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Journal articles on the topic 'Language disfluencies'
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De Souza Lemos, Glauber, and Erica Dos Santos Rodrigues. "Disfluências na sinalização em Língua Brasileira de Sinais (Libras)." Letras & Letras 37, no. 2 (2021): 22–46. https://doi.org/10.14393/ll63-v37n2-2021-02.
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This article aims to analyze disfluencies produced in signing in Brazilian Sign Language (Libras) during an interview involving a deaf interviewee and a hearing interviewer. The theoretical-analytical framework is aligned with psycholinguistic studies focused on characterizing disfluencies in oral language production (by identifying the structure of sequences with disfluencies, their moments of occurrence, and their functions). The aim is to evaluate the possibility of correlating types of disfluencies in oral languages with those observed in sign languages. The article reports the most recurrent types of disfluencies in sign languages in the situation under scrutiny, including pauses (filled and silent), repairs, sign repetitions, and segmentation restarts, seeking to identify their points of occurrence, functions and associated cognitive processes.
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Hall, Nancy E., Toyoko S. Yamashita, and Dorothy M. Aram. "Relationship Between Language and Fluency in Children With Developmental Language Disorders." Journal of Speech, Language, and Hearing Research 36, no. 3 (1993): 568–79. http://dx.doi.org/10.1044/jshr.3603.568.
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The present investigation addresses two primary hypotheses: (a) that a subset of children with developmental language disorders exhibits significantly more disfluencies than other children with language disorders and (b) that differences between the disfluent and nondisfluent groups observed in fluency may be related to differences in language deficits. Spontaneous language samples from 60 preschool children with developmental language disorders were analyzed for frequency and type of disfluencies. Comparisons of the frequency of disfluencies across subjects revealed that a subset of 10 subjects exhibited significantly more disfluencies than the other subjects with language disorders. Demographic, intelligence, and language variables were compared across the two groups to determine whether such factors could account for the differences in fluency. The subjects with greater percentages of disfluencies were found to be significantly older and demonstrated significantly higher scores on two standard measures of vocabulary. These findings were interpreted in light of two models of disfluencies: the neuropsycholinguistic (Perkins, Kent, & Curlee, 1991) and Demands and Capacities (Adams, 1990; Starkweather, 1987). This suggests that some children with language disorders are at risk for fluency breakdown because of dysynchronies in the development of lexical and syntactic aspects of language or as a result of mismatches between speaking demands and capacities.
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Mick, Mars P. Silvano LPT Maelt, and C. Bandoy LPT EdD Evelyn. "Remedial Instruction in Language Disfluencies in the Non Psycho Expert Lens." International Journal of Trend in Scientific Research and Development 3, no. 2 (2019): 261–69. https://doi.org/10.31142/ijtsrd20303.
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This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non psycho expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non psycho expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non psycho expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learner's attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non psycho expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
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Befi-Lopes, Debora Maria, Ana Manhani Cáceres-Assenço, Suellen Fernanda Marques, and Marcely Vieira. "School-age children with specific language impairment produce more speech disfluencies than their peers." CoDAS 26, no. 6 (2014): 439–43. http://dx.doi.org/10.1590/2317-1782/20142014095.
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PURPOSE: To compare the occurrence of speech disfluencies during narrative production in children with specific language impairment (SLI) and their age-matched peers. METHODS: The study included 60 children aged between 7 and 10 years, 40 with typical language development and 20 with SLI. For data collection, a series of 15 stories was used, each one represented by pictures composed of four scenes. Narratives were transcripted and the speech disfluencies presented on them were classified as stuttering-like disfluencies (part-word repetition, single-syllable word repetition, and dysrhythmic phonation - prolongations, blocks and broken words) or other disfluencies (interjection, revision/abandoned utterances, and multisyllable/phrase repetition). The disfluency categories were compared in each group and its occurrence was also compared between groups. RESULTS: The occurrence of stuttering-like and other disfluencies did not differ among children with typical language development, whereas children with SLI produced other disfluencies. Between-group comparison showed that children with SLI produced more disfluencies of both types than their age-matched peers. CONCLUSION: Children with SLI showed more speech disfluencies during narrative production than their age-matched peers, and the most common disfluencies used by them were not typical of people who stutter (interjection, revision/abandoned utterances, and multisyllable/phrase repetition).
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Vidović Zorić, Ana. "Pragmatic function of speech disfluencies in high-functioning children with autism spectrum disorder." Govor/Speech 40, no. 2 (2024): 169–92. http://dx.doi.org/10.22210/govor.2023.40.10.
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Disfluencies in speech are usually viewed as manifestation of problems at the level of inner cognitive processes underlying speech production. However, it has been suggested that some types of disfluencies may also have a pragmatic function. The current study examines the distribution of disfluencies and speech rate in spontaneous speech of 10 high-functioning children with autism spectrum disorder (diagnosed as Asperger syndrome or high-functional autism) as compared to the typically developing controls. The task of participants was to retell the cartoon which they had previously watched. Their speech was audio recorded and transcribed. The duration of the analyzed speech segment was 60 seconds. Our results show that there is no significant difference in the total number of disfluencies between the two groups. Furthermore, participants of both groups produced the same types of disfluencies. Given that disfluencies reflect troubles in speech planning, these findings indicate that disfluencies are indeed a universal phenomenon in speech production. As regards different types of disfluencies, our study shows that participants with autism spectrum disorder (ASD) produced significantly more disfluent silent pauses and significantly fewer filled disfluencies than the controls. As has already been suggested in the literature, this could be due to the deficiency in the pragmatic ability of individuals with ASD. That is, individuals with ASD are less engaged in the maintenance of speech flow, which will result in more silent pauses.
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Ferreira, Fernanda, and Karl G. D. Bailey. "Disfluencies and human language comprehension." Trends in Cognitive Sciences 8, no. 5 (2004): 231–37. http://dx.doi.org/10.1016/j.tics.2004.03.011.
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Rojas, Raúl, and Farzan Irani. "Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 119–30. http://dx.doi.org/10.1044/2019_persp-19-00164.
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Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.
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Cantabaco, Hanna, Erlan Jhon Banda, JamesRussell Husain, Franlo Bucog, and Jovenil Bacatan. "Typology of Speech Disfluency of Grade Ten Students of Samal National High School." International Journal of Theory and Application in Elementary and Secondary School Education 5, no. 1 (2023): 188–203. http://dx.doi.org/10.31098/ijtaese.v5i1.838.
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This research aimed to determine the common speech disfluencies of the Grade Ten students of Samal National High School. Specifically, this study aimed to discover and describe the typology of speech disfluencies of the tenth graders. The participants of this study are grade ten students from Samal National High School. Among the 100 extemporaneous speeches of the respondents, there were 25 purposively selected speeches which were subjected to analysis. The analysis revealed ten typologies of speech disfluencies committed in speeches. These are prolongation, blocks, interjection, repetition of words, repetition of a phrase, repetition of a syllable, restart, false start, code-switching, and stuttering. The possible causes of these disfluencies are mother tongue interference, lack of knowledge of the target language, hesitation, and low vocabulary. With these, language teachers should continuously find strategies to help the students overcome or at least lessen the identified speech disfluencies in discourse and language learning.
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Leonteva, A. V., O. V. Agafonova, and A. A. Petrov. "DISFLUENCIES AND THEIR GESTURE PROFILES: THE ANALYSIS OF SIMULTANEOUS INTERPRETING FROM L1 TO L2." Voprosy Kognitivnoy Lingvistiki, no. 2 (2023): 5–14. http://dx.doi.org/10.20916/1812-3228-2022-2-5-14.
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The article elaborates on the specifics of simultaneous interpreting as a highly demanding cognitive task which is reflected in the presence of speech disfluencies and co-occurring gestures. The analysis of simultaneous interpreting showed the differences in the distribution of speech disfluencies and demonstrated some correlations between these disfluencies and gestures. The data was obtained from 24 simultaneous interpreters, 12 per each group (Russian-English and Russian-German). The corpus was annotated in ELAN program and analyzed using quantitative and statistical methods. The results suggest that in simultaneous interpreting there are certain differences in the distribution of disfluencies, and in the ways they are accompanied by gestures. Such differences are related to the target language, namely, whether it is English or German. Thus, Russian-English interpreting demonstrated a higher variety of disfluencies accompanied by gestures in comparison to Russian-German interpreting as was shown in the results of the qualitative analysis. For adapters and pragmatic gestures significant statistical co-dependences were found between types of disfluencies and gestures both in Russian-English and Russian-German corpora, however these correlations played out differently for the two target languages. Almost no significant differences were found for the representational and deictic gestures: they did not frequently co-occur with the speech disfluencies in our data base - probably, due to their higher conceptual purport and to the increase of cognitive load during this type of activity.
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Bandoy, Evelyn C., and Mick Mars P. Silvano. "LANGUAGE REMEDIATION ACROSS TEACHERS’ ORIENTATION IN LANGUAGE DISFLUENCIES." Globus Journal of Progressive Education 9, no. 2 (2020): 28. http://dx.doi.org/10.46360/globus.9.2.2020.28-39.
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Choo, Ai Leen, Sara Ashley Smith, and Stephanie Seitz. "The relationship between executive function, age of L2 acquisition and speech disfluencies in bilinguals." Journal of Monolingual and Bilingual Speech 6, no. 1 (2024): 21–43. http://dx.doi.org/10.1558/jmbs.24246.
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Disfluencies signal errors in speech processes. Research in typically fluent monolinguals indicates a correlation between disfluencies and specific executive function (EF), including cognitive flexibility, inhibitory control, working memory (WM), and attention. However, these relationships have not been systematically explored in bilinguals. This study investigates the relationship between these EF components, age of language acquisition and disfluencies in bilinguals. Two types of disfluencies were examined: stalling, where articulation is delayed until the speech plan is ready, and advancing, that is, the articulation of incomplete speech plans. A total of 120 English speech samples based on simulated job interviews from 20 typically fluent adult Spanish-English bilinguals were transcribed and coded for disfluencies. The Wechsler Adult Intelligence Scale Digit span was used to measure cognitive flexibility/inhibitory control, and the Delis-Kaplan Executive Function Color-Word Interference Test was used to assess WM/attention. Findings indicate correlations between stalling disfluencies and cognitive flexibility/inhibitory control, advancing disfluencies and WM/attention, and age of acquisition and both stalling and advancing disfluencies.
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Temple, Liz. "Disfluencies in learner speech." Australian Review of Applied Linguistics 15, no. 2 (1992): 29–44. http://dx.doi.org/10.1075/aral.15.2.03tem.
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Abstract Disfluent phenomena such as pauses, hesitations and repairs, are investigated in a corpus of forty-two short samples of spontaneous speech of native French speakers and learners of French. Significant quantitative differences between native speakers and learners were found and interpreted in the light of Bialystok’s and McLaughlin’s theories of language processing and the two key concepts of automaticity and control. A greater requirement of processing time on the part of the language learners was attributed to their greater use of controlled processes. An analysis of lexical and syntactic selection and repair was carried out to determine where control was applied. While native speakers were attending to the construction of the referent, learners were more concerned with syntactic construction.
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Rincon, Cristina, Kia Noelle Johnson, and Courtney Byrd. "An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 131–41. http://dx.doi.org/10.1044/2019_persp-19-00040.
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Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.
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MORIN-LESSARD, Elizabeth, and Krista BYERS-HEINLEIN. "Uh and euh signal novelty for monolinguals and bilinguals: evidence from children and adults." Journal of Child Language 46, no. 3 (2019): 522–45. http://dx.doi.org/10.1017/s0305000918000612.
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AbstractPrevious research suggests that English monolingual children and adults can use speech disfluencies (e.g., uh) to predict that a speaker will name a novel object. To understand the origins of this ability, we tested 48 32-month-old children (monolingual English, monolingual French, bilingual English–French; Study 1) and 16 adults (bilingual English–French; Study 2). Our design leveraged the distinct realizations of English (uh) versus French (euh) disfluencies. In a preferential-looking paradigm, participants saw familiar–novel object pairs (e.g., doll–rel), labeled in either Fluent (“Look at the doll/rel!”), Disfluent Language-consistent (“Look at thee uh doll/rel!”), or Disfluent Language-inconsistent (“Look at thee euh doll/rel!”) sentences. All participants looked more at the novel object when hearing disfluencies, irrespective of their phonetic realization. These results suggest that listeners from different language backgrounds harness disfluencies to comprehend day-to-day speech, possibly by attending to their lengthening as a signal of speaker uncertainty. Stimuli and data are available at <https://osf.io/qn6px/>.
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Gráf, Tomáš, Lan-fen Huang, and Luca Cilibrasi. "Oral reading tasks as proficiency indicators." International Journal of Learner Corpus Research 9, no. 2 (2023): 155–79. http://dx.doi.org/10.1075/ijlcr.22013.gra.
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Abstract This study aims to explore the potential of oral reading tasks to establish learners’ proficiency when compiling learner corpora. Informed by research on oral reading fluency, we selected a text containing a variety of linguistic features and submitted it to 68 English learners in Taiwan, who were interviewed for the construction of a large spoken corpus of L2 English across proficiency levels. Their proficiency was rated by trained Common European Framework of Reference (CEFR; Council of Europe, 2001, 2018, 2020) raters and ranged from A1 to B2. The performances in the reading passage were analyzed for reading rate and reading disfluencies. The relationship between reading measures and language scores was analyzed using spine plots, revealing a strong association between reading rate and language level. The number of disfluencies did not show a significant association with language level when all disfluencies were counted together. However, when different types of disfluencies were treated separately, false starts were found to be associated with language level (even though the relationship was less clear than the one reported between reading rate and language level). The study demonstrates that including a carefully selected reading passage among the tasks when compiling spoken learner corpora may be an efficient way of collecting data relating to learner performance in speech.
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Chung, Haeun, Hyewon Kang, Dongsun Yim, and Hyun Sub Sim. "Linguistic Disfluencies in Korean-English Bilingual Children in the Narrative Generation and Retell Task." Communication Sciences & Disorders 29, no. 1 (2024): 145–59. http://dx.doi.org/10.12963/csd.231000.
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Objectives: The purpose of this study was to examine the frequency and types of linguistic disfluencies that are produced by typically developing bilingual Korean-English (KE) speaking children and to investigate whether their disfluent speech is mediated by language produced and/or language exposure duration.Methods: Nineteen bilingual KE speaking children (12 boys, 7 girls) and twenty-one monolingual Korean speaking children (8 boys, 13 girls) aged 6-9 participated in this study. Narratives were elicited using story generation and retell tasks in each language. The frequency and types of linguistic disfluencies (fillers, repetitions, revisions, and pauses) were analyzed.Results: The bilingual group showed a significantly higher rate of total disfluency, fillers, and repetitions than the monolingual group. There was no significant difference in the rates of disfluency between narrative task types. In terms of the language produced, the bilingual group produced more revisions and more disfluencies in Korean than in English during the story generation task. In the retell task, there was a significant difference in the total disfluency rate, fillers, and revisions depending on the language the child was speaking. A significant negative correlation between English language exposure duration and the total disfluency rate was found.Conclusion: Bilingual KE speaking children showed higher disfluency rates than monolingual peers in story generation and retell tasks. Results showed that the disfluency can be influenced by the grammatical structure of the language being spoken and the levels of language experience. Results suggest the exposure duration to second language, language proficiency, and morphological distinctions between two languages need to be considered for assessment and intervention.
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Boscolo, Brian, Nan Bernstein Ratner, and Leslie Rescorla. "Fluency of School-Aged Children With a History of Specific Expressive Language Impairment." American Journal of Speech-Language Pathology 11, no. 1 (2002): 41–49. http://dx.doi.org/10.1044/1058-0360(2002/005).
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A large volume of literature now links language demand and fluency behaviors in children. Although it might be reasonable to assume that children with relatively weak language skills might demonstrate higher levels of disfluency, the sparse literature on this topic is characterized by conflicting findings on the relationship between language impairment and disfluency. However, in studies finding elevated disfluency in children with specific language impairment, a higher frequency of disfluencies more characteristic of stuttering has been noted. This study asks whether children with long-standing histories of language delay and impairment are more disfluent, and display different types of disfluencies than their typically developing, age-matched peers. Elicited narratives from 22 pairs of 9-year-old children were analyzed for fluency characteristics. Half of the children had histories of specific expressive language impairment (HSLI-E), whereas the others had typical developmental histories. The children with HSLI-E were significantly more disfluent than their peers and produced more stutter-like disfluencies, although these behaviors were relatively infrequent in both groups. Implications for clinical intervention and future research are discussed.
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Ferreira, Fernanda, Ellen F. Lau, and Karl G. D. Bailey. "Disfluencies, language comprehension, and Tree Adjoining Grammars." Cognitive Science 28, no. 5 (2004): 721–49. http://dx.doi.org/10.1207/s15516709cog2805_5.
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Bakti, Mária, and Judit Bóna. "Self-monitoring processes in simultaneous interpreting." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 14, no. 2 (2016): 194–210. http://dx.doi.org/10.1075/forum.14.2.02bak.
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Abstract In psycholinguistics there is an agreement that self-monitoring is part of the speech production system, it serves the repair of speech errors and disfluencies occurring during the process of speech production. During simultaneous interpreting, where source language speech perception and target language speech production happen simultaneously, the analysis of self-monitoring is of particular importance. In our study we compare self-monitoring processes in the target language texts, interpreted from English into Hungarian, of professional interpreters and trainee interpreters. We examine the frequency of incidence of error – type disfluencies, the editing phase of self-repairs, the frequency of incidence of disfluencies, and the editing phases of repetitions and restarts. Although our data have revealed considerable individual differences between interpreters, some tendencies can be detected. In general, differences can be detected in self-monitoring between professional and trainee interpreters. When compared to data about self-monitoring processes in spontaneous, monolingual Hungarian speech, we can state that there were far fewer phenomena connected to self-monitoring in the target language output of simultaneous interpreters than in monolingual Hungarian texts.
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Byrd, Courtney T., Lisa M. Bedore, and Daniel Ramos. "The Disfluent Speech of Bilingual Spanish–English Children: Considerations for Differential Diagnosis of Stuttering." Language, Speech, and Hearing Services in Schools 46, no. 1 (2015): 30–43. http://dx.doi.org/10.1044/2014_lshss-14-0010.
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PurposeThe primary purpose of this study was to describe the frequency and types of speech disfluencies that are produced by bilingual Spanish–English (SE) speaking children who do not stutter. The secondary purpose was to determine whether their disfluent speech is mediated by language dominance and/or language produced.MethodSpanish and English narratives (a retell and a tell in each language) were elicited and analyzed relative to the frequency and types of speech disfluencies produced. These data were compared with the monolingual English-speaking guidelines for differential diagnosis of stuttering.ResultsThe mean frequency of stuttering-like speech behaviors in the bilingual SE participants ranged from 3% to 22%, exceeding the monolingual English standard of 3 per 100 words. There was no significant frequency difference in stuttering-like or non-stuttering-like speech disfluency produced relative to the child's language dominance. There was a significant difference relative to the language the child was speaking; all children produced significantly more stuttering-like speech disfluencies in Spanish than in English.ConclusionResults demonstrate that the disfluent speech of bilingual SE children should be carefully considered relative to the complex nature of bilingualism.
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Eichorn, Naomi, and Sidney Donnan. "Word-Final Disfluencies in a School-Age Child: Beneath the Tip of the Iceberg." Language, Speech, and Hearing Services in Schools 52, no. 4 (2021): 967–77. http://dx.doi.org/10.1044/2021_lshss-21-00005.
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Purpose Disfluencies associated with stuttering generally occur in the initial position of words. This study reviews data from a school-age child with an atypical stuttering profile consisting predominantly of word-final disfluencies (WFDs). Our primary goals were to identify patterns in overt features of WFDs and to extend our understanding of this clinical profile by focusing on aspects of stuttering that lie beneath the surface. Method Analyses explored the patterns and distributions of the child's observable stuttering behaviors, in addition to his awareness, perceptions, and subjective experience of stuttering. Results Findings indicated that the WFD profile consists of relatively consistent and distinct overt features. We also found that, in many ways, the child perceived the impact of his disfluencies much like other children who stutter, even though his disfluencies manifested in a less common form. Conclusion Findings suggest the need for increased awareness of the varied forms stuttering may take in order to ensure accurate diagnosis, clear communication to clients and parents, and timely access to appropriate intervention.
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Luna, Alana S., Ariane Machado-Lima, and Fátima L. S. Nunes. "Identification and classification of speech disfluencies: A systematic review on methods, databases, tools, evaluation and challenges." Journal of the Brazilian Computer Society 31, no. 1 (2025): 154–73. https://doi.org/10.5753/jbcs.2025.4443.
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With the advancement of multimedia technologies, human-computer conversational interfaces are becoming increasingly important and are emerging as a highly promising area of research. Vocal representations, facial expressions, and body language can be used to extract various types of information. In the context of vocal representations, the complexity of human communication involves a wide range of expressions that vary according to grammatical rules, languages, accents, slang, disfluencies, and other speech events. In particular, the detection of disfluencies, i.e., interruptions in the normal flow of speech characterized by pauses, repetitions, and sound prolongations, is of interest not only for improving speech recognition systems but also for potentially identifying emotional aspects in audio. Several studies have aimed to define computational methods to identify and classify disfluencies, as well as appropriate evaluation methods in different languages. However, no studies have compiled the findings in the literature on this topic. This is important for both summarizing the motivations and applications of the research, as well as identifying opportunities that could guide new investigations. Our objective is to provide an analysis of the state of the art, the main limitations, and the challenges in this field. Eighty articles were extracted from four databases and analyzed through a systematic review. Our results show that research into the detection of disfluencies has been conducted for various purposes. Some aimed to improve the performance of translation tools, while others focused on the summarization of spoken dialogues, speaker diarization, and Natural Language Processing. Most of the research was oriented toward the English language. F-score, precision, and recall were the most commonly used evaluation measures for the reported methods. Statistical and machine learning techniques were widely applied, with CRFs (Conditional Random Fields), MaxEnt (Maximum Entropy), Decision Trees, and BLSTM (Bidirectional Long Short-Term Memory) being especially prominent. In general, newer approaches, such as BERT and BLSTM, have demonstrated higher performance. However, several challenges remain, opening up new research opportunities.
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Neveu, Anne, Margarethe McDonald, and Margarita Kaushanskaya. "Testing the Triggering Hypothesis: Effect of Cognate Status on Code-Switching and Disfluencies." Languages 7, no. 4 (2022): 264. http://dx.doi.org/10.3390/languages7040264.
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“Triggered switching” is the theory that code-switching happens more often with words connected to both languages, such as cognates. Corpus analyses have supported this theory; however, they do not allow testing for directional causality. Here, we test the triggering hypothesis through a picture-naming task, and examine whether cognates trigger code-switches, as well as more subtle interference effects resulting in disfluencies. Forty English-Spanish bilinguals completed a picture-cued sentence production task in three conditions: English-only, Spanish-only, and mixed. Half of the pictures represented Spanish-English cognates. Unsurprisingly, participants were more likely to code-switch when asked to use both their languages compared to only their dominant or non-dominant language. However, participants were not more likely to switch languages for cognate than for non-cognate trials. Participants tended to be more fluent on cognate trials in the dominant and the non-dominant condition, and on non-cognate trials in the mixed-language condition, although these effects were not significant. These findings suggest that both language context and cognate status are important to consider when testing both overt switches and disfluencies in bilingual speech production.
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Bartlomiejczyk, Magdalena, and Ewa Gumul. "Disfluencies and directionality in simultaneous interpreting: A corpus study comparing into-B and into-A interpretations from the European Parliament." International Journal of Translation and Interpreting Research 16, no. 1 (2024): 38–54. http://dx.doi.org/10.12807/ti.116201.2024.a03.
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Although directionality in interpreting has attracted considerable scholarly interest, to date, there are no observational studies providing empirical evidence on the directionality effect in the performance of professional interpreters who regularly work in both directions. Our aim is to partially fill this gap by exploring the relationship between disfluencies and directionality in simultaneous interpreting. To this end, we compare A-B and B/C-A interpretations from plenary debates of the European Parliament. Using English and Polish subcorpora extracted from the EP-Poland corpus, we performed quantitative analyses focusing on three types of disfluencies: anomalous pauses, hesitation markers, and false starts. Our initial assumption was that, in line with the prevalent belief, cognitive load is lower for into-A interpreting. Accordingly, we hypothesised that into-B interpretations should exhibit significantly more disfluencies. However, we have found no directionality effects related to disfluencies. Therefore, our results do not support the advantage of into-A interpreting. This finding raises some doubts about the legitimacy of favouring interpreting into the native language to the extent it is done now in many institutions.
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Shriberg, Elizabeth E., Rebecca A. Bates, and Andreas Stolcke. "Integrated acoustic and language modeling of speech disfluencies." Journal of the Acoustical Society of America 100, no. 4 (1996): 2848. http://dx.doi.org/10.1121/1.416758.
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Maelt, Mick Mars P. Silvano, LPT,, and Evelyn C. Bandoy, LPT, EdD. "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (2019): 261–69. http://dx.doi.org/10.31142/ijtsrd20303.
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Stebbins, Tonya N. "An analysis of false starts." Australian Review of Applied Linguistics 19, no. 1 (1996): 111–27. http://dx.doi.org/10.1075/aral.19.1.07ste.
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This paper considers the various environments in which false starts may be found (turn control, same turn repair and other disfluencies). It is argued that false starts represent disfluencies at many different levels of discourse. Furthermore, false starts occur for a number of different reasons, and serve a number of different functions. This leads to a typology of false starts. As there are several distinct kinds of false starts that can be distinguished, a new set of notational devices for these distinct types of false starts is proposed.
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Gilquin, Gaëtanelle, and Sylvie De Cock. "Errors and disfluencies in spoken corpora." International Journal of Corpus Linguistics 16, no. 2 (2011): 141–72. http://dx.doi.org/10.1075/ijcl.16.2.01gil.
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Braun, Angelika, Nathalie Elsässer, and Lea Willems. "Disfluencies Revisited—Are They Speaker-Specific?" Languages 8, no. 3 (2023): 155. http://dx.doi.org/10.3390/languages8030155.
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The forensic application of phonetics relies on individuality in speech. In the forensic domain, individual patterns of verbal and paraverbal behavior are of interest which are readily available, measurable, consistent, and robust to disguise and to telephone transmission. This contribution is written from the perspective of the forensic phonetic practitioner and seeks to establish a more comprehensive concept of disfluency than previous studies have. A taxonomy of possible variables forming part of what can be termed disfluency behavior is outlined. It includes the “classical” fillers, but extends well beyond these, covering, among others, additional types of fillers as well as prolongations, but also the way in which fillers are combined with pauses. In the empirical section, the materials collected for an earlier study are re-examined and subjected to two different statistical procedures in an attempt to approach the issue of individuality. Recordings consist of several minutes of spontaneous speech by eight speakers on three different occasions. Beyond the established set of hesitation markers, additional aspects of disfluency behavior which fulfill the criteria outlined above are included in the analysis. The proportion of various types of disfluency markers is determined. Both statistical approaches suggest that these speakers can be distinguished at a level far above chance using the disfluency data. At the same time, the results show that it is difficult to pin down a single measure which characterizes the disfluency behavior of an individual speaker. The forensic implications of these findings are discussed.
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Nugrahani, Veronica Esti, and Barli Bram. "Speech Disfluencies of Non-Native Speakers of English in TED Talk Scripts." Indonesian TESOL Journal 4, no. 2 (2022): 128–45. http://dx.doi.org/10.24256/itj.v4i2.2490.
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To speak fluently in the target language, English, has remained a challenge for learners, particularly those who are non-native speakers of English. When speaking, therefore, learners should be aware of speech disfluencies. This paper, accordingly, investigates the speech disfluencies of non-native speakers in their presentations. Data were collected from TED Talk scripts and were then analysed and discussed, based on categories of disfluency. The findings of this document analysis reveal five types of disfluency in the data, namely unfilled pause, filled pause, repetition, deletion, and substitution. It is expected that learners of English at university level can benefit from the study results concerning speech disfluencies to improve their speaking proficiency. Keywords: Disfluency; filled pause; non-native speaker; TED talk
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Onslow, Mark, Kate Gardner, Kathryn M. Bryant, Cathi L. Stuckings, and Tamsin Knight. "Stuttered and Normal Speech Events in Early Childhood." Journal of Speech, Language, and Hearing Research 35, no. 1 (1992): 79–87. http://dx.doi.org/10.1044/jshr.3501.79.
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A set of 200 utterances from stuttering and normally speaking children aged 2–4 years was obtained. Each utterance contained a disfluency. A group of 5 sophisticated listeners assigned one of Johnson’s eight disfluency categories to each of the 200 utterances. These clinicians showed poor agreement in the categories they assigned. Subsequently, the 200 disfluencies were presented to a group of generalist clinician listeners and a group of unsophisticated listeners, who were asked to judge whether each disfluency was "stuttering" or "normal." The disfluencies judged with high agreement to be "stuttering" and the disfluencies judged with high agreement to be "normal" were not categorically distinguished by the disfluency categories assigned previously by the sophisticated listeners. Further, judged presence of various disfluency categories accounted for only a small portion of the variance in numbers of "stuttering" judgments assigned to disfluencies. It is concluded that it is justifiable to question the validity of the data language used by researchers to describe stuttered and normal speech in early childhood. Several implications of this conclusion are discussed.
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Pallaud, Berthille. "De la fécondité de certaines transgressions dans le domaine linguistique." Voix Plurielles 12, no. 1 (2015): 167–85. http://dx.doi.org/10.26522/vp.v12i1.1183.
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La notion de transgression mais aussi sa présence dans le domaine linguistique sont décrites du point de vue de l’évolution des langues en France et leurs usages, de l’établissement de corpus de français parlé et des spécificités du langage oral (les disfluences). La politique linguistique française, en imposant durant deux siècles un modèle monolingue (la langue française), eut des effets sur les langues régionales que le contexte actuel conduit à regretter : or, la transgression de ce modèle ne put avoir lieu. L’histoire de la langue des signes montre que des débats nombreux finirent par imposer un bilinguisme (langue oral-langes des signes) réclamé par les sourds eux-mêmes. L’évolution de la politique d’archivage de ressources langagières porte elle aussi les traces du purisme monolingue français et ce ne fut pas sans résistances que la variation de la langue orale fut reconnue comme enregistrable. Cette évolution a conduit, entre autres, à l‘étude d’une spécificité du langage oral : les disfluences.
 When transgressions are beneficial: Evidence from the linguistic domain
 Abstract: The concept of transgression and its presence in the linguistic field are described from the point of view of the evolution in regional and sign languages in France, the establishment of spoken French corpus and some characteristics in the spontaneous oral language. The language policy in France imposed a monolingual model (the French language) which had effects on the regional languages in the current context: the transgression of this model could not take place. The debates concerning the teaching policy including or not the signs language ended up imposing a bilingualism (oral French-signs language) which was wanted for a long time by the deaf persons themselves. The linguistic resources evolution in spoken French shows that it was not without any resistance that the oral language variations were considered as recordable. This evolution allowed the study of specific phenomena in the oral language: the disfluencies.
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Leonteva, A. V., O. V. Agafonova, and A. A. Petrov. "DOES TIME MATTER? A MULTIMODAL ANALYSIS OF SI FROM L2 TO L1." Voprosy Kognitivnoy Lingvistiki, no. 3 (2023): 40–46. http://dx.doi.org/10.20916/1812-3228-2023-3-40-46.
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Simultaneous interpreting is regarded as one of the most difficult and stressful types of activity. Simultaneous interpreters work in a severe time deficit and have to absorb much information per unit of time, which means that different cognitive processes (e.g., memory, attention, thinking, perception) are engaged concurrently. This leads to a severe cognitive load, which is sometimes compared with that of pilots. In the current study we investigate how the increase in cognitive load, which happens throughout time, affects interpreters’ performance. This surge, we expect, will be observed on two language levels: verbal and nonverbal (gestural). The analysis is based on 10 videos of simultaneous interpreting of a lecture about biodiversity from English (L2) into Russian (L1), approximately 10 minutes each. The results of the study show an increase in speech disfluencies on the verbal level and distribution of various gesture functions on the nonverbal level. In particular, verbal disfluencies are exteriorized in fillers, draggings and truncations, and their number increases during the interpreting. Along with disfluencies we observed the rise of the co-speech gestures, e.g., adapters and pragmatic gestures, that help maintain control over the process of simultaneous interpreting, structure the output and reduce the cognitive load and stress experienced by participants while performing the task.
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Blood, Ingrid M., Heidi Wertz, Gordon W. Blood, Stephanie Bennett, and Kathleen C. Simpson. "The Effects of Life Stressors and Daily Stressors on Stuttering." Journal of Speech, Language, and Hearing Research 40, no. 1 (1997): 134–43. http://dx.doi.org/10.1044/jslhr.4001.134.
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This study systematically documented the effect of perceived daily stress on subjective and objective measures of disfluencies in 12 adults who stuttered and 12 adults who did not stutter. Subjects participated in a prospective research study for 22 consecutive days. Measures of life stress, daily stress, and self-ratings of fluency were obtained. Subjects were trained in rating their fluency levels (self-ratings of fluency) and perceived daily stress levels (frequency and perceived impact of daily stressors). Results revealed a significantly higher number of daily stressors endorsed by subjects who stutter. Subjects who stuttered also displayed a significantly greater number of disfluencies and higher self-ratings of disfluencies on "high-stress" days. No significant differences were found between the mean total scores for life stress or impact scores for daily stress for the two groups. These data suggest that day-to-day variations in stuttering could be related to multiple, minor, daily stressors in some persons who stutter. Implications for treatments involving cognitive restructuring and desensitization are discussed.
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Throneburg, Rebecca Niermann, and Ehud Yairi. "Durational, Proportionate, and Absolute Frequency Characteristics of Disfluencies." Journal of Speech, Language, and Hearing Research 44, no. 1 (2001): 38–51. http://dx.doi.org/10.1044/1092-4388(2001/004).
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The main objective of this study was to investigate developmental aspects of disfluencies over time as stuttering persists or ameliorates for 2 groups of preschool age children who stutter. Results indicated that the frequency, type, and duration of disfluencies remained relatively constant instead of increasing as expected in the persistent group over a 3-year period. In contrast, the recovered group's initially higher frequency of disfluency decreased over time, as did their number of repetition units and proportion of disrhythmic phonations, while the duration of silent intervals between repetition units and proportion of monosyllabic word repetitions increased.
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Krawczyk, Aleksandra, Martine Vanryckeghem, Katarzyna Węsierska, Anthony Pak‑Hin Kong, and Peixin Xu. "A preliminary investigation of stutteringand typical disfluencies in bilingual Polish‑English adults who stutter: A multiple cases approach." Logopaedica Lodziensia, no. 7 (November 29, 2023): 18. http://dx.doi.org/10.18778/2544-7238.07.06.
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This study analyzes the frequency of stuttering and typical disfluencies in Polish‑English bilingual adults who stutter during cross‑linguistic dialogue, monologue, and oral reading contexts. Additionally, the relationship between English proficiency and stuttering and typical disfluency frequencies was examined. The study aims to contribute to the body of research regarding differential considerations between monolingual and bilinguals who stutter. Data collection took place via video conferencing. Participants first completed an English proficiency cloze test, where they entered missing words in a short English text. Following this, randomized dialogue, monologue, and oral reading speech samples in Polish and English were collected. The correlation between cloze test scores and frequency of stuttering and typical disfluency in the English samples was also examined. All participants experienced more stuttering in English (L2) than Polish (L1) during dialogue. Overall, participants had increased stuttering in L2 for at least one speaking task. Seventy one percent of participants had increased typical disfluencies in L2 for dialogue and monologue. Most participants evidenced an increase in stuttering and typical disfluencies in L2 compared to L1. The results suggest that language proficiency may share a relationship between frequency of stuttering and typical disfluencies, highlighting the importance of collecting cross‑linguistic speech data during assessment to reach clinical decisions related to fluency disorders in bilingual populations.
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LARSON, MEREDITH, M. ANNE BRITT, and AARON A. LARSON. "DISFLUENCIES IN COMPREHENDING ARGUMENTATIVE TEXTS." Reading Psychology 25, no. 3 (2004): 205–24. http://dx.doi.org/10.1080/02702710490489908.
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van Borsel, John, Elke Geirnaert, and Rudy van Coster. "Another Case of Word-Final Disfluencies." Folia Phoniatrica et Logopaedica 57, no. 3 (2005): 148–62. http://dx.doi.org/10.1159/000084135.
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Hall, Nancy E. "Emergence of Stuttering-Like Disfluencies During Therapy: An Exploratory Study." Perspectives on School-Based Issues 12, no. 1 (2011): 18–25. http://dx.doi.org/10.1044/sbi12.1.18.
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Anecdotal reports exist on the emergence of stuttering-like behavior during the course of language therapy, yet there is little empirical evidence of its occurrence. The aim of the present study is to address this lack of evidence by surveying school-based speech-language pathologists on their experiences with this phenomenon. Results show nearly 50% of the 324 respondents report observing the appearance of disfluencies in the speech of previously fluent children during language therapy. Findings are discussed from the perspective of interacting processes of language formulation and speech production. Cautions on data interpretation and recommendations for future research are presented.
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Clark, Chagit E., Edward G. Conture, Tedra A. Walden, and Warren E. Lambert. "Speech-Language Dissociations, Distractibility, and Childhood Stuttering." American Journal of Speech-Language Pathology 24, no. 3 (2015): 480–503. http://dx.doi.org/10.1044/2015_ajslp-14-0198.
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Purpose This study investigated the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. Method Participants were 82 preschool-age children who stutter (CWS) and 120 who do not stutter (CWNS). Correlation-based statistics (Bates, Appelbaum, Salcedo, Saygin, & Pizzamiglio, 2003) identified dissociations across 5 norm-based speech-language subtests. The Behavioral Style Questionnaire Distractibility subscale measured attentional distractibility. Analyses addressed (a) between-groups differences in the number of children exhibiting speech-language dissociations; (b) between-groups distractibility differences; (c) the relation between distractibility and speech-language dissociations; and (d) whether interactions between distractibility and dissociations predicted the frequency of total, stuttered, and nonstuttered disfluencies. Results More preschool-age CWS exhibited speech-language dissociations compared with CWNS, and more boys exhibited dissociations compared with girls. In addition, male CWS were less distractible than female CWS and female CWNS. For CWS, but not CWNS, less distractibility (i.e., greater attention) was associated with more speech-language dissociations. Last, interactions between distractibility and dissociations did not predict speech disfluencies in CWS or CWNS. Conclusions The present findings suggest that for preschool-age CWS, attentional processes are associated with speech-language dissociations. Future investigations are warranted to better understand the directionality of effect of this association (e.g., inefficient attentional processes → speech-language dissociations vs. inefficient attentional processes ← speech-language dissociations).
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Yairi, Ehud, and Nicoline Ambrose. "A Longitudinal Study of Stuttering in Children." Journal of Speech, Language, and Hearing Research 35, no. 4 (1992): 755–60. http://dx.doi.org/10.1044/jshr.3504.755.
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The objectives of this pilot study were to establish methods for longitudinal research of stuttering in children and to provide preliminary data on the variations that occur in disfluencies during the developmental course of stuttering. Twenty-seven preschool-aged children were followed for a minimum of 2 years shortly after they began stuttering. Tape-recorded speech samples were obtained from the children at several intervals during this period. The number of various types of disfluencies was counted in the speech samples obtained in each testing period. Twenty-one children continued to be followed for varying periods of up to 12 years. Eighteen of the 27 subjects received a few speech treatment sessions during the initial period of the study, whereas 9 children did not receive direct treatment. Results indicated that for the two subgroups there was a marked deceleration over time in the mean frequency of stuttering-like disfluencies. Individual subjects’ data showed considerable variability in the longitudinal development of disfluency but most subjects followed the patterns of the group means. Much of the reduction took place during the early stage of the disorder, especially near the end of the first year post-onset. There were indications that group differences between chronic and recovering stutterers become distinct by approximately 20 months post-onset.
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Garcia, Dalia L., and Tamar H. Gollan. "15 Different Languages, Different Linguistic Markers: Predicting Which Bilinguals will Develop Alzheimer's Disease with Spontaneous Spoken Language." Journal of the International Neuropsychological Society 29, s1 (2023): 226–27. http://dx.doi.org/10.1017/s135561772300334x.
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Objective:Spontaneous speech undergoes subtle but significant changes years before the onset of Alzheimer's dementia (AD). In monolinguals, these changes, or linguistic markers of AD, include the use of syntactically simpler structures, reduced lexical diversity, reduced semantic detail/specificity, and increased disfluencies (Ostrand & Gunstad, 2020; Slegers et al., 2018; Venneri et al., 2018). No studies have examined if bilinguals exhibit similar changes in their language output prior to diagnosis of AD though this question has important clinical relevance and can also shed light on which cognitive abilities decline first with AD pathology. Of particular interest, changes in semantic representations might affect both languages (because semantics are shared between the two), but changes in executive control might be more prominent in the nondominant language (because of interference from the dominant language).Participants and Methods:Seventeen older Spanish-English bilinguals completed an interview in which they described a picture in each language and answered a series of questions beginning with "warm-up" questions and progressing to questions that elicited higher level language (e.g., defending an opinion). All participants were considered cognitively healthy at the time of testing, but 8 participants later developed Alzheimer's Disease (i.e., converters) on average after 4.1 (SD=2.5) years, while 9 matched controls remained cognitively healthy on average for 5.7 (SD=3.6) years (for as long as they were followed). Converters and controls were matched for age, education, language proficiency, and cognitive status at the time of testing. Language samples were transcribed word for word and analyzed using the Systematic Analysis of Language (Miller & Iglesias, 2012).Results:Converters and controls were compared on measures of syntactic complexity, lexical diversity, abandoned utterances, errors, and disfluencies. In the dominant language, the number of different words (using a moving window average; a measure of lexical diversity), showed promise for classifying who would eventually convert (Area Under the Curve = 77), though the difference between converters and controls was significant only in a 1-tailed test (t(15)=-1.96, p=.034). In the nondominant language, converters showed a higher percent of Maze words compared to controls (2-tailed t (15) = 2.27, p = 0.039). Mazes combine repetitions, filled pauses, and revisions. Further exploration of Maze subcomponents revealed that filled pauses and revisions produced no differences between groups in either language (all ps3.18), but converters produced more repetitions (e.g., "the the boy" or "the cou-counter") than controls, (2-tailed t-tests in both languages were significant; ps <.03). However, variability in repetitions was high, making it less sensitive in the ROC analysis.Conclusions:Changes in bilinguals' spoken language output occur years before diagnosis, in agreement with literature on monolinguals. However, in bilinguals, the two languages may be differentially affected by cognitive changes. The dominant language may be more sensitive for discriminating groups possibly reflecting semantic decline and decreased ability to quickly access a variety of words. But changes in the nondominant language reveal a broader nature of cognitive deficits in prodromal AD, including decreased circumlocution abilities to avoid disfluencies when faced with word-finding difficulties.
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KUBOTA, TOSHIHIKO. "Errors and Disfluencies in Spoken Corpora." ENGLISH LINGUISTICS 32, no. 2 (2015): 410–18. http://dx.doi.org/10.9793/elsj.32.2_410.
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Bailey, Dallin J., Michael Blomgren, Catharine DeLong, Kiera Berggren, and Julie L. Wambaugh. "Quantification and Systematic Characterization of Stuttering-Like Disfluencies in Acquired Apraxia of Speech." American Journal of Speech-Language Pathology 26, no. 2S (2017): 641–48. http://dx.doi.org/10.1044/2017_ajslp-16-0108.
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Purpose The purpose of this article is to quantify and describe stuttering-like disfluencies in speakers with acquired apraxia of speech (AOS), utilizing the Lidcombe Behavioural Data Language (LBDL). Additional purposes include measuring test–retest reliability and examining the effect of speech sample type on disfluency rates. Method Two types of speech samples were elicited from 20 persons with AOS and aphasia: repetition of mono- and multisyllabic words from a protocol for assessing AOS (Duffy, 2013), and connected speech tasks (Nicholas & Brookshire, 1993). Sampling was repeated at 1 and 4 weeks following initial sampling. Stuttering-like disfluencies were coded using the LBDL, which is a taxonomy that focuses on motoric aspects of stuttering. Results Disfluency rates ranged from 0% to 13.1% for the connected speech task and from 0% to 17% for the word repetition task. There was no significant effect of speech sampling time on disfluency rate in the connected speech task, but there was a significant effect of time for the word repetition task. There was no significant effect of speech sample type. Conclusions Speakers demonstrated both major types of stuttering-like disfluencies as categorized by the LBDL (fixed postures and repeated movements). Connected speech samples yielded more reliable tallies over repeated measurements. Suggestions are made for modifying the LBDL for use in AOS in order to further add to systematic descriptions of motoric disfluencies in this disorder.
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Begić, Leila, and Branka Babić. "INFLUENCE OF LENGTH OF SENTENCES ON THE FREQUENCY OF SPEECH DISFLUENCIES IN CHILDREN WHO STUTTER." Journal Human Research in Rehabilitation 7, no. 1 (2017): 50–55. http://dx.doi.org/10.21554/hrr.041706.
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The main purpose of this study was to investigate whether the length of sentences has influence on the frequency of speech disfluencies for children who stutter. The participants included 30 children who stutter 19 male participants and 13 female participants, whose age ranged between 4 years and 8 months to 6 years and 11 months (56 to 83 months of age). Research was conducted in kindergartens and primary schools in Tuzla Canton in Bosnia and Herzegovina2 . The test consisted of 36 sentences. In relation to the length, sentences were divided into three groups: in the first group there were 9 sentences which included 3 to 5 words, in the second group, there were 14 sentences which included 6 to 8 words and in the third group there were 13 sentences which included 9 to 11 words. Testing was conducted so that the examiner was pronouncing one sentence after which the participant repeated the same sentence. Each participant was requested to repeat exactly what he/she had heard. Speech and language pathologist has recorded all speech disfluencies in all sentences. The results showed that the sentences containing 9 to 11 words had most effects on the overall dynamics of speech disfluencies in children who stutter. The results suggest that during the process of assessment and diagnosis of children who stutter, it should be required to assess the child's ability to use complex linguistic statements and to assess the frequency of disfluencies in relation to the complexity of the sentences. Precision diagnostics would provide guidelines for the treatment of stuttering in terms of implementation of approaches and strategies which include language treatment and gradually increasing the length and complexity of statements of children who stutter during speech.
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Schiel, Florian, and Christian Heinrich. "Disfluencies in the speech of intoxicated speakers." International Journal of Speech Language and the Law 22, no. 1 (2015): 19–34. http://dx.doi.org/10.1558/ijsll.v22i1.24767.
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Shriberg, Elizabeth. "To ‘errrr’ is human: ecology and acoustics of speech disfluencies." Journal of the International Phonetic Association 31, no. 1 (2001): 153–69. http://dx.doi.org/10.1017/s0025100301001128.
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Unlike read or laboratory speech, spontaneous speech contains high rates of disfluencies (e.g. repetitions, repairs, filled pauses, false starts). This paper aims to promote ‘disfluency awareness’ especially in the field of phonetics –which has much to offer in the way of increasing our understanding of these phenomena. Two broad claims are made, based on analyses of disfluencies in different corpora of spontaneous American English speech. First, an Ecology Claim suggests that disfluencies are related to aspects of the speaking environments in which they arise. The claim is supported by evidence from task effects, location analyses, speaker effects and sociolinguistic effects. Second, an Acoustics Claim argues that disfluency has consequences for phonetic and prosodic aspects of speech that are not represented in the speech patterns of laboratory speech. Such effects include modifications in segment durations, intonation, voice quality, vowel quality and coarticulation patterns. The ecological and acoustic evidence provide insights about human language production in real-world contexts. Such evidence can also guide methods for the processing of spontaneous speech in automatic speech recognition applications.
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Hartsuiker, Robert J., and Lies Notebaert. "Lexical Access Problems Lead to Disfluencies in Speech." Experimental Psychology 57, no. 3 (2010): 169–77. http://dx.doi.org/10.1027/1618-3169/a000021.
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A picture naming experiment in Dutch tested whether disfluencies in speech can arise from difficulties in lexical access. Speakers described networks consisting of line drawings and paths connecting these drawings, and we manipulated picture name agreement. Consistent with our hypothesis, there were more pauses and more self-corrections in the low name agreement condition than the high name agreement condition, but there was no effect on repetitions. We also considered determiner frequency. There were more self-corrections and more repetitions when the picture name required the less frequent (neuter-gender) determiner “het” than the more frequent (common-gender) determiner “de”. These data suggest that difficulties in distinct stages of language production result in distinct patterns of disfluencies.
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Ali, Abdurrauf Mahbob Saif, and Fazee Khaled Alezi Mohammed Al-Muslimi. "The Effectiveness of Neuro-Linguistic Programming Techniques in Reducing Students’ EFL Oral Disfluencies." TESOL and Technology Studies 5, no. 1 (2024): 42–60. http://dx.doi.org/10.48185/tts.v5i1.1058.
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This study aimed to investigate the effectiveness of Neuro-Linguistic Programming techniques (NLP) in reducing EFL oral disfluencies among second-level students in the Department of English, Faculty of Education-Tooralbaha, University of Lahej. A sample of 40 students from the second level of the second semester in the academic year 2021-2022 was selected with a focus on ensuring homogeneity based on their previous grade sheet of speaking skills. The sample was then divided into two groups: an experimental group consisting of 20 students and a control group of the other 20 students. To achieve the study’s objectives, a pre-test was conducted to measure the oral disfluencies of both the experimental and control groups. Following that, a training program based on NLP techniques was administered to the experimental group over sixteen training sessions during eight weeks. Subsequently, a post-test was conducted to measure the oral disfluencies of both groups to collect the data needed. After conducting appropriate statistical analysis, the findings emphasized the effectiveness of the NLP techniques in reducing instances of students’ oral disfluencies such as pauses and repetitions. These findings emphasize the value of integrating NLP techniques into language teaching and learning providing a practical means to address speech difficulties and cultivate greater fluency and confidence among EFL students. Based on these findings, the researcher has formulated a series of recommendations to leverage NLP in various educational domains.
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Naro, Anthony Julius, and Maria Marta Pereira Scherre. "Disfluencies in the analysis of speech data." Language Variation and Change 8, no. 1 (1996): 1–12. http://dx.doi.org/10.1017/s0954394500001046.
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ABSTRACTIn our study of concord phenomena in spoken Brazilian Portuguese we found disfluencies, including apparent corrections, in about 15% of the relevant tokens in our corpus of recorded speech data. Disfluencies have very little effect on the rate of marking. When fluency is included in a variable rule analysis as a factor group containing categories for different types of disfluency, as well as for data without any disfluency, it is not selected as statistically significant. Furthermore, separate analyses of all data, only fluent data, and only disfluent data revealed no significant changes in the numerical results obtained for other factor groups. We conclude that, at least insofar as the variable phenomena we studied are concerned, speech is not overly laden with errors; there is nothing in the data to mislead the language learner.