scholarly journals Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings

2017 ◽  
Vol 20 (2) ◽  
pp. 32-50 ◽  
Author(s):  
Pavel Trofimovich ◽  
Sara Kennedy ◽  
Josée Blanchet
Keyword(s):  
Second Language ◽  
Read Aloud ◽  
Pitch Range ◽  
Pronunciation Instruction ◽  
Before And After ◽  
And Performance ◽  
Oral Skills ◽  
The Relationship ◽  
Listening And Speaking ◽  
Intonation Accuracy

This study examined the relationship between targeted pronunciation instruction in French as a second language (L2) and listener-based ratings of accent, comprehensibility, and fluency. The ratings by 20 French listeners evaluating the speech of 30 adult L2 French learners enrolled in a 15-week listening and speaking course targeting segments, prosody, fluency, and connected speech processes (e.g., liaison, enchainment) were compared before and after instruction in read-aloud and extemporaneous (picture description) speaking tasks. Results showed that the learners improved in all speech ratings, especially in extemporaneous speaking. Results also revealed that accent ratings were linked to prosody (intonation accuracy, pitch range), while fluency and comprehensibility ratings were additionally linked to fluency phenomena (length of fluent run, hesitation rate). These findings are discussed in terms of their implications for L2 pronunciation learning and links between instruction, listener-rated dimensions of speech, and performance in different tasks.

Segmental error patterns in Finnish-accented English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Camilla Søballe Horslund ◽  
Parker F. Van Nostrand
Keyword(s):  
Second Language ◽  
Language Teachers ◽  
Foreign Accent ◽  
Language Experience ◽  
Error Patterns ◽  
Pronunciation Instruction ◽  
Accented English ◽  
Second Language Speech Production ◽  
The Relationship ◽  
Sheer Number

Abstract Research suggests that explicit pronunciation teaching improves second language speech production, but language teachers often lack the relevant knowledge to teach pronunciation. This study examined segmental error patterns in Finnish-accented English and the relationship between segmental errors and foreign accent ratings in two groups differing in amount of second language experience. Our study identified a number of common segmental error patterns in Finnish-accented English, which may guide formal pronunciation instruction. We further found that the sheer number of segmental errors in a sentence affected foreign accent ratings as did the number of vowel errors in a sentence. We speculate that the detrimental effect of vowel errors may be related to the finding that vowel errors resulted in non-English segments more often than consonant errors did. Finally, we found a facilitative effect of second language experience on foreign accent rating that cannot be reduced to number of segmental errors, despite the finding that number of consonant errors was reduced with increased second language experience.

Engaging the senses

2018 ◽  
Vol 4 (1) ◽  
pp. 46-72 ◽  
Author(s):  
Suzanne Cerreta ◽  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
Performance Measures ◽  
Qualitative Data ◽  
French Canadian ◽  
Pronunciation Instruction ◽  
Sensory Learning ◽  
Different Types ◽  
Before And After ◽  
Types Of Instruction

Abstract This case study examined the benefits of a sensory-based approach for teaching second language pronunciation to actors, addressing the unique learning goal of nativelike speech for nonnative professional actors. Two French Canadian actors (Marianne and Sebastian) were followed over 10 weeks of pronunciation instruction based on Knight’s (2012) theatrical voice methods and Gibson’s (1969) principles of sensory learning. Audio samples from scripted performances before and after instruction were rated for global and linguistic measures by 10 linguistically trained listeners and for performance measures by 10 advanced acting students. Listener ratings showed a significant improvement in accentedness for Marianne and greater comprehensibility for both actors, while qualitative data revealed actors’ preferences for different types of instruction. Results suggest that sensory learning appears beneficial for some learners and that pronunciation instruction could be supplemented with sensory-based activities.

Imitation in a Second Language Relies on Phonological Categories but Does Not Reflect the Productive Usage of Difficult Sound Contrasts

2018 ◽  
Vol 62 (3) ◽  
pp. 594-622 ◽  
Author(s):  
Miquel Llompart ◽  
Eva Reinisch
Keyword(s):  
Second Language ◽  
Word Reading ◽  
Phonological Representation ◽  
Read Aloud ◽  
Perceptual Categorization ◽  
Reading Task ◽  
Lexical Representations ◽  
Acoustic Measures ◽  
Phonological Categories ◽  
The Relationship

This study investigated the relationship between imitation and both the perception and production abilities of second language (L2) learners for two non-native contrasts differing in their expected degree of difficulty. German learners of English were tested on perceptual categorization, imitation and a word reading task for the difficult English /ɛ/-/æ/ contrast, which tends not to be well encoded in the learners’ phonological inventories, and the easy, near-native /i/-/ɪ/ contrast. As expected, within-task comparisons between contrasts revealed more robust perception and better differentiation during production for /i/-/ɪ/ than /ɛ/-/æ/. Imitation also followed this pattern, suggesting that imitation is modulated by the phonological encoding of L2 categories. Moreover, learners’ ability to imitate /ɛ/ and /æ/ was related to their perception of that contrast, confirming a tight perception-production link at the phonological level for difficult L2 sound contrasts. However, no relationship was observed between acoustic measures for imitated and read-aloud tokens of /ɛ/ and /æ/. This dissociation is mostly attributed to the influence of inaccurate non-native lexical representations in the word reading task. We conclude that imitation is strongly related to the phonological representation of L2 sound contrasts, but does not need to reflect the learners’ productive usage of such non-native distinctions.

scholarly journals Quantifying Self-Report Measures' Overestimation of Mobility Scores Postarthroplasty

2010 ◽  
Vol 90 (9) ◽  
pp. 1288-1296 ◽  
Author(s):  
Paul W. Stratford ◽  
Deborah M. Kennedy ◽  
Monica R. Maly ◽  
Norma J. MacIntyre
Keyword(s):  
Performance Measures ◽  
Secondary Analysis ◽  
Primary Total Knee Arthroplasty ◽  
Important Change ◽  
Performance Measure ◽  
Self Report ◽  
Before And After ◽  
The Difference ◽  
And Performance ◽  
The Relationship

Background Self-reports of function may systematically overestimate the ability of patients to move around postarthroplasty. Objective The purpose of this study was to estimate the magnitude of systematic differences in Lower Extremity Functional Scale (LEFS) and Western Ontario and McMaster Universities Osteoarthritis Index physical function subscale (WOMAC-PF) scores before and after primary total knee arthroplasty (TKA) or total hip arthroplasty (THA) by referencing the values to Six-Minute Walk Test (6MWT) distances and Timed “Up & Go” Test (TUG) times. Design This study was a secondary analysis of data from a prospective cohort study. Methods The LEFS, WOMAC, 6MWT, and TUG were administered to 85 patients prearthroplasty and once at 9 to 13 weeks postarthroplasty. Regression analysis was applied using a robust error term for clustered data. With the self-report measures as dependent variables and performance measures, occasion (prearthroplasty or postarthroplasty), and performance measure-by-occasion as independent variables, 3 propositions were examined: (1) the relationship between self-report and performance measures is identical prearthroplasty and postarthroplasty (ie, regression lines are coincident); (2) the relationship differs between occasions, but is consistent (ie, regression lines are parallel); (3) the relationship is not consistent (ie, the regression lines are not parallel). Results For all analyses, the results supported the second proposition (ie, the relationship differed between occasions, but was consistent). The systematic differences varied by location of arthroplasty, but were similar for both performance tests. For the LEFS, the difference was approximately 11 points for patients who received TKA and 13 points for patients who received THA. For the WOMAC-PF, the difference was approximately 12 points for patients who received TKA and 19 points for patients who received THA. These differences exceed the minimal clinically important change for an individual patient. Limitations The findings are specific to 9 to 13 weeks postarthroplasty. Conclusion Dependence on scores of self-report measures alone, without knowledge of the magnitude of the identified systematic differences, will result in overestimating the ability of patients to move around postarthroplasty.

scholarly journals Physical Functioning Before and After Total Hip Arthroplasty: Perception and Performance

2008 ◽  
Vol 88 (6) ◽  
pp. 712-719 ◽  
Author(s):  
Inge van den Akker-Scheek ◽  
Wiebren Zijlstra ◽  
Johan W Groothoff ◽  
Sjoerd K Bulstra ◽  
Martin Stevens
Keyword(s):  
Total Hip Arthroplasty ◽  
Hip Arthroplasty ◽  
Physical Functioning ◽  
Self Report ◽  
Total Hip ◽  
Pain Subscale ◽  
Before And After ◽  
And Performance ◽  
The Relationship ◽  
Over Time

Background and Purpose Self-report and performance-based measures of physical functioning in people before and after total hip arthroplasty seem to present different information. The relationship between these different measures is not well understood, and little information is available about changes in this relationship over time. The aims of this study were: (1) to determine the relationship between self-report and performance-based measures of physical functioning before and after total hip arthroplasty, (2) to assess the influence of pain on the relationship, and (3) to determine whether the relationship changes over time. Subjects and Methods Seventy-five subjects admitted for total hip arthroplasty were included and examined before and 6 and 26 weeks after surgery. The relationships between the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) physical functioning subscale and walking speed and gait variability were examined by use of generalized estimating equations, which included interactions with time and the WOMAC pain subscale. Results The relationship between self-report and performance-based measures of physical functioning was poor. Pain appeared to have a considerable influence on self-reported physical functioning. The relationship did not appear to change over time. Discussion and Conclusion The influence of pain on self-reported physical functioning serves as an explanation for the poor relationship between self-reported and performance-based physical functioning. When using a self-report measure such as the WOMAC, one should realize that it does not seem to assess the separate constructs—physical functioning and pain—that are claimed to be measured.

Acquired, transferred and integrated knowledge: a study of M&A knowledge performance

2018 ◽  
Vol 11 (3) ◽  
pp. 282-305 ◽  
Author(s):  
Rachel Calipha ◽  
David M. Brock ◽  
Ahron Rosenfeld ◽  
Dov Dvir
Keyword(s):  
Knowledge Integration ◽  
Theory Model ◽  
Annual Reports ◽  
Content Type ◽  
Knowledge Based ◽  
Before And After ◽  
And Performance ◽  
The Relationship ◽  
Integrated Knowledge

PurposeThe acquisition of knowledge through mergers and acquisition (M&A) may not create value—usually because the knowledge may not be transferred, or transferred but not integrated. The purpose of this paper to develop and test a theoretical model of knowledge and performance in the M&A process.Design/methodology/approachTheory, model and case analysis.FindingsThe literature review led us to distinguish between three main categories of knowledge along the different stages of the M&A process: acquired knowledge in the pre-merger stage; and transferred knowledge and integrated knowledge in the post-merger stage. The application of the model is illustrated in a case study of technology M&A, which includes data collected from annual reports before and after the merger.Research limitations/implicationsThe model recommends acknowledging the differences between the acquired knowledge, transferred knowledge and integrated knowledge when examining the relationship between knowledge and performance in M&As. In addition, the model suggests considering several factors that influence future knowledge integration in the pre-merger stage. Ignoring the three categories and the factors may be the reason for the reports of previous studied stating that the acquisition of knowledge-based resources is associated with negative announcement returns to the acquiring firm.Originality/valueThe paper presents new procedures to measure knowledge, collecting data on R&D employees by using annual reports. In addition, the paper suggests adding “in-process R&D” as an “Acquired Knowledge” measure.

scholarly journals Relationship Between Reaction Time, Medal Winning and Performance in the 60 m Hurdle Indoor Event Before and After the Change of False Start Rule

2021 ◽  
Vol 61 (1) ◽  
pp. 72-85
Author(s):  
Konstantinos Ntolaptsis ◽  
Vassilios Panoutsakopoulos
Keyword(s):  
Reaction Time ◽  
Significant Positive Correlation ◽  
T Test ◽  
Training Process ◽  
Finish Time ◽  
The World ◽  
Before And After ◽  
False Start ◽  
And Performance ◽  
The Relationship

Summary 60 m hurdles races are included in the World Indoor Athletics Championships and consist the shortest hurdle race distance. Thus, it is possible that the reaction time (RT) affects the finish time (t60mH) and the rank of the hurdlers. The aims of this research were: a) to examine the relationship between RT and t60mH, b) the possible differentiation of RT: c) between the hurdlers who won a medal in World Indoor Athletics Championships (WM) and those who did not (NMW), d) between hurdlers who competed before (BRC) and after (ARC) the change of the starting rules in 2009. Analysis included 70 performances (WM: n = 28; NMW: n = 42; BRC: n = 32; ARC, n = 38). The differences between WM and NMW and BRC and ARC were examined with independent samples T-test, while the possible relationship between RT and t60mH with Pearson’s correlation. The results showed that RT was not significantly different (p < .05) between WM and NMW and between BRC and ARC. A weak, but significant, positive correlation (r = .228, p = .016) between RT and t60mH was observed. Results revealed that RT is a factor that affects t60mH. In conclusion, the essential focus on the reaction time at the starting blocks must be given during the training process.

scholarly journals An Ethnographic Study: The Role of “Play” in the Development of English Listening and Speaking Ability of Two Chinese Children in a Multilingual Setting

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Wenjuan He
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Young Children ◽  
The Philippines ◽  
Ethnographic Study ◽  
Chinese Children ◽  
English Speaking ◽  
The Relationship ◽  
Listening And Speaking

Much scholarship on “play” activities has focused on enhancing children’s learning processes and developing interest towards learning second language (Nair, Yusof, Arumugam, 2014). Many of these studies, however, adopt the survey to conduct their study. This study explored how “play with local kids” activities effect the development of English speaking and listening of two Chinese children in the Philippines, employing an ethnographically based approach to observe the two participants playing with local kids, which lasted about 4 months. The findings of the study revealed that “play” activities can not only help young children have a better understanding of their English conversations, and make them have more confidence to speak English, but also inspire them to speak English in such environment. In view of the results, it is obvious that “play with local kids” is a very good way for young children to acquire a second language in a multilingual setting. It is strongly recommended that language researchers and teachers should pay more attention and do more research on the relationship between “play” and second language acquisition.

scholarly journals Relationship between biomechanical and psychophysiological indicators and performance in a vertical mountain race

2020 ◽  
Vol 15 (43) ◽  
pp. 27-34
Keyword(s):  
Heart Rate ◽  
Descriptive Study ◽  
Subjective Perception ◽  
Maximum Heart Rate ◽  
Final Time ◽  
Lactate Accumulation ◽  
Before And After ◽  
And Performance ◽  
The Relationship ◽  
Trained Runners

In order to know the relationship between biomechanical and psychophysiological indicators, as well as the possible pre-post psychophysiological differences and the use of poles in the uphill performance on mountain runners, we performed a prospective and descriptive study of one vertical mountain race. Thus, it was analysed biomechanical (speed and strength/power manifestations) and psychophysiological variables (lactate, heart rate and subjective perception of fatigue) with a total of nine (n = 9) experienced runners divided into groups to use (n = 4) or not (n = 5) poles during the race. Nonparametric analyses were performed to observe the correlations between variables, the differences between groups and the differences between the psychophysiological values before and after the test. The results do not present significant (p < 0.05) differences or correlations of performance between those that used poles or not. There are significant differences between the psychophysiological variables pre and post, in addition they show correlations of performance (final time and relation of time with the first classified) with higher mean and maximum heart rate, as well as a lower lactate accumulation. It is concluded that a better performance in a mountain vertical race is associated to higher physiological efficiency but not to greater strength and power jump manifestations in trained runners.

scholarly journals Rapikwenty: ‘A loner in the ashes’ and other songs for sleeping

2018 ◽  
Vol 5 (1) ◽  
pp. 52-79
Author(s):  
Myfany Turpin ◽  
Jennifer Green
Keyword(s):  
Oral Traditions ◽  
Verbal Art ◽  
Pitch Range ◽  
Performance Style ◽  
The World ◽  
And Performance ◽  
Main Protagonist ◽  
Formal Properties ◽  
The Relationship ◽  
The Voice

Rapikwenty is a traditional Australian Indigenous set of stories-and-songs from the Utopia region of Central Australia performed by Anmatyerr speaking adults to lull children to sleep. The main protagonist is a boy who is left to play alone in the ashes. Like many lullabies, Rapikwenty is characterised by scary themes, soft dynamics, a limited pitch range and repetition. The story-and-song form is not common in the Australian literature on lullabies, yet such combinations of prose and verse are found in other forms of verbal art of the region (Green 2014). This verbal art style is also well-attested in other oral traditions of the world (Harris & Reichl, 1997). Rapikwenty resembles other Anmatyerr genres in its song structure; yet differs in its performance style. Echoing Trainor et al. (1999: 532), we find it is the “soothing, smooth, and airy” delivery, rather than any formal properties of the genre, that achieves the lulling effect. In addition, Rapikwenty uses the recitative style known as arnwerirrem ‘humming’. The voice thus moves seamlessly between spoken story and sung verse, creating a smooth delivery throughout. We suggest that the combination of prose and verse reflects an Anmatyerr concept of song as prototypically punctuating events in a story rather than a medium for story-telling itself. This article suggests a more nuanced approach to the relationship between genre and performance styles.

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