Effects of Altered Fundamental Frequency on Nasalance during Vowel Production by Adult Speakers at Targeted Sound Pressure Levels

2009 ◽  
Vol 46 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Kerry C. Mandulak ◽  
David J. Zajac
Keyword(s):  
Fundamental Frequency ◽  
Outcome Measures ◽  
Sound Pressure ◽  
Native English Speakers ◽  
English Speakers ◽  
Vowel Production ◽  
Chapel Hill ◽  
Velopharyngeal Function ◽  
The University ◽  
Normal Speech

Objective: This study investigated the effects of altered fundamental frequency (F0) on nasalance levels of the vowels /i/ and /a/ produced by adults without cleft palate within a controlled sound pressure level (SPL) range. Design: A prospective group design with convenience sampling from the University of North Carolina at Chapel Hill was used. Participants: 20 men and 20 women participated, aged 18 to 55 years. All were native English speakers with normal speech and language skills and adequate velopharyngeal function. Main Outcome Measures: The outcome measures were percentage nasalance obtained from the Nasometer 6200 (KayPentax) headset and the Computerized Speech Lab Model 4400 (CSL, KayPentax) during vowel production while speakers (1) targeted an SPL range of 75 to 85 dB and (2) targeted the SPL plus F0 range of 165 to 175 Hz. Results: A significant univariate effect was found for the vowels /i/ and /a/ in the targeted SPL condition such that /i/ was produced with higher nasalance than /a/. A significant univariate effect was also found during production of /a/ in the targeted SPL plus F0 condition such that men produced /a/ with higher nasalance than women did. Conclusions: SPL appears to largely account for percentage nasalance differences between the vowels /i/ and /a/ produced by adult male and female speakers. Increased F0 by male speakers appears to influence percentage nasalance during production of the vowel /a/. Clinical implications in regard to assessment of hypernasality are discussed.

The relative contribution of segments and intonation to the perception of foreign-accented speech

2015 ◽  
Vol 37 (2) ◽  
pp. 303-322 ◽  
Author(s):  
JOAN SERENO ◽  
LYNNE LAMMERS ◽  
ALLARD JONGMAN
Keyword(s):  
Fundamental Frequency ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
Foreign Accent ◽  
English Speakers ◽  
Relative Impact ◽  
Accented Speech ◽  
Relative Contribution ◽  
Accented English

ABSTRACTThe present study examines the relative impact of segments and intonation on accentedness, comprehensibility, and intelligibility, specifically investigating the separate contribution of segmental and intonational information to perceived foreign accent in Korean-accented English. Two English speakers and two Korean speakers recorded 40 English sentences. The sentences were manipulated by combining segments from one speaker with intonation (fundamental frequency contour and duration) from another speaker. Four versions of each sentence were created: one English control (English segments and English intonation), one Korean control (Korean segments and Korean intonation), and two Korean–English combinations (one with English segments and Korean intonation; the other with Korean segments and English intonation). Forty native English speakers transcribed the sentences for intelligibility and rated their comprehensibility and accentedness. The data show that segments had a significant effect on accentedness, comprehensibility, and intelligibility, but intonation only had an effect on intelligibility. Contrary to previous studies, the present study, separating segments from intonation, suggests that segmental information contributes substantially more to the perception of foreign accentedness than intonation. Native speakers seem to rely mainly on segments when determining foreign accentedness.

scholarly journals Supporting Non-Native English Speakers at the University

2021 ◽  
Vol 11 (1) ◽  
pp. 103-121
Author(s):  
Bethany Peters ◽  
Michael E. Anderson
Keyword(s):  
Research University ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Public Research ◽  
Public Research University ◽  
Native Speakers Of English ◽  
Faculty And Staff ◽  
The University

This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

scholarly journals Integration of sources in academic writing: A corpus-based study of citation practices in essay writing in two departments at the University of Botswana

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Boitumelo T. Ramoroka
Keyword(s):  
Academic Writing ◽  
Native English Speakers ◽  
English For Academic Purposes ◽  
Clear Distinction ◽  
English Speakers ◽  
Essay Writing ◽  
University Of Botswana ◽  
Citation Practices ◽  
The University ◽  
Source Materials

The ability to cite sources appropriately is an important feature of academic writing. Academic writers are expected to integrate ideas of others into their texts and take a stance towards the reported material as they develop their arguments. Despite this importance, research has shown that citation presents considerable difficulties for students, particularly non-native English speakers. Such difficulties include using citations effectively in writing and understanding them in reading, expressing one’s voice and signalling citations in writing so that there is a clear distinction between one’s ideas and those derived from source materials. This study investigates the types of reporting verbs used by students to refer to the work of others and the extent to which they evaluate the work of others in their writing. It draws from a corpus of approximately 80 000 words from essays written by students in two departments at the University of Botswana (Botswana). The findings show that students used more informing verbs, associated with the neutral passing of information from the source to the reader, without interpreting the information cited, compared with argumentative verbs (which signify an evaluative role). The results of the study underscore the importance of teaching reporting verbs in the English for academic purposes classroom and making students aware of their evaluative potential.

scholarly journals Czy możliwa jest sprawiedliwość językowa?

2010 ◽  
Vol 54 (2) ◽  
pp. 157-169
Author(s):  
Walter Żelazny
Keyword(s):  
Great Britain ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
First Principle ◽  
The European Union ◽  
Language And Culture ◽  
International Language ◽  
Globalizing World ◽  
The University

The author considers the question of who has power in the globalizing world over the “international” language, what benefits do they derive from that, who profits, who loses? According to the calculations of François Grin of the University of Geneva, because of the domination of the English language in the European Union, Great Britain gains annually 17 milliard euros. For comparison, the whole budget for higher education in Poland in 2009 was 15 milliard zloties, that is one quarter of that sum. Linguistic relationships, including those in Europe are a clear example of injustice as it favours native English speakers. As a result, are language and culture categories of social justice, the first principle of a modern state? Why not consider the development of a type of Esperanto?

scholarly journals Palgrave Study Skills: The International Student Handbook

2014 ◽  
Vol 4 (2) ◽  
pp. 196-198
Author(s):  
Karen Johnson ◽  
Lisa Wells
Keyword(s):  
Study Skills ◽  
International Student ◽  
First Language ◽  
Academic Culture ◽  
Native English Speakers ◽  
English Speakers ◽  
University Culture ◽  
History Of ◽  
English Speaking ◽  
The University

The International Student Handbook addresses the needs of students whose first language is not English. Whether they are future or current students, as non-native English speakers who study at English-speaking universities, they will deal with issues ranging from adapting to the new academic culture to understanding the nuances of the language. This practical handbook can help prepare students adjust to the academic rigors of Western universities, understand the university culture, improve their English, and become successful university students. The three authors report a combined history of teaching at universities in 12 different countries. 

Practice in Language Partners

1997 ◽  
Vol 2 (2) ◽  
pp. 23-24
Author(s):  
Teresa Brawner Bevis
Keyword(s):  
International Students ◽  
Native English Speakers ◽  
English Speakers ◽  
University Of Arkansas ◽  
Spoken English ◽  
The University

This program at the University of Arkansas pairs up international students with native English speakers—or “coaches,” as they are called—to practice conversation and improve their spoken English. The result for the international students is more confidence and a higher level of engagement in class and out. The coaches are also seeing some surprising benefits.

International Students’ use of Multilingual Information Access (MLIA) tools: A Survey

2013 ◽  
Author(s):  
Peggy Nzomo ◽  
Victoria Rubin ◽  
Isola Ajiferuke
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Information Access ◽  
Native English Speakers ◽  
English Speakers ◽  
Cross Language Information Retrieval ◽  
The University ◽  
Cross Language ◽  
Linguistic Backgrounds

This research presents the results of a case study on potential users of Cross Language Information Retrieval (CLIR) systems –international students at the University of Western Ontario. The study is designed to test their awareness of Multi-Lingual Information Access (MLIA) tools on the internet and in select electronic databases. The study also investigates how non-native English speakers cope with language barriers while searching for information online. Based on the findings, we advocate for designing systems that incorporate CLIR options and other MLIA tools to support users from diverse linguistic backgrounds with varying language proficiency levels.Cette recherche présente les résultats d’une étude de cas auprès d’utilisateurs potentiels, des étudiants internationaux de l’University of Western Ontario, d’un système de repérage d’information par langue croisée (RILC). L’étude est conçue pour tester leur connaissance d’outils d’accès à l’information multilingues (AIM) sur Internet et dans certaines bases de données électroniques. L’étude s’intéresse également aux moyens que prennent les locuteurs non natifs de l’anglais pour palier aux barrières linguistiques lorsqu’ils cherchent de l’information en ligne. Selon les résultats, nous recommandons de concevoir des systèmes qui incorporent des options de RILC et d’autres outils d’AIM pour aider les utilisateurs d’origine linguistique diverse ayant des niveaux de maîtrise linguistique différents.

scholarly journals Practicando la habilidad de hablar en inglés mediante interacciones con hablantes nativos

2021 ◽  
Vol 2 (3) ◽  
pp. 68-85
Author(s):  
Manuel Antonio Becerra Polanco ◽  
Juan González Martínez
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
English Speaking ◽  
Investigación Cualitativa ◽  
Linguistic Aspect ◽  
The University ◽  
Grammatical Structures

El presente artículo describe una investigación cualitativa enfocada en analizar la mejoría de la habilidad de hablar en inglés por parte de los alumnos de la universidad de Quintana Rool. La metodología se enfocó a través de prácticas situacionales con hablantes nativos del inglés y al diseño actividades orientadas a la realización de conversaciones entre grupos pequeños. Para la recolección de los datos, se empleó el uso de foros, y un cuestionario con preguntas abiertas. Los resultados reportan mejorías en los alumnos respecto al control de limitaciones psicológicas como la timidez, miedo a cometer errores, hablar con nativos, entre otras. De igual forma, se identificó mejoría en el aspecto lingüístico al fomentar el uso y práctica de estructuras gramaticales. Abstract This article describes a qualitative research focused on analyzing the improvement of English speaking skills of students at the University of Quintana Rool. The methodology was focused through situational practices with native English speakers and the design of activities oriented to small group conversations. For data collection, the use of forums and a questionnaire with open-ended questions was used. The results report improvements in the students' control of psychological limitations such as shyness, fear of making mistakes, speaking with native speakers, among others. Likewise, improvement was identified in the linguistic aspect by encouraging the use and practice of grammatical structures.

Effectiveness of Two Different Approaches to Accent Modification Services for Non-Native English Speakers of Korean Background

2013 ◽  
Vol 20 (3) ◽  
pp. 127-136 ◽  
Author(s):  
Sue Ann S. Lee ◽  
Sherry Sancibrian
Keyword(s):  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Vowel Production ◽  
Minimal Pairs ◽  
Similar Percentage ◽  
Correct Pronunciation ◽  
Korean Speakers ◽  
Accent Modification ◽  
Segmental Approach

This study evaluated effectiveness of two different approaches to accent modification for non-native English speakers. Eight native Korean speakers of English participated. English labio-dental fricatives, liquids, and front vowels were targeted. Half of the participants received accent modification services with a focus on individual sound drills (segmental approach) while the other half received services using minimal pairs (contrastive approach). The percentage of correct pronunciation was measured for each consonant and vowel category during each session. The results of this study revealed that both groups of Korean speakers showed a similar percentage of correct pronunciation for consonant production. However, those who received the contrastive approach demonstrated higher accuracy in vowel production than those who received the segmental approach. The results of this study suggest that contrastive approaches may be useful for non-native English speakers of Korean background, especially for vowel production.

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