Beginning to Communicate After Cochlear Implantation

2003 ◽  
Vol 46 (2) ◽  
pp. 328-340 ◽  
Author(s):  
David J. Ertmer ◽  
Lynette M. Strong ◽  
Neeraja Sadagopan
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Speech Intelligibility ◽  
Deaf Child ◽  
Receptive Vocabulary ◽  
Longitudinal Case Study ◽  
Parent Child Interactions ◽  
Wide Range ◽  
Oral Language Skills ◽  
Mean Length Of Utterance

This longitudinal case study examined the emergence of a wide range of oral language skills in a deaf child whose cochlear implant was activated at 20 months. The main purposes of this study were to determine "Hannah's" rate of spoken language development during her second to fourth year of implant experience and to estimate the efficiency of her progress by comparing her performance to that of typically developing children. Mother-child interactions were also examined to determine changes in Hannah's communication competence. Normal or above-normal rates of development were observed in the following areas: (a) decreased production of nonwords, (b) increased receptive vocabulary, (c) type-token ratio, (d) regular use of word combinations, and (e) comprehension of phrases. Below-normal rates of development were observed in the following areas: (a) speech intelligibility, (b) number of word types and tokens, and (c) mean length of utterance in morphemes. Analysis of parent-child interactions showed a large increase in responses to questions during the third year of implant use. Data from Hannah's first post-implantation year (D. J. Ertmer & J. A. Mellon, 2001) indicated that some early language milestones were attained quite rapidly (e.g., canonical vocalizations and emergence of first word combinations). In contrast, the current study revealed that progress had slowed for related, but more advanced skills (e.g., production of intelligible speech and consistent use of word combinations). These changes in rate of development suggest that any advantages for language learning due to Hannah's advanced maturity (or other unknown factors) decreased with time and increasing-linguistic complexity.

Low- and high-text books facilitate the same amount and quality of extratextual talk

2017 ◽  
Vol 37 (4) ◽  
pp. 410-427 ◽  
Author(s):  
Amber Muhinyi ◽  
Anne Hesketh
Keyword(s):  
Oral Language ◽  
Book Reading ◽  
Shared Book Reading ◽  
Similar Amount ◽  
Text Book ◽  
Lexical Diversity ◽  
Level Of Abstraction ◽  
Oral Language Skills ◽  
Mean Length Of Utterance

Recent research suggests that caregiver–child extratextual talk during shared book reading facilitates the development of preschool children’s oral language skills. This study investigated the effects of the amount of picturebook text on mother–child extratextual talk during shared book reading. Twenty-four mother–child dyads (children aged 3;01–3;11) were video-recorded as they read two books: low text and high text. Book reading interaction was transcribed, and mothers’ extratextual talk coded for level of abstraction, mean length of utterance and lexical diversity. The mean number of extratextual utterances was calculated for mothers and children, separately. Low-text books facilitated a similar amount of extratextual talk, but higher rates per minute because of their shorter reading durations. The amount of text did not affect the level of abstraction, mean length of utterance, or lexical diversity of maternal extratextual talk. The amount of picturebook text should be considered by those developing and implementing interactive reading interventions. Low-text books facilitate the same amount and quality of extratextual talk in shorter time periods.

scholarly journals Advancing English Language Learners' Speaking Skills Using VoiceThread in Mobile Learning for Russian Tertiary Context

2021 ◽  
Vol 16 (6) ◽  
pp. 1-11
Author(s):  
Maria Zemlyanova ◽  
Natalia Muravyeva ◽  
Svetlana Masterskikh ◽  
Lyudmila Shilova ◽  
Anna Shevtsova
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Mobile Learning ◽  
Oral Language ◽  
English Language ◽  
Language Skills ◽  
Basic Knowledge ◽  
Full Time ◽  
Learning Platform ◽  
Oral Language Skills

This research examines the effectiveness of using the VoiceThread (VT) application (both web and mobile-based) for the development of oral English skills of Russian university students. The study involved 44 full-time bachelor students in non-linguistic departments. The results were evaluated by on-line questionnaire using SurveyMonkey. The survey indicated that the majority of students agreed that mobile VoiceThread developed their oral language skills (M = 4.75) and they enjoyed using it for language learning (M = 4.13). The novelty of the research lies in a more integral assessment of the entire set of oral linguistic skills as a result of their development using a specific mobile learning platform widely used throughout the world. The results can be used in practice to implement mobile learning platforms for teaching oral language skills to students with basic knowledge of a foreign language.

scholarly journals PENINGKATAN PENGUASAAN KOSA KATA BAHASA INGGRIS MELALUI METODE TOTAL PHYSICAL RESPONSE (TPR) PADA ANAK USIA DINI

2016 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Setyoningsih Setyoningsih
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Oral Language ◽  
Spoken Language ◽  
General Purpose ◽  
Adult Brain ◽  
Physical Response ◽  
Oral Language Skills ◽  
Response Method ◽  
Child's Brain

<p>IMPROVING ENGLISH VOCABULARY MASTERY THROUGH TOTAL<br />PHYSICAL RESPONSE METHOD IN EARLY CHILDHOOD. In general, the language<br />component consists of three, namely grammar, vocabulary, and pronunciation.<br />Vocabulary is a language center and is important for language learning. Without<br />sufficient vocab, one can not communicate effectively or express all his ideas either<br />orally or in writing. Teaching vocabulary especially in early childhood should be<br />emphasized, because having sufficient vocabulary will make it easier for children<br />to communicate. In addition, early childhood is a very vulnerable or golden age,<br />because at this time the child’s brain has accelerated the development of up to 80%<br />of the entire adult brain. Total Physical Response is the perfect method for learning<br />English for early childhood because the general purpose of the TPR method is<br />to teach oral language skills at the beginner level. Thus, students understand<br />spoken language before developing speaking skills, emphasizing the transfer of<br />communication information.</p>

scholarly journals The Problems of Russian-Speaking Students of non-Ninguistic Specializations in CAE Speaking. Test: Analysis of Teaching Experience

2016 ◽  
Vol 2 (2) ◽  
pp. 33-42
Author(s):  
Galina Levitskaya ◽  
Elizaveta Levitskaya
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Oral Language ◽  
Language Skills ◽  
Teaching Experience ◽  
Test Analysis ◽  
Speaking Test ◽  
Oral Language Skills ◽  
Educational Variables ◽  
Students Success

Today Russian undergraduate students of non-linguistic specializations aspiring to careers in different spheres succeed in acquiring Certificates in Advanced English. Nevertheless, the candidates state that they experience the most serious difficulties while sitting the Speaking Test of the CAE exam as they lack oral language skills. The researched literature does not consider Russian students’ predicaments purposely and gives a broad overview of the main students’ concerns. This study is an attempt to explore the particular Russian students’ problems of forming oral language skills arising in the process of their training for the Speaking Test and to work out the ways of their remedies. Qualitative methods have allowed finding out the highly specific nature of individual experience. The methods used in the study also included an open-ended language learning questionnaire and a survey to support the assessment of the received data. The results indicate that there are quite a number of pedagogical and educational variables that should be permanently trained and developed as they can influence students’ success.

Anxietal Oral Performance: Clarifying the Anxiety-Achievement Relationship

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mohammad Jahangiri ◽  
Azizah Rajab
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Oral Performance ◽  
Learning Anxiety ◽  
Number Of Factors ◽  
Oral Language Skills ◽  
The One ◽  
The Relationship ◽  
Best Fit ◽  
Anxiety Questionnaire

Numerous attempts have recently been made to disambiguate the relationship between Language Learning Anxiety (LLA) and Oral Performance (OP). Nevertheless, these attempts have largely been hampered by a number of factors associated with the anxietal phenomenon on the one hand, and the lack of comprehensive scales capturing the whole gamut of anxiety on the other. Utilizing two valid, reliable and practical instruments, i.e. the AQ (Anxiety Questionnaire) and FLOSEM, the present paper draws upon the data to arrive at the Oral Language Skills (OLS) equation of best fit for the associated data thus quantifying the long-needed elucidation of the relationship between LLA and OP. Further pedagogical implications of the study are also discussed.

The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers

2008 ◽  
Vol 35 (4) ◽  
pp. 823-843 ◽  
Author(s):  
MELANIE NOEL ◽  
CAROLE PETERSON ◽  
BEULAH JESSO
Keyword(s):  
Language Development ◽  
Parenting Stress ◽  
Oral Language ◽  
Language Skills ◽  
Family Intervention ◽  
Child Temperament ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Oral Language Skills ◽  
Narrative Ability

ABSTRACTOral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to identify factors that promote their development among high-risk groups. This preliminary study explored two potential factors that may be related to language skills in 56 low SES mother–child dyads (children aged 2 ; 8–4 ; 10), namely child temperament and parenting stress. Results showed that child temperament and parenting stress were related to children's oral language skills. Child temperament characteristics that would likely aid social interaction were related to narrative ability and children rated high on emotionality had poorer receptive vocabulary skills. Parenting stress was related to children's receptive and expressive vocabulary skills. Results are interpreted in terms of the possible mediating role of parent–child interactions in children's oral language skill development, and future directions for family intervention are discussed.

scholarly journals Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?

2020 ◽  
Vol 23 (2) ◽  
pp. 118-140
Author(s):  
Diana Burchell ◽  
Kathleen Hipfner-Boucher ◽  
Janani Selvachandran ◽  
Patricia Cleave ◽  
Xi Chen
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Narrative Structure ◽  
Receptive Vocabulary ◽  
Narrative Comprehension ◽  
French Immersion ◽  
Narrative Production ◽  
Oral Language Skills ◽  
Narrative Language ◽  
Listening And Speaking

This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (a) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English, and (b) to explore the applicability of the Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.

scholarly journals Academic e-tandems as a strategy for English language learning in a Mexican university

Open Praxis ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 417
Author(s):  
Dan Isai Serrato ◽  
Brenda Cecilia Padilla Rodriguez
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
Common Ground ◽  
Native Speakers ◽  
Foreign Language Learning ◽  
The United Kingdom ◽  
Oral Language Skills ◽  
Field Notes

E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practice their skills with native speakers. While they are regularly conducted informally, some institutions are exploring their academic use. This paper reports on the experience of eight students who were learning English at a public university in Mexico. They connected via Skype with a group of peers who were taking a Spanish course in the United Kingdom. Data sources included field notes taken during the e-tandem session, a follow-up survey and a focus group. Participants reported feeling motivated and excited about meeting students from another country. They practiced their oral language skills and received feedback directly from native speakers. Their learning included nonverbal communication, such as hand gestures. Participants discovered cultural differences but also common ground with their peers. The e-tandem experience was an effective strategy for foreign language learning.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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