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1
Beatty, W. W. "Fluency in multiple sclerosis: which measure is best?" Multiple Sclerosis Journal 8, no. 3 (June 2002): 261–64. http://dx.doi.org/10.1191/1352458502ms799oa.
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Tests of verbal fluency provide brief and sensitive measures of the deficits in rapidly retrieving overlearned information common in multiple sclerosis (MS). Production of words that begin with the letters F, A, and S is the verbal fluency measure most often used with patients who are fluent in English. However, because of frequency of words beginning with certain letters varies from one language to another, it is unlikely that any fixed set of letters will be appropriate for multicenter trials that involve patients who are fluent in different languages. A possible alternative involves using semantic fluency categories that contain such a large number of exemplars that no fluent speaker of any language could exhaust the category in the allotted response time. To examine the potential usefulness of semantic fluency measures, 203 MS patients and 87 healthy controls generated words that begin with F, A, or S or were exemplars of the categories animals and parts of the body. Receiver operating characteristic (ROC) curve analyses indicated that sensitivities and specificities for the three fluency measures in discriminating patients from controls were quite similar, especially if patients with global cognitive impairment were excluded.
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Hinton, Leanne. "3. LANGUAGE REVITALIZATION." Annual Review of Applied Linguistics 23 (March 2003): 44–57. http://dx.doi.org/10.1017/s0267190503000187.
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This chapter surveys developments in language revitalization, a movement that dates approximately from the 1990s and builds on prior work on language maintenance (see Fishman, 1991; 2001) and language death (Dorian, 1981; 1989). Focusing on indigenous languages, it discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. Various avenues for language revitalization, a proactive approach to the continued use of a particular language, are then described (see Hinton & Hale, 2001). In contrast to the smaller minority languages of Europe that have long literary traditions, many indigenous languages in the Americas and elsewhere are solely or primarily oral languages; thus, revitalization efforts aim to promote conversational fluency among speakers in a community. Related literature falls into four main categories: (a) theoretical and empirical works on language revitalization; (b) applied works on revitalization in practice; (c) pedagogical and reference publications; and (d) legal documents that support or impede revitalization of languages. Recent examples of current literature in each category are reviewed.
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Martin-Chang, Sandra Lyn, and Betty Ann Levy. "Word reading fluency: A transfer appropriate processing account of fluency transfer." Reading and Writing 19, no. 5 (March 29, 2006): 517–42. http://dx.doi.org/10.1007/s11145-006-9007-0.
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ACEVEDO, AMARILIS, DAVID A. LOEWENSTEIN, WARREN W. BARKER, DYLAN G. HARWOOD, CHERYL LUIS, MARINA BRAVO, DEBORAH A. HURWITZ, HILDA AGUERO, LYNDA GREENFIELD, and RANJAN DUARA. "Category Fluency Test: Normative data for English- and Spanish-speaking elderly." Journal of the International Neuropsychological Society 6, no. 7 (November 2000): 760–69. http://dx.doi.org/10.1017/s1355617700677032.
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Category fluency tasks are an important component of neuropsychological assessment, especially when evaluating for dementia syndromes. The growth in the number of Spanish-speaking elderly in the United States has increased the need for appropriate neuropsychological measures and normative data for this population. This study provides norms for English and Spanish speakers, over the age of 50, on 3 frequently used measures of category fluency: animals, vegetables, and fruits. In addition, it examines the impact of age, education, gender, language, and depressed mood on total fluency scores and on scores on each of these fluency measures. A sample of 702 cognitively intact elderly, 424 English speakers, and 278 Spanish speakers, participated in the study. Normative data are provided stratified by language, age, education, and gender. Results evidence that regardless of the primary language of the examinee, age, education, and gender are the strongest predictors of total category fluency scores, with gender being the best predictor of performance after adjusting for age and education. English and Spanish speakers obtained similar scores on animal and fruit fluency, but English speakers generated more vegetable exemplars than Spanish speakers. Results also indicate that different fluency measures are affected by various factors to different degrees. (JINS, 2000, 6, 760–769.)
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Olabarrieta-Landa, Laiene, Itziar Benito-Sánchez, Montserrat Alegret, Anna Gailhajanet, Esther Landa Torre, Juan Carlos López-Mugartza, and Juan Carlos Arango-Lasprilla. "Letter Verbal Fluency in Spanish-, Basque-, and Catalan-Speaking Individuals: Does the Selection of the Letters Influence the Outcome?" Journal of Speech, Language, and Hearing Research 62, no. 7 (July 15, 2019): 2400–2410. http://dx.doi.org/10.1044/2019_jslhr-l-18-0365.
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Purpose The aim of this study was to compare Basque and Catalan bilinguals' performance on the letter verbal fluency test and determine whether significant differences are present depending on the letters used and the language of administration. Method The sample consisted of 87 Spanish monolinguals, 139 Basque bilinguals, and 130 Catalan bilinguals from Spain. Participants completed the letter verbal fluency test using the letters F, A, S, M, R, P, and E. Results Bilinguals scored higher on the letter verbal fluency test when they were tested in Spanish than in Basque or Catalan. No performance differences were found according to native language or dialects within Basque participants. Catalans with Spanish as their native language scored lower on the letter F compared to those who grew up speaking Catalan and Spanish. The suggested letters to use with Basque speakers are A, E, and B; the suggested letters to use with Catalan speakers are P, F, and M; and the suggested letters to use with Spanish speakers are M, R, and P. Conclusion Selecting appropriate stimuli depending on the language of testing is the first crucial step to assess verbal fluency and thus possible frontal lobe functioning impairment.
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Mofareh A., Alqahtani. "Difficulties Facing Students in English Language Conversation." International Research in Higher Education 4, no. 3 (August 19, 2019): 51. http://dx.doi.org/10.5430/irhe.v4n3p51.
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This study addresses the poor language proficiency of English language students, particularly in terms of their conversational skills and/or ability to achieve the desired standards of fluency in either the classroom environment or public sphere. The many factors which directly affect students' performance in speaking fluent English include the fear of making errors. The present study therefore aims to identify the perceived difficulties which language students associate with the study and utterance of English. To this end, the conducted research was descriptive in nature and sought to determine the various elements which are perceived as especially challenging for students and to devise effective solutions through appropriate teaching styles, methodologies and strategies which are driven and supported by the relevant contemporary technology. In addition to fear, certain factors relate to individuated student character and practices, and many students report feelings of shyness and potential embarrassment. Distrust also constitutes a significant obstacle, along with issues surrounding teaching methods, teacher inefficiency, and/or the lack of up-to-date pedagogies. To fully investigate this issue, a quantitative survey instrument containing multiple questions was undertaken in addition to a number of interviews with a random sample of students and teachers in order to elicit the main student challenge in speaking English. The results demonstrated that the majority of the students were unable to speak English either correctly or confidently. The percentages which varied between average, weak, and very weak, were attributed to a general weakness in English grammar, vocabulary, syntax, poor fluency in speech, low understanding of overall grammar frameworks, and inaccurate pronunciation. In light of this, the present study sought to provide useful suggestions to resolve student conversational problems. To this end, the researcher elucidated the research problem, importance, objectives, hypotheses and methodologies, as well as drawing conclusions. Finally, the researcher outlined a number of recommendations directly relevant to resolving the complex issue.
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Sahai, Vickram. "How to be functionally fluent during a crisis?" Strategic HR Review 19, no. 5 (June 27, 2020): 221–25. http://dx.doi.org/10.1108/shr-04-2020-0038.
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Purpose This paper aims to provide leaders with language that can support them during crisis communication using the functional fluency model with positive 30 word descriptors or adjectives to improve their effectiveness with the right words. Design/methodology/approach The functional fluency model has nine modes of communication. Five of them aid in effective communication, while four bring about ineffective communication. Each of the modes have six word descriptors or adjectives to best describe a specific mode. Hence, out of total 54 adjectives, 30 are associated with positive ways of communication. Based on these 30 word descriptors, indicative sentences are framed for positive communication. Findings Leaders can effectively use word descriptors from the “fabulous five” modes of structuring, nurturing, accounting, cooperative and spontaneous to word their responses. Moreover, they can be mindful of the word descriptors related to the negative modes. Research limitations/implications The sentences framed against the word descriptors/adjectives are indicative. However, versions can be framed suited to a particular situation. Practical implications The word descriptors of the functional fluency model supports practitioners of crisis communication and leaders to be functionally fluent in a crisis. Originality/value Effective communication can be a struggle during a crisis. It is here that the functional fluency model with its 30 adjectives associated with positive modes can help leaders with appropriate expressions.
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Plunkett, Kim. "Lexical segmentation and vocabulary growth in early language acquisition." Journal of Child Language 20, no. 1 (February 1993): 43–60. http://dx.doi.org/10.1017/s0305000900009119.
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ABSTRACTThe identification of appropriate lexical segmentations of the speech signal constitutes a problem for the language learner and the child language researcher alike. Articulatory precision and fluency criteria for identifying formulaic expressions, sub-lexical forms and target lexemes in linguistic productions are defined and applied to the analysis of two Danish children's language development between the ages of 1;0 and 2;0. The results of this analysis are compared to the results of applying standard distributional and frequency criteria in the tabulation of mean length of utterance and vocabulary profiles for both standard and nonstandard lexical segmentations. It is argued that although the two methods yield converging profiles of development during the latter part of the period studied, articulatory precision and fluency criteria offer a more powerful tool for identifying alternative segmentation strategies in early language acquisition. Profiles of vocabulary development for these two children suggest that the solution to the segmentation problem may be an important trigger for their vocabulary spurts.
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Zou, Jia Hui, Stephanie Isabel Molina Ramirez, Mayra Alexandra Cuenca Erazo, and Maria Asuncion Rojas Encalada. "The Significance of English Language Development for Future Asian Tourism and Hotel Management Professionals." Theory and Practice in Language Studies 9, no. 1 (January 1, 2019): 11. http://dx.doi.org/10.17507/tpls.0901.02.
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The present study is a systematic review that explores existent research on the significance of developing English at schools and universities, and the impact of English for Specific Purposes (ESP) courses to acquire specialized English for businesses, mainly on the Asian Tourism and Hotel Management sector. Because of ESP complexity, it is recommended to be taught to students of intermediate-advanced English level. Consequently, future professionals will be capable of communicating in the target language around the world and be ready to take these specialized English courses. It also considers the advantages of having appropriate English fluency in the Tourism and Hotel Management sector, and the disadvantages of not having English fluency in this field.
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Mason, Kazlin N., Hannah Sypniewski, and Jamie L. Perry. "Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas." Perspectives of the ASHA Special Interest Groups 5, no. 1 (February 21, 2020): 164–72. http://dx.doi.org/10.1044/2019_persp-19-00014.
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Background/Purpose When working with a specialized population, it is necessary to have the appropriate clinical and academic training. However, many speech-language pathologists report being ill-prepared regarding best practice when evaluating and treating patients with low-incidence disorders, particularly cleft palate/craniofacial anomalies and fluency disorders. The purpose of this study was to compare differences in graduate speech-language pathology coursework in the United States across two low-incidence disorder areas: cleft/craniofacial anomalies and fluency disorders. Method A review of the accredited graduate curricula offerings within these domains was completed. Information whether coursework in these areas was offered, if the course was taught as a full course or embedded within a related course, or whether the content was required or an elective, and if the course was taught by an expert was obtained. Results Significant differences were present in the amount, quality, and type of course content offered for cleft/craniofacial anomalies compared to fluency disorders. Only 72.83% of graduate speech-language pathologist programs offered content in cleft/craniofacial anomalies. Approximately one out of every four programs (27.17%) did not provide this content within the graduate curriculum. In contrast, content in fluency disorders was taught in 99.28% of graduate programs. Conclusion Results demonstrate that graduate training in topics related to cleft/craniofacial anomalies is significantly limited, particularly in comparison to another low-incidence communication disorder.
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Derakhshan, Ali, Atefeh Nadi Khalili, and Fatima Beheshti. "Developing EFL Learner’s Speaking Ability, Accuracy and Fluency." English Language and Literature Studies 6, no. 2 (May 23, 2016): 177. http://dx.doi.org/10.5539/ells.v6n2p177.
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<p>The significant care and the globalization of English have been caused broad demand for good English-speaking skills in various realms. The evidence manifested that some features of speaking abilities are amenable to instruction in the second or foreign language classroom (Derakhshan, Tahery, & Mirarab, 2015). In spite of the verified evidence in speaking, there are still debates over English as a Foreign Language (EFL) learners’ speaking ability and approaches. Therefore, the present paper aimed to provide readers with interesting materials, empowering activities such as imitation, responsive, intensive extensive performance, transactional dialogue, and interpersonal dialogue to improve their speaking abilities. In addition, the EFL learners can boost their speaking ability by utilizing various instruments such as, role play, videos, flash cards, and graphs. Furthermore, this paper takes into account the significant components and keys to improve speaking competence accurately and fluently. To this goal, language teachers have vital roles in creating appropriate environment in the classroom that encourages both children and adults to firstly take part in classroom conversations and then, facilitate opportunities to keep doing it outside of the classroom. Thus, it is beneficial for both children and adults. Finally, this paper reviews some empirical studies to clarify the effectiveness of various methods and approaches to promote the speaking skill accurately and fluently.</p>
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Yogyanti, Devita Widyaningtyas, Angela Bayu Pertama Sari, and Dwi Iswahyuni. "Second Language Acquisition of the Professional Japanese Tour Guides as the Core of Japanese Teaching Development for Tourism Students." IZUMI 9, no. 1 (June 1, 2020): 83–103. http://dx.doi.org/10.14710/izumi.9.1.83-103.
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In line with the significance of appropriate Japanese learning methods and materials for tourism students, this study investigates how Japanese tour guides in Indonesia learn Japanese. This study aimed to find out some factors which influenced the process of Japanese tour guides’ second language acquisition and the integration of those factors into Japanese teaching. This study was a qualitative study with ethnography method approach. Interviews and observation were employed in this study as the research instruments in which 12 Japanese tour guides became the research objects. The findings showed that two main factors influenced the process of Japanese tour guides’ second language acquisition, namely intrinsic factors and extrinsic factors. Intrinsic factors were the factors which emerged within the tour guides themselves that affected the success of the language acquisition such as age, motivations, personality, aptitudes and the attitudes towards the Japanese language. Meanwhile, the extrinsic factors encompassed learning styles and teaching method that determined the success of language acquisition. Furthermore, the integration of those factors into the Japanese teaching generated some focuses on the teaching process, which were speaking fluently and interacting easily. Speaking fluently put more emphasis on the fluency rather than grammar mastery, while interacting easily was related to the implementation of intercultural language teaching.
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Smolen, Elaine R., Maria C. Hartman, and Ye Wang. "Reading Achievement in Children With Hearing Loss Who Use Listening and Spoken Language: Results and Implications From a 2-Year Study." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1380–87. http://dx.doi.org/10.1044/2020_persp-20-10006.
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Purpose This longitudinal study explored the reading achievement of children with hearing loss who used listening and spoken language and examined their progress across reading domains over 1 year. Method Sixty-four children with hearing loss enrolled in prekindergarten through third grade in a large listening and spoken language program in the Southwest United States participated. Eight subtests of the Woodcock-Johnson IV Tests of Achievement were administered, and demographic information was collected. The same subtests were administered to 53 of the participants 1 year later. Results The mean subtest standard scores for participants in this study were all within the average range. Participants demonstrated relative strengths in basic reading skills, such as spelling, word and nonword reading, and comprehension of short passages. Relative weaknesses were found in the areas of oral reading and word- and sentence-reading fluency. When the participants were again assessed 1 year later, significant growth was found in their letter–word identification, sentence-reading fluency, and word-reading fluency. Conclusions While children with hearing loss have historically struggled to achieve age-appropriate reading skills in elementary school, the participants in this study achieved mean scores within the average range. Returning participants made more than 1 year's progress in 1 year's time in several areas of reading while enrolled in a specialized program. Clinical and educational implications, including strategies to develop reading fluency, are addressed.
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Barón, Julia, and M. Luz Celaya. "Developing pragmatic fluency in an EFL context." EUROSLA Yearbook 10 (August 4, 2010): 38–61. http://dx.doi.org/10.1075/eurosla.10.05bar.
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Studies on pragmatic development, especially on the development of pragmatic fluency, are still scarce in the area of Interlanguage Pragmatics. The present study analyses whether EFL learners (N = 144), from Primary to University levels, who have not been instructed in pragmatics nevertheless show development in pragmatic fluency. A wide variety of measures were used to analyse the learners’ production in open role-play. The results in the present study show that pragmatic fluency indeed develops as proficiency increases (the learners develop their use of gambits and routines, they are capable of changing topics by themselves and they produce appropriate time responses) but also that, in contrast, the development in the use of patterns stops at Grade 11 and there is no development in the opening and the closing phases. These results are discussed in the light of cognitive models of second language acquisition.
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Vasiljevic, Zorana. "The Predictive Evaluation of Language Learning Tasks." English Language Teaching 4, no. 1 (February 28, 2011): 3. http://dx.doi.org/10.5539/elt.v4n1p3.
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Teachers are often faced with difficulty in choosing appropriate teaching activities for use in their classroom. In selecting suitable materials for their learners, teachers need to be able to analyze any tasks (i.e., their objectives, procedures and intended outcomes) before they are applied in the classroom. This paper will attempt to outline a systematic procedure for predictive task evaluation. This model should help teachers to identify elements in the task design that are likely to affect the accuracy, fluency and complexity of the students’ output before the task is implemented in the classroom and thus help them to make decisions regarding task selection and their sequencing.
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Geluso, Joe, and Atsumi Yamaguchi. "Discovering formulaic language through data-driven learning: Student attitudes and efficacy." ReCALL 26, no. 2 (February 14, 2014): 225–42. http://dx.doi.org/10.1017/s0958344014000044.
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AbstractCorpus linguistics has established that language is highly patterned. The use of patterned language has been linked to processing advantages with respect to listening and reading, which has implications for perceptions of fluency. The last twenty years has seen an increase in the integration of corpus-based language learning, or data-driven learning (DDL), as a supporting feature in teaching English as a foreign / second language (EFL/ESL). Most research has investigated student attitudes towards DDL as a tool to facilitate writing. Other studies, though notably fewer, have taken a quantitative perspective of the efficacy of DDL as a tool to facilitate the inductive learning of grammar rules. The purpose of this study is three-fold: (1) to present an EFL curriculum designed around DDL with the aim of improving spoken fluency; (2) to gauge how effective students were in employing newly discovered phrases in an appropriate manner; and (3) to investigate student attitudes toward such an approach to language learning. Student attitudes were investigated via a questionnaire and then triangulated through interviews and student logs. The findings indicate that students believe DDL to be a useful and effective tool in the classroom. However, students do note some difficulties related to DDL, such as encountering unfamiliar vocabulary and cut-off concordance lines. Finally, questions are raised as to the students’ ability to embed learned phrases in a pragmatically appropriate way.
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Finnis, Katerina. "Creating a ‘new space’." Pragmatics and Society 4, no. 2 (June 18, 2013): 137–57. http://dx.doi.org/10.1075/ps.4.2.02fin.
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This paper, located in the traditions of Interactional Sociolinguistics (Gumperz 1982) and Social Constructionism (Berger and Luckmann 1966), explores code-switching and identity practices amongst British-born Greek-Cypriots. The speakers, members of a Greek-Cypriot youth organization, are fluent in English and (with varying levels of fluency) speak the Greek-Cypriot Dialect. Qualitative analyses of recordings of natural speech during youth community meetings and a social event show how a new ‘third space’ becomes reified through code-switching practices. By skillfully manipulating languages and styles, speakers draw on Greek-Cypriot cultural resources to accomplish two inter-related things. First, by displaying knowledge of familiar Greek-Cypriot cultural frames, they establish themselves as different from mainstream British society and establish solidarity as an in-group. Secondly, by using these frames in non-serious contexts, and at times mocking cultural attitudes and stereotypes, they challenge and re-appropriate their inherited Greek-Cypriot identity, thereby constructing the identity of British-born Greek-Cypriot youth.
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Butković, Ana. "Sex difference in written verbal fluency task among adolescents." Logopedija 8, no. 2 (January 15, 2019): 39–43. http://dx.doi.org/10.31299/log.8.2.1.
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Verbal fluency tasks have been widely used in clinical neuropsychology and they are important indicators for different conditions. The aim of this study was to examine sex difference in written verbal fluency task in a sample of adolescents from different cultures than those studied so far, using stimulus letters specific for the language of that culture. Participants were high-school students (N=233, 40% males), aged between 14 and 19 years (M=16.66, SD=1.26). Participants were asked to produce as many words as they can, longer than three letters, starting with letters K and M. These letters were chosen according to Mimica et al. (2011) study on appropriate phonological verbal fluency stimulus letters for use with Croatian speaking individuals. Scores of females and males obtained for letters K and M were compared using ANOVA. Females performed better with Cohen d 0.68 for letter K and 0.54 for letter M. This sex difference in verbal fluency in adolescence might be related to sex differences in the regional timing of brain maturation or to sex difference in writing speed. Future studies should further test alternative explanations for this sex difference in adolescence, which seems to become smaller or disappear in adulthood.
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ERTUĞ, Atilla. "LITERARY ARTS IN ARABIC LANGUAGE AND LITERATURE AS WELL AS THE CASES IN QUR'AN (FUSSILET - AMONG THE SURAHS OF AL-HADID." ATLAS JOURNAL 7, no. 44 (September 24, 2021): 2159–77. http://dx.doi.org/10.31568/atlas.759.
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The Arabic language has been one of the oldest and richest languages in the world for centuries. Arabs have long been recognized in history for their virtues in disciplines such as language, literature, and poetry. Following Islam, the Arabic language has become the common language of Muslims, and individuals with many languages and from various cultures congregated under its roof. These individuals, who were blessed with Islam, placed a high value on the Arabic language and literature to better comprehend the Qur'an and the Prophet (pbuh)'s hadiths. The science of rhetoric including the subdisciplines of maani, bayan, and badi addresses the methods and principles of correctly and appropriately speaking. The science of badi teaching us that the word should be reasonable in terms of phrasing and meaning, appropriate for the place and time it is in, and how to make the word more beautiful is divided into two parts: literary and spiritual arts. The article demonstrates the cases from the Fussilet-al-Hadid surahs and evaluates the literary arts in the Arabic language and literature. The aim of the study is to contribute to the literary comprehension of the Holy Qur'an containing various cases of eloquence and fesahat (fluency).
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Evina Sinambela, Seftirina. "Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 83. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.83.
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The prosodic features in reading aloud assignment has been associated with the students’ decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who have learned English in school (at the very least twice a week) for more than 12 years. Text reading prosody was assessed by reading aloud task and the students’ speaking manner was taped and measured by using the Multidimensional Fluency Scale, as for text comprehension was assessed with a standardized test. It was discovered by the current study that prosody is a reliable sign to determine reading fluency and also reading comprehension. The student who did not read the text prosodically (with appropriate expression) actually showed that he/she failed to comprehend the text. This study also revealed that a struggling reader was also having low comprehension capacity in listening spoken texts. The ESL students’ common problems to acquire prosodic reading skill are low exposure to the target language and do not have a good model to imitate prosodic reading.
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Van Zaalen, Yvonne, and Isabella Reichel. "Prevalence of Cluttering in Two European Countries: A Pilot Study." Perspectives of the ASHA Special Interest Groups 2, no. 17 (January 2017): 42–49. http://dx.doi.org/10.1044/persp2.sig17.42.
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Purpose Until now, little has been known about the prevalence of “pure” cluttering in a general population. This study sheds light on the prevalence of cluttering in populations of normally developing pre-adolescents in the Netherlands and Germany who do not stutter or have other communication disorders. Method 304 adolescents (Netherlands, n=219/393; Germany, n= 85) were screened with the Predictive Cluttering Inventory-Revised (PCI-r), and when cluttering characteristics were detected, tested for cluttering, using the Fluency Assessment Battery (FAB). Results In total, a group of 13 adolescents had a PCI-r score above 23, indicating the necessity for further fluency assessment. Four adolescents met all the diagnostic criteria for cluttering. The prevalence of pure cluttering in the Dutch study was computed to be 1.1%. The prevalence of pure cluttering in the German study was computed to be 1.2%. Conclusion The PCI-r can serve as an appropriate screening tool for further fluency assessment and should be administered by a speech-language pathologist (SLP). The prevalence of cluttering in a population of normally developing adolescents who do not stutter was found to be about 1.1%.
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GREENBERG, SETH N., and JEAN SAINT-AUBIN. "Letter detection for homographs with different meanings in different language texts." Bilingualism: Language and Cognition 7, no. 3 (November 15, 2004): 241–53. http://dx.doi.org/10.1017/s1366728904001622.
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Tests of inter-lingual homographs that have different meanings across two languages support models postulating initial non-selective access to competing language representations, e.g. Bilingual Interactive Activation (BIA) model. Most such research assessed inter-lingual homographs in the absence of connected text. Here a letter detection paradigm was used that required subjects to detect letters in words in connected text. Prior work with this paradigm suggested that readers respond to only one interpretation of an intra-lingual homograph when detecting letters. Three experiments described here indicate that letter detection patterns to inter-lingual homographs are similar, i.e. detection reflects only a context appropriate interpretation. However, the demonstration that text role, text cohesiveness and bilingual fluency affect inter-lingual letter detection (Experiments 1 and 2), and that word role affects detection even though target frequency is constant across inter-lingual meanings (Experiment 3) indicates that selectivity is in response to post-lexical processes. Thus, results are seen as compatible with tenets of the BIA model.
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Paturusi, Muhammad Arief. "IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH MINI-VIVA ASSESSMENT STRATEGY." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 3, no. 2 (November 22, 2014): 134. http://dx.doi.org/10.26618/ejpbi.v3i2.833.
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Speaking or oral communication is a process between speaking and writing are productive skill, reading and listening are the receptive skill of understanding. The speaker has to encode the message that he wants? to convey an appropriate language. The objectives of the study are to find out the improvement of the students’ accuracy and fluency in speaking through the use of Mini-Viva Assessment Strategy. This research used a Pre-experimental Design with one group pre-test and post-test score that depended on the success of the treatment, it aimed to explain the effectiveness of Mini- Viva Assessment Strategy to improve speaking skill. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ accuracy which deals with pronunciation, grammar, and vocabulary at the Eleventh Grade of SMA Negeri 1 BajengGowa. The students’ accuracy deals with pronunciation. It is proven by the improvement of the students’ pronunciation is 31.89%; the students’ accuracy deals with grammar.It is proven by the improvement of the students grammar is 56.80%, and the students’ accuracy deals with vocabulary. It is proven by the improvement of the students' vocabulary is 52.11%. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ fluency which deals with self-confidence and smoothness at the Eleventh Grade of SMA Negeri 1 Bajeng Gowa. The students’ fluency deals with self-confidence. It is proven by the improvement of the students’ self-confidence is 37.85%. The students’ fluency deals with smoothness. It is proven by the improvement of the students’ smoothness is 34.37%. Using Mini- Viva Assessment Strategy in teaching speaking is able to improve the students’ speaking ability which deals with accuracy and fluency at the Eleventh Grade of SMA Negeri 1 BajengGowa.The improvement of the students’accuracy is 46.15% and the improvement of the students’ fluency is 36.23%. Mini- Viva Assessment strategy is significant to improve the students’ speaking ability.Keywords: speaking, strategy, Mini-Viva Assessment,
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Jawad Hassan, Aboudi. "Intercultural Differences and Discourse." International Journal of Applied Linguistics and English Literature 8, no. 2 (March 31, 2019): 132. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.132.
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This practical work is an attempt to show learners of English that fluency in a foreign language is not the only means of smooth communication. It states that culture is a group-specific (constant)and language has at least two main varieties (spoken and written) (variables). A discourse in this work, moreover, is a spoken or written communicative situation involving two or more parties in a specific spatial and temporal enclosure. Against that background, it highlights the need to use the in-discourse gap-fillers. Accordingly, the work shows that grammatical correctness is not enough to conduct appropriate communication. So are the culture-specific implicit lacks of clarity, intolerance, and non-observance of cultural differences.
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Pascual-López, Xavier. "Las construcciones verbo-nominales en la enseñanza de ELE." Studia Romanica Posnaniensia 48, no. 2 (July 13, 2021): 87–96. http://dx.doi.org/10.14746/strop.2021.482.008.
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This paper proposes an approach to verb-noun constructions that allows them to be understood holistically, which facilitates the acquisition of their distinctive features (for example, the presence or absence of an article) and their effective correlation with certain communicative functions and situations. Therefore, their use will not only be lexically and grammatically appropriate, but the apprentices will be able to make use of them as a whole acquired and associated with a certain communicative situation or function. As a result, their fluency will gain naturalness and will be closer to native.
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McDermid, Campbell. "Educational Interpreters, Deaf Students and Inclusive Education?" Turkish Journal of Special Education 1, no. 2019-V1-I1 (December 30, 2020): 27–46. http://dx.doi.org/10.37233/trsped.2020.0107.
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A review of the literature was conducted to consolidate the findings of numerous studies concerning the efficacy of including a Deaf student in a regular classroom environment with a sign language interpreter. Numerous challenges were identified including a lack of appropriate qualifications in many educational interpreters, such as fluency in sign language, class content, and ability to interpret accurately. A number of recommendations were noted in the literature like the need to shift paradigms from Deaf students as disabled to Deaf Gain, which includes respect for the culture, language and identity of Deaf people and recognition of how society benefits from their presence and diversity. Specific recommendations were clear job descriptions for educational interpreters, mandatory sign language classes for everyone in the school, and modifications to the class environment both physically, to ensure clear sight lines, and pedagogically, to include aspects of the discursive practices of Deaf teachers and students.
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Ayodele, Taiwo Adesoji. "Determining the Domain of Postproverbials in Human Language Development Theories and Stages." Matatu 51, no. 2 (September 21, 2020): 448–61. http://dx.doi.org/10.1163/18757421-05102016.
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Abstract Language acquisition is a fundamental phenomenon in the linguistic enterprise. Chomsky claims that, “the human brain provides an array of capacities that enter into the use and understanding of Language (the language faculty (FL))”. Using the descriptive approach, this paper explores, justifies, and determines the place of the human linguistic capacity to articulate and engage postproverbials vis-a-vis Chomsky’s model of grammar and few scholarly positions. This article aims at providing evidence that, compared to others; Chomsky’s idea of linguistic competence is the most appropriate account for the use and understanding of postproverbials. The study revealed that the first sentences/the intermediate proficiency stage presents humans with the capacity to develop, use, and understand postproverbials, and this attains full development at the advanced fluency stage to establish postproverbial as one of the capacities that the human brain provides, located in the FL, and that its use and understanding is consciously employed.
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Unni, Shini. "Experience of ESL Teachers in Teaching Dyslexics in the Mainstream Classroom of UAE and India: A Comparative Case Study." International Journal of Linguistics, Literature and Translation 3, no. 10 (October 30, 2020): 69–74. http://dx.doi.org/10.32996/ijllt.2020.3.10.8.
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This paper explores the experiences of English as a second Language (henceforth ESL) teachers in teaching dyslexics within the mainstream classroom. Looking at the severity of Specific Learning Disorder, it is even more challenging for dyslexics to acquire the language within the mainstream classroom. The researcher aims to highlight how ESL primary school teachers in UAE and India respectively identify the needs of the students, implement a strategy and ways to accommodate them within the mainstream. In-depth interviews were conducted with the teachers for the data collection. The main findings are that ESL teachers plays an active role in early identification of dyslexic problem; however, ESL teachers in India require appropriate training and an improved 'preventive' model of intervention to identify and restore the reading accuracy and fluency of dyslexics.
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Pöchhacker, Franz. "Assessing aptitude for interpreting." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 106–20. http://dx.doi.org/10.1075/intp.13.1.07poc.
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Based on a review of some of the most promising approaches to aptitude testing in the literature this paper proposes a novel task piloted at the Center for Translation Studies of the University of Vienna. The SynCloze test combines an auditory cloze exercise with a task requiring high expressional fluency, that is, rapidly finding contextually appropriate synonymic sentence completions. The rationale and design of the SynCloze test as well as the scoring method, which takes into account both the degree of accuracy and the speed of response, are described. The results of four rounds of testing involving some 120 students in the final stage of their undergraduate studies show that the test effectively discriminates between undergraduate novices and a control group of interpreting students, and students for whom the test language (German) is the A vs. the B language. Most significantly, the test scores correlate, albeit moderately, with students’ performance on an intralingual consecutive interpreting exam at the end of the course.
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Alfin, Jauharoti, and Ratna Pangastuti. "Perkembangan Bahasa pada Anak Speechdelay." JECED : Journal of Early Childhood Education and Development 2, no. 1 (June 15, 2020): 76–86. http://dx.doi.org/10.15642/jeced.v2i1.572.
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Language development in early childhood is very important for the continuity of his life as a social creature. Incoming language skills have an aspect of early childhood development. This article seeks to discuss the development of speech-based children's language in theory by analyzing documented cases of published research results. The research method used is a library research with content analysis for the discussion technique. Source of data taken from secondary data from research results in thesis or online journals, then combined with several existing theories. Based on the results of the discussion obtained data that children with speech delay will experience language delays both in terms of articulation, sound, fluency and completeness of the preparation of the letters. Many factors as a trigger that is external and internal. Most of the cases that have external factors in the form of parenting are the dominant factors in children experiencing speech delay. Mild speechdelay children can recover with appropriate meode stimulation and selection, while children with medium and large speechdays need the help of experts (therapists) and medical personnel
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Susanto, Heri. "LESSON PRESENTATION MELALUI TEKS UNTUK MENINGKATKAN KETERAMPILAN MENGAJAR GURU." CENDEKIA: Journal of Education and Teaching 10, no. 2 (September 3, 2016): 217. http://dx.doi.org/10.30957/cendekia.v10i2.193.
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This paper describes lesson presentation to improve teachers’ skills in classroom interactions. Lesson presentation or teaching to transfer is skills a teaher should demonstrate to enhance and convince students on a concept. It helps students identify material context, guides students to summarize, and broadens thinking skills through reflection and teacher giude. This paper argues in Indonesian language teaching, lesson presentation improves if teachers implement text structures in a variety of genres. The way teachers are formally trapped into teacher-centered that teacher talks dominate will be minimized using lesson presentation of appropriate contexts. Presentation should be temporary, at the beginning, at the core, or at the closing encouraging fluency in appropriate exposures. Equipped with compsite texts, lesson presentation signifies beneficials for teaching skills.
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Cooper, Judith A., and Charles R. Flowers. "Children with a History of Acquired Aphasia." Journal of Speech and Hearing Disorders 52, no. 3 (August 1987): 251–62. http://dx.doi.org/10.1044/jshd.5203.251.
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Fifteen children and adolescents with a history of acquired aphasia were administered a battery of language and academic tests, 1–10 years postonset. As a group, these children performed significantly more poorly than non-brain-injured subjects on the language measures, with deficits in word, sentence, and paragraph comprehension; naming; oral production of complex syntactic constructions; and word fluency. One particular language deficit or cluster of deficits did not characterize the group as a whole. For individual brain-injured subjects, language deficits ranged from no or only mild impairment to significant language deficits. All brain-injured subjects were functional verbal communicators at the time of the study; that is, all were oral and primarily used grammatical sentences as their means of communication. Academic difficulties were characteristic of this population. Two thirds of the brain-injured group were receiving academic assistance of some kind at the time of the study. Poor performance on arithmetic calculations was typical. The brain-injured group was heterogeneous with regard to age at onset, etiology, extent of damage, length of recovery, and outcome profiles. Careful and comprehensive assessment of a range of language and academic abilities is essential to adequately identify needs and appropriate intervention strategies for this population.
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Ávila-Muñoz, Antonio M., and José María Sánchez-Sáez. "Fuzzy sets and Prototype Theory." Review of Cognitive Linguistics 12, no. 1 (April 23, 2014): 133–59. http://dx.doi.org/10.1075/rcl.12.1.05avi.
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Prototype Theory offers one of the most accepted models for semantic memory organization. Lexical availability trials provide investigators with a faster and easier means of observing this cognitive organization, since lists of available lexicon are generated from associations relating some lexical elements with others. The experiments with lexical availability are able to activate one of the best-known lexical production mechanisms within experimental psychology: semantic category fluency. In this work we propose the appropriate means to reconstruct the community cognitive organization. This shared metastructure constitutes the concept of shared field of experience used as the base for availability trials. The key notion is the prototypicality of common vocabulary as the base for the construction of community models. To obtain a representation of these prototypes we use the mathematical framework of fuzzy sets.
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Coşkun, Hasan. "A lesson design of the subject of local cuisine as a course unit in language teaching." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 479–503. http://dx.doi.org/10.15503/jecs2021.1.479.503.
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Aim. In Turkey, German ranks second after English as a foreign language in private courses, schools, and universities. There is an important relation between the selection of the subject of German courses, i.e., the detailed planning of the courses, and the implementation of the appropriate method. In this research, the subject of cuisine was planned for teaching German at universities. The purpose of this research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of cuisine for German courses taught in the universities. Methods. This research on cuisine was qualitative in nature. The document analysis technique was used in the research (Kuş, 2007; Yıldırım & Şimşek, 2008). During the 2018/2019 academic year the researcher taught on the subject of cuisine selection in his German courses. The implementation and evaluation of the subject of cuisine are developed by Hasan Coşkun (2020) in accordance with the lesson planning model previously prepared. The materials used in this lesson are prepared according to the model developed by Coşkun (2020). The unit on cuisine has been revised for this article. Result and Conclusion. The success of the lesson planning model mentioned in this article was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with education or work in Germany, Austria, and Switzerland exerted efforts in establishing contact with the instructor and with other students attending the class. It was observed that participants talked about the Turkish, German, and Chinese cuisine in their families, peer groups, restaurants, and snack bars. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of the students’ interest. Therefore, effective lesson planning models should be developed. This lesson model is also applicable to other languages. Originality. German is offered as a foreign language in Turkish schools in the second grade. Consequently, German is usually chosen as a second foreign language after English. Students from all the departments of the university may attend the elective German language classes to study or work in Germany. The condition for participation in the courses “German for Erasmus” and “German for Communication,” taught by the researcher, aims to prepare the students to read and speak German at the A2 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the level of their German and their knowledge of other languages play an important role in this respect. In recent years, the number of course participants from Germany and other countries have increased. The students who had been in German speaking countries within the Erasmus program participate in German courses to maintain their fluency in the German language. To conduct the courses effectively, a suitable method should be developed and such an approach will help the participants who come from different countries and students with different levels of fluency. It is believed that this inter-disciplinary research will contribute to the use of the active method during German lessons.
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Krapivkina, O. A. "SIGHT TRANSLATION AND ITS STATUS IN THE TRAINING OF INTERPRETERS AND TRANSLATORS." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 695. http://dx.doi.org/10.17509/ijal.v7i3.9820.
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Sight translation has been considered as a supportive teaching method for simultaneous and consecutive interpretation for a long time and, due to recent developments in various fields such as business, law, science, and technology, it has gained more attention beyond simultaneous and consecutive interpretation. However, research on how sight translation is applied seems to be rare. This study, thus, aims to investigate the challenges and exercises to overcome them to improve student’s sight translation. This research employed a descriptive analysis using teacher’s assessment and students’ self-assessment questionnaire. There were 57 students in the final year at a university in Russia participating in the research. They were asked to conduct a sight translation of 248 words text. The finding shows that public speaking is the most challenging criteria for the students to achieve and the least challenging criteria are to deal with the register and genre convention. The article concludes that the following aspects of sight translation should become a training focus: clarity and fluency of delivery, the coherence of discourse, factual and linguistic accuracy, compliance with register and genre conventions, appropriate speaking speed rate, information timeliness, appropriate tone, volume, and voice projection. Some exercises in enhancing students’ sight translation are also provided. It is recommended that sight translation is taught to the students separately from other modes of interpreting because of different skills combination.
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Al-Shamiry, Rafiq, and Ahmed M. S. Alduais. "EFL In-service Yemeni Teachers’ Perceptions and Perspectives on the Importance of Teaching Stress and Intonation as Supra-segmental Features of Speech and Sound attributes to the Process of Comprehension: A Survey-Study." International Journal of Social Science Research 1, no. 1 (July 20, 2013): 39. http://dx.doi.org/10.5296/ijssr.v1i1.3631.
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Purposes: To obtain the EFL in-service Yemeni teachers’ perceptions and perspectives on the importance of teaching stress and intonation as supra-segmental features of speech and sound-attributes to the process of comprehension. Methods: 40 EFL teachers who were identified as in-service teachers in both public and private schools at IBB city, Yemen (20 Arts’ graduates and 20 Education’s graduates, both males and females) participated in this survey-study. A researcher-made questionnaire consisting of 20 items - aiming at achieving the above stated objective was distributed to the participants. Results: The 17th version of SPSS, descriptive statistics, mainly percentages and frequency tools were used to analyse the collected data. The statistical data indicated that a large number of the in-service teachers are incompetent in the supra-segmental features of speech, yet demonstrated negative attitudes towards the importance of using applying such features. Though there is an attempt to communicate in English language, there is no clear consideration for the use of these features of speech. Syllabus’ update, motivation and teachers’ fluency, and teachers overall qualification are the the responsible factors behind the failure of practice and appropriate use of these features. Educational system, social situation, major differences between the two phonological systems of the Arabic and English languages, and difficulty of these features of speech are the discouraging factors respectively from the teachers’ perspective. Developing teaching methods, laboratories, and frequent evaluation were the proposed encouraging factors from the teachers’ perspective. Conclusions: The study is concluded with that a large number of the in-service school’s teachers are incompetent in terms of supra-segmental features of speech due to focus on other language elements other than communication. Most of the teachers are not fluent and this supports their tendency to ignore applying yet showing the importance of these features to their learners - an ability which they themselves are not competent in.
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Vuksanovic, Jasmina, and Milena Djuric. "The appropriacy of fluency tests in assessing epileptic seizure lateralization in children with partial epilepsy." Psihologija 41, no. 2 (2008): 195–211. http://dx.doi.org/10.2298/psi0802195v.
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Fluency tests are frequently used in clinical practice to asses executive functions. The literature data are not unequivocal although in a great number of papers is pointed out the importance of the left hemisphere, specially of the left frontal lobes in the mediation of phonological fluency and the right hemisphere in the mediation of nonverbal fluency. This paper considers the suitability of fluency tests for the detection of left versus right seizure laterality. The sample consisted of thirty-two epilepsy patients divided into two groups: LHF-participants with the seizure focus in the left hemisphere (n=16), and DHF-participants with the seizure focus in the right hemisphere (n=16), and K-the control group of t age-matched healthy children (n=50) aged 7-11 years. The qualitative and quantitative comparison of the phonological and nonverbal fluency performance was carried out in consideration of the seizure laterality as well as compared to the healthy controls. The results of phonological fluency performance revealed that the performance of the LHF group was significantly reduced as compared to both DHF and K group. The analysis of nonverbal fluency performance revealed that the performance of the DHF group was significantly reduced as compared to both LHF and K group The qualitative analysis obtained valuable data, which could additionally contribute to the neuropsychological evaluation of the left versus right seizure laterality.
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Calet, Nuria, M. Carmen Pérez-Morenilla, and Macarena De los Santos-Roig. "Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study." Child Language Teaching and Therapy 35, no. 1 (January 30, 2019): 75–88. http://dx.doi.org/10.1177/0265659019826252.
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Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.
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Estremera, Michael Laguidao. "Linguistic Purpose and Historical Implications of Malapropism and Code-Switching in the Philippines." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 169. http://dx.doi.org/10.21462/ijefl.v6i1.353.
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The present article underpins the affirmation that colonization does have historical, linguistic, and cultural impact. Specifically, this paper explores the social malapropism and code-switching as trails of colonization dented by the American and Spanish regimes in the Philippines. The author concludes that malapropism occurs coupled with the code-switching linguistic phenomenon. Most of the malapropism episodes transpired is a prelude to shifting from one language to another. These occurrences have veiled implications and purposes which are established by the semantic features of the discourses. Collectively, the linguistic influence handed down by the colonizers had been found to be the chief contributory factor to the preceding phenomena. Bilingualism or even multilingualism induces malapropism and code-switching occurrences inevitably. The incompetence in choosing appropriate words and the low cache of lexical terms slightly affects the preceding phenomena. Taking into account the outcomes and conclusion, teachers must be cognizant of these occurrences to be able to cope with these phenomena accordingly thereby convert such drawbacks to communication into rich opportunities for meaningful classroom tête-à-tête. To the extent that there is complete communication cycle in malapropism and code-switching discourses, these could be exploited as bridges to learn the L2. Since there has likewise been language assimilation in code-switching, such can be used as an opportunity to master the second language by guiding learners toward fluency and accuracy. Morphological and phonological awareness will symbiotically follow sooner through series of drills and philosophical practice of the language.
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Peterson, Mark. "Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis." ReCALL 24, no. 3 (September 2012): 361–80. http://dx.doi.org/10.1017/s0958344012000195.
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AbstractThis exploratory study investigates the linguistic and social interaction of four intermediate EFL learners during game play in a massively multiplayer online role playing game (MMORPG). Twelve illustrative episodes drawn from the participants’ text chat, collected in four 70-minute sessions held over a one-month period, are analyzed from a sociocultural perspective. Qualitative analysis reveals the presence of interactional features associated with the development of sociocultural competence. Throughout this study the learners successfully engaged in collaborative social interaction involving dialogue, conducted exclusively in the target language. Participants made appropriate use of politeness involving greetings, informal language, small talk, humor, and leave-takings, as a means to support the operation of collaborative interpersonal relationships. These relationships appeared based on reciprocity, friendship, and teamwork. They were effective in facilitating the creation of a low stress atmosphere characterized by social cohesion that was conducive to co-construction, and the consistent production of coherent target language output. The data indicates that the learners were able to jointly establish, and maintain, states of intersubjectivity through the use of continuers, and requests for assistance relevant to in-game tasks. Learner feedback was positive, and suggests that although the participants found the game play challenging, as this research progressed they became increasingly comfortable as their familiarity with the game increased. Aspects of participation identified by the learners as beneficial included opportunities for risk-taking, enhanced fluency practice, and exposure to vocabulary not normally encountered in regular language classes. The analysis suggests that the game provided access to an environment conducive to forms of collaborative target language use and social interaction identified as beneficial in the sociocultural account of language development.
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Chuanchaisit, Suttinee, and Kanchana Prapphal. "A Study of English Communication Strategies of Thai University Students." MANUSYA 12, no. 3 (2009): 100–126. http://dx.doi.org/10.1163/26659077-01203008.
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Thai students appear to have problems communicating in English as a second language, especially students of low ability. This may be caused not only by the lack of basic grammar and vocabulary but also by deficiency in the use of appropriate communication strategies. Low-ability students experience difficulties in selecting the most appropriate strategies for many communicative contexts. This study aims to obtain empirical data on the types of communication strategies that low-ability students select which may affect their oral communication abilities. Three hundred Thai university students participated in the initial part of this study, 100 of whom were randomly selected to complete the Strategies Used in Speaking Task Inventory, which was developed to elicit responses related to their use of communication strategies. In addition, content analysis was employed to confirm the quantitative analysis. It was found that low-ability students tended to employ risk-avoidance techniques, especially time-gaining strategies, and needed assistance in developing risk-taking techniques such as social-affective, fluency-oriented, help-seeking, and circumlocution strategies.
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Grow, Melissa, and Stephanie Culotta. "A-64 Neuropsychological Assessment in Bilateral Perisylvian Polymicrogyria: A Tool for Data-Driven Intervention." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1106. http://dx.doi.org/10.1093/arclin/acab062.82.
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Abstract Objective This case study examined neurocognitive features associated with a rare genetic/neurological disorder impacting the cerebral cortex. Bilateral perisylvian polymicrogyria (BPP) is characterized by abnormal embryonic growth affecting both sides of the brain near the Sylvian fissure. BPP occurs randomly though researchers suspect an underlying genetic abnormality that may have autosomal recessive inheritance. Neurodevelopmental manifestations include neurocognition marked by EEG abnormalities, impaired motor function, and deficits in speech articulation, language development, learning and memory, and adaptive skills. Method A 13-year 7-month-old male with BPP, detected at 24 months by MRI, was seen for neuropsychological assessment to guide habilitative, academic and adaptive interventions. Relevant medical history includes stimulant medication and pharyngeal flap surgery. Parental concerns include the provision of appropriate special education services and withdrawal behaviors. Results Assessment revealed a complex neuropsychological profile characterized by nonverbal versus verbal intellectual strengths, receptive-expressive language impairment, underlying deficits in phonemic awareness, diminished fine motor speed, and diminished verbal fluency. Verbal list learning, semantic memory, and attention were intact. Mild elevations were evident for anxiety symptoms. Conclusion BPP, a rare genetic disorder, represents significant challenges for affected children. In this case study, a 13-year 7-month-old youngster’s assessment revealed underlying neurocognitive and neuromotor deficits most pronounced in aspects of language, speech articulation, select domains of executive functioning and academic skills. Areas of strength, including verbal memory and semantic recall, were indicated and merit consideration in developing appropriate interventions. This case study illustrates the value of neuropsychological assessment in guiding therapeutic interventions, pharmacotherapy, and appropriate educational services in this rare neurological disorder.
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Manera, Umberto, Laura Peotta, Barbara Iazzolino, Antonio Canosa, Rosario Vasta, Francesca Palumbo, Maria Claudia Torrieri, et al. "The Characteristics of Cognitive Impairment in ALS Patients Depend on the Lateralization of Motor Damage." Brain Sciences 10, no. 9 (September 19, 2020): 650. http://dx.doi.org/10.3390/brainsci10090650.
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(1) Background: Cognitive features of patients with amyotrophic lateral sclerosis (ALS) have never been specifically analyzed according to the lateralization of motor impairment. In the present study we investigated the cognitive performances of ALS patients to describe the relationship between motor and cognitive dysfunction, according to site and side of disease onset. (2) Methods: Six-hundred and nine ALS patients underwent a comprehensive neuropsychological evaluation at diagnosis in Turin ALS Centre Tests included—mini-mental state examination (MMSE), frontal assessment battery (FAB), trail-making test A/B (TMT A-B), digit span forward and backward (digit span FW/digit span BW), letter fluency test (FAS), category fluency test (CAT), Rey auditory verbal learning test (RAVLT), Babcock story recall test (BSRT), Rey-Osterrieth complex figure test (ROCFT), Wisconsin card sorting test (WCST), Raven’s coloured progressive matrices (CPM47). Cognitive performances of patients, grouped by side and site of onset, were statistically compared using z-scores, as appropriate. (3) Results: Bulbar patients and bilateral spinal onset patients (Sbil) were generally characterized by lower cognitive performances in most neuropsychological tests, when compared to patients with lateralized onset (right-side spinal onset, Sri and left-side spinal onset, Sle). Digit span backward and visual memory task (ROCFT) median z-scores were significantly higher, reflecting a better cognitive performance, in Sri patients when compared to bulbar/Sbil patients, while verbal memory tasks (RAVLT and BRST) resulted in significantly higher scores in Sle patients. Our results are in keeping with hemispheric functional lateralization of language and visuospatial abilities. (4) Conclusions: In ALS patients, as in other neurodegenerative diseases, we found a direct relationship between lateralized motor and cognitive features.
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Leikin, Mark, Esther Tovli, and Anna Woldo. "THE INTERPLAY OF BILINGUALISM, EXECUTIVE FUNCTIONS AND CREATIVITY IN PROBLEM SOLVING AMONG MALE UNIVERSITY STUDENTS." Creativity Studies 13, no. 2 (May 4, 2020): 308–24. http://dx.doi.org/10.3846/cs.2020.10397.
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The present study explores the interplay among bilingualism, executive functions and creativity in problem solving among adult male university students. In this context, the associations between two factors critical for understanding the topic, i.e. type of bilingualism (i.e. balanced versus non-balanced bilingualism) and type of creative thinking (i.e. convergent versus divergent thinking) are examined, as well. 28 Russian/Hebrew/English trilinguals (balanced Russian/Hebrew bilinguals), and 25 non-balanced Hebrew/English bilinguals participated in the study. All participants performed several standard tasks on executive functions (Wisconsin Card Sorting Test, Eriksen flanker task, digit span test, Corsi block-tapping test) and two tests on creativity: Torrance Tests of Creative Thinking (Figural Form A) and Remote Associates Test (in appropriate languages). The findings showed that the Russian-speaking participants performed better on the Torrance Tests of Creative Thinking, particularly in flexibility and fluency measures. On the Remote Associates Test, balanced bilinguals outperformed non-balanced bilinguals in the English version and exhibited the same results in the Hebrew version of the test. In this case, there were significant correlations between the Remote Associates Test results in all three languages in the Russian group. Thus, balanced bilingualism seems to be also characterized by a well-organized language system in which all of the individual’s languages are interconnected. This appears to be a significant factor in the performance of balanced bilinguals on the Remote Associates Test in the different languages. In addition, the findings seem to confirm the hypothesis that balanced bilingualism positively influences divergent thinking. The hypothesis that performance of bilinguals on creativity tasks is linked to distinctions in the development of their executive functions was not confirmed.
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Hercigonja Salamoni, Darija, and Ana Rendulić. "Drama techniques as part of cluttering therapy according to the verbotonal method." Logopedija 7, no. 1 (June 30, 2017): 24–29. http://dx.doi.org/10.31299/log.7.1.4.
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Cluttering is a syndrome characterised by a wide range of symptoms. It always contains one or more key elements such as abnormally fast speech rate, greater than expected number of disfluencies, reduced intelligibility due to over-coarticulation and indistinct articulation, inappropriate brakes in speech pattern, monotone speech, disturbance in language planning, etc. Drama activities and storytelling share a number of features that allow spontaneous use during therapy process and detachment from real-time, concrete place or true identity, and therefore allow unprecedented freedom in choosing and creating speech-language expressions. The use of drama elements and techniques in cluttering therapy enables better focusing of the child during therapeutic process and better integration of acquired speech/language skills and knowledge. During therapy, we should be aware to correct the patient both in speech production and in the perception of his/her own speech. From the aspect of speech pathology, it is important how auditory and visual information during patient’s production influence on his/her overall perception of his/her own speech. For all those reasons, it is especially important to choose the appropriate story or event and to present it in a way that ensures good interaction during therapy. The presentation of dramatisation is the ideal tool for stimulation and development of different speech activities, with focus on fluency, correct articulation and other elements that make up values of spoken language. Drama techniques can be implemented trough drama activities or storytelling. When working with children, storytelling and drama techniques can be integrated and combined in multiple ways in order to provide robust and flexible transition toward a structured language.
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Wright, Patricia. "If documents could talk." Document Design 3, no. 1 (March 25, 2002): 70–79. http://dx.doi.org/10.1075/dd.3.1.09wri.
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Conventional electronic documents present their content visually on screen but the information could be spoken, or the two modalities might be combined — e.g. when mixing text and graphics. If the relative benefits of aural and visual language depend on characteristics of the target audience (e.g. age and sensory impairments, language fluency, etc), parallel versions of documents may sometimes be desirable. The advantages of different modalities will also vary with a document’s communication goals — such as informing, persuading, answering questions or giving directions. Conceptual explanations may be better if read because readers can pause and re-read but procedural explanations may be better when listened to, especially if the document provides animated demonstrations accompanied by a spoken commentary. This paper overviews empirical studies suggesting that information modality can influence the document user’s three main clusters of activities, namely finding, understanding and applying the author’s message. This raises questions such as: Would it help if electronic documents let users customise the synthetic speech, perhaps selecting the sex of the speaker? When might a modality change imply changes to other linguistic features? If we do not write as we speak, will enhanced text-to-speech technology be sufficient for creating appropriate talking documents?
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Miteva Tanaskoska, Hristina. "SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1769–71. http://dx.doi.org/10.35120/kij31061769m.
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Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of experiments and research have shown that both younger and older students can achieve high levels in their second language, a fair atribute and attention should be paid to both theories respectfully.It has been hypothesized that there is a critical period for second language acquisition as well as for first language acquisition. According to this theory there is a time in human development when the brain is predisposed for success in language learning. It is belived that some developmental changes in the brain affect the nature of language acquisition. Therefore, any language learning that occurs after the end of the critical period may not be based on innate biological structures belived to contribute to first language acquisition or second language acquisition in early childhood. The general learning abilites that the older learners depend on, are claimed to be less efective than the innate capacities available to young children. Most studies of the relationship between age of acquisition and second language development have focused on learners’pronounciation. It is frequently observed that most children from immigrant families eventually speak the language of their new community with native –like fluency and accent, while their parents quite often fall behind in this mastery even long after they had been living and working in the new community. Nevertheless, some researches argue that older learners may have one advantage: they appear to be able to learn faster in the early stages of second language learning. Age is one of the characteristics that determine the way in which an individual approaches second language learning. But the opportunities for learning (inside the classroom and outside), the motivation to learn , and individual differences in aptitude for language learning are also important determining factors that affect both rate of learning and eventual susscess in learning. It must be acknowledged that achieving native-like mastery of the second language is neither a realistic nor a neccessarilya desired goal for many second language learners in many educational contexts.
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Leinonen, Eeva, and Benita Rae Smith. "Appropriacy judgements and pragmatic performance." International Journal of Language & Communication Disorders 29, no. 1 (January 1994): 77–84. http://dx.doi.org/10.3109/13682829409041483.
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Buhari, Buhari. "PRACTICING DISCUSSION IN THE FORM OF PYRAMID TO IMPROVE STUDENTS’ SPEAKING PERFORMANCE AND CLASSROOM INTERACTION." Journal of Languages and Language Teaching 7, no. 2 (November 6, 2019): 108. http://dx.doi.org/10.33394/jollt.v7i2.1958.
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Speaking is an ability to use the language in oral form to express what is on language learners’ thinking. Learners have speaking skills if they have skills to practice grammar, comprehension, vocabulary, pronunciation, and fluency in the oral form. To attain the speaking skills, English teachers are encouraged to meet an appropriate learning strategy to be applied in the speaking classes. This study is a collaborative classroom action research. It is aimed at describing how the use of pyramid discussion to enhance students’ speaking performance and classroom interaction. Its steps consisted of Planning, Acting, Observing, and Reflecting. This research was conducted at the 8th-grade students of SMPN 1 Praya Timur, Central Lombok. There were three instruments employed to obtain the data namely test, observation sheet, and questionnaire. After having the cycle 1, the findings showed that there were 16 students who got score more than 70. The calculation of the mean score was 77.30. Meanwhile, the tabulation of the percentage was 88.90. The data of the observation sheet indicated that the students were enthusiastic in classroom interaction and they feel interested in learning English. The research findings showed that the mean score was 83.22. It could be concluded that the use of pyramid discussion was able to improve students’ speaking performance and classroom interaction at the 8th-grade students of SMPN 1 Praya Timur, Central Lombok.
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Amirzai, Gul Ahmad. "Assessing the Effects of Teaching Vocabulary in Developing Receptive Skills: A Review Article." Journal of World Englishes and Educational Practices 3, no. 3 (March 30, 2021): 15–21. http://dx.doi.org/10.32996/jweep.2021.3.3.2.
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Vocabulary is central to English language teaching. Through vocabulary, students can understand, communicate, and write well. Without sufficient vocabulary knowledge, students cannot understand others or express their own ideas. The aim of this topic is to find out if teaching vocabulary can help students in improving reading or listening or not? Behind this question, there are some reasons in the Afghan context. First, students mostly have basic vocabulary knowledge and a mass of vocabulary, but the reading power is weak. This is especially true in most university students having a problem reading fluency and accuracy. Second, while students listen to native speakers, they have problems catching ideas and comprehension from their speech. Hence, it is vitally important to teach vocabulary accurately to improve sub-skill (vocabulary) and receptive skills (reading and writing). For these reasons, I have reviewed ten different articles discussing the importance and effects of teaching vocabulary to improve students’ receptive skills (reading and listening). This issue is vital in the Afghan context for acquiring receptive skills and sub-skill (vocabulary). The current study conducted to find out appropriate answers for the following research questions: What are the effects of teaching vocabulary in developing receptive skills? How teaching vocabulary influences the development of receptive skills? The ten articles reviewed show that teaching vocabulary influences the development of receptive language learning skills, especially learning English as a foreign language. The findings of the study indicate that vocabulary teaching not only influence the development of one skill of learning a language, but it can have multi-dimensional effects regarding the development of language skills, particularly the development of the primary skills of learning a language, for example; listening, speaking, reading and writing. For this reason, the articles strongly support the statement that vocabulary is one of the vital skills through which a learner can be able to develop performance skills and comprehension (receptive) skills.