Phonetic environment of disfluencies in children with stuttering

2014 ◽  
Vol 0 (0) ◽  
Author(s):  
Sangeetha Mahesh ◽  
Y.V. Geetha
Keyword(s):  
Mother Tongue ◽  
Rank Order ◽  
Relative Difficulty ◽  
Indian Language ◽  
South Indian ◽  
Articulatory Movement ◽  
Time Domains ◽  
Kannada Language ◽  
Picture Description ◽  
Age Range

AbstractPhonological contributions to stuttering have been discussed with increased attention in the recent years. The present study is aimed to analyze the effect of phonological environment during the instances of stuttering. The study included 10 monolingual children with stuttering (CWS) in the age range of 6–8 years, who spoke Kannada (south Indian language) as their mother tongue. Conversation, topic narration, story narration, and picture description tasks were carried out in Kannada language. The relative difficulty of individual syllables for each participant was determined. Further, the effect of phonetic environment (succeeding syllable) during the instances of stuttering was calculated. The results revealed a rank order of relative occurrence of succeeding consonantal contexts. Most of the time, the phonetic environment included voiceless consonants, nasals, and plosives compared to others. This indicated that CWS may have difficulties in the transition of articulatory movement from oral to nasal and from voiced to voiceless consonants during speech production. Findings also revealed variability in the occurrence of phonetic context within and between CWS, which supports the disturbances occurring across various time domains. It is hoped that the findings of the current study will support theorists, researchers, and clinicians in arriving at a more comprehensive understanding of stuttering and phonetic behavior in CWS.

scholarly journals Context Free Grammar (CFG) Analysis for simple Kannada sentences

2010 ◽  
pp. 128-133 ◽  
Author(s):  
B M. Sagar ◽  
Dr. Ramakanth Kumar P ◽  
Dr. Shobha G
Keyword(s):  
Computational Linguistic ◽  
Spoken Language ◽  
Indian Language ◽  
Context Free Grammar ◽  
South Indian ◽  
The World ◽  
Kannada Language ◽  
Context Free

When Computational Linguistic is concerns Kannada is lagging far behind compared to Telugu and Tamil. Writing the grammar production for any south Indian language is bit difficult. Because the languages are highly inflected with three gender forms and two number forms. This paper is an effort to write Context Free Grammar for simple Kannada sentences. Kannada Language being one of the major Dravidian languages of India and it has 27th place in most spoken language in the world. But still it does not yet have computerized grammar checking methods for a given Kannada sentence. Thus, this paper highlights the process of generating context free grammar for simple Kannada sentences.

scholarly journals A STUDY ON PATTERN OF CODE MIXING IN A SEQUENTIAL BILINGUAL YOUNG ADULTS

2021 ◽  
pp. 188-192
Author(s):  
Prabhu S ◽  
Ruba S ◽  
Dr. Kala Samayan
Keyword(s):  
Young Adults ◽  
Young Adult ◽  
Clinical Decision ◽  
Bilingual Speakers ◽  
Speech Language Pathologist ◽  
Code Mixing ◽  
Bilingual Speaker ◽  
Picture Description ◽  
Description Task ◽  
Age Range

The present study aimed to investigate and compares the pattern of Code Mixing in Sequential bilingual young adult. Thirty Sequential bilingual (Tamil-English) adults between the age range of 18-25 years were participated in this study. The bilingual participants were asked to describe the cookie-theft picture in Tamil. The patterns of Code Mixing (Intra Sentential Mixing and Intra Lexical Mixing) were analysed from the collected data. The results showed sequential bilingual adult uses 4.8% of Intra Sentential Mixing and 5.3% of Intra Lexical Mixing. In pattern of Code Mixing, Intra Sentential Mixing found to more in women. The present study concluded that Sequential bilingual speaker uses slightly higher percentage of Intra Lexical Mixing when compared to Intra Sentential Mixing in the picture description task. This finding will help Speech Language Pathologist to plan assessment, intervention and to development appropriate material for Sequential bilingual speakers in making clinical decision.

Narrative and the origins of discourse

2005 ◽  
Vol 19 ◽  
pp. 151-173 ◽  
Author(s):  
David Rose
Keyword(s):  
Language Model ◽  
Functional Language ◽  
Finite Sets ◽  
The South ◽  
Indian Language ◽  
South Indian ◽  
The World ◽  
Discourse Patterns ◽  
Traditional Stories

This paper summarises findings of discourse analyses of traditional stories from eleven language phyla around the world. The aim is a preliminary exploration of relationships amongst diverse languages in patterns of discourse, using a systemic functional language model. Several techniques were developed for managing and displaying the analyses, including translations of the stories, patterns of Theme and participant identities, staging of texts and conjunctive relations between messages, and relations between elements of clauses and between clauses in sequences. These techniques are exemplified with one story from the south Indian language Kodava. Some variations across languages, in strategies for realising these functions are then illustrated. Intriguing commonalities are found in discourse patterns in all the stories, realised by diverse but finite sets of options for grammatical strategies. Finally a map is displayed of relations between discourse features and the discourse systems they realise, and some suggestions are mooted for explaining commonality and diversity.

WAVELET DESCRIPTORS FOR RECOGNITION OF BASIC SYMBOLS IN PRINTED KANNADA TEXT

2007 ◽  
Vol 05 (02) ◽  
pp. 351-367 ◽  
Author(s):  
R. SANJEEV KUNTE ◽  
R. D. SUDHAKER SAMUEL
Keyword(s):  
Character Recognition ◽  
Optical Character Recognition ◽  
Indian Languages ◽  
Indian Language ◽  
South Indian ◽  
Wavelet Features ◽  
On Line ◽  
Recognition Systems ◽  
System Methodology

Optical Character Recognition (OCR) systems have been effectively developed for the recognition of printed characters of non-Indian languages. Efforts are underway for the development of efficient OCR systems for Indian languages, especially for Kannada, a popular South Indian language. We present in this paper an OCR system developed for the recognition of basic characters in printed Kannada text, which can handle different font sizes and font sets. Wavelets that have been progressively used in pattern recognition and on-line character recognition systems are used in our system to extract the features of printed Kannada characters. Neural classifiers have been effectively used for the classification of characters based on wavelet features. The system methodology can be extended for the recognition of other south Indian languages, especially for Telugu.

Low frequency bi-syllabic wordlists in a South-Indian language, Kannada: development, standardization and validation

2017 ◽  
Vol 15 (1) ◽  
pp. 38-47
Author(s):  
Animesh Barman ◽  
Vijaya Kumar Narne ◽  
Prashanth Prabhu ◽  
Niraj Kumar Singh ◽  
Spoorthi Thammaiah
Keyword(s):  
Low Frequency ◽  
Indian Language ◽  
South Indian

scholarly journals Fuzzy Logic Based Teaching/Learning of a Foreign Language in Multilingual Situations

2017 ◽  
Vol 7 (2) ◽  
pp. 71-84 ◽  
Author(s):  
Sweta SINHA
Keyword(s):  
Fuzzy Logic ◽  
Mother Tongue ◽  
Real Life ◽  
Efficient Solutions ◽  
Linguistic Knowledge ◽  
Indian Language ◽  
Natural Languages ◽  
Technical Students ◽  
Life Problems ◽  
Teaching Learning

The concept of Fuzzy Logic (FL) has gained momentum in areas of artificial intelligence and allied researches because of its absolute ability to present efficient solutions to real life problems. Contrary to the paradigmatic approach to the solutions of being either absolutely true or false [0 or 1] the fuzzy sets provide a range of possible outputs with error prone inputs which are vague and inaccurate using linguistic objects instead of mere mathematical numbers. A multilingual situation poses a similar challenge for a language teacher/learner where languages exist in continuum. Learners with heavy mother tongue influence tend to use their natural languages instinctively in a way that can create their own fuzzy rules to encounter the situation of being taught an entirely new language. A typical Indian language classroom is highly multilingual where scope of errors is numerous though they are ignored. This leads to stress both for the teachers as well as the learners making the classroom ambience more mechanistic than human. To combat such situations FL based Three-Phase Model of language teaching has been proposed which derives its basis on the presumption that the language instructor is aware of general rules of linguistics. An empirical longitudinal study on 150 undergraduate technical students designed on the proposed framework has been conducted to establish the efficiency and the success of the model. Observing language pedagogy through the lens of fuzzy logic and fuzzy thinking will not only make the classroom more real-like but it will also tap the pre-existing linguistic knowledge of the learners. Language interference will be more of a resource than a challenge.

scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

scholarly journals Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability in Lagos State, Nigeria

2021 ◽  
Vol 16 (1) ◽  
pp. 64
Author(s):  
Blessing Anyikwa ◽  
Oyekunle Oyekunle Yinusa
Keyword(s):  
Adult Learners ◽  
Correlation Coefficient ◽  
Mother Tongue ◽  
Rank Order ◽  
Literacy Skills ◽  
State Agency ◽  
Face Validity ◽  
Mass Education ◽  
Significant Difference ◽  
Lagos State

Abstract  The non-literate adult citizens in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing their worth and relevance in the 21st century literate society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainability in Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study adopted descriptive survey research design. The instruments adopted for the study were Key Informant Interview (KII) and a Questionnaire. A 20-item questionnaire titled “Adult Learners’ Basic Literacy Skills Questionnaire”, (ALBLSQ) was developed by the researchers. The instrument was validated using content and face validity according to the standard approved by the National Mass Education Commission in Nigeria, and the State Agency for Mass Education in Lagos State, Nigeria (NMEC/NOGALSS). A total of one hundred and eighty (180) questionnaires were administered purposively to adult learners across the six NMEC/NOGALSS literacy centers in Lagos state, and one hundred and forty-five (145) were retrieved. The reliability of the instrument was confirmed using a test-retest procedure, which gave a correlation coefficient of 0.87. The data was presented using frequency distribution tables, percentages, and Bar Charts. The data was analyzed using Spearman Rank Order Correlation Coefficient and T-test statistical tools to test the hypotheses at 0.05 significance level. The study revealed that a significant difference exists between the performance of adult learners before intervention and the performance of adult learners after intervention of the adult basic literacy programme amongst others. The study concluded and recommended that the curriculum of the adult basic literacy should be designed to have a combination of English and mother tongue language as a medium of instruction in order to aid cognitive development among adult learners, inter alia.

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