Direct speech, subjectivity and speaker positioning in London English and Paris French

This paper examines functional similarities and differences in the use of pragmatic features – in particular quotatives and general extenders – on the right and left periphery of direct quotations. This comparative study, based on the analysis of a contemporary corpus of London English and Paris French (MLE – MPF) , finds that the form and frequency of these particles tend to vary not only with respect to social factors such as speakers’ age and gender, but also with respect to the different pragmatic functions they come to perform in different interactional settings. The contemporary data is analysed both qualitatively and quantitatively to show how different variants position the speaker in relation to: i) the content of the quote, ii) the interlocutors, iii) the presumed author of the quote. The paper aims to contribute to a better understanding of pragmatic universals and variability in the use of direct speech

Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations.

Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimáčková & Podlipský, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [ðæt˺ kæt˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kröger et al. 2010), and suggests ways to assess students and visually keep track of their progress

Elicited imitation as a window into developmental stages

In the second language acquisition literature, data of naturally occurring language use are considered the most ideal data to make statements about second-language (L2) development. This study examines to what extent experimentally elicited data can provide an equally valid basis for determining L2 development, by testing predictions derived from Processability Theory regarding the L2 acquisition of the German case system. Using naturally occurring language data, previous research on L2 German case acquisition has uncovered three developmental stages. The present cross-sectional study investigates whether the same stages occur in data obtained from an experimental task (i.e., a computer oral elicited imitation task (OEIT). Thirty-six university L2 learners of German participated in the study. The results show that the elicited data prove comparable to the naturally occurring data. As such, this study corroborates a previous validation study on developmental stages in L2 English, which demonstrated the comparability of naturally occurring and experimentally elicited data. In addition, concerning methodological advancement of the OEIT design, the present study proposes to include a direct measure of comprehension

Auditory smiles trigger unconscious facial imitation

Smiles, produced by the bilateral contraction of the zygomatic major muscles, are one of the most powerful expressions of positive affect and affiliation and also one of the earliest to develop [1]. The perception-action loop responsible for the fast and spontaneous imitation of a smile is considered a core component of social cognition [2]. In humans, social interaction is overwhelmingly vocal, and the visual cues of a smiling face co-occur with audible articulatory changes on the speaking voice [3]. Yet remarkably little is known about how such 'auditory smiles' are processed and reacted to. We have developed a voice transformation technique that selectively simulates the spectral signature of phonation with stretched lips and report here how we have used this technique to study facial reactions to smiled and non-smiled spoken sentences, finding that listeners' zygomatic muscles tracked auditory smile gestures even when they did not consciously detect them

Computational and Robotic Models of Early Language Development: A Review

We review computational and robotics models of early language learning and development. We first explain why and how these models are used to understand better how children learn language. We argue that they provide concrete theories of language learning as a complex dynamic system, complementing traditional methods in psychology and linguistics. We review different modeling formalisms, grounded in techniques from machine learning and artificial intelligence such as Bayesian and neural network approaches. We then discuss their role in understanding several key mechanisms of language development: cross-situational statistical learning, embodiment, situated social interaction, intrinsically motivated learning, and cultural evolution. We conclude by discussing future challenges for research, including modeling of large-scale empirical data about language acquisition in real-world environments. Keywords: Early language learning, Computational and robotic models, machine learning, development, embodiment, social interaction, intrinsic motivation, self-organization, dynamical systems, complexity.Comment: to appear in International Handbook on Language Development, ed. J. Horst and J. von Koss Torkildsen, Routledg

Deaf-blind children and rhythm development: suggestions for a beginning program.

Thesis (Ed.M.)--Boston Universit

Would humans without language be apes?

The bedrock of comparative psychology of cognition, especially where nonhuman primates are concerned, rests on Darwin's famous account according to which continuity would be the main trait leading from the animal to the human mind. This idea was popularized through the statement in which Darwin postulated only quantitative differences between humans and the other species, namely "the difference in mind between man and the higher animals, great as it is, certainly is one of degree and not of kind" (Darwin, 1871, p. 128)..

Mimicry and automatic imitation are not correlated

It is widely known that individuals have a tendency to imitate each other. However, different psychological disciplines assess imitation in different manners. While social psychologists assess mimicry by means of action observation, cognitive psychologists assess automatic imitation with reaction time based measures on a trial-by-trial basis. Although these methods differ in crucial methodological aspects, both phenomena are assumed to rely on similar underlying mechanisms. This raises the fundamental question whether mimicry and automatic imitation are actually correlated. In the present research we assessed both phenomena and did not find a meaningful correlation. Moreover, personality traits such as empathy, autism traits, and traits related to self- versus other-focus did not correlate with mimicry or automatic imitation either. Theoretical implications are discussed