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Journal articles on the topic 'Spokane University'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Davis, Charles G. "Rocky Mountain Modern Language Association." PMLA/Publications of the Modern Language Association of America 110, no. 4 (September 1995): 883. http://dx.doi.org/10.1632/s0030812900173213.

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The forty-ninth annual convention of RMMLA will be held 19-21 October 1995 at the Ridpath Hotel in Spokane, Washington. Central Washington University is the host institution. Grant Smith, local arrangements chair, also arranged the very successful conference in 1985. RMMLA will be meeting concurrently with Northwest British Studies and Northwest Eighteenth-Century Studies. David Bevington, the banquet speaker, will address the relation between politics and art in his talk “James I and Timon of Athens” A Central Washington University will sponsor a Thursday evening reception at which the Madrigal Singers from Washington State University will perform.

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2

Bozman, Carl S., Daniel Friesner, Matthew Q. McPherson, and Nancy M. Chase. "Intangible and tangible value: brand equity benefits associated with collegiate athletics." International Journal of Sports Marketing and Sponsorship 16, no. 4 (July 1, 2015): 22–45. http://dx.doi.org/10.1108/ijsms-16-04-2015-b004.

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This paper presents a simple methodological framework to characterise the tangible and intangible benefits of a university athletics department. The methodology is applied to the athletics department at Gonzaga University (GU) in Spokane, Washington USA. The brand equity associated with this department is estimated at approximately US$5.8 million in 2006. Of this, between $617,000 and $2.71 million is ascribed to a specific type of tangible brand equity (with the most plausible estimate being $926,000); namely, the impact of GU athletics events on the economic vitality of the local community. The remainder is attributed to (unobserved) intangible brand equity benefits.

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Rutherford, Janice Williams, and Steven E. Shay. "Peopling the Age of Elegance: Reinterpreting Spokane's Campbell House--A Collaboration." Public Historian 26, no. 3 (2004): 27–48. http://dx.doi.org/10.1525/tph.2004.26.3.27.

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In the spring of 2001, Janice Williams Rutherford's graduate public history seminar, "Interpreting History through Material Culture" at Washington State University joined in a collaborative project with the staff at Campbell House, a historic house museum owned by the Northwest Museum of Arts and Culture in Spokane, Washington, and outside museum consultant Margaret Piatt. The students undertook the research required to draft a new interpretive script for the museum and worked with staff and consultant to identify appropriate objects and suggest interpretive dialogue gleaned from the archival research. Steven E. Shay, one of the students from the seminar, continued working with museum staff after the academic semester ended to refine the script for adults and school children. The project was a successful learning experience in the area of academic/public collaboration. This article explores its successes and its limitations.

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Twidt, Portia Marie. "Dwayne A. Mack, Black Spokane: The Civil Rights Struggle in the Inland Northwest. Norman: University of Oklahoma Press, 2014. Pp. 216. Cloth $26.95." Journal of African American History 101, no. 4 (September 2016): 572–73. http://dx.doi.org/10.5323/jafriamerhist.101.4.0572.

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Schultz, Joshua A., and Viktoria Henriksson. "Structural assessment of St. Charles hyperbolic paraboloid roof." Curved and Layered Structures 8, no. 1 (January 1, 2021): 157–66. http://dx.doi.org/10.1515/cls-2021-0015.

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Abstract At the time of completion in 1961, the roof of St. Charles Church became the largest unbalanced hyperbolic paraboloid structure in the United States and the only shell structure in Spokane, WA. Situated on an 8-acre site on the north side of the city, St. Charles is a modernist structure designed through partnership of Funk, Molander & Johnson engineers, architect William C. James and in consultation with Professor T.Y. Lin of the Structural Engineering Laboratory at the University of California, Berkeley. This asymmetric structure spans over 33.5 m (110 ft) and utilizes folded edge beams that taper from 1067 mm (42 in) at the base to a 76.2 mm (3 in) thickness at the topmost edge using regular strength reinforcing steel and concrete load carrying components. The novelty of the pre-stressed shell structure serves both architectural and structural design criteria by delivering a large, uninterrupted interior sanctuary space in materially and economically efficient manner. This structural assessment summarizes the roof’s historic design and construction according to the original construction documents, newspaper reports and historic photographs. The FEA is completed using UBC 1955 design loads and ACI 334 Concrete Shell Structures provisions.

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John, Paul. "Effects of Web-Based Instruction on Learning Behaviors of Undergraduate and Graduate Students. Theile JE, Allen C, Stucky M (Washington State University College of Nursing, Spokane, Wash). Nursing and Health Care Perspectives. 1999;20:199-203." Journal of Physical Therapy Education 14, no. 2 (2000): 48. http://dx.doi.org/10.1097/00001416-200007000-00014.

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Walsh, Steve, Tom Morton, and Anne O'Keeffe. "Analysing university spoken interaction." International Journal of Corpus Linguistics 16, no. 3 (October 24, 2011): 325–45. http://dx.doi.org/10.1075/ijcl.16.3.03wal.

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In this article, we consider how corpus linguistics (CL) and conversation analysis (CA) can be used together to provide enhanced descriptions of spoken interaction in the context of small group teaching in higher education. From our analysis of the data, we show how the two approaches can be combined in an iterative process to account for features of spoken discourse at both micro (word) and macro (text) levels. Beginning with CL and focusing largely on words and combinations of words, we then use CA to highlight pertinent interactional features. Our methodology follows an iterative process: from CL to CA, back to CL and so on. This approach to analysis provides powerful insights into the ways in which interactants establish understandings in educational settings and, in particular, highlights the inter-dependency of words, utterances and text in the co-construction of meaning.

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Herlina, Clara. "Phonological Analysis of University Students’ Spoken Discourse." Humaniora 2, no. 1 (April 30, 2011): 77. http://dx.doi.org/10.21512/humaniora.v2i1.2951.

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The study of discourse is the study of using language in actual use. In this article, the writer is trying to investigate the phonological features, either segmental or supra-segmental, in the spoken discourse of Indonesian university students. The data were taken from the recordings of 15 conversations by 30 students of Bina Nusantara University who are taking English Entrant subject (TOEFL –IBT). Finally, the writer is in opinion that the students are still influenced by their first language in their spoken discourse. This results in English with Indonesian accent. Even though it does not cause misunderstanding at the moment, this may become problematic if they have to communicate in the real world.

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Biber, Douglas. "Stance in spoken and written university registers." Journal of English for Academic Purposes 5, no. 2 (April 2006): 97–116. http://dx.doi.org/10.1016/j.jeap.2006.05.001.

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Tilstra, Klazien, and Dick Smakman. "The Spoken Academic English of Dutch University Lecturers." English Studies 99, no. 5 (July 4, 2018): 566–79. http://dx.doi.org/10.1080/0013838x.2018.1483620.

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Biber, Douglas, and Federica Barbieri. "Lexical bundles in university spoken and written registers." English for Specific Purposes 26, no. 3 (January 2007): 263–86. http://dx.doi.org/10.1016/j.esp.2006.08.003.

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Hutter, Horst. "Thus Spoke Zarathustra." Canadian Journal of Political Science 40, no. 2 (June 2007): 547–48. http://dx.doi.org/10.1017/s0008423907070552.

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Thus Spoke Zarathustra, Friedrich Nietzsche, Graham Parkes, trans., Oxford: Oxford University Press, 2005, pp. xliii, 335.This new translation of Nietzsche's magnum opus is by far the best available in the English language. It should find its way to the desk of all students who do not have access to the original German.

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McDaniel, D. Mike, Richard A. Neeley, Julie J. Isaacson, and G. Daniel Howard. "Accent Assessment: A Preliminary Study of Scaling Validity." Journal of International Students 2, no. 1 (January 1, 2012): 93–98. http://dx.doi.org/10.32674/jis.v2i1.538.

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Direct Magnitude Estimations (DME) and Equal Appearing Interval (EAI) scaling techniques were used to compare listeners’ perceptions of the extent of accent from recorded speech samples of international students enrolled in a United States university who spoke English as a second language. Twenty five international students served as speakers by reading the same brief passage for recording purposes. Twenty five American-born students with no formal training or experience with accents or accent reduction rated the extent of the accent on each of the spoken samples using both scaling techniques. Statistical analysis of the listener’s perceptions indicated no significant differences between the DME or EAI scaling procedures and a scatterplot comparing the data sets for each technique produced a significant linear relationship between the data for the two techniques.

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Rogozińska, Marta. "Tilgungstendenzen in Konferenzvorträgen. Eine korpusbasierte Studie." Studia Linguistica 35 (March 29, 2017): 205–19. http://dx.doi.org/10.19195/0137-1169.35.11.

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Deletion trends in academic talks. A corpus-based analysisThe purpose of this paper is to describe some current deletion trends in modern spoken German. The study is based on orthographic transcriptions of academic talks made by German native speakers. The analysis has been conducted in order to show the most common phonetic reductions of the formal Standard German variety as used today in official situations in Germany. The linguistic data are taken from the GeWiss corpus, which is a comparative corpus of audio recordings and transcriptions of spoken academic languages German, Polish, English. The research organizations involved were the Herder Institute at the University of Leipzig, Wrocław University and Aston University in Birmingham.

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MEINSCHAEFER, JUDITH, SVEN BONIFER, and CHRISTINE FRISCH. "Variable and invariable liaison in a corpus of spoken French." Journal of French Language Studies 25, no. 3 (April 28, 2015): 367–96. http://dx.doi.org/10.1017/s0959269515000186.

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ABSTRACTUsing texts selected from the C-Oral-Rom corpus, this study considers how linguistic and sociolinguistic variables affect liaison. In the majority of cases, liaison appears on monosyllabic function words. Individual lexemes differ greatly in rate of liaison. With regard to sociolinguistic variation, female speakers realize liaison consonants more often than male speakers, younger speakers realize it more often than older speakers, and liaison rates for speakers without university degree are higher than for speakers with university degree. Results are discussed in the light of models of prosodic structure and with respect to their implications for models of socio-linguistic variation.

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O'Boyle, Aisling. "‘You’ and ‘I’ in university seminars and spoken learner discourse." Journal of English for Academic Purposes 16 (December 2014): 40–56. http://dx.doi.org/10.1016/j.jeap.2014.08.003.

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Al-Harahsheh, Ahmad Mohammad. "The Sociolinguistic Roles of Silence in Jordanian Spoken Arabic." JOURNAL OF ADVANCES IN LINGUISTICS 1, no. 1 (January 21, 2014): 16–23. http://dx.doi.org/10.24297/jal.v1i1.1988.

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The study of silence has not got much concern in the Arab world in general and in Jordanian Arabic in particular. The purpose of the current study is to seek to understand the practice and perception of silence in casual conversation in Jordanian society. Twelve dyadic conversations were conducted for 30 minutes each. The participants were 24 university students at Yarmouk University (Jordan-Irbid): twelve males and 12 females. They were categorised into two main groups: friends and strangers. Ninety seconds are analysed from the beginning, the middle, and the end of each conversation. The theoretical framework of this study draws on Turn-Taking system, ethnography of communication Speech Act Theory and Grice's Conversational. One of the more significant findings to emerge from this study is that silence is functional and meaningful in Jordanian society. It also has different interpretations in different contexts depending on the relationship between the interlocutors, the context of situation and the topic.

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Sabio, Frédéric. "On the syntax of spoken French." Revue Romane / Langue et littérature. International Journal of Romance Languages and Literatures 53, no. 1 (August 10, 2018): 6–29. http://dx.doi.org/10.1075/rro.00004.sab.

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Abstract This paper gives an account of the research carried out by the Groupe Aixois de Recherche en Syntaxe (GARS, Aix-Marseille University), in the field of spoken French description. Our framework explicitly states the need for two independent but related levels of grammatical description, namely the microsyntactic and macrosyntactic levels. Elaborating a twofold model has allowed us to propose a descriptive method differing from traditional sentence-based analyses, which raise considerable difficulties, especially in the domain of spoken language description. Regarding the “maximal-units” of syntactic description, our framework suggests that two different kinds of units should be postulated: Government-Units and Utterance-Units. The paper illustrates the distinction between the micro- and macro-syntactic components by introducing examples mostly drawn from spoken French corpora.

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Antonio, Juliano Desiderato, and Fernanda Trombini Rahmen Cassim. "Coherence relations in academic spoken discourse." Linguistica 52, no. 1 (December 31, 2012): 323–36. http://dx.doi.org/10.4312/linguistica.52.1.323-336.

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According to Rhetorical Structure Theory, implicit propositions emerge from the combination of pieces of text which hang together. Implicit propositions have received various labels as coherence relations, discourse relations, rhetorical relations or relational propositions. When two portions of a text hold a relation, the addressee of the text may recognize the connection even without the presence of a formal sign as a conjunction or a discourse marker. In this paper we claim that some intrinsic spoken discourse phenomena like paraphrasing, repetition, correction and parenthetical insertion hold coherence relations with other portions of discourse and, thus, may be considered strategies for the construction of coherence. The analysis, based on academic spoken discourse (five university lectures in Brazilian Portuguese), shows that these phenomena are recurring and relevant for the study of spoken discourse.

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Willoughby, Jay. "Conference on Champa 2007." American Journal of Islam and Society 24, no. 4 (October 1, 2007): 145–47. http://dx.doi.org/10.35632/ajis.v24i4.1528.

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This first-ever conference convened by the Champa peoples, of whom theCham (both Muslim and non-Muslim) are an important component, focusedon the “Sociocultural Issues of Champa 175 Years after Its Disappearance(1832-2007).” Held on 7-8 July 2007, in San Jose, CA, it was opened byChuck Reed (mayor, San Jose), Musa Porome (chairman, Organizing Committee),Ahmad Yahya (Member of Parliament, Cambodia; founder, RadioSapCham [Voice of the Cham]), and R. Obleo (a representative of theChampa people of the Central Highlands, Vietnam, now living in America).Session One, “Language and Culture,” moderated by Mohammad ZainBin Musa (University Kebangsaan Malaysia), began with Marc Brunelle(University of Ottawa, Canada), who spoke on “Diglossia, Bilingualism,and Literacy: Can Eastern Cham Be Revitalized?” Brunelle, a fluent Chamand Vietnamese speaker, touched upon a core problem; the Cham languagehas not developed enough to accommodate modernity. Thus, the easternCham are generally bilingual, the formal language is limited to importantevents, the spoken language contains many Vietnamese words, regional pronunciationshave appeared, Cham-language written literature is very rare,and the community (traditionally) has opposed the script’s romanization. Hesees two choices to ensure its survival: romanize or simplify the script.David G. Sox (United States Coast Guard Pacific Command, Oakland,CA) presented “Toward a Book/CD-ROM of the Culture and Customs ofAncient Champa and Modern Champa Peoples.” He is seeking the community’sactive participation in documenting Champa’s geography, prehistory ...

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Tantiwich, Kornsak, and Kemtong Sinwongsuwat. "Thai University Students’ Use of Yes/No Tokens in Spoken Interaction." English Language Teaching 12, no. 3 (January 18, 2019): 1. http://dx.doi.org/10.5539/elt.v12n3p1.

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Adopting the interactional linguistic framework, the study aimed at exploring the range and frequency of interactional functions of yes/no tokens used by Thai university students of A2 proficiency in their English conversation, and contrasting their use with that of English native speakers (ENSs). The data was derived from 83, two-three party role-play conversations of approximately three–five minutes long obtained from conversation classes that were transcribed and analyzed. The findings revealed the students’ use of yes tokens in the following order of functional frequency: acceptance, confirmative response, positive alignment, acknowledgment, topic shift and self-confirmation. By contrast, no tokens were employed most often to disconfirm/disagree, followed by doing disappointment, restatement and negative alignment. Additionally, the students appeared to overuse yes tokens to fulfill certain functions for which ENSs usually deployed other expressions, and had difficulty giving grammatical short answers with the tokens. Furthermore, unlike ENSs, they often used these tokens alone, repeatedly or redundantly with other expressions of the same functions. It was suggested that students be made aware of grammatical expressions that can co-occur with yes/no tokens in giving short answers, and especially of a wider range of expressions commonly used in a specific context and various contexts in which an expression can be appropriately used.

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Baese-Berk, Melissa M., Kaori Idemaru, Vsevolod Kapatsinski, Tyler Kendall, Charlotte Vaughn, and Melissa A. Redford. "The spoken language research laboratories (SLRL) at the University of Oregon." Journal of the Acoustical Society of America 148, no. 4 (October 2020): 2746. http://dx.doi.org/10.1121/1.5147630.

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Were, Kevin T. "Student Speech: Email, Chat, and Spoken Language of Korean University Students." STEM Journal 18, no. 2 (May 2017): 157–78. http://dx.doi.org/10.16875/stem.2017.18.2.157.

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Akram, Muhammad. "The 203rd Third Meeting of the American Oriental Society." American Journal of Islam and Society 10, no. 3 (October 1, 1993): 434–36. http://dx.doi.org/10.35632/ajis.v10i3.2501.

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The annual meeting featured panels on the Ancient Near East and ArtHistory; East Asia; Islam, South, and Southeast Asia; The Ancient NearEast; and Linguistics. In this report the sessions on Islam are covered.The first day deaJt with Islamic history. Khalid Blankinship (TempleUniversity, Philadelphia, PA) explored "The Background of Sayf ibn'Umar (d.c. 180/796) and the Nature of His Sources." Sidney H. Griffith(Catholic University of America, Washington, DC) spoke on "Muhammadand the Monk Bahira: Reflections on a Syriac Apologetical Text fromAbbasid Times." Tayeb el-Hibri (Columbia University, New York, NY)spoke on "The Regicide of the Caliph al-Amin and the Challenge of Representation in Medieval Islamic Historiography." Christopher Melchert(Wake Forest University, Winston-Salem, NC) explicated the religious ...

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Teh, June Li, and Zahariah Pilus. "International students’ perspectives of Malaysian English teachers’ spoken English." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 554. http://dx.doi.org/10.17509/ijal.v8i3.15255.

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Numerous studies comparing native and non-native English teachers have found that ESL students prefer native teachers for teaching speaking skills and pronunciation. In other words, non-native teachers are viewed as less superior in matters related to spoken language. This study explores international students’ views on spoken English of Malaysian teachers in English language classrooms. 81 international students who were attending English language classes as a preparation for university programmes at a Malaysian university participated in the study. The students were given a short writing task which required them to rate as well as stated their views on their Malaysian teachers’ spoken English in terms of speech rate, pronunciation, vocabulary, syntax, intelligibility, nativeness and acceptability for global communication. The study found that the international students considered the variety of Malaysian English used in the classroom as highly intelligible with high ratings for speech rates, vocabulary and sentence structures. Malaysian English is also viewed as highly acceptable for global communication. Although the teachers’ spoken language was rated lower for pronunciation and nativenesscompared to other traits confirming the views that non-native teachers are perceived as less proficient in pronunciation compared to the other skills, the ratings were still high indicating that in general, the acrolectal variety of Malaysian English as spoken in English classes is reasonably well accepted by other non-native speakers.

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Diemer, Stefan, Marie-Louise Brunner, and Selina Schmidt. "Compiling computer-mediated spoken language corpora." Compilation, transcription, markup and annotation of spoken corpora 21, no. 3 (September 19, 2016): 348–71. http://dx.doi.org/10.1075/ijcl.21.3.03die.

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This paper discusses key issues in the compilation of spoken language corpora in a computer-mediated communication (CMC) environment, using data from the Corpus of Academic Spoken English (CASE), a corpus of Skype conversations currently being compiled at Saarland University, Germany, in cooperation with European and US partners. Based on first findings, Skype is presented as a suitable tool for collecting informal spoken data. In addition, new recommendations concerning data compilation and transcription are put forward to supplement existing best practice as presented in Wynne (2005). We recommend the preservation of multimodal features during anonymisation, and the addition of annotation elements already at the transcription stage, particularly CMC-related discourse features, English as a Lingua Franca (ELF) features (e.g. non-standard language and code-switching), as well as the inclusion of prosodic, paralinguistic, and non-verbal annotation. Additionally, we propose a layered corpus design in order to allow researchers to focus on specific annotation features.

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Björkman, Beyza. "‘So where we are?’ Spoken lingua franca English at a technical university in Sweden." English Today 24, no. 2 (June 2008): 35–41. http://dx.doi.org/10.1017/s0266078408000187.

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ABSTRACTThis article discusses the use of English as a lingua franca (ELF) by engineering students and its effectiveness in content courses at a technical university, reporting the preliminary results of part of a study that investigates authentic and high-stakes speech events at a Swedish technical university. The main aim of my research is to find out what kind of divergence from standard morphosyntactic forms of English if any leads to disturbance, i.e. breakdown, in ELF speech.

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Bębeniec, Daria. "The Spoken British National Corpus 2014 – a new initiative launched by Lancaster University and Cambridge University Press." English Today 35, no. 1 (June 26, 2018): 54–58. http://dx.doi.org/10.1017/s0266078418000160.

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The British National Corpus (BNC) has been available to the research community for more than two decades. Over the course of its three editions to date, this 100-million-word database, containing samples of both transcribed speech and written texts representing British English of the 1990s and earlier, has established itself as a valuable resource used around the world in a wide range of language-related applications.

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Santos, Giovani. "Designing and building SCoPE²: A spoken corpus of Brazilian Portuguese and L2-English." Research in Corpus Linguistics 8 (2020): 49–64. http://dx.doi.org/10.32714/ricl.08.01.04.

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This paper presents the process of designing and building a bilingual spoken corpus in order to pragmatically analyse oral L2-English discourse produced by a group of Brazilian university students living in Ireland. It discusses some of the decisions made, challenges faced, and considerations taken while designing a do-it-yourself corpus with a theoretical framework grounded in Corpus Pragmatics. The main objective is to share the lessons learned by examining the steps of designing and building SCoPE², a bilingual spoken corpus, including the selection of participants, gathering data, and challenges in transcribing and coding spoken language with pragmatics in mind.

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Sutherland-Smith, Wendy. "Spoken Narrative and Preferred Clause Structure." Studies in Language 20, no. 1 (January 1, 1996): 163–89. http://dx.doi.org/10.1075/sl.20.1.07sut.

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This study examines the spontaneous oral narrative of three native speakers of Hebrew for overall clause structure in terms of number and type of arguments per clause, following DuBois' (1985) theory of Preferred Argument Structure. The results indicate that there exists a preferred shape for narrative clauses in Hebrew and that it strongly parallels that which has been found in the ergative Mayan language, Sacapultec, upon which Du Bois' study is based. As Hebrew is a nominative-accusative language, the results point to the universality of pragmatic-cognitive factors and information flow in discourse.

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Cao, Dong Bo. "Oral English Teaching Context Construction Based on New Media Environment." Advanced Materials Research 860-863 (December 2013): 3013–16. http://dx.doi.org/10.4028/www.scientific.net/amr.860-863.3013.

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Along with the increasing requirement of society to the students English ability, college students' English learning should focus on students' practical English comprehensive ability, especially for the purpose of the ability of oral communication. This paper discussed the important role of the construction of university spoken English context to oral capability, and it proposed the strategies of the university English context construction based on new media environment.

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Susanto, Dias Andris, Masitoh Oktavia, and Lina Tri Astuty Beru Sembiring. "Students’ Understanding on Spoken Discourse in The Context of English Language Teaching (ELT) at University." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (February 14, 2021): 265. http://dx.doi.org/10.26858/eralingua.v5i1.18780.

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Abstract. This is a case study on students’ understanding towards a subject of discourse analysis at English language education study program at University in Indonesia. The goal of this study is to describe the definitions, the examples, and the applications of spoken discourse analysis on their context of English language teaching (ELT). The writers used qualitative research approach to analyze these data through implementing Atlas.ti8 which is known as the tool of analyzing the field qualitative data. The sample was the students of 7th grade semester consisting 30 people. In collecting the data, we used online direct interview in the classroom and by time they replied the questions on the time using the google form by Microsoft. In analyzing the data, we used atlas.ti.8 online to draw the result of the research as followings; that students’ understanding about the definitions of spoken discourse analysis have some various key terms like; -a research method of spoken language, -knowledge of language, how language used, study of language, and study of the texts. Then, its examples are; they can picturize as; speaking on the phone, conversation, interview, putting markers, turn taking, group of discussion, using advertisement, people interaction, joke, speech, also transferring information. Moreover, its applications are such as; communicating with teachers/parents, interacting with students/people, go to the market, baby crying, ceremony, and communicating with friends. The conclusion is that spoken discourse analysis has been understood by students even though it is not easy to define, giving example and declaring the application in the real context English language teaching. Keywords: students’ understanding, spoken discourse analysis, ELT

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Zhao, Fuchun. "An Analysis of Spoken English Errors of Tibetan-English Major Students—Take Qinghai Nationalities University for example." Learning & Education 9, no. 2 (November 10, 2020): 41. http://dx.doi.org/10.18282/l-e.v9i2.1394.

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In order to improve Tibetan-English major students’ spoken English, the analysis of oral English errors is essential. Although English majors have more time and more methods to learn English, like other English learners, they will inevitably make mistakes. But what are the common Spoken English errors made by students in the Tibetan-English class in Qinghai Nationalities University? Are the mistakes they make in spoken English the same as those made by students whose mother tongue is Chinese? Mother tongue affects second language acquisition in a large extent. This research aims to find the main types of grammatical errors committed by Tibetan-English major students in spoken English, and through the language developments and changes of freshmen, sophomore and junior students, give relevant correction strategies and provides teachers with corresponding teaching methods. The main tools used in this research are Xunfei recording tools, Xunfei recording to text tools, Excel chart calculation, Word charts and manual counting. The interview method and the random sampling method are mainly used.

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Coles, Felice Anne. "Albert Valdman, Thomas A. Klingler, Margaret M. Marshall, & Kevin J. Rottet,Dictionary of Louisiana Creole. Bloomington: Indiana University Press, 1998. Pp. 656. Hb $75.00." Language in Society 29, no. 3 (July 2000): 468–70. http://dx.doi.org/10.1017/s0047404500393046.

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This extraordinary volume represents more than ten years of research on Louisiana Creole (LC) by a group of outstanding scholars from Indiana University, l'Université Antilles-Guyane, Tulane University, and Southeastern Louisiana University. Both historical and contemporary sources are used for indexing, alphabetically and trilingually (English, French, and LC), the spoken form of the LC lexical items. The resulting collection of material is astonishing in its scope of knowledge, and comprehensive in its depth of detail. With more than 5,000 entries, this excellent work provides access through vocabulary to the history and culture of LC communities.

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Yun, Eun-Kyeong. "Developing Communicative Competence in Spoken Arabic: A Survey of Korean University Students." New Educational Review 52, no. 2 (July 30, 2018): 233–43. http://dx.doi.org/10.15804/tner.2018.52.2.18.

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Kim, Misook. "A Corpus-based Error Analysis of Spoken English Produced by University Students." Korean Journal of Teacher Education 35, no. 3 (July 31, 2019): 147–64. http://dx.doi.org/10.14333/kjte.2019.35.3.147.

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Hsu, Chan-Chia. "A corpus-based study on the functions of antonym co-occurrences in spoken Chinese." Text & Talk 39, no. 4 (July 26, 2019): 535–61. http://dx.doi.org/10.1515/text-2019-2039.

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AbstractPrevious corpus-based research has demonstrated that antonyms co-occur frequently and serve essential functions in discourse. However, these studies are mostly based on written corpus data. Therefore, the present study investigates how antonyms are used in spoken Chinese. Antonyms co-occurring within five turns were manually identified in the National Chengchi University (NCCU) Corpus of Spoken Taiwan Mandarin (27 transcripts, approximately 11 hours) and categorized by their functions. It is found that antonyms that are dialogic in nature prevail in spoken Chinese, and the results reconfirm that antonyms are often used to signal a nearby contrast or to express inclusiveness/exhaustiveness. Compared with written Chinese, spoken Chinese shows a stronger preference for three functional categories, i.e. Interrogative Antonymy, Corrective Antonymy, and Negated Antonymy, which clearly reflect the spontaneous, interactive nature of conversation. The comparison between spoken and written Chinese also shows that antonyms in spoken Chinese co-occur in particular lexico-syntactic frames less often, and that the morphosyllabic structure of antonyms, a crucial factor that influences the functional distribution of antonyms in written Chinese, occupies a minor role in spoken Chinese. This study reveals how the use of antonyms varies across spoken and written Chinese, complementing previous corpus-based studies of antonymy that have drawn conclusions mostly from formal written texts.

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Balčiūnienė, Ingrida, and Laura Simonavičienė. "Interrogative utterances in spoken Lithuanian: quantitative aspects of investigation." Lietuvių kalba, no. 3 (October 25, 2009): 1–10. http://dx.doi.org/10.15388/lk.2009.22873.

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The paper introduces the results of an investigation into spoken Lithuanian based on the Corpus of Spoken Lithuanian and carried out in Vytautas Magnus University. In the course of investigation the interrogative utterances used in spontaneous language were classified according to function and structure. The quantitative analysis of the data accessed from the Corpus of Spoken Lithuanian was based on a special computer program CHILDES. The results have shown that spoken Lithuanian gives preference to closed interrogative utterances rather than open interrogative utterances. Closed interrogative utterances in most cases use no interrogative particles; utterances with interrogative particles are much less frequent. In the latter subgroup interrogative particles mostly occur in the utterance-initial (e.g. ar, gal etc.) rather than utterance-final position (e.g. taip, ne, ane etc.). In the class of open interrogative utterances adverbial modifier utterances prevail; in the latter subclass interrogative utterances of the adverbial modifier of place dominate.

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Decat, Maria Beatriz Nascimento. "Verbal agreement differences in spoken and written Brazilian Portuguese and their consequences for the teaching of composition." Cadernos de Linguística e Teoria da Literatura 3, no. 5 (June 30, 2015): 25. http://dx.doi.org/10.17851/0101-3548.3.5.25-39.

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Abstract: This study will attempt to show to what extent the written language is influenced by the structural patterns of spoken language with reference to the phenomenon of verbal agreement with inverted subjects. From an analysis of data obtained in recordings of informal conversations between students and university teachers, I will attempt to show that the alleged "errors", which are made by our students in their school compositions and are attributed to their incapacity to assimilate certain rules, are nothing more than a simple reflection of the spoken language of Brazil.

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Lee, Lin-shan. "Spoken content retrieval and understanding using deep learning." Impact 2021, no. 1 (February 5, 2021): 9–11. http://dx.doi.org/10.21820/23987073.2021.1.9.

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Spoken content refers to all content over the Internet which includes human voice, essentially those in multimedia, such As YouTube videos and online courses. Today such content is retrieved via Google primarily based on human-generated text labels, because Google can only retrieve text over the Internet. The goal of this project is to produce technologies to retrieve accurately and efficiently such spoken content directly based on the included audio sounds instead of text labels, because machines today can listen to human voice just as they can read the text. The long term goal is to create a spoken version of Google, which may revolutionize the ways in which humans access information and improve their knowledge. Professor Lin-shan Lee at National Taiwan University is leading this project. He has been a distinguished leader in the global scientific community for the area of teaching machines to speak and listen to human voice for many years.

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Seleem, Muhammad, Fatima Alam Khan, and Aleena Zaman. "Wh-Movement Pattern in the Spoken Discourse of Teachers: A Syntactic Analysis." Global Social Sciences Review III, no. II (June 30, 2018): 400–420. http://dx.doi.org/10.31703/gssr.2018(iii-ii).23.

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This study investigates the syntactic structures of spoken discourse of teachers in academic discourse. The knowledge of syntactic structure of a language helps in understanding the spoken discourse. So, the study identifies the wh-Movement in the syntactic structures of teachers in English classroom sessions. The data was collected from two universities of Federal government, Pakistan. The one was Air University Islamabad and the second was National University of Modern Languages Islamabad. The data was collected through the recording tool where the English classroom sessions of the teachers were audio-recorded and transcribed. The analysis of data was quantitative and qualitative in nature. The frequency of wh-movement in the structures of recorded English spoken data was analysed quantitatively. In qualitative analyses, the transcribed data was analysed syntactically, keeping in view minimalist perspective, with the help of parsing rules and figures. The analyzed data shows that the teachers at undergraduate level use language where wh-movement is employed in syntactic structure of English used in classroom sessions. They move whexpression into other slots like internal merge and pied-pipe. However, the minimalist parametric unit, wh-movement, was found in the sentence structures of the teachers in the delivery of classroom sessions. So, the minimal pairs of sentence structure impacts different level of language.

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Cooke, Robin. "Tribute to Dr James Williams." Victoria University of Wellington Law Review 30, no. 2 (June 1, 1999): 385. http://dx.doi.org/10.26686/vuwlr.v30i2.6003.

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A memorial service was held at Victoria University to honour the life and work of Dr JamesWilliams, former Professor of English and New Zealand Law, Principal and then first Vice-Chancellor of the Victoria University of Wellington, who died suddenly at his home in Sydney on Monday, 12 January 1976.Mr Justice Cooke spoke of Dr Williams and his contribution to the law.

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Diasti, Krismalita Sekar. "Pre-service Teachers’ Responses to Peer Spoken Feedback in Micro Teaching Class." Journal of English Education 5, no. 1 (June 16, 2020): 40–48. http://dx.doi.org/10.31327/jee.v5i1.1211.

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Feedback has been investigating for many years. Previous studies have proved that feedback is a powerful tool which teacher can use to foster students’ achievement. Students can obtain feedback from their peers, teachers, or themselves as a reflection. Feedback can be given through different mode, namely, written or spoken. This survey research aims to examine pre-service teachers’ responses to peer spoken feedback in micro teaching class. This research was conducted in Micro Teaching class F at English Language and Education Study Program of Sanata Dharma University. There were twenty-three participants in this study. Questionnaire and interview were used to gather the data. Based on the findings, the students have positive response towards the use of peer spoken feedback in micro teaching class. The students’ positive response can be seen from their attitude and motivation. The students have positive attitude to the use of peer spoken feedback. They were pleased in the peer spoken feedback activity. The students willing to engage in the activity of peer spoken feedback as well. The students showed the desired response. Through attainning peer spoken feedback, the students became more well-prapared in the teaching practice. Moreover, the students were motivated to perform a better teaching perfromance in the next teaching practice. Key Words: micro teaching, peer spoken feedback, response

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Blackwell, James W., and Peter R. R. White. "The building blocks of speech: spontaneity, pre-packaging and the genre structuring of university lectures." Text & Talk 38, no. 3 (April 25, 2018): 267–90. http://dx.doi.org/10.1515/text-2018-0001.

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Abstract This paper considers issues related to the textual organization of university lectures and the degree to which they are comprised of conventionalized text-organizational schema or genre stagings. It utilizes a dataset of video recordings and transcripts of four social science lectures which were delivered by two lecturers at a university in Japan in 2003, and offers findings which demonstrate that lecturers draw on a range of ready-made genres of the type which have been described in the so-called Sydney school genre literature and combine these conventionalized genres into genre complexes, which appear not to be conventionally or predictably ordered. The paper also offers some insights into at least one aspect of the distinction between online (spontaneous/spoken) versus offline (prepared/written) language. Specifically, it shows that lectures, as instances of spoken, apparently extemporaneous language do, to a significant degree, rely on pre-fabricated and culturally recurrent textual arrangements which the speakers draw on as they spontaneously produce the current communicative event.

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Choomthong, Daranee, and Supaporn Manowong. "Varieties of English Accents: A Study of the Degree of Preference and Intelligibility Among Second-Year English Major Students at Maejo University." Manusya: Journal of Humanities 23, no. 2 (August 5, 2020): 151–69. http://dx.doi.org/10.1163/26659077-02302001.

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Thailand is regarded as a country of the expanding circle (EC). The fact that English has become a working language in the asean community makes it vital that Thai students are aware of the varieties of English. The study examined the perception of English majors towards varieties of English pronunciation. Listening tasks spoken by speakers in the expanding circle (EC), the inner circle (IC) and outer circle (OC), were presented to students enrolled in a course on Sound and English Sound System. The students rated accent preference and intelligibility. A semi-structure interview was included for more in-depth information. The results revealed that the variety of English that was perceived as the most favorable accent by the participants was English spoken by speakers from IC. The participants were more aware of varieties of English, especially those spoken by non-native speakers of English. However, English spoken by speakers from the EC was perceived as the most intelligible.

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Li, Shen. "An Analysis on Spoken English at University Level Based on Production-Oriented Approach." Creative Education 09, no. 02 (2018): 333–40. http://dx.doi.org/10.4236/ce.2018.92023.

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Deroey, K. "Douglas Biber: UNIVERSITY LANGUAGE: A CORPUS-BASED STUDY OF SPOKEN AND WRITTEN REGISTERS." Applied Linguistics 28, no. 4 (December 1, 2007): 624–27. http://dx.doi.org/10.1093/applin/amm039.

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Scott Yaruss, J. "The child's path to spoken language.John Locke. Cambridge, MA: Harvard University Press, 1993." Applied Psycholinguistics 16, no. 3 (1995): 339–42. http://dx.doi.org/10.1017/s0142716400065954.

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Björkman, Beyza. "English as a lingua franca in spoken genres in the international university: introduction." Journal of English as a Lingua Franca 7, no. 2 (August 28, 2018): 225–28. http://dx.doi.org/10.1515/jelf-2018-0019.

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Hanif, Hira. "Spoken Error Correction Practices and Beliefs of EFL University Teachers in Saudi Arabia." Indonesian TESOL Journal 3, no. 1 (March 31, 2021): 68–75. http://dx.doi.org/10.24256/itj.v3i1.1739.

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Despite the wealth of knowledge in the field of oral corrective feedback, empirical evidence is still scarce regarding the EFL teachers’ OCF perceptions and practices in Saudi Arabian context. This study therefore, sought to gain an understanding of teachers’ use of oral corrective feedback (OCF) in the Saudi Arabian EFL context. The following two questions guided the study: 1) According to teachers, what are the methods/strategies by which they provide oral corrective feedback (OCF) in the Saudi Arabian EFL context? 2) Is the teachers’ oral corrective behaviour in this context informed by the research? For this purpose, a short questionnaire was designed and distributed among EFL instructors in Saudi Arabia. The research paper suggests that the OCF practices of EFL teachers in Saudi are mostly inline with the research.

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