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Journal articles on the topic 'Oral input'

Author: Grafiati
Published: 23 November 2024
Last updated: 31 July 2025

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1

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

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2

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

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3

Kirchhoff, Natalie. "La interacción entre pares y el input escrito." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 11, no. 5 (2022): 1–11. https://doi.org/10.37819/humanrev.v11i5.970.

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The present study investigated the influence of written input on oral peer interactions in a German as a foreign language classroom. Learners participated in six interactive classroom activities. One group of fourteen learners was exposed to oral input during the activities and the other group of fourteen learners, apart from oral input also received written input. Oral interactions were audio recorded and transcribed in order to analyse the frequency and nature of language-related episodes (LREs). The results suggest that written input influences oral interactions.
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Kirchhoff, Natalie. "La interacción entre pares y el input escrito." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 11, no. 5 (2022): 1–11. https://doi.org/10.37819/revhuman.v11i5.970.

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The present study investigated the influence of written input on oral peer interactions in a German as a foreign language classroom. Learners participated in six interactive classroom activities. One group of fourteen learners was exposed to oral input during the activities and the other group of fourteen learners, apart from oral input also received written input. Oral interactions were audio recorded and transcribed in order to analyse the frequency and nature of language-related episodes (LREs). The results suggest that written input influences oral interactions.
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5

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

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The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same vid
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Acosta, Jomar Francis P. "Portrait of Teaching Oral Communication in Context: Input To A Teaching Model." International Journal of Research Publication and Reviews 5, no. 1 (2024): 4440–45. http://dx.doi.org/10.55248/gengpi.5.0124.0332.

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

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

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The present paper explores whether the incentive of written input affects oral language development of young learners of English in a minimal input situation. After an eight-week instruction period with both written and oral input in the experimental group and just oral input in the control group, data were obtained by means of an oral test consisting of question and answer, picture description and L1 translation tasks. The effects on the learners’ oral output were measured with respect to the number of target words, semanticpragmatic appropriateness, syntactic acceptability and L1 translation
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Chen Pichler, Deborah. "Challenging the oral-only narrative." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (2022): 6–26. http://dx.doi.org/10.31299/hrri.58.si.1.

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Learning a language is, at its core, a process of noticing patterns in the language input surrounding the learner. Although many of these language patterns are complex and difficult for adult speakers/signers to recognize, infants are able to find and learn them from the youngest age, without explicit instruction. However, this impressive feat is dependent on children’s early access to ample and well-formed input that displays the regular patterns of natural language. Such input is far from guaranteed for the great majority of deaf and hard of hearing (DHH) children, leading to well-documented
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10

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

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El estudio presente investigó la influencia del input escrito en las interacciones orales entre pares en un aula de alemán como lengua extranjera. Los aprendientes participaron en seis actividades de interacción en el aula. Un grupo de catorce aprendientes fue expuesto a input oral durante las actividades y el otro grupo de catorce aprendientes aparte del input oral también recibió input escrito. Las interacciones orales fueron grabadas en audio y transcritas para analizar la frecuencia y la naturaleza de los episodios relacionados con la lengua (ERL). Los resultados sugieren que el input escr
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11

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

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12

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

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13

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

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Abstract This experimental study explores the differential effects of spoken input-based and output-based tasks on vocabulary knowledge. The study also investigates whether such tasks result in more learning gains than exposure to input-only (no subsequent task). The study employed a pretest-posttest design with two groups: an experimental group (n = 32) who completed both input- and output-based tasks in a counterbalanced way and a comparison group (n = 12) who were only exposed to L2 input. Vocabulary gains were measured at three levels of sensitivity: oral spontaneous use, oral form recall
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14

Banković, D., M. Janjanin, and M. Gajić. "THE STUDY OF ORAL HEALTH CARE AND ORAL HEALTH PROMOTION." Praxis medica 30, no. 1 (2002): 57–60. http://dx.doi.org/10.70949/pramed200201028b.

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<p>The aim of this study was to describe the oral health care system, it's elements (input, process, output and outcome)<br />and the sociodemographic and behavioral factors relevant to oral health promotion and the oral health care system and to<br />provide policy markers with information that can be used to improve oral health and the efficiency of the oral health care<br />system. The modular approach used in the study to guide questionare design, sampling, data collection and analysis is based on Blum's model of the
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15

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

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The masticatory system receives neural inputs by means of proprioception and perception. Defective proprioceptive or perceptive input results in dysfunctional or pathological conditions. The prognosis of a prosthodontic restoration depends on the integration of proprioceptive input and motor output. The absence of intradental and periodontal mechanoreception accompanying tooth loss alters the fine proprioceptive control feedback. Complete denture rehabilitation is a compromised restoration which restores function with many lacunae. In contrast to conventional dentures, implant-supported prosth
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16

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

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Interaction between learners is proven to be beneficial for second and foreign language acquisition. This article reports on a quasi-experimental study conducted in a German as a foreign language (GFL) classroom in a university in Spain. The study explored the effect of input modality on the provision of recasts in oral peer interactions. Two intact classes of GFL, one with 12 and the other with 16 learners, participated in six oral interaction tasks. The researchers divided the two classes into two groups: one group was only exposed to aural and visual input, while the other also received wri
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17

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

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Purpose This systematic review summarizes the evidence for differences in the amount of language input between children with and without hearing loss (HL). Of interest to this review is evaluating the associations between language input and language outcomes (receptive and expressive) in children with HL in order to enhance insight regarding what oral language input is associated with good communication outcomes. Method A systematic review was conducted using keywords in 3 electronic databases: Scopus, PubMed, and Google Scholar. Keywords were related to language input, language outcomes, and
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18

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

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This paper is in answer to Ellis's (1994) call for more research about vocabulary acquisition from oral input in four areas. It is a hypothesis-generating study of nine advanced university EFL learners' incidental vocabulary acquisition from oral and written dialogue journals over a semester's time. All teacher and student entries in the two types of journals were transcribed and analyzed using WordCruncher (1993). The analyses compare the characteristics of the input to the learners in the two modes as well as quantitative and qualitative evidence of vocabulary acquisition by the learners fro
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19

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

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20

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

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21

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

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22

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

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23

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

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24

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

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Continuous in-depth language research and the rapid development of language teaching deepen people's understanding of the nature of language. The focus of language teaching research for language workers is from how to teach to how to learn, from the learning result to the learning process; from the emphasis on teachers and teaching methods, the study gradually tends to the study of learners, learning strategies and emotions. However, in the daily language learning process, college students have serious anxiety in oral language learning. This study is based on Krashen's comprehensible input hyp
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25

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

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The myenteric plexus plays a key role in the control of gastrointestinal motility. We used confocal calcium imaging to study responses to electrical train stimulation (ETS) of interganglionic fiber tracts in entire myenteric ganglia of the guinea pig small intestine. ETS induced calcium transients in a subset of neurons: 52.2% responded to oral ETS, 65.4% to aboral ETS, and 71.7% to simultaneous oral and aboral ETS. A total of 41.3% of the neurons displayed convergence of oral and aboral ETS-induced responses. Responses could be reversibly blocked with TTX (10− 6 M), demonstrating involvement
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Pardo-Ballester, Cristina. "El uso del vídeo en tests de comprensión oral por internet." Journal of New Approaches in Educational Research 5, no. 2 (2016): 91–98. http://dx.doi.org/10.7821/naer.2016.7.170.

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<p class="AbstractText">With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listenin
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Azizi, Arash. "Effects of Non-negotiated Pre-modified Input, Negotiation of Input without Output, and Negotiation of Input plus Pushed Output on EFL Learners’ Vocabulary Learning." Journal of Language Teaching and Research 7, no. 4 (2016): 773. http://dx.doi.org/10.17507/jltr.0704.19.

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This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners’ comprehension and production. Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one standard deviation above and below the mean score in the PET were randomly assigned to three experimental groups. The whole treatment took 10 sessions and, after the treatment, two sets of tests were adm
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Chi, Xueqian. "Automatic Evaluation Method of Oral English Based on Multiplex Mode." Wireless Communications and Mobile Computing 2022 (March 30, 2022): 1–8. http://dx.doi.org/10.1155/2022/9666524.

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For the problem of the low accuracy of large-scale oral English, based on oral English from the perspective of difficulty of oral English text and phonology, a multimodal-based automatic oral English assessment method is proposed by using L2 regularized (multilayer perceptron, MLP) and 9 features affecting the automated assessment of oral English as model input. Simulation results show that the proposed method can well predictively assess oral English difficulty and performs well on RMSE and R2 metrics of 0.053 and 0.905, respectively, with certain advantages over conventional elastic network-
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KOMETANI, HIROYUKI. "New Trial of Direct Verbal Input for Oral Examination Records: Clinical Applicability." Japanese Journal of Oral Diagnosis / Oral Medicine 34, no. 3 (2021): 183–86. http://dx.doi.org/10.15214/jsodom.34.183.

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

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Tramonti Fantozzi, Maria Paola, Vincenzo De Cicco, Serena Argento, et al. "Trigeminal input, pupil size and cognitive performance: From oral to brain matter." Brain Research 1751 (January 2021): 147194. http://dx.doi.org/10.1016/j.brainres.2020.147194.

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

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Home language and literacy input (HLLI) is critical for linguistic and literacy development in bilingual children. This exploratory study investigated home oral, and print input for Chinese heritage language learners between four and six years old in the United States and aimed to identify salient types of input associated with speaking and reading abilities in the heritage language (Chinese) and the societal language (English). Fifty-three parents completed a HLLI questionnaire and rated the speaking and reading competencies in Chinese and English of their children. The relationships between
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Saito, Kazuya, and Keiko Hanzawa. "The role of input in second language oral ability development in foreign language classrooms: A longitudinal study." Language Teaching Research 22, no. 4 (2016): 398–417. http://dx.doi.org/10.1177/1362168816679030.

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The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly relate
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Liu, Jing. "The Implications of Child Language Acquisition for English Oral Instruction." Journal of Education and Educational Research 7, no. 1 (2024): 33–37. http://dx.doi.org/10.54097/pa7q9688.

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This article endeavors to clarify the five principal hypotheses posited by Krashen, delving into the intricacies of child language acquisition's characteristics and patterns. Through this exploration, the intention is to provide valuable insights that can inform and enhance oral instruction in the domain of English language teaching. Krashen's hypotheses, encompassing the Input Hypothesis, Affective Filter Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, and the Input Hypothesis, serve as a foundational framework for understanding the dynamics of language acquisition. By scrutinizing
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Réger, Zita, and Jean Berko Gleason. "Romāni child-directed speech and children's language among Gypsies in Hungary." Language in Society 20, no. 4 (1991): 601–17. http://dx.doi.org/10.1017/s0047404500016742.

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ABSTRACTAdult–child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral culture. Phenomena of input language closely related to these features are, for example, a specific way of modeling dialogue to infants, the exte
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KOMETANI, HIROYUKI, SEIZABURO ARITA, TAKESHI KOIDE, et al. "New Trial of Direct Verbal Input for Oral Examination Records (8): Shortening of Input Time for Deciduous and Mixed Dentitions." Japanese Journal of Oral Diagnosis / Oral Medicine 27, no. 2 (2014): 191–96. http://dx.doi.org/10.15214/jsodom.27.191.

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

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Alumni are an underutilized resource for input on the oral presentation skills employees need at work and what should be taught in oral-presentation-focused business communication courses. Yet they are in a unique position to assess the utility of what they learned and recommend coursework changes. In survey responses, 1,610 business alumni who make oral presentations two or three times per month on average recommended more instruction on how to present business data visually, more impromptu presentations, more help dealing with difficult audiences and with nervousness, and three to five prese
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Li, Haibo, and Xue Liu. "A Deep Learning-Based Assisted Teaching System for Oral English." Security and Communication Networks 2022 (September 9, 2022): 1–10. http://dx.doi.org/10.1155/2022/1882662.

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The progress of global economic integration has forced English learners to have an urgent need to improve their oral English. College students’ oral English ability is currently the worst of the four abilities of listening, speaking, reading, and writing. The main reasons are internal and external. The internal reason is that the pronunciation characteristics of Chinese students are different from those of English. The external cause is that the practice environment and tools of oral English are not ideal, which affects the improvement of learners’ oral English. This study proposes using a dee
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Benítez-Guijarro, Callejas, Noguera, and Benghazi. "Coordination of Speech Recognition Devices in Intelligent Environments with Multiple Responsive Devices." Proceedings 31, no. 1 (2019): 54. http://dx.doi.org/10.3390/proceedings2019031054.

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Devices with oral interfaces are enabling new interesting interaction scenarios and ways of interaction in ambient intelligence settings. The use of several of such devices in the same environment opens up the possibility to compare the inputs gathered from each one of them and perform a more accurate recognition and processing of user speech. However, the combination of multiple devices presents coordination challenges, as the processing of one voice signal by different speech processing units may result in conflicting outputs and it is necessary to decide which is the most reliable source. T
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Berghausen, Joerg, Frank Hans Seiler, Nathalie Gobeau, and Bernard Faller. "Simulated rat intestinal fluid improves oral exposure prediction for poorly soluble compounds over a wide dose range." ADMET & DMPK 4, no. 1 (2016): 35. http://dx.doi.org/10.5599/admet.4.1.258.

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<p class="ADMETabstracttext">Solubility can be the absorption limiting factor for drug candidates and is therefore a very important input parameter for oral exposure prediction of compounds with limited solubility. Biorelevant media of the fasted and fed state have been published for humans, as well as for dogs in the fasted state. In a drug discovery environment, rodents are the most common animal model to assess the oral exposure of drug candidates. In this study a rat simulated intestinal fluid (rSIF) is proposed as a more physiologically relevant media to describe drug solubility in
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Wang, Dan, and Yi Zuo. "Research on Multimodal Oral English Teaching in Junior High School based on the Activity-based Approach." International Journal of Education and Humanities 19, no. 2 (2025): 140–43. https://doi.org/10.54097/z8f04h30.

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This study is based on the theory of the Activity-based Approach and explores the practical application of multimodal oral teaching in junior high school English classrooms. Through literature analysis and teaching practice, this study designed a multimodal oral teaching model based on the perspective of the Activity-based Approach, namely multimodal input, knowledge processing, and multidimensional output. It also conducted a one-semester teaching experiment. The research results indicate that multimodal oral teaching can effectively improve students’ oral expression ability and learning inte
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Teixeira, Joana, Alexandra Fiéis, and Ana Madeira. "Efeitos do input na aquisição de PE L2: o caso dos objetos nulos." Revista da Associação Portuguesa de Linguística, no. 11 (October 15, 2024): 196–214. http://dx.doi.org/10.26334/2183-9077/rapln11ano2024a10.

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Este estudo investiga a aquisição de objetos nulos em português europeu (PE) como L2, utilizando uma tarefa de produção oral induzida e duas tarefas de juízos de aceitabilidade rápidos (escrita e oral). Os participantes são 25 falantes de PE L1 e 30 aprendentes adultos de espanhol L1 e PE L2 nos níveis intermédio a quase nativo. Os resultados mostram que os falantes de PE L1 e L2 produzem e aceitam clíticos significativamente mais do que objetos nulos. Relativamente aos objetos nulos, o grupo nativo apresenta efeitos significativos de animacidade (a aceitação é maior com um antecedente inanima
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Fenech, Matthew Thomas, and Damien Yeo. "Lipoid proteinosis; a rare pathology, requiring multidisciplinary input." BMJ Case Reports 16, no. 11 (2023): e257108. http://dx.doi.org/10.1136/bcr-2023-257108.

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A male patient in his early childhood presented to rheumatology with a hoarse voice and recurrent oral and cutaneous ulceration. Serological investigation revealed persistently elevated inflammatory markers. Despite compliance to treatment, flare-ups persisted, prompting the use of further treatment. An airway endoscopy revealed cystic changes to the left vocal cord. Referral to ophthalmology revealed multiple, waxy, skin-coloured, beaded papules on thickened, irregular eyelid margins with distichiasis, in keeping with moniliform blepharosis. Enrolment into the 100 000-genome project helped cl
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Turgunova, Farida Makhammadjanovna. "THE EFFECTIVE USE OF ORAL SPEECH AS A MEANS OF TEACHING FOREIGN LANGUAGES." Oriental Renaissance: Innovative, educational, natural and social sciences 3, no. 22 (2023): 193–95. https://doi.org/10.5281/zenodo.10199201.

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<i>This thesis analyzes oral speech widely used in the modern methodology of teaching foreign languages, that allows students to get involved in verbal communication. Developing practical skills that may be needed in the future to improve professional abilities. Mastering oral speech helps to overcome problems associated with self-doubt when learning a language. The understanding of oral speech occurs as a result of the perception of speech and its comprehension.</i>
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Chapman, Kathy L., and Mary A. Hardin. "Language Input of Mothers Interacting with Their Young Children with Cleft Lip and Palate." Cleft Palate-Craniofacial Journal 28, no. 1 (1991): 78–86. http://dx.doi.org/10.1597/1545-1569(1991)028<0078:liomiw>2.3.co;2.

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

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

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Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks with reading input. Little is known about the nature of listening comprehension in integrated listening-to-write or listening-to-speak tasks. This study therefore investigates the listening construct underlying integrated tasks with oral input and its
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Hua, Rong. "Toward More Effectiveness of Communicative Behavior: Listening Input Acquisition." Journal of Educational Theory and Management 3, no. 2 (2019): 34. http://dx.doi.org/10.26549/jetm.v3i2.1859.

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Listening and speaking are crucial communicative skills. It goes without saying that, under normal circumstances, almost two-thirds of our daily language use is spent on listening and speaking. However, a quite number of students have not yet been provided with the opportunity to acquire listening and speaking appropriately in China, so that there are still a considerable number of students, even university graduates, who are not satisfied with their oral English skills, especially their listening abilities. Therefore, this study attempts to focus on investigating and analyzing the effectivene
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Sibanda, Lwazi, Victoria Niven, and Jennifer E. Gallagher. "Oral Health and Community Nursing: a Practical Guide to the Delivering Better Oral Health Toolkit for Adults." British Journal of Community Nursing 28, no. 8 (2023): 398–403. http://dx.doi.org/10.12968/bjcn.2023.28.8.398.

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Despite being largely preventable, oral diseases are the major contributor to chronic conditions nationally and globally. If left untreated, oral diseases have many harmful effects throughout life on our patients including pain and infection, and can lead to difficulties with eating, sleeping, socialising and wellbeing. Oral health inequalities exist across our population, and particularly affect vulnerable, disadvantaged and socially excluded groups in society. Oral health is a key indicator for overall health, and is inextricably interlinked with general health. Hence, existing health messag
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Tungka, Novalita Fransisca. "Maximizing Text to Speak English." Jurnal Kependidikan 6, no. 1 (2013): 32–43. https://doi.org/10.5281/zenodo.7538565.

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EFL learners have difficulties in speaking English due to the lack of English oral inputs to motivate them to use English orally. English texts are considered as immediate available resources of input that can be maximized to help EFL learners to speak English. English text is very significant to be used as inputs for oral English since it offers rich linguistic inputs, as a model to contextually use English in communication process, to lower our anxiety since we can always look back to the text whenever we need, to help the learners feel confident in English speaking, and to provide informati
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