyn A., and Owen C. Rambow. "Spoken language generation." Computer Speech & Language 16, no. 3-4 (July 2002): 273–81. http://dx.doi.org/10.1016/s0885-2308(02)00029-3.

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Grotjahn, Rüdiger. "Testing spoken language." System 16, no. 3 (January 1988): 393–94. http://dx.doi.org/10.1016/0346-251x(88)90084-x.

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Ye-Yi Wang, Li Deng, and A. Acero. "Spoken language understanding." IEEE Signal Processing Magazine 22, no. 5 (September 2005): 16–31. http://dx.doi.org/10.1109/msp.2005.1511821.

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De Mori, R., F. Bechet, D. Hakkani-Tur, M. McTear, G. Riccardi, and G. Tur. "Spoken language understanding." IEEE Signal Processing Magazine 25, no. 3 (May 2008): 50–58. http://dx.doi.org/10.1109/msp.2008.918413.

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Waibel, A., and C. Fugen. "Spoken language translation." IEEE Signal Processing Magazine 25, no. 3 (May 2008): 70–79. http://dx.doi.org/10.1109/msp.2008.918415.

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Stokoe, William C. "Sign Language versus Spoken Language." Sign Language Studies 1, no. 4 (2001): 407–25. http://dx.doi.org/10.1353/sls.2001.0017.

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Rodriguez, Fatima, Sandra E. Echeverria, Sri Ram Pentakota, Chioma Amadi, Katherine G. Hastings, and Latha P. Palaniappan. "Comparison of Ideal Cardiovascular Health Attainment and Acculturation among Asian Americans and Latinos." Ethnicity & Disease 29, no. 2 (April 18, 2019): 287–96. http://dx.doi.org/10.18865/ed.29.2.287.

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

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van der Hulst, Harry. "Units in the analysis of signs." Phonology 10, no. 2 (August 1993): 209–41. http://dx.doi.org/10.1017/s095267570000004x.

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The assumption that there is a common set of linguistic principles underlying both spoken language and sign language phonology, which forms part of the human language capacity, is shared by most phonologists working on sign language. See Sandler (1993a) for an extensive discussion of these issues. But even though this assumption is reasonable, since both spoken and signed languages are products of the same human brain and fulfil the same function, it is not clear that theories of representation which have been proposed for spoken languages can be directly applied to the structure of sign languages. Such representations have been developed on the basis of the spoken language modality only. They are often so close to the phonetics of spoken languages that we cannot rule out the possibility that non-trivial aspects of them are modality-specific. Therefore, rather than, for example, attempting to test various competing (spoken language-based) theories of syllable structure, we must first investigate the structure of sign language in its own right. This strategy need not be pushed too far, however. In developing a model of signs we can benefit from general principles which have proved successful in the study of spoken languages, especially if these principles do not seem to be directly based on ‘spoken phonetics’.

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Sone, Piyush, Apoorva Kale, and Maneesha Mohan. "Exploring assessment of spoken language processing in spoken language processing disorder." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 3 (February 24, 2021): 536. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20210490.

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<p class="abstract">Spoken language processing model by Medwetsky in the year 2011, provides an overview of auditory, cognitive and language mechanisms engaged in the processing of spoken language. It shows how deficits in the various stages of processing can be manifested and provides a framework of developing an effective interdisciplinary test battery. Present case study was designed to provide a novel way of assessment for children with spoken language processing disorders. An 8 years old Marathi speaking child who showed difficulty in following the instructions and poor attention was evaluated with spoken language processing test battery. The child was found to have deficits in various levels of spoken language processing. This holistic assessment will help to know a case in a better way and domain specific intervention of spoken language processing disorder. Spoken language processing disorder occur when a breakdown in any of these mechanisms impacts an individual’s ability to effectively process and use information that is heard. We recommend that domain specific holistic assessment is essential in spoken language processing disorder. Spoken language test battery can be used for comprehensive assessment of all processes involved in the spoken language processing model.</p>

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Allwood, Jens, Peter Juel Henrichsen, Leif Grönqvist, Elisabeth Ahlsén, and Magnus Gunnarsson. "Transliteration between spoken language corpora." Nordic Journal of Linguistics 28, no. 1 (June 2005): 5–36. http://dx.doi.org/10.1017/s0332586505001307.

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Comparison of languages and linguistic data is essential if progress in our understanding of the nature of spoken languages is to be made. We understand phenomena better through comparison and contrast. This paper discusses problems that arise in trying to transfer a spoken language corpus transcribed and formatted according to one standard into the standard and format of another corpus. The problems that arise are related both to the differences that exist between the standards of the corpora and to human errors leading to lack of reliability in creating the transcriptions. Although the discussion is based on transfer and transliteration between two specific corpora (the Danish BySoc, BySociolingvistisk Korpus, and the Swedish GSLC, Göteborg Spoken Language Corpus), we believe that the discussion in the article documents and highlights problems of a general kind which have to be faced whenever spoken language corpora of different formats are to be compared.

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Gabarró-López, Sílvia, and Laurence Meurant. "Contrasting signed and spoken languages." Languages in Contrast 22, no. 2 (August 23, 2022): 169–94. http://dx.doi.org/10.1075/lic.00024.gab.

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Abstract For years, the study of spoken languages, on the basis of written and then also oral productions, was the only way to investigate the human language capacity. As an introduction to this first volume of Languages in Contrast devoted to the comparison of spoken and signed languages, we propose to look at the reasons for the late emergence of the consideration of signed languages and multimodality in language studies. Next, the main stages of the history of sign language research are summarized. We highlight the benefits of studying cross-modal and multimodal data, as opposed to the isolated investigation of signed or spoken languages, and point out the remaining methodological obstacles to this approach. This contextualization prefaces the presentation of the outline of the volume.

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RINALDI, PASQUALE, and MARIA CRISTINA CASELLI. "Language development in a bimodal bilingual child with cochlear implant: A longitudinal study." Bilingualism: Language and Cognition 17, no. 4 (March 18, 2014): 798–809. http://dx.doi.org/10.1017/s1366728913000849.

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To address the negative effects of deafness on spoken language acquisition, many clinicians suggest using cochlear implant (CI) and oral education and advise against sign language, even when combined with spoken language (i.e., bilingualism), believing that it may slow down spoken language development. In a deaf child with CI who was exposed at an early age to Italian Sign Language and spoken Italian, we evaluated language development and the relationship between the two languages. The number of words/signs produced by the child consistently increased with age, and the vocabulary growth rate in spoken Italian was equivalent to that of hearing peers. Before CI, the child relied almost exclusively on sign language; after CI, he gradually shifted to spoken Italian yet still used sign language when unable to retrieve words in spoken Italian. We conclude that bimodal bilingualism may scaffold the development of spoken language also in deaf children with CI.

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Kirom, Makhi Ulil. "اللغة الهجين واللغة المولدة." LUGAWIYYAT 3, no. 2 (November 21, 2021): 123–35. http://dx.doi.org/10.18860/lg.v3i2.14022.

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Language is speech, as Ibn Jinni defined it. This definition goes to the growth of the spoken language in society. It is well known that the spoken language is more developed and used than the written language. This research aims to explain the conditions of the spoken language and its changes. First of all, we divide this spoken language into two parts, pidgin language and creole language. While a pidgin language arises from efforts to communicate between speakers of different languages, a creole language is born from the natural language that develops from the simplifying and mixing of different languages into a new one. This phenomenon is found in many languages, including Arabic. The pidgin language in Arabic is spoken by workers from outside the Kingdom of Saudi Arabia from India, Bangladesh, Pakistan, the Philippines and other countries. They try to converse among themselves in Arabic according to their ability and understanding, this is where the pidgin language originates. And there are many languages was established among peoples for a long time, and the frequent circulation of it among them made it natural to them, so this language became a creole language.

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Vigliocco, Gabriella, Pamela Perniss, and David Vinson. "Language as a multimodal phenomenon: implications for language learning, processing and evolution." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1651 (September 19, 2014): 20130292. http://dx.doi.org/10.1098/rstb.2013.0292.

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Our understanding of the cognitive and neural underpinnings of language has traditionally been firmly based on spoken Indo-European languages and on language studied as speech or text. However, in face-to-face communication, language is multimodal: speech signals are invariably accompanied by visual information on the face and in manual gestures, and sign languages deploy multiple channels (hands, face and body) in utterance construction. Moreover, the narrow focus on spoken Indo-European languages has entrenched the assumption that language is comprised wholly by an arbitrary system of symbols and rules. However, iconicity (i.e. resemblance between aspects of communicative form and meaning) is also present: speakers use iconic gestures when they speak; many non-Indo-European spoken languages exhibit a substantial amount of iconicity in word forms and, finally, iconicity is the norm, rather than the exception in sign languages. This introduction provides the motivation for taking a multimodal approach to the study of language learning, processing and evolution, and discusses the broad implications of shifting our current dominant approaches and assumptions to encompass multimodal expression in both signed and spoken languages.

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Negret, Pablo Jose, Scott C. Atkinson, Bradley K. Woodworth, Marina Corella Tor, James R. Allan, Richard A. Fuller, and Tatsuya Amano. "Language barriers in global bird conservation." PLOS ONE 17, no. 4 (April 20, 2022): e0267151. http://dx.doi.org/10.1371/journal.pone.0267151.

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Multiple languages being spoken within a species’ distribution can impede communication among conservation stakeholders, the compilation of scientific information, and the development of effective conservation actions. Here, we investigate the number of official languages spoken within the distributions of 10,863 bird species to identify which species might be particularly affected by consequences of language barriers. We show that 1587 species have 10 languages or more spoken within their distributions. Threatened and migratory species have significantly more languages spoken within their distributions, when controlling for range size. Particularly high numbers of species with many languages within their distribution are found in Eastern Europe, Russia and central and western Asia. Global conservation efforts would benefit from implementing guidelines to overcome language barriers, especially in regions with high species and language diversity.

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Lindeberg, Dag Johan. "Measuring language dominance in bilinguals with two sign languages." Language, Interaction and Acquisition 13, no. 2 (December 31, 2022): 175–98. http://dx.doi.org/10.1075/lia.22004.lin.

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Abstract This study examines whether a multi-faceted construct of language dominance developed for spoken languages applies to signed language bilinguals. Sign languages have been described as highly iconic and relatively similar to each other compared to spoken languages. Attaining fluency in the signed modality might well require considerably less effort, and balanced bilingualism may be more prevalent in the signed modality. Language dominance constructs, as currently understood, might differ in the spoken and signed modality. Forty bilinguals with two sign languages responded to a language dominance questionnaire developed for spoken languages and performed a phonological fluency (sign generation) task. Language dominance levels were found to vary in the signed modality. The correlation between reported dominance levels and the number of signs generated in each sign language was significant, suggesting that the construct of language dominance tested is robust and independent of modality.

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Hallett, Terry, and James Steiger. "Automated Analysis of Spoken Language." International Journal for Innovation Education and Research 3, no. 5 (May 31, 2015): 6–13. http://dx.doi.org/10.31686/ijier.vol3.iss5.353.

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We studied the number of words spoken by adult males versus females throughout a six-hour day and during three structured monologues. The six-hour samples were captured and analyzed using an automated speech monitoring and assessment system. The three monologues required different language tasks, and analyses of syntactic and semantic complexity were performed for each. There were no significant gender differences except during a reminiscent monologue when males spoke significantly more words and sentences than females. These results conflict with past research and popular (mis)conceptions.

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Wong, Yullips Ziwen. "Written, scratch and spelling languages." Macrolinguistics and Microlinguistics 2, no. 1 (February 21, 2021): 51–65. http://dx.doi.org/10.21744/mami.v2n1.15.

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Language is a sound system. Linguistics sees language as spoken language, spoken language, not written language. However, linguistics does not close itself to written language, because anything related to language is also an object of linguistics. Oral language linguistics is primary, while written language is secondary. In that language, there is no known written language variety, only spoken language variety. Written language can be considered as a "record" of spoken language, as a human effort to "store" the language or to be conveyed to other people who are in a different space and time. However, it turns out that the recorded written language is not perfect. Many elements of spoken language, such as stress, intonation, and tone, cannot be perfectly recorded in written language, whereas in certain languages these three elements are very important. There are several types of script, namely pictographic script, ideographic script, syllabic script, and phonemic script. None of these types of characters can "record" spoken language perfectly. Many elements of spoken language cannot be described by the script accurately and accurately.

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Dreier, Larissa Alice, Boris Zernikow, and Julia Wager. "Quantifying the Language Barrier—A Total Survey of Parents’ Spoken Languages and Local Language Skills as Perceived by Different Professions in Pediatric Palliative Care." Children 7, no. 9 (September 1, 2020): 118. http://dx.doi.org/10.3390/children7090118.

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To date, there are no specific figures on the language-related characteristics of families receiving pediatric palliative care. This study aims to gain insights into the languages spoken by parents, their local language skills and the consistency of professional assessments on these aspects. Using an adapted version of the “Common European Framework of Reference for Languages”, the languages and local language skills of parents whose children were admitted to an inpatient pediatric palliative care facility (N = 114) were assessed by (a) medical staff and (b) psychosocial staff. Nearly half of the families did not speak the local language as their mother tongue. The most frequently spoken language was Turkish. Overall, the medical staff attributed better language skills to parents than the psychosocial staff did. According to them, only 27.0% of mothers and 38.5% of fathers spoke the local language at a high level while 37.8% of mothers and 34.6% of fathers had no or rudimentary language skills. The results provide important information on which languages pediatric palliative care practitioners must be prepared for. They sensitize to the fact that even within an institution there can be discrepancies between the language assessments of different professions.

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Vollmann, Ralf, and Tek Wooi Soon. "Language change and convergence in multilingual Malaysian Chinese." Global Chinese 6, no. 1 (April 28, 2020): 49–67. http://dx.doi.org/10.1515/glochi-2020-0002.

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AbstractBackgroundIn the multilingual situation of Malaysia, standard languages and spoken vernaculars are interacting in intricate ways whereby various spoken languages share a pool of words from Malay, English and Mandarin. Structurally, all languages converge and influence the spoken varieties of the standard languages.Material and methodThis contribution observes the situation from the viewpoint of Hakka speakers. In an analysis of the communicative practices in an extended Hakka family and their non-Hakka friends, the interactions of the various languages in borrowing and code-switching have been analysed and later discussed with speakers. It is expected that standard languages influence language use over time.AnalysisThe adult generations of the family speak Hakka and effortlessly mix with other languages. Intergenerationally, language change (and possibly language loss) can be observed for Hakka. Mandarin is gaining importance for all speakers. At the same time, loanwords and loan translations from Malaysian, English and Mandarin are frequent. This Malaysian vocabulary is shared by all spoken languages, with only few differences in usage. Standard Chinese is gradually replacing old Hakka words in Hakka.ConclusionsAs can be expected, the spoken languages such as Hakka are quickly losing traditional lexemes and phrases, while Mandarin Chinese as well as English and Malaysian words are used in Hakka; at the same time, spoken Mandarin and spoken English converges structurally with the substratic Chinese dialects.

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Ramsey, S. Robert, Eleanor Harz Jorden, and Mari Noda. "Japanese: The Spoken Language." Modern Language Journal 75, no. 1 (1991): 153. http://dx.doi.org/10.2307/329875.

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Han, Chao. "Assessing spoken-language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 24, no. 1 (October 1, 2021): 59–83. http://dx.doi.org/10.1075/intp.00068.han.

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Abstract In this study, we applied and evaluated a scoring method known as comparative judgement to assess spoken-language interpreting. This methodological exploration represents an extension of previous efforts to optimise scoring methods for assessing interpreting. Essentially, comparative judgement requires judges to compare two similar objects and make a binary decision about their relative qualities. To evaluate its reliability, validity and usefulness in the assessment of interpreting, we recruited two groups of judges (novice and experienced) to assess 66 two-way English/Chinese interpretations based on a computerised comparative judgement system. Our data analysis shows that the new method produced reliable and valid results across judge types and interpreting directions. However, the judges held polarised opinions about the method’s usefulness: while some considered it convenient, efficient and reliable, the opposite view was expressed by others. We discuss the results by providing an integrated analysis of the data collected, outline the perceived drawbacks and propose possible solutions to the drawbacks. We call for more evidence-based, substantive investigation into comparative judgement as a potentially useful method for assessing spoken-language interpreting in certain settings.

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Nakano, Yoshiko, Eleanor Harz Jorden, and Mari Noda. "Japanese: The Spoken Language." Language 65, no. 4 (December 1989): 894. http://dx.doi.org/10.2307/414972.

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Bar-Aba, Esther Borochovsky. "Inconsistencies in spoken language." Studies in Language 32, no. 2 (April 2, 2008): 265–78. http://dx.doi.org/10.1075/sl.32.2.02bor.

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This paper displays examples of inconsistencies in spontaneous speech. It refers to cases in which the speaker changes his manner of expression while speaking, even though there generally seems to be no objective reason for doing so. I demonstrate the phenomenon in the use of verb tense, of person inflection, of singular/plural form, and of direct/indirect speech. I suggest that these phenomena be viewed as cases in which the speaker tries (not necessarily consciously) to make his speech less monotonous and more attractive to the listener by providing various ways of expression differing mainly in the degree of closeness they convey between the reported event and the addressee.

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Rayner, Manny, David Carter, Pierrette Bouillon, Vassilis Digalakis, and Mats Wirén. "The Spoken Language Translator." Computational Linguistics 27, no. 1 (March 2001): 149–50. http://dx.doi.org/10.1162/089120101300346840.

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White, Hilary. "Promoting spoken language skills." Practical Pre-School 2005, no. 54 (July 2005): 1–3. http://dx.doi.org/10.12968/prps.2005.1.54.39882.

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Brown, Gillian, George Yule, and Neil McKelvie. "Teaching the Spoken Language." RELC Journal 17, no. 1 (June 1986): 97–99. http://dx.doi.org/10.1177/003368828601700108.

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Sargent, Marianne. "Developing our spoken language." Child Care 16, no. 1 (January 2, 2019): 7–8. http://dx.doi.org/10.12968/chca.2019.16.1.7.

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Reiter, Ehud. "The Spoken Language Translator." Artificial Intelligence in Medicine 24, no. 2 (February 2002): 193–94. http://dx.doi.org/10.1016/s0933-3657(01)00097-5.

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Fung, P., and T. Schultz. "Multilingual spoken language processing." IEEE Signal Processing Magazine 25, no. 3 (May 2008): 89–97. http://dx.doi.org/10.1109/msp.2008.918417.

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Raiker, Andrea. "Spoken Language and Mathematics." Cambridge Journal of Education 32, no. 1 (March 2002): 45–60. http://dx.doi.org/10.1080/03057640220116427.

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Arik, Engin. "Spatial language: Insights from sign and spoken languages." Sign Language and Linguistics 12, no. 1 (October 30, 2009): 83–92. http://dx.doi.org/10.1075/sll.12.1.04ari.

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Hodge, Gabrielle, Kazuki Sekine, Adam Schembri, and Trevor Johnston. "Comparing signers and speakers: building a directly comparable corpus of Auslan and Australian English." Corpora 14, no. 1 (April 2019): 63–76. http://dx.doi.org/10.3366/cor.2019.0161.

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The Auslan and Australian English archive and corpus is the first bilingual, multi-modal documentation of a deaf signed language (Auslan, the language of the Australian deaf community) and its ambient spoken language (Australian English). It aims to facilitate the direct comparison of face-to-face, multi-modal talk produced by deaf signers and hearing speakers from the same city. Here, we describe the documentation of the bilingual, multi-modal archive and outline its development pathway into a directly comparable corpus of a signed language and spoken language. We differentiate it from existing bilingual corpora and offer some research questions which the resulting corpus may be best placed to answer. The Auslan and Australian English corpus has the potential to redress several significant misunderstandings in the comparison of signed and spoken languages, especially those that follow from misapplications of the paradigm that multi-modal signed languages are used and structured in ways that are parallel to the uni-modal spoken or written conventions of spoken languages.

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Schlenker, Philippe. "Sign Language Semantics: Problems and Prospects." Theoretical Linguistics 44, no. 3-4 (November 27, 2018): 295–353. http://dx.doi.org/10.1515/tl-2018-0022.

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Abstract‘Visible Meaning’ (Schlenker 2018b) claims (i) that sign language makes visible some aspects of the Logical Form of sentences that are covert in spoken language, and (ii) that, along some dimensions, sign languages are more expressive than spoken languages because iconic conditions can be found at their logical core. Following nine peer commentaries, we clarify both claims and discuss three main issues: what is the nature of the interaction between logic and iconicity in sign language and beyond? does iconicity in sign language play the same role as gestures in spoken language? and is sign language Role Shift best analyzed in terms of visible context shift, or by way of demonstrations referring to gestures?

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Singh, Gundeep, Sahil Sharma, Vijay Kumar, Manjit Kaur, Mohammed Baz, and Mehedi Masud. "Spoken Language Identification Using Deep Learning." Computational Intelligence and Neuroscience 2021 (September 20, 2021): 1–12. http://dx.doi.org/10.1155/2021/5123671.

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The process of detecting language from an audio clip by an unknown speaker, regardless of gender, manner of speaking, and distinct age speaker, is defined as spoken language identification (SLID). The considerable task is to recognize the features that can distinguish between languages clearly and efficiently. The model uses audio files and converts those files into spectrogram images. It applies the convolutional neural network (CNN) to bring out main attributes or features to detect output easily. The main objective is to detect languages out of English, French, Spanish, and German, Estonian, Tamil, Mandarin, Turkish, Chinese, Arabic, Hindi, Indonesian, Portuguese, Japanese, Latin, Dutch, Portuguese, Pushto, Romanian, Korean, Russian, Swedish, Tamil, Thai, and Urdu. An experiment was conducted on different audio files using the Kaggle dataset named spoken language identification. These audio files are comprised of utterances, each of them spanning over a fixed duration of 10 seconds. The whole dataset is split into training and test sets. Preparatory results give an overall accuracy of 98%. Extensive and accurate testing show an overall accuracy of 88%.

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Khodjaniyazova, Umida Kulmagambetovna. "SIMILARITIES AND DIFFERENCES OF SPOKEN AND WRITTEN LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 20–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-06.

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This article deals with linguistic and pragma linguistic view of speaking and writing competence, and explores the similarities and differences between them. The definition of a “linguistic personality” as a key factor in product creation is discussed. Moreover, the article provides the examples that show the difference between written and spoken language in the field of syntax.

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Nivre, Joakim, and Leif Grönqvist. "Tagging a Corpus of Spoken Swedish." International Journal of Corpus Linguistics 6, no. 1 (December 17, 2001): 47–78. http://dx.doi.org/10.1075/ijcl.6.1.03niv.

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In this article, we present and evaluate a method for training a statistical part-of-speech tagger on data from written language and then adapting it to the requirements of tagging a corpus of transcribed spoken language, in our case spoken Swedish. This is currently a significant problem for many research groups working with spoken language, since the availability of tagged training data from spoken language is still very limited for most languages. The overall accuracy of the tagger developed for spoken Swedish is quite respectable, varying from 95% to 97% depending on the tagset used. In conclusion, we argue that the method presented here gives good tagging accuracy with relatively little effort.

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Alabdalla, Nada. "Formation of Arabic Theatrical Speech Culture in the Context of Language Situation." Observatory of Culture 15, no. 4 (October 25, 2018): 436–43. http://dx.doi.org/10.25281/2072-3156-2018-15-4-436-443.

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The Arabic world’s language situation is characterized by bilingualism (diglossia), as alongside the written language (Fusha), there exist many spoken languages. This situation raises important theoretical and methodological issues before the theatre in general and theatrical pedagogics in particular. The article deals with the problem of orthoepic norms’ lacking in spoken Arabic, which affects both the teaching methods in theatrical high schools and the speech culture in general. In this context, the author gives a short review of language development in Arabic theatre and considers some points of view of Arabic theatrical directors and playwrights of different periods. The article represents a table of phonetics’ comparison of Arabic literary and spoken languages. Furthermore, the article raises the problem of spoken language codification and also considers the issue of theatre language. Emphasizing the importance of both the written and spoken languages, the article concludes on the ambivalent approach to forming the theatrical speech teaching methods in the Syrian theatrical school, provided that local dialects are standardized and actors-students master the capital dialect along with the literary language. In practice, teachers have to combine the written language acquisition basing on the rules, and that of the spoken language using audio samples.

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Sandler, Wendy. "The Medium and the Message." Sign Language and Linguistics 2, no. 2 (December 31, 1999): 187–215. http://dx.doi.org/10.1075/sll.2.2.04san.

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In natural communication, the medium through which language is transmitted plays an important and systematic role. Sentences are broken up rhythmically into chunks; certain elements receive special stress; and, in spoken language, intonational tunes are superimposed onto these chunks in particular ways — all resulting in an intricate system of prosody. Investigations of prosody in Israeli Sign Language demonstrate that sign languages have comparable prosodic systems to those of spoken languages, although the phonetic medium is completely different. Evidence for the prosodic word and for the phonological phrase in ISL is examined here within the context of the relationship between the medium and the message. New evidence is offered to support the claim that facial expression in sign languages corresponds to intonation in spoken languages, and the term “superarticulation” is coined to describe this system in sign languages. Interesting formaldiffer ences between the intonationaltunes of spoken language and the “superarticulatory arrays” of sign language are shown to offer a new perspective on the relation between the phonetic basis of language, its phonological organization, and its communicative content.

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Goyal, Lalit, and Vishal Goyal. "Text to Sign Language Translation System." International Journal of Synthetic Emotions 7, no. 2 (July 2016): 62–77. http://dx.doi.org/10.4018/ijse.2016070104.

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Many machine translation systems for spoken languages are available, but the translation system between the spoken and Sign Language are limited. The translation from Text to Sign Language is different from the translation between spoken languages because the Sign Language is visual spatial language which uses hands, arms, face, and head and body postures for communication in three dimensions. The translation from text to Sign Language is complex as the grammar rules for Sign Language are not standardized. Still a number of approaches have been used for translating the Text to Sign Language in which the input is the text and output is in the form of pre-recorded videos or the animated character generated by computer (Avatar). This paper reviews the research carried out for automatic translation from Text to the Sign Language.

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Sarli, Naser Qoli. "Spoken Standard Language versus Written Standard Language." Journal of Literary Studies 2, no. 5 (May 1, 2005): 85–98. http://dx.doi.org/10.52547/jls.2.5.85.

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Melitz, Jacques, and Farid Toubal. "Native language, spoken language, translation and trade." Journal of International Economics 93, no. 2 (July 2014): 351–63. http://dx.doi.org/10.1016/j.jinteco.2014.04.004.

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Mercure, Evelyne, Samuel Evans, Laura Pirazzoli, Laura Goldberg, Harriet Bowden-Howl, Kimberley Coulson-Thaker, Indie Beedie, Sarah Lloyd-Fox, Mark H. Johnson, and Mairéad MacSweeney. "Language Experience Impacts Brain Activation for Spoken and Signed Language in Infancy: Insights From Unimodal and Bimodal Bilinguals." Neurobiology of Language 1, no. 1 (March 2020): 9–32. http://dx.doi.org/10.1162/nol_a_00001.

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Recent neuroimaging studies suggest that monolingual infants activate a left-lateralized frontotemporal brain network in response to spoken language, which is similar to the network involved in processing spoken and signed language in adulthood. However, it is unclear how brain activation to language is influenced by early experience in infancy. To address this question, we present functional near-infrared spectroscopy (fNIRS) data from 60 hearing infants (4 to 8 months of age): 19 monolingual infants exposed to English, 20 unimodal bilingual infants exposed to two spoken languages, and 21 bimodal bilingual infants exposed to English and British Sign Language (BSL). Across all infants, spoken language elicited activation in a bilateral brain network including the inferior frontal and posterior temporal areas, whereas sign language elicited activation in the right temporoparietal area. A significant difference in brain lateralization was observed between groups. Activation in the posterior temporal region was not lateralized in monolinguals and bimodal bilinguals, but right lateralized in response to both language modalities in unimodal bilinguals. This suggests that the experience of two spoken languages influences brain activation for sign language when experienced for the first time. Multivariate pattern analyses (MVPAs) could classify distributed patterns of activation within the left hemisphere for spoken and signed language in monolinguals (proportion correct = 0.68; p = 0.039) but not in unimodal or bimodal bilinguals. These results suggest that bilingual experience in infancy influences brain activation for language and that unimodal bilingual experience has greater impact on early brain lateralization than bimodal bilingual experience.

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AIKHENVALD, ALEXANDRA Y. "Multilingualism and ethnic stereotypes: The Tariana of northwest Amazonia." Language in Society 32, no. 1 (December 24, 2002): 1–21. http://dx.doi.org/10.1017/s0047404503321013.

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Tariana is spoken by about 100 people in the multilingual area of the Vaupés basin in northwest Amazonia (Brazil). Other languages spoken in the area are members of the East Tucanoan subgroup, with its most numerous representative, the Tucano language, rapidly gaining ground as a lingua franca. Also spoken are Makú languages; Baniwa, an Arawak language spoken on the fringes of the area and closely related to Tariana; and Portuguese, the national language. The area is known for its language group exogamy and institutionalized multilingualism, with its language being the badge of identity for each group. Language choice is motivated by power relationship and by status, and there are strict rules for code-switching. Inserting bits of other languages while speaking Tariana (“code-mixing”) has different consequences that mirror existing ethnic stereotypes. Code-mixing with Tucano is considered a “language violation”; using elements of Baniwa is considered funny, while mixing different Tariana dialects implies that one “cannot speak Tariana properly.” Overusing Portuguese is associated with the negative image of an Indian who tries to be better than his peers.

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Journal articles on the topic 'Spoken language'

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