Using Multiple Measures to Document Change in English Vowels Produced by Japanese, Korean, and Spanish Speakers: The Case for Goodness and Intelligibility

2014 ◽  
Vol 23 (4) ◽  
pp. 625-640 ◽  
Author(s):  
Amber D. Franklin ◽  
Carol Stoel-Gammon
Keyword(s):  
English Language ◽  
Language Learner ◽  
Spanish Speakers ◽  
English Speakers ◽  
Vowel Production ◽  
Accurate Identification ◽  
English Vowels ◽  
Measuring Change ◽  
Forced Choice Task ◽  
The Relationship

Purpose This study examined the effectiveness of using goodness ratings and intelligibility scores to document changes in vowel production following pronunciation training. The relationship between listener perceptions of goodness and intelligibility was also examined. Method Fifteen English language learner speakers (5 Japanese, 5 Korean, and 5 Spanish) participated in 16 sessions of vowel-focused pronunciation training. Pre- and posttraining judgments of 10 English vowels in /hVt/ context were conducted by 25 monolingual English speakers who served as listeners. Listeners judged vowel intelligibility using a 10-alternative forced-choice task and rated goodness using a 5-point Likert scale. Results Goodness ratings and intelligibility scores captured improvement in the accuracy of several vowels following training. However, some vowels that received better mean intelligibility scores received poorer mean goodness ratings following training. The relationship between goodness ratings and intelligibility scores revealed that vowels such as /æ/ and /ʌ/ were more dependent on goodness for intelligibility than vowels such as /i/ and /e/, which were highly intelligible even when they received poor goodness ratings. Conclusion English vowels differ with respect to the importance of goodness for accurate identification by listeners. As such, clinicians should examine both goodness and intelligibility when measuring change following pronunciation training.

The Production of New and Similar Vowels by Adult German Learners of English

1992 ◽  
Vol 14 (2) ◽  
pp. 131-158 ◽  
Author(s):  
Ocke-Schwen Bohn ◽  
James Emil Flege
Keyword(s):  
Second Language ◽  
English Language ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Control Group ◽  
Language Experience ◽  
English Vowels ◽  
L1 English ◽  
Positive Effect

The study reported in this paper examined the effect of second language (L2) experience on the production of L2 vowels for which acoustic counterparts are either present or absent in the first language (L1). The hypothesis being tested was that amount of L2 experience would not affect L1 German speakers' production of the “similar” English vowels /i, l, ∈/, whereas English language experience would enable L1 Germans to produce an English-like /æ/, which has no counterpart in German. The predictions were tested in two experiments that compared the production of English /i, l, ∈, æ/ by two groups of L1 German speakers differing in English language experience and an L1 English control group. An acoustic experiment compared the three groups for spectral and temporal characteristics of the English vowels produced in /bVt/ words. The same tokens were assessed for intelligibility in a labeling experiment. The results of both experiments were largely consistent with the hypothesis. The experienced L2 speakers did not produce the similar English vowels /i, l, ∈/ more intelligibly than the inexperienced L2 speakers, not did experience have a positive effect on approximating the English acoustic norms for these similar vowels. The intelligibility results for the new vowel /æ/ did not clearly support the model. However, the acoustic comparisons showed that the experienced but not the inexperienced L2 speakers produced the new vowel /æ/ in much the same way as the native English speakers.

scholarly journals The Relationship Between English Language Proficiency and Politeness in Making Requests: A Case Study of ESL Saudi Students

2019 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
The United States ◽  
English Language Proficiency ◽  
Language Learner ◽  
Second Phase ◽  
Saudi Students ◽  
Two Phases ◽  
The Relationship

The acquisition of language as well as the acquisition of social consideration, or politeness, are two sets of separate skills. However, the lack of language knowledge by an English language learner can result in social mistakes that can be perceived as impolite by native speakers. The present study aimed to explore the relationship between English language proficiency and politeness in making requests at retail shops, specifically focusing on Saudi students in the United States. There were five participants in this study: two Saudi ESL students with low English proficiency; two Saudi Ph. D. students with advanced English proficiency, and an American waiter who speaks English as a native language. The study was conducted by using a qualitative research method in two phases. The first phase included observing all participants during interaction, and the second phase included interviewing a server at one of the restaurants where the students visited. The main findings revealed that there was no strong correlation between politeness and English language proficiency in making requests. However, there were some factors found in this study that contributed to politeness level, such as intonations and the use of politeness markers.

Influences on Parent Perceptions of Autism Severity

2018 ◽  
Vol 34 (4) ◽  
pp. 236-245
Author(s):  
Kristen N. Dovgan ◽  
Kerri P. Nowell ◽  
Juliana Aguilar
Keyword(s):  
Help Seeking ◽  
English Language ◽  
Parent Report ◽  
Autism Spectrum ◽  
Language Learner ◽  
Future Research ◽  
Sociocultural Factors ◽  
Care Needs ◽  
Severity Rating ◽  
The Relationship

Research in autism spectrum disorder (ASD) often relies on parent report for describing behavior and symptoms. Psychometric studies in assessment have supported the utility of parent report; however, cultural and external factors may influence ratings of severity. The purpose of this study was to investigate if parent characteristics influence the severity rating of ASD over and above child characteristics. Using the 2009–2010 National Survey of Children With Special Health Care Needs (NS-CSHCN), we examined 3,037 parents who answered questions about their child’s ASD symptoms. We used hierarchical multiple regression to assess child-level variables (age, developmental delay, intellectual disability, and number of co-occurring emotional or behavioral conditions) and family-level variables (education, income, and language). We also performed mediation analyses to examine the relationship between language and severity ratings. Parents rated their child’s ASD as mild (52.3%), moderate (36%), or severe (11.8%). Parent-level variables explained a significant amount of variance over and above child-level variables. Several different stressors and challenges for English Language Learner parents mediated the relationship between language and severe ASD ratings. When asking parents to evaluate a child’s ASD symptoms, clinicians and researchers must consider the influence of sociocultural factors on ratings. In addition, because parent perception can drive help-seeking behaviors, professionals need to understand that there may be differences across sociocultural groups. Future research should investigate which sociocultural perceptions or expectations may be affecting parent ratings of ASD severity.

scholarly journals El panorama del español en Estados Unidos

Triangle ◽  
2020 ◽  
pp. 1
Author(s):  
Anna Orlovska
Keyword(s):  
United States ◽  
Central Government ◽  
The United States ◽  
Spanish Language ◽  
Spanish Speakers ◽  
English Speakers ◽  
Concrete Situation ◽  
The Usa ◽  
Basic Concepts ◽  
The Relationship

The goal of this paper is to reflect on the situation of the Spanish language in the USA, considering basic concepts in Sociolinguistics such as identity, attitude and prestige. Forecasts indicate that by 2050 USA will be the country with the largest number of Spanish speakers. These forecasts are based almost exclusively on the number of people that will costitute the Latin-community in the coming years. In this paper, we consider that statements like the above may be moot if we analyze the concrete situation in which Spanish speakers are in the USA and the attitudes and opinions arising from the use of this language in the United States. In order to get answers to basic questions -namely, in the USA, regarding the relationship Spanish-English, we find a situation of bilingualism or diglossia?; What is the future of Spanish in the USA? What role will play the Spanish language in the USA in the coming years?-, in this paper we analyze: 1) the presence of the Spanish language in the USA; 2) the language planning of the central government of the USA; 3) the use of the language by the Spanish speakers in USA; and 4) the attitude of English speakers towards Spanish language.

A Strategy for Diversity Training

2010 ◽  
Vol 35 (4) ◽  
pp. 469-487 ◽  
Author(s):  
Juan M. Madera ◽  
Jack A. Neal ◽  
Mary Dawson
Keyword(s):  
Perspective Taking ◽  
Repeated Measures ◽  
English Language ◽  
Diversity Training ◽  
English Speakers ◽  
Repeated Measures Anova ◽  
Positive Attitudes ◽  
The Status ◽  
English Speaking ◽  
The Relationship

The purpose of this study was to test the effectiveness of a diversity training exercise using perspective taking to increase positive attitudes toward non-English-speaking individuals. Ninety-six participants were given a pretest (survey) followed by the training and a posttest. Participants were randomly assigned as a “manager” or an “employee.” The managers were provided with a recipe and instructions in English, and the managers’ employees provided with the recipe and instruction in an abstract, non-English language. The results of a repeated-measures ANOVA showed a significant effect of perspective-taking training on attitudes toward non-English speakers, such that attitudes were more positive posttraining than pretraining. The effect of the training on the attitudes toward non-English-speaking individuals was moderated by the status role (i.e., manager or employee). In addition, participants’ empathy mediated the relationship between the perspective-taking training and attitudes, such that perspective taking induced empathy, resulting in more positive attitudes.

A Case for Peer Review Inclusion in Writing Assessment

2015 ◽  
pp. 230-247
Author(s):  
Melissa R. Bodola ◽  
Stephanie D. Siam
Keyword(s):  
Peer Review ◽  
Writing Assessment ◽  
English Language ◽  
Native English Speakers ◽  
Writing Development ◽  
Language Learner ◽  
Theory And Practice ◽  
English Speakers ◽  
Spring Semester ◽  
Self Evaluation

As technology becomes increasingly available for educational purposes, expectations should be to integrate it into pedagogical theory and practice (Garrison, 2011). For native English speakers, the task of reviewing another student's work is daunting (Fordyce & Mulcahey, 2012). Even with step-by-step guidelines, students still fail to take complete advantage of this beneficial component of writing. Many students feel under-skilled to provide self-evaluation, much less for their peers. Moving to the English Language Learner (ELL) classroom, the assignment becomes increasingly problematic (Myles, 2002). During the spring semester of 2013, the researchers conducted a study implementing a technologically-based forum for one of the most important—yet under-utilized—skills in writing development: peer review. This chapter discusses the theory and process of the study, the limitations that inhibited successful results, and how the limitations should be addressed in the future to encourage further realization and growth of both paper-based and online peer review.

scholarly journals What Matters When Exploring Fidelity in Interventions Using Health It to Reduce Disparities in Language-diverse Populations?”

2020 ◽  
Author(s):  
Margaret Handley ◽  
Jerad Landeros ◽  
Cindie Wu ◽  
Adriana Najmabadi ◽  
Daniela Vargas ◽  
...  
Keyword(s):  
English Language ◽  
Post Partum ◽  
Implementation Fidelity ◽  
Health Coaching ◽  
Spanish Speakers ◽  
English Speakers ◽  
Diverse Populations ◽  
Message Delivery ◽  
Health It ◽  
Patient Centered

Abstract Background: Evidence-based interventions often develop strategies to engage diverse populations while also attempting to maintain external validity. When using health IT tools to deliver patient-centered health messages, systems-level requirements are often at odds with ‘on-the ground’ tailoring approaches employed in patient-centered care, particularly regarding ensuring equity is achieved linguistically diverse populations. Methods: STAR MAMA, is a 5-month bilingual (English and Spanish) intervention adapted from the Diabetes Prevention Program, examined in a pilot RCT conducted among 181 post-partum women with recent gestational diabetes. Fidelity to pre-determined ‘core’ intervention components (e.g. systems integration) as well as important ‘modifiable’ components focused on population equity (e.g. health coaching responsiveness, and variation in outcomes by language), were assessed, using an adapted implementation fidelity framework. Evaluation data included participant-level surveys, systems-level databases of message delivery, call completion, and health coaching notes.Results: Participant mean age was 31.5 years, 96.6% of participants are Latina and 80.9% were born outside the US. Among those receiving the STAR MAMA calls 55 received the calls in Spanish (61%) and 35 English (39%). Of those in the call arm, 81 women (90%) completed all 20 weeks of the program. There were many more systems errors in the beginning of the program, than over time. Health coaching triggers were also more widespread in the first several weeks of the STAR MAMA intervention, notably among Spanish-speakers. Although Spanish speakers had more triggers than English-speakers, the difference was not statistically significant. Of the calls that triggered a health coach follow-up, a call-back attempt was made for 85.4% (n=152) of the English call triggers and for 80.0% (n=279) of the Spanish call triggers (NS). Of those with attempted calls, health coaching calls were complete for 55.6% (n=85) of English-language call triggers and for 56.6% of Spanish-language call triggers (NS). Some differences in acceptability were noted by language, with Spanish-speakers reporting higher satisfaction with prevention content (p=<0.01) and English-speakers reporting health coaches were less considerate of their time (p=0.03). Conclusions: Implementation fidelity for health IT interventions involving health coaching should address moderating factors, such as language, as well as systems level factors.Trial Registration: National Clinical Trials registration number: CT02240420 Registered September 15, 2014 . ClinicalTrials.gov

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

Production of Subject-Verb Agreement in Spanish as a Second Language

2003 ◽  
Vol 50 (3) ◽  
pp. 196-203 ◽  
Author(s):  
Janet Nicol ◽  
Delia Greth
Keyword(s):  
Second Language ◽  
Spanish Speakers ◽  
English Speakers ◽  
Error Patterns ◽  
Verb Agreement ◽  
Different Types ◽  
Semantic Variables ◽  
Advanced Proficiency

Abstract. In this paper, we report the results of a study of English speakers who have learned Spanish as a second language. All were late learners who have achieved near- advanced proficiency in Spanish. The focus of the research is on the production of subject-verb agreement errors and the factors that influence the incidence of such errors. There is some evidence that English and Spanish subject-verb agreement differ in susceptibility to interference from different types of variables; specifically, it has been reported that Spanish speakers show a greater influence of semantic factors in their implementation of subject-verb agreement ( Vigliocco, Butterworth, & Garrett, 1996 ). In our study, all participants were tested in English (L1) and Spanish (L2). Results indicate nearly identical error patterns: these speakers show no greater influence of semantic variables in the computation of agreement when they are speaking Spanish than when they are speaking English.

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