Puhe - teksti - vatsastapuhuminen

Introduction of a themed issue entitled "'Ventriloquism' as a practice and metaphor".Non peer reviewe

Katsekäyttäytyminen ja liikkuvan tekstin kielellinen prosessointi kirjoitustulkkauksessa

Print interpreting is a form of communication that allows deaf and hard of hearing people to get access to speech. We carried out an eye tracking experiment where twenty participants read print interpreted text presented dynamically on a computer screen. We compared regression landing points on reread words between two dynamic text presentation formats: letter-by-letter and word-by-word. Then we investigated the gaze behaviour from a linguistic point of view in order to discover whether the dynamic presentation has an effect on linguistic factors. In particular, we have examined the parts of speech of the first and the second landing points of regressions. The findings suggest significant difference between the presentation formats. There is also a relationship between the gaze behaviour and the linguistic processing of dynamic text. Being conscious of this lexical hierarchy may help to develop supporting print interpreting tools and consequently may also help print interpreters to improve the presentation of dynamic text to the user.Peer reviewe

Epäkieliopilliset lausumat ja epäsujuva puhe ymmärrysongelmien aiheuttajina lievästi autististen varhaisnuorten vuorovaikutuksessa

This study describes the role of ungrammatical utterances and disfluent speech in the creation of comprehension problems between the participants in group therapy sessions of preadolescents with autism. The speech of the autistic preadolescents included frequent disfluencies and morpho-syntactic problems, such as wrong case endings, ambiguous pronominal references, grammatically incoherent syntactic structures and inaccurate tenses, which caused problems of comprehension. Three different interactional trajectories occurred when solving the potential problems of comprehension following the morpho-syntactically disfluent turns. First, the disfluent turn sometimes led to a clarification request by a co-participant, either a therapist or another participant with ASD. The preadolescents with ASD showed interactional skilfulness in requesting clarification when faced with comprehension problems. Second, in contrast, other occurrences included one or several self-repairs by the speaker with ASD. In these cases, the other group participants either did not react or they encouraged the speaker to continue using discourse particles. If the self-repairing disfluencies led to a persisting problem of comprehension, the therapists sometimes intervened and resolved the problem. However, direct interventions by the therapists were infrequent because the participants with ASD were mostly able to resolve the comprehension problems by themselves. Third, some disfluent and/or grammatically incorrect turns were not treated as problematic by the co-participants nor by the speaker himself.This study describes the role of ungrammatical utterances and disfluent speech in the creation of comprehension problems between the participants in group therapy sessions of preadolescents with autism. The speech of the autistic preadolescents included frequent disfluencies and morpho-syntactic problems, such as wrong case endings, ambiguous pronominal references, grammatically incoherent syntactic structures and inaccurate tenses, which caused problems of comprehension. Three different interactional trajectories occurred when solving the potential problems of comprehension following the morpho-syntactically disfluent turns. First, the disfluent turn sometimes led to a clarification request by a co-participant, either a therapist or another participant with ASD. The preadolescents with ASD showed interactional skilfulness in requesting clarification when faced with comprehension problems. Second, in contrast, other occurrences included one or several self-repairs by the speaker with ASD. In these cases, the other group participants either did not react or they encouraged the speaker to continue using discourse particles. If the self-repairing disfluencies led to a persisting problem of comprehension, the therapists sometimes intervened and resolved the problem. However, direct interventions by the therapists were infrequent because the participants with ASD were mostly able to resolve the comprehension problems by themselves. Third, some disfluent and/or grammatically incorrect turns were not treated as problematic by the co-participants nor by the speaker himself.Peer reviewe

From image to text to speech : The effects of speech prosody on information sequencing in audio description

Given the extensive body of research in audio description – the verbal-vocal description of visual or audiovisual content for visually impaired audiences – it is striking how little attention has been paid thus far to the spoken dimension of audio description and its para-linguistic, prosodic aspects. This article complements the previous research into how audio description speech is received by the partially sighted audiences by analyzing how it is performed vocally. We study the audio description of pictorial art, and one aspect of prosody is examined in detail: pitch, and the segmentation of information in relation to it. We analyze this relation in a corpus of audio described pictorial art in Finnish by combining phonetic measurements of the pitch with discourse analysis of the information segmentation. Previous studies have already shown that a sentence-initial high pitch acts as a discourse-structuring device in interpreting. Our study shows that the same applies to audio description. In addition, our study suggests that there is a relationship between the scale in the rise of pitch and the scale of the topical transition. That is, when the topical transition is clear, the rise of pitch level between the beginnings of two consecutive spoken sentences is large. Analogically, when the topical transition is small, the change of the sentence-initial pitch level is also rather small.Given the extensive body of research in audio description – the verbal-vocal description of visual or audiovisual content for visually impaired audiences – it is striking how little attention has been paid thus far to the spoken dimension of audio description and its para-linguistic, prosodic aspects. This article complements the previous research into how audio description speech is received by the partially sighted audiences by analyzing how it is performed vocally. We study the audio description of pictorial art, and one aspect of prosody is examined in detail: pitch, and the segmentation of information in relation to it. We analyze this relation in a corpus of audio described pictorial art in Finnish by combining phonetic measurements of the pitch with discourse analysis of the information segmentation. Previous studies have already shown that a sentence-initial high pitch acts as a discourse-structuring device in interpreting. Our study shows that the same applies to audio description. In addition, our study suggests that there is a relationship between the scale in the rise of pitch and the scale of the topical transition. That is, when the topical transition is clear, the rise of pitch level between the beginnings of two consecutive spoken sentences is large. Analogically, when the topical transition is small, the change of the sentence-initial pitch level is also rather small.Peer reviewe

Vertaileva tutkimus autististen ja neurotyypillisten varhaisnuorten epäsujuvasta ja epäkieliopillisesta puheesta

This paper analyses disfluencies and ungrammatical expressions in the speech of 11–13-year-old Finnish-speaking boys with ASD (N = 5) and with neurotypical development (N=6). The ASD data were from authentic group therapy sessions and neurotypical data from teacher-led group discussions. The proportion of disfluencies and ungrammatical expressions was greater in the speech of participants with ASD (26.4%) than in the control group (15.5%). Furthermore, a qualitative difference was noted: The ASD group produced long, complex disfluent turns with word searches, self-repairs, false starts, fillers, prolongations, inconsistent syntactic structures and grammatical errors, whereas in the control group, the disfluencies were mainly fillers and sound prolongations. The disfluencies and ungrammatical expressions occurring in the ASD participants’ interactions also caused comprehension problems.This paper analyses disfluencies and ungrammatical expressions in the speech of 11–13-year-old Finnish-speaking boys with ASD (N = 5) and with neurotypical development (N=6). The ASD data were from authentic group therapy sessions and neurotypical data from teacher-led group discussions. The proportion of disfluencies and ungrammatical expressions was greater in the speech of participants with ASD (26.4%) than in the control group (15.5%). Furthermore, a qualitative difference was noted: The ASD group produced long, complex disfluent turns with word searches, self-repairs, false starts, fillers, prolongations, inconsistent syntactic structures and grammatical errors, whereas in the control group, the disfluencies were mainly fillers and sound prolongations. The disfluencies and ungrammatical expressions occurring in the ASD participants’ interactions also caused comprehension problems.Peer reviewe

Etunimien syntaktiset ja prosodiset muodot monenkeskisessä institutionaalisessa vuorovaikutuksessa

This paper examines one aspect of turn-taking organization in institutional interactions: the use of first names and their prosodic marking for next-speaker selection. Institutional interaction is characterized by asymmetrical rights to talk and pre-allocation of action. This involves the restriction of one party to asking questions and the other to responding to them. The analysis focuses on two of these multiparty formal situations: co-present classroom participants and live interactive television broadcast with remote participants. In each context, turn allocation is determined by one party: the teacher or TV host. After asking a question as a sequence-initiating action, the teacher or host designates the next speaker by name. The use of first names is situatedly examined in terms of turn-taking organization and prosodic characteristics. The study examines how the prosodic marking is context-sensitive: do the participants have visual access to each other’s actions and how is a name used to attract attention? This paper analyses the formation and maintaining of a mutual orientation towards a single conversational action: selecting and giving the floor to a co-participant of the conversation in an institutional framework. These detailed descriptions of the sequential order are based on ethnomethodologically-informed conversation analysis. The objective is to compare four “single cases”, preserving the specificities and “whatness” of each excerpt.Peer reviewe

Albert Camus'n "Sivullisen" välimerkkien havaitseminen kirjailijan tuottaman prosodian kautta

Dans cet article, nous présenterons les résultats d’un test de perception où 28 informateurs finnophones ayant un niveau avancé en français ont entendu les cinq premières pages de L’étranger d’Albert Camus. Leur tâche a consisté à ajouter tous les points et les virgules au texte écrit correspondant sur la base des indices prosodiques. Les résultats montrent qu’un contour intonatif descendant, où l’intonation baisse jusqu’au plancher de la tessiture du locuteur, est fortement associé à la présence d’un point ; un contour descendant moins profond n’est pas aussi fortement associé au point. Les virgules sont performées des manières différentes, et elles sont interprétées en perception comme des virgules ou comme des continuatifs sans ponctuation.Peer reviewe

Finiittiverbittömien virkkeiden tyylipiirteiden välittyminen suomennoksissa : Esimerkkinä Jean-Paul Sartren näytelmät

Cette étude portera sur la traduction des phrases sans verbe fini dans les versions finnoises des Mains sales (1948) et de Huis clos (1947) de Jean-Paul Sartre. La construction sans verbe fini est très fréquente dans les pièces de théâtre où le texte consiste principalement en des dialogues. Normalement, c’est surtout le verbe de la phrase qui sert à l’ancrer dans une situation (Riegel, Pellat & Rioul 2004). Par conséquent, en raison de l’absence du verbe, l’interprétation de ce type de phrases dépend du contexte. Le phénomène met en valeur le caractère propre des pièces de théâtre ; le fait que les dialogues soient destinés à être joués sur scène où l’ancrage situationnel est assuré par de nombreux moyens multimodaux. En créant un effet d’oralité et d’expressivité, le phénomène sert à la dramatisation de la parole. Il constitue aussi un procédé de mise en relief. Dans les traductions finnoises, la construction originale n’est cependant pas toujours conservée ; un tiers des phrases sans verbe fini ont été traduites sans conserver la construction de la phrase source. Le problème qui se pose consiste à savoir si les effets stylistiques véhiculés par la phrase source se transmettent dans la traduction lorsque la structure syntaxique n’y est pas conservée.Peer reviewe

Prosodian rooli konjunktiosivulauseiden ja päälauseiden välisen suhteen ilmaisemisessa

Peer reviewe

Vuorovaikutuksellisia haasteita autististen varhaisnuorten keskusteluissa: prosodian ja ei-kielellisen viestinnän rooli toisen aloittamissa korjauksissa

This paper focusses on repair sequences occurring in institutional interaction with autistic preadolescents. More precisely, the paper discusses the role of prosodic and non-verbal features in situations where the participants of interaction have difficulties understanding each other. The discussion will include analysis of the prosodic and non-verbal features of trouble-source turns that launch other-initiated repairs. Methodologically, the study falls within the framework of conversation analysis (CA). The data consist of audio-visual material recorded from group therapy sessions during which 11- to 13-year-old Finnish-speaking boys afflicted with autism talk about their lives with one another and with their therapists. The study findings suggest that certain prosodic and non-verbal features are often associated with trouble-source turns. For example, in 84% of the cases here, there is no eye contact between the speaker producing a trouble-source turn and the one who initiates the repair sequence. Sometimes the lack of eye contact is associated with overlapping speech (38%). Concerning the prosody, the most frequent feature is a creaky voice, which occurs in 35% of the trouble-source turns. A quiet voice (31%), large pitch excursions (24%), stretched syllables (18%) and jerky speech rhythms (16%) are examples of other prosodic features that could be found in the trouble-source turns of the data. The results of this study demonstrate that ASD persons’ tendency to avoid direct eye contact as well as the occurrences of certain deviant prosodic features in their speech are factors that affect the fluidity of interaction and are related to the creation of understanding problems. However, only in a very few cases do non-verbal and prosodic features seem to be the main cause of the problem of understanding. The two most common causes of understanding problems in these data are overly literal interpretation of speech and topical discontinuities. The study also gives new evidence about autistic persons’ pragmatic and interactional skills. Indeed, the data include passages in which the informants seem to have the ability to make certain inferences about the mental states of others. This is remarkable, because it is known that the ability in question is impaired in autism.This paper focusses on repair sequences occurring in institutional interaction with autistic preadolescents. More precisely, the paper discusses the role of prosodic and non-verbal features in situations where the participants of interaction have difficulties understanding each other. The discussion will include analysis of the prosodic and non-verbal features of trouble-source turns that launch other-initiated repairs. Methodologically, the study falls within the framework of conversation analysis (CA). The data consist of audio-visual material recorded from group therapy sessions during which 11- to 13-year-old Finnish-speaking boys afflicted with autism talk about their lives with one another and with their therapists. The study findings suggest that certain prosodic and non-verbal features are often associated with trouble-source turns. For example, in 84% of the cases here, there is no eye contact between the speaker producing a trouble-source turn and the one who initiates the repair sequence. Sometimes the lack of eye contact is associated with overlapping speech (38%). Concerning the prosody, the most frequent feature is a creaky voice, which occurs in 35% of the trouble-source turns. A quiet voice (31%), large pitch excursions (24%), stretched syllables (18%) and jerky speech rhythms (16%) are examples of other prosodic features that could be found in the trouble-source turns of the data. The results of this study demonstrate that ASD persons’ tendency to avoid direct eye contact as well as the occurrences of certain deviant prosodic features in their speech are factors that affect the fluidity of interaction and are related to the creation of understanding problems. However, only in a very few cases do non-verbal and prosodic features seem to be the main cause of the problem of understanding. The two most common causes of understanding problems in these data are overly literal interpretation of speech and topical discontinuities. The study also gives new evidence about autistic persons’ pragmatic and interactional skills. Indeed, the data include passages in which the informants seem to have the ability to make certain inferences about the mental states of others. This is remarkable, because it is known that the ability in question is impaired in autism.Peer reviewe