Speech Rate and Listening Comprehension: Further Evidence of the Relationship

1992 ◽  
Vol 26 (2) ◽  
pp. 385 ◽  
Author(s):  
Roger Griffiths
Keyword(s):  
Listening Comprehension ◽  
Speech Rate ◽  
The Relationship

scholarly journals PREDICTING L2 FLUENCY FROM L1 FLUENCY BEHAVIOR

2020 ◽  
Vol 42 (4) ◽  
pp. 671-695 ◽  
Author(s):  
Zeynep Duran-Karaoz ◽  
Parvaneh Tavakoli
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Speech Rate ◽  
Placement Test ◽  
Elicited Imitation ◽  
Language Pedagogy ◽  
Proficiency Level ◽  
Second Language Pedagogy ◽  
L1 And L2 ◽  
The Relationship

AbstractThe article reports on the findings of a study investigating the relationship between first language (L1) and second language (L2) fluency behavior. Drawing on data collected from Turkish learners of English, the study also addresses the question of whether proficiency level mediates the relationship, if any. The data were coded for a range of breakdown, repair, speed, and composite measures. Language proficiency was measured by means of two tests: Oxford Placement Test (OPT) and an Elicited Imitation Task (EIT). The results show that some breakdown and repair measures were positively correlated in L1 and L2, but no correlations were observed for articulation rate and speech rate. The relationships were not mediated by proficiency level. Regression analyses show that a number of models predicted L2 fluency. L1 fluency contributed significantly to models predicting pausing behavior; EIT scores predicted L2 speech rate; and L1 fluency and OPT scores predicted L2 repair and mid-clause pauses. The important implications of the findings for fluency research and second language pedagogy are discussed.

Modeling the relationship between utterance fluency and raters’ perceived fluency of consecutive interpreting

Interpreting ◽  
2020 ◽  
Vol 22 (2) ◽  
pp. 211-237
Author(s):  
Chao Han ◽  
Sijia Chen ◽  
Rongbo Fu ◽  
Qin Fan
Keyword(s):  
Empirical Study ◽  
Regression Models ◽  
Speech Rate ◽  
Strong Correlations ◽  
Automated Scoring ◽  
Time Ratio ◽  
Parsimonious Model ◽  
Consecutive Interpreting ◽  
The Relationship

Abstract Fluency is an important, yet insufficiently understood, construct in interpreting studies. This article reports on an empirical study which explored the relationship between utterance fluency measures and raters’ perceived fluency ratings of English/Chinese consecutive interpreting. It also examined whether such relationship was consistent across interpreting directions and rater types. The results partially supported the categorization of utterance fluency into breakdown, speed and repair fluency. It was also found that mean length of unfilled pauses, phonation time ratio, mean length of run and speech rate had fairly strong correlations with perceived fluency ratings in both interpreting directions and across rater types. Among a number of competing regression models that were built to predict raters’ fluency ratings, a parsimonious model, using mean length of unfilled pauses and mean length of run as predictors, accounted for about 60% of the variance of fluency ratings in both directions and across rater types. These results are expected to help create, rewrite and modify rubrics and scalar descriptors of fluency scales in rater-mediated interpretation assessment and to inform automated scoring of fluency in interpreting.

scholarly journals The causal structure of lenition: A case for the causal precedence of durational shortening

2020 ◽  
Author(s):  
Uriel Cohen Priva ◽  
Emily Gleason
Keyword(s):  
Information Content ◽  
Causal Structure ◽  
Speech Rate ◽  
The Core ◽  
Two Factors ◽  
The Relationship

Studies of variable lenition patterns converged on two phonetic properties as characteristic of lenition: reduced duration and increased intensity. However, the causal precedence of the two factors remains unclear. We focus on the causal structure of variable lenition. Study 1 examines the relationship between three correlates of lenition: speech rate, stress, and low information content, and their effect on reduced duration and increased intensity. We find that though increased intensity is more prototypically viewed as the core aspect of lenition, the effect of the three correlates on intensity is mediated by duration. Study 2 shows that all frequent lenition processes in the Buckeye corpus involve durational reduction. The contribution of this paper is a proposal with a fairly simple principle, with few auxiliary assumptions: Reduced duration precedes increased intensity in variable lenition.

scholarly journals El uso del vídeo en tests de comprensión oral por internet

2016 ◽  
Vol 5 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Cristina Pardo-Ballester
Keyword(s):  
Listening Comprehension ◽  
Multimedia Technology ◽  
Listening Tests ◽  
Midwestern University ◽  
Different Types ◽  
Support Device ◽  
Visual Aid ◽  
L2 Listening ◽  
The Relationship

<p class="AbstractText">With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.</p>

Sign in / Sign up

Export Citation Format

Share Document