Developmental loss of speech perception: Exposure to and experience with a first language

1986 ◽  
Vol 7 (3) ◽  
pp. 207-239 ◽  
Author(s):  
Denis K. Burnham
Keyword(s):  
Speech Perception ◽  
Formal Language ◽  
First Language ◽  
Future Research ◽  
Language Training ◽  
Young Infants ◽  
Perceptual Ability ◽  
Language Environment

ABSTRACTYoung infants perceive a variety of speech contrasts, even those that are not relevant in their own language environment. Evidence regarding the loss of perceptual ability with phonologically irrelevant contrasts is reviewed and a theoretical distinction is advanced. It is proposed that the perception of “fragile” contrasts is lost in infancy due to lack ofexposureto particular sounds, while the perception of “robust” contrasts is lost around the onset of formal language training due to lack ofexperiencewith phonologically irrelevant contrasts. This distinction should provide a heuristic framework for future research on the development of speech perception.

Adaptation of the Connected Speech Test: Rerecording and Passage Equivalency

2020 ◽  
Vol 29 (2) ◽  
pp. 259-264 ◽  
Author(s):  
Hasan K. Saleh ◽  
Paula Folkeard ◽  
Ewan Macpherson ◽  
Susan Scollie
Keyword(s):  
Speech Perception ◽  
North American ◽  
First Language ◽  
Intraclass Correlation ◽  
Normal Hearing ◽  
Connected Speech ◽  
Internal Reliability ◽  
Speech Test ◽  
The Mean ◽  
Unit Standard

Purpose The original Connected Speech Test (CST; Cox et al., 1987) is a well-regarded and often utilized speech perception test. The aim of this study was to develop a new version of the CST using a neutral North American accent and to assess the use of this updated CST on participants with normal hearing. Method A female English speaker was recruited to read the original CST passages, which were recorded as the new CST stimuli. A study was designed to assess the newly recorded CST passages' equivalence and conduct normalization. The study included 19 Western University students (11 females and eight males) with normal hearing and with English as a first language. Results Raw scores for the 48 tested passages were converted to rationalized arcsine units, and average passage scores more than 1 rationalized arcsine unit standard deviation from the mean were excluded. The internal reliability of the 32 remaining passages was assessed, and the two-way random effects intraclass correlation was .944. Conclusion The aim of our study was to create new CST stimuli with a more general North American accent in order to minimize accent effects on the speech perception scores. The study resulted in 32 passages of equivalent difficulty for listeners with normal hearing.

scholarly journals Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada

2021 ◽  
Vol 13 (15) ◽  
pp. 8166
Author(s):  
Jean-Pierre Chupin ◽  
Morteza Hazbei ◽  
Karl-Antoine Pelchat
Keyword(s):  
Learning Environments ◽  
Formal Language ◽  
Quantitative Approach ◽  
Practical Approach ◽  
Future Research ◽  
Educational Strategies ◽  
Sustainable Buildings ◽  
Sustainable Architecture ◽  
Distinctive Features ◽  
Advanced Knowledge

This article explores a trend provisionally called “eco-didacticism” observable for nearly 15 years in art, design and architecture. The corpus concentrates on learning centres as buildings meant to diffuse advanced knowledge in the field of sustainable architecture. We found evidence of additional educational intentions to the pedagogical or scientific programs that these buildings have already been mandated to host and support. A variety of practices or devices have sometimes been added to the architecture, sometimes integrated, while others determine the overall structuring of these educational buildings. Seven cases of “learning centres” built in Canada between 2004 and 2018 have been screened through three epistemological filters distinguishing forms of “architectural didactics”: 1—a labeling often quantitative approach, 2—an experiential or practical approach, 3—a visually narrative or iconic approach. While outlining definitions of these Architectural Educational Strategies (AES), we offer initial explanations for their distinctive features. It appears that architects, designers and critics altogether operate on the belief that forms of architectural communication can operate as elements of a language that would be accessible to non-experts. Our conclusion indicates how future research could question the very possibility of giving lessons through formal language and aesthetic features.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

scholarly journals Meeting the challenges of public engagement, research impact and research participation as a baby and child lab

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Gideon Salter ◽  
Tina Altdörfer ◽  
Geraldine Brown ◽  
Malinda Carpenter
Keyword(s):  
Public Engagement ◽  
Developmental Psychology ◽  
Effective Means ◽  
Knowledge Exchange ◽  
Research Participation ◽  
Research Impact ◽  
Research Process ◽  
Future Research ◽  
Young Infants ◽  
Local Stakeholders

As well as conducting research in developmental science, baby and child labs face additional pressures. They must demonstrate public engagement and research impact, while also recruiting enough participants to conduct research, something that can be particularly challenging with infants and young children. These different pressures compete for time and resources, leaving researchers struggling to engage effectively in all such activities. Here we describe a low-cost, easy-to-implement, enjoyable and effective means of simultaneously addressing the challenges of recruitment, public engagement and research impact. It started with a process of listening and knowledge exchange with relevant local stakeholders to discern the interests and needs of the local infant community (including families, health professionals and businesses). This process led to the establishment of a fortnightly educational and support group for pregnant women and mothers of young infants, which met in the lab. This group combined peer discussion, presentations on developmental psychology, and ‘taster’ activities for mothers and infants from local businesses. Data collected from questionnaires from the first and final sessions indicated significant improvements in participants’ understanding of relevant concepts in developmental psychology, and showed that participants found this information helpful and reported using it at home. Participants also reported feeling more socially connected and more confident as mothers as a result of the group. The group also served to boost research participation, with 94 per cent of participants subsequently taking part in lab research or signing up to be contacted about future research. This approach can be employed by baby and child labs looking for ways to effectively and enjoyably promote public engagement and research impact, and for those looking to establish strong relationships with local stakeholders. The success of this strategy demonstrates that the aims of recruitment, public engagement and research impact need not be competing pressures on researchers’ time, but can be mutually supporting aspects of the research process.

The role of attention in speech perception by young infants

1990 ◽  
Vol 5 (3) ◽  
pp. 265-286 ◽  
Author(s):  
Peter W. Jusczyk ◽  
Josiane Bertoncini ◽  
Ranka Bijeljac-Babic ◽  
Lori J. Kennedy ◽  
Jacques Mehler
Keyword(s):  
Speech Perception ◽  
Young Infants

scholarly journals Factors Affecting Articulation Skills in Children with Velocardiofacial Syndrome and Children with Cleft Palate or Velopharyngeal Dysfunction: A Preliminary Report

2008 ◽  
Vol 45 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Adriane L. Baylis ◽  
Benjamin Munson ◽  
Karlind T. Moller
Keyword(s):  
Speech Perception ◽  
Cleft Palate ◽  
Velocardiofacial Syndrome ◽  
Group Differences ◽  
Future Research ◽  
Nonverbal Intelligence ◽  
Cross Sectional ◽  
Significant Group ◽  
Phonological Representations ◽  
Factors Affecting

Objective: To examine the influence of speech perception, cognition, and implicit phonological learning on articulation skills of children with velocardiofacial syndrome (VCFS) and children with cleft palate or velopharyngeal dysfunction (VPD). Design: Cross-sectional group experimental design. Participants: Eight children with VCFS and five children with nonsyndromic cleft palate or VPD. Methods and Measures: All children participated in a phonetic inventory task, speech perception task, implicit priming nonword repetition task, conversational sample, nonverbal intelligence test, and hearing screening. Speech tasks were scored for percentage of phonemes correctly produced. Group differences and relations among measures were examined using nonparametric statistics. Results: Children in the VCFS group demonstrated significantly poorer articulation skills and lower standard scores of nonverbal intelligence compared with the children with cleft palate or VPD. There were no significant group differences in speech perception skills. For the implicit priming task, both groups of children were more accurate in producing primed nonwords than unprimed nonwords. Nonverbal intelligence and severity of velopharyngeal inadequacy for speech were correlated with articulation skills. Conclusions: In this study, children with VCFS had poorer articulation skills compared with children with cleft palate or VPD. Articulation difficulties seen in the children with VCFS did not appear to be associated with speech perception skills or the ability to learn new phonological representations. Future research should continue to examine relationships between articulation, cognition, and velopharyngeal dysfunction in a larger sample of children with cleft palate and VCFS.

Znaczenie intuicji językowej w procesie antycypacji – na przykładzie komunikacji obcojęzycznej

2021 ◽  
Vol 2 (24 A) ◽  
pp. 137-149
Author(s):  
Wioletta A. Piegzik
Keyword(s):  
Speech Perception ◽  
Foreign Language ◽  
Cognitive Processes ◽  
Future Research ◽  
Speech Comprehension ◽  
Cognitive Schema ◽  
Language Communication ◽  
Language User ◽  
The Right ◽  
Selection Of

This paper presents the phenomenon of anticipation which is one of the manifestations of linguistic maturity and language user rationality. Anticipation, taking place essentially in implicit structures and based on evolutionary old intuition, improves speech comprehension and increases the efficiency of cognitive processes. The phenomenon in question is presented on the example of foreign language communication, because it is there that the mechanisms governing the formulation of accurate hypotheses about form and content are particularly evident. The first part of the article discusses speech perception, and with it the categorization and selection of an appropriate cognitive schema conditioning accurate anticipation. The second part presents factors that facilitate and hinder the right hypothesis. Finally, conclusions and directions for future research on anticipation are formulated.

The Effectiveness of Multiple Media Tools in L2 Listening

2019 ◽  
pp. 585-616 ◽  
Author(s):  
Tingting Kang
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Empirical Studies ◽  
First Language ◽  
Future Research ◽  
Source Language ◽  
Moderator Analysis ◽  
Long Time ◽  
Multiple Media ◽  
L2 Listening

Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.

scholarly journals Indicators of Achievement in EFL Classes at a Taiwanese University

2012 ◽  
Vol 2012 ◽  
pp. 1-8
Author(s):  
Brent Allan Kelsen ◽  
Hsin-yi Liang
Keyword(s):  
Test Performance ◽  
English Language ◽  
First Language ◽  
Explanatory Power ◽  
Student Assessment ◽  
Language Ability ◽  
Stepwise Multiple Regression ◽  
Future Research ◽  
Final Exam ◽  
Dependent Variables

Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.

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