Voice quality differences between American English speakers and Korean learners of English

2020 ◽  
Vol 148 (4) ◽  
pp. 2659-2659
Author(s):  
Hahn Koo
Keyword(s):  
American English ◽  
Voice Quality ◽  
English Speakers ◽  
Korean Learners ◽  
American English Speakers ◽  
Korean Learners Of English

scholarly journals Similar frequency of the McGurk effect in large samples of native Mandarin Chinese and American English speakers

2015 ◽  
Vol 233 (9) ◽  
pp. 2581-2586 ◽  
Author(s):  
John F. Magnotti ◽  
Debshila Basu Mallick ◽  
Guo Feng ◽  
Bin Zhou ◽  
Wen Zhou ◽  
...  
Keyword(s):  
Mandarin Chinese ◽  
American English ◽  
Mcgurk Effect ◽  
English Speakers ◽  
Similar Frequency ◽  
Large Samples ◽  
American English Speakers

scholarly journals Forum: Serving African American English Speakers in Schools Through Interprofessional Education & Practice

2021 ◽  
Vol 52 (1) ◽  
pp. 1-3
Author(s):  
Monique T. Mills
Keyword(s):  
African American ◽  
Interprofessional Education ◽  
Language Disorder ◽  
American English ◽  
Community Based Participatory Research ◽  
African American English ◽  
English Speakers ◽  
Education Practice ◽  
Literacy Outcomes ◽  
American English Speakers

Purpose African American English (AAE) speakers often face mismatches between home language and school language, coupled with negative attitudes toward AAE in the classroom. This forum, Serving African American English Speakers in Schools Through Interprofessional Education & Practice, will help researchers, parents, and school-based practitioners communicate in ways that are synergistic, collaborative, and transparent to improve educational outcomes of AAE speakers. Method The forum includes a tutorial offering readers instructions on how to engage in community-based participatory research (Holt, 2021). Through two clinical focus articles, readers will recognize how AAE develops during the preschool years and is expressed across various linguistic contexts and elicitation tasks (Newkirk-Turner & Green, 2021) and identify markers of developmental language disorder within AAE from language samples analyzed in Computerized Language Analysis (Overton et al., 2021). Seven empirical articles employ such designs as quantitative (Byrd & Brown, 2021; Diehm & Hendricks, 2021; Hendricks & Jimenez, 2021; Maher et al., 2021; Mahurin-Smith et al., 2021), qualitative (Hamilton & DeThorne, 2021), and mixed methods (Mills et al., 2021). These articles will help readers identify ways in which AAE affects how teachers view its speakers' language skills and communicative practices and relates to its speakers' literacy outcomes. Conclusion The goal of the forum is to make a lasting contribution to the discipline with a concentrated focus on how to assess and address communicative variation in the U.S. classroom.

Perception of French stops by French and American English speakers

2006 ◽  
Vol 119 (5) ◽  
pp. 3422-3422
Author(s):  
Nassima Abdelli‐Beruh ◽  
Steve Chartan
Keyword(s):  
American English ◽  
English Speakers ◽  
American English Speakers

Chinese aspect marker -le and its acquisition by American English speakers

2017 ◽  
Vol 4 (1) ◽  
pp. 1-21
Author(s):  
Bin Li ◽  
Hongli Fan ◽  
Po-Lun Peppina Lee
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
American English ◽  
English Speakers ◽  
Aspect Hypothesis ◽  
Patterns Of Distribution ◽  
Aspect Marker ◽  
Verb Categories ◽  
American English Speakers

Abstract This study investigates the functions of the perfective marker -le and its acquisition by native speakers of American English from the perspective of the Aspect Hypothesis (Andersen and Shirai, 1994). We set out to test the predicted order regarding four verb categories in terms of their frequencies of -le marking. Our results confirmed that -le was most frequently used with achievement verbs by learners, but revealed deviated patterns of distribution in other categories when they were compared with those of native speakers of Chinese. We discussed our data further from the perspective of prototypicality, and provide pedagogical implications to Chinese as a foreign language.

BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers

2014 ◽  
Vol 57 (4) ◽  
pp. 1383-1393 ◽  
Author(s):  
Brandi L. Newkirk-Turner ◽  
Janna B. Oetting ◽  
Ida J. Stockman
Keyword(s):  
African American ◽  
American English ◽  
African American English ◽  
English Speakers ◽  
Surface Form ◽  
Specific Effects ◽  
Modal Auxiliaries ◽  
Different Types ◽  
English Speaking ◽  
American English Speakers

PurposeThis study examined African American English–speaking children's use of BE, DO, and modal auxiliaries.MethodThe data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, and syntactic construction and by a number of child variables.ResultsThe children produced 3 different types of marking (mainstream overt, nonmainstream overt, zero) for auxiliaries, and the distribution of these markings varied by auxiliary type. The children's nonmainstream dialect densities were related to their marking of BE and DO but not modals. Marking of BE was influenced by its surface form and the succeeding verbal element, and marking of BE and DO was influenced by syntactic construction.ConclusionsResults extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries.

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