Opportunities for Language Output

2021 ◽  
pp. 64-88
Keyword(s):  
Language Output

scholarly journals Stealing Cookies in the Twenty-First Century: Measures of Spoken Narrative in Healthy Versus Speakers With Aphasia

2019 ◽  
Vol 28 (1S) ◽  
pp. 321-329 ◽  
Author(s):  
Shauna Berube ◽  
Jodi Nonnemacher ◽  
Cornelia Demsky ◽  
Shenly Glenn ◽  
Sadhvi Saxena ◽  
...  
Keyword(s):  
Preliminary Data ◽  
Primary Progressive Aphasia ◽  
Total Content ◽  
First Century ◽  
Healthy Controls ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
Link Type ◽  
The Future ◽  
Language Output

Purpose Our goal was to evaluate an updated version of the “Cookie Theft” picture by obtaining norms based on picture descriptions by healthy controls for total content units (CUs), syllables per CU, and the ratio of left–right CUs. In addition, we aimed to compare these measures from healthy controls to picture descriptions obtained from individuals with poststroke aphasia and primary progressive aphasia (PPA) to assess whether these measures can capture impairments in content and efficiency of communication. Method Using an updated version of this picture, we analyzed descriptions from 50 healthy controls to develop norms for numbers of syllables, total CUs, syllables per CU, and left–right CU. We provide preliminary data from 44 individuals with aphasia (19 with poststroke aphasia and 25 with PPA). Results A total of 96 CUs were established based on the written transcriptions of spoken picture descriptions of the 50 control participants. There was a significant effect of group on total CUs, syllables, syllables per CU, and left–right CUs. The poststroke participants produced significantly fewer total CU and syllables than those with PPA. Each aphasic group produced significantly fewer total CUs, fewer syllables, more syllables per CU, and lower left–right CUs (indicating a right-sided bias) compared to controls. Conclusions Results show that the measures of numbers of syllables, total CUs, syllables per CU, and left–right CUs can distinguish language output of individuals with aphasia from controls and capture impairments in content and efficiency of communication. A limitation of this study is that we evaluated only 44 individuals with aphasia. In the future, we will evaluate other measures, such as CUs per minute, lexical variability, grammaticality, and ratio of nouns to verbs. Supplemental Material https://doi.org/10.23641/asha.7015223

scholarly journals Collocaties leren in een vreemde taal

1970 ◽  
Vol 66 ◽  
pp. 177-192
Author(s):  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Formulaic Sequences ◽  
Foreign Language Learners ◽  
Communicative Functions ◽  
Research Findings ◽  
Language Output

Foreign-language (FL) learners are faced with the challenge of acquiring a large vocabulary.Research has shown that the acquisition of formulaic sequences (FS) and collocationsis one of the biggest lexical challenges for foreign language learners. Researchersand teachers alike acknowledge the importance of learning FS in the FL classroombecause FS serve a number of communicative functions; they are ubiquitous in language;they allow more fluency in language output and their use makes FL learners come acrossas more proficient (Barfield and Gyllstad 2009; Boers et al. 2006; Schmitt 2008: 340).This paper reports on three studies that explore the effect of different pedagogic interventionson the acquisition of formulaic sequences and collocations. The pedagogic implicationsof the research findings are discussed in detail.

Syntactic processing and written language output in first onset psychosis

1993 ◽  
Vol 26 (4) ◽  
pp. 209-230 ◽  
Author(s):  
Philip Thomas ◽  
Ivan Leudar ◽  
David Newby ◽  
Margaret Johnston
Keyword(s):  
Written Language ◽  
Syntactic Processing ◽  
First Onset ◽  
Language Output

scholarly journals An Overview on Primary Progressive Aphasia and Its Variants

2006 ◽  
Vol 17 (2) ◽  
pp. 77-87 ◽  
Author(s):  
Serena Amici ◽  
Maria Luisa Gorno-Tempini ◽  
Jennifer M. Ogar ◽  
Nina F. Dronkers ◽  
Bruce L. Miller
Keyword(s):  
Language Impairment ◽  
Sentence Comprehension ◽  
Primary Progressive Aphasia ◽  
Cognitive Domains ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
Word Finding ◽  
Degenerative Disorder ◽  
Language Output ◽  
Progressive Nonfluent Aphasia

We present a review of the literature on Primary Progressive Aphasia (PPA) together with the analysis of neuropschychological and neuroradiologic profiles of 42 PPA patients. Mesulam originally defined PPA as a progressive degenerative disorder characterized by isolated language impairment for at least two years. The most common variants of PPA are: (1) Progressive nonfluent aphasia (PNFA), (2) semantic dementia (SD), (3) logopenic progressive aphasia (LPA). PNFA is characterized by labored speech, agrammatism in production, and/or comprehension. In some cases the syndrome begins with isolated deficits in speech. SD patients typically present with loss of word and object meaning and surface dyslexia. LPA patients have word-finding difficulties, syntactically simple but accurate language output and impaired sentence comprehension. The neuropsychological data demonstrated that SD patients show the most characteristic pattern of impairment, while PNFA and LPA overlap within many cognitive domains. The neuroimaging analysis showed left perisylvian region involvement. A comprehensive cognitive, neuroimaging and pathological approach is necessary to identify the clinical and pathogenetic features of different PPA variants.

Interpreting into International Sign Pidgin

2002 ◽  
Vol 5 (1) ◽  
pp. 27-54 ◽  
Author(s):  
Rachel McKee ◽  
Jemina Napier
Keyword(s):  
Empirical Research ◽  
Target Language ◽  
Contextual Knowledge ◽  
Language Form ◽  
Spoken English ◽  
Audience Awareness ◽  
Language Output

The nature of International Sign Pidgin has been recently described and discussed in various studies and papers (Moody 1987; Coppock 1990; Supalla 1991; Padden 1993; Scott Gibson & Ojala 1994; Webb & Supalla 1994, 1995; Allsop, Woll & Brauti 1995; Allsop 1996; Bergmann 1996). Although international sign has been used in interpreting for almost twenty years, no empirical research has described the unique phenomenon of international sign interpreting. This study analyses data samples of interpretation from spoken English into International Sign Pidgin at international conferences and sports meetings. Predominant linguistic characteristics of the target language output are identified in the first section, while the second section describes strategies that international interpreters use to manage the task of processing input while producing a comprehensible message in a partially improvised language form. Examples demonstrate how international interpreters take a free approach to interpretation, aiming for equivalence at text level in most instances. International interpreters are shown to be more than conduits, as their interpreting decisions indicate extensive use of contextual knowledge, inferencing, audience awareness, and considerations of relevance and efficiency in the process of interpretation.

scholarly journals The Effect of C Language Output Method to the Performance of CGI Gateway in the UNIX Systems

2005 ◽  
Vol 12C (1) ◽  
pp. 147-156
Author(s):  
Hyung-Bong Lee ◽  
Yeon-Chul Jeong ◽  
Ki-Hyeon Kweon
Keyword(s):  
C Language ◽  
Language Output

scholarly journals Synchronous Mobile-Mediated Communication: An Analysis of Discourse Functions and the Nature of Negotiations

2019 ◽  
pp. 1419-1427
Author(s):  
Mohammad Shariq Mohammad Aslam ◽  
Atef Odeh AbuSa’aleek
Keyword(s):  
Language Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Teaching Methodology ◽  
Educational Tool ◽  
Mediated Communication ◽  
Efl Learners ◽  
Discourse Functions ◽  
Audio Output ◽  
Language Output

Negotiating meaning and form has an important role in the development of a language. At the same time, written and audio output may also vary, which can lead to the generation of a variety of discourse functions and materialize in teaching methodologies and academic content used in the language teaching process. Since technology is increasingly becoming an indispensable and integral educational tool across the world, Saudi Arabia being no exception, language teachers are encouraged to integrate new technologies into their teaching methodology and practice to ensure they meet learners’ needs. WhatsApp Messenger, as a messaging and Voice over IP (VoIP) service that allows users to, among others, send text and voice messages and make voice and video calls, is investigated as a real-time language learning in this research. The current paper was conceived out of the researcher’s consistent observation of the positive impact of synchronous audio and written mobile-mediated communication tools, in particular WhatsApp, and the nature of negotiating meaning and form on the development of English as a foreign language for ESL and EFL learners. There has been previous similar research on WhatsApp as an educational tool but, in these studies, the language outcomes have largely been neglected. By analyzing audio and text negotiations and interactions conducted over WhatsApp, and comparing them with equivalent asynchronous computer-based exchanges, this study aims to investigate different types of discourse functions that are used in the negotiation of meaning via synchronous mobile-mediated communication. On a micro level, we compare Synchronous Audio Mobile-Mediated Communication (SAMMC) and Synchronous Written Mobile-Mediated Communication (SWMMC) modes of interaction, when applying discourse functions, to determine which mode offers a greater range of innovative language output. The language output of forty undergraduate EFL learners was studied over a five-week period and it was concluded that SAMMC outperformed SWMMC in terms of the scope of meaning and form.

Self-monitoring processes in simultaneous interpreting

FORUM ◽  
2016 ◽  
Vol 14 (2) ◽  
pp. 194-210 ◽  
Author(s):  
Mária Bakti ◽  
Judit Bóna
Keyword(s):  
Individual Differences ◽  
Speech Perception ◽  
Speech Production ◽  
Production System ◽  
Target Language ◽  
Error Type ◽  
Self Monitoring ◽  
Simultaneous Interpreting ◽  
Source Language ◽  
Language Output

Abstract In psycholinguistics there is an agreement that self-monitoring is part of the speech production system, it serves the repair of speech errors and disfluencies occurring during the process of speech production. During simultaneous interpreting, where source language speech perception and target language speech production happen simultaneously, the analysis of self-monitoring is of particular importance. In our study we compare self-monitoring processes in the target language texts, interpreted from English into Hungarian, of professional interpreters and trainee interpreters. We examine the frequency of incidence of error – type disfluencies, the editing phase of self-repairs, the frequency of incidence of disfluencies, and the editing phases of repetitions and restarts. Although our data have revealed considerable individual differences between interpreters, some tendencies can be detected. In general, differences can be detected in self-monitoring between professional and trainee interpreters. When compared to data about self-monitoring processes in spontaneous, monolingual Hungarian speech, we can state that there were far fewer phenomena connected to self-monitoring in the target language output of simultaneous interpreters than in monolingual Hungarian texts.

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