THE FREQUENCY OF OCCURRENCE OF SPEECH SOUNDS IN SPOKEN ENGLISH

1929 ◽  
Vol 1 (1) ◽  
pp. 110-120 ◽  
Author(s):  
Norman R. French ◽  
Walter Koenig
Keyword(s):  
Frequency Of Occurrence ◽  
Speech Sounds ◽  
Spoken English

scholarly journals Behavioral effect of mismatch negativity neurofeedback on foreign language learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254771
Author(s):  
Ming Chang ◽  
Hideyuki Ando ◽  
Taro Maeda ◽  
Yasushi Naruse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mismatch Negativity ◽  
Foreign Language Learning ◽  
Behavioral Effect ◽  
Control Group ◽  
Speech Sounds ◽  
Training Time ◽  
Native Japanese Speakers ◽  
Spoken English

Listening is critical for foreign language learning. Listening difficulties can occur because of an inability to perceive or recognize sounds while listening to speech, whereas successful listening can boost understanding and improve speaking when learning a foreign language. Previous studies in our laboratory revealed that EEG-neurofeedback (NF) using mismatch negativity event-related brain potential successfully induced unconscious learning in terms of auditory discrimination of speech sounds. Here, we conducted a feasibility study with a small participant group (NF group and control group; six participants each) to examine the practical effects of mismatch negativity NF for improving the perception of speech sounds in a foreign language. Native Japanese speakers completed a task in which they learned to perceive and recognize spoken English words containing the consonants “l” or “r”. Participants received neurofeedback training while not explicitly attending to auditory stimuli. The results revealed that NF training significantly improved the proportion of correct in discrimination and recognition trials, even though the training time for each word pair was reduced to 20% of the training time reported in our previous study. The learning effect was not affected by training with three pairs of words with different vowels. The current results indicate that NF resulted in long-term learning that persisted for at least 2 months.

scholarly journals Modalized speech acts in a spoken learner corpus: The case of can and could

2021 ◽  
Vol 22 (1) ◽  
pp. 27-37
Author(s):  
Petra Huschová
Keyword(s):  
University Students ◽  
Speech Acts ◽  
Frequency Of Occurrence ◽  
Semantic Features ◽  
Modal Verbs ◽  
Indirect Speech ◽  
Spoken English ◽  
Learner Corpus ◽  
Indirect Speech Acts ◽  
Modal Auxiliaries

Abstract This paper examines the use of the modal auxiliaries can and could in speech acts produced by university students of English. Its aim is to explore syntactic patterns, semantic features and pragmatic functions of utterances containing can/could in Corpus of Czech Students’ Spoken English. Taking account of pragmatic factors, including broader linguistic and extralinguistic context, the analysis attempts to identify the illocutionary forces conveyed by the modalized speech acts excerpted from the corpus dialogues. The findings indicate that the modal verbs are commonly employed as a modifying device in indirect speech acts, particularly in conventionalized directives. As for their frequency of occurrence, can proves to be a widely used modal auxiliary in spoken learner discourse, whereas the more remote could appears in the corpus much less frequently in that it is associated with a higher degree of diffidence.

TEM studies of tweed microstructures in annealed amelia albite

1990 ◽  
Vol 48 (4) ◽  
pp. 1064-1065
Author(s):  
Y. J. Kim ◽  
D. M. Henderson
Keyword(s):  
Annealing Time ◽  
The Other ◽  
Frequency Of Occurrence ◽  
Systematic Trend ◽  
Tweed Structure

Natural Amelia albite (Ab99.3An0.1Or0.6) annealed at 1073° and 924°C for various periods up to 140 days has been studied by NMR. TEM studies of the same sample revealed a distinct tweed microstructure in some samples annealed at both 1073°C and 924°C. On the whole, the quasi-regular tweed has a periodicity of 100 - 200 Å in both directions, one nearly normal to b* and the other approximately parallel to b*, which gives rise to two-directional streaking in SADP’s (Fig. 1 and 2). However, there are some differences in the tweed structure developed on annealing at 1073°C and at 924°C in albite.Albite samples annealed at 1073° show a systematic trend in their development of tweed structures: the regularity, periodicity, and frequency of occurrence increase with annealing time during the first 3 days, and then decrease gradually until no tweed microstructures are seen in samples annealed for more than 15 days. The tweed structure proceeds locally to form one-directional twin-like microstructures.

An Investigation of the Assumptions Underlying the Scoring System of the Arizona Articulation Proficiency Scale: Revised

1979 ◽  
Vol 10 (4) ◽  
pp. 241-245
Author(s):  
Richard J. Schissel ◽  
Linda B. James
Keyword(s):  
Scoring System ◽  
Frequency Of Occurrence

This study examines the assumptions underlying the scoring system of the Arizona Articulation Proficiency Scale: Revised. Twenty-one children between the ages of four years two months and six years 11 months were administered the Arizona Articulation Proficiency Scale: Revised and the Screening Deep Test of Articulation. The subjects' performance on the two tests was compared for the phones: [s], [l], [r], [t∫], [θ], [∫], [k], [f], and [t]. Results suggested that 1) the production of most sounds in only two contexts does not necessarily reflect the accuracy of production of those sounds in other contexts, and 2) for the sounds tested, the weightings assigned on the basis of their frequency of occurrence rather than the frequency with which they were misarticulated overestimated the extent of many articulation errors.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

Editorial Note

1946 ◽  
Vol 11 (1) ◽  
pp. 2-2
Keyword(s):  
Editorial Note ◽  
Speech Sounds ◽  
Left Hand ◽  
Hand Column ◽  
Right Hand ◽  
Infant Speech ◽  
The Right

In the article “Infant Speech Sounds and Intelligence” by Orvis C. Irwin and Han Piao Chen, in the December 1945 issue of the Journal, the paragraph which begins at the bottom of the left hand column on page 295 should have been placed immediately below the first paragraph at the top of the right hand column on page 296. To the authors we express our sincere apologies.

Temporal Characteristics of Speech in Simultaneous Communication

1995 ◽  
Vol 38 (5) ◽  
pp. 1014-1024 ◽  
Author(s):  
Robert L. Whitehead ◽  
Nicholas Schiavetti ◽  
Brenda H. Whitehead ◽  
Dale Evan Metz
Keyword(s):  
Pause Duration ◽  
Vowel Duration ◽  
Vowel Perception ◽  
Temporal Characteristics ◽  
Spoken English ◽  
Temporal Features ◽  
Before And After ◽  
Word Duration ◽  
Rate Of Speech ◽  
Speech Condition

The purpose of this investigation was twofold: (a) to determine if there are changes in specific temporal characteristics of speech that occur during simultaneous communication, and (b) to determine if known temporal rules of spoken English are disrupted during simultaneous communication. Ten speakers uttered sentences consisting of a carrier phrase and experimental CVC words under conditions of: (a) speech, (b) speech combined with signed English, and (c) speech combined with signed English for every word except the CVC word that was fingerspelled. The temporal features investigated included: (a) sentence duration, (b) experimental CVC word duration, (c) vowel duration in experimental CVC words, (d) pause duration before and after experimental CVC words, and (e) consonantal effects on vowel duration. Results indicated that for all durational measures, the speech/sign/fingerspelling condition was longest, followed by the speech/sign condition, with the speech condition being shortest. It was also found that for all three speaking conditions, vowels were longer in duration when preceding voiced consonants than vowels preceding their voiceless cognates, and that a low vowel was longer in duration than a high vowel. These findings indicate that speakers consistently reduced their rate of speech when using simultaneous communication, but did not violate these specific temporal rules of English important for consonant and vowel perception.

Distributional Learning in Categorization of Speech and Non-Speech Sounds

2012 ◽  
Author(s):  
Megan M. Kittleson ◽  
Jessamyn Schertz ◽  
Randy Diehl ◽  
Andrew J. Lotto
Keyword(s):  
Speech Sounds ◽  
Distributional Learning
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