Identifying Second Language Speech Tasks and Ability Levels for Successful Nurse Oral Interaction with Patients in a Linguistic Minority Setting::An Instrument Development Project

One of the most demanding situations for members of linguistic minorities is a conversation between a health professional and a patient, a situation that frequently arises for linguistic minority groups in North America, Europe, and elsewhere. The present study reports on the construction of an oral interaction scale for nurses serving linguistic minorities in their second language (L2). A mixed methods approach was used to identify and validate a set of speech activities relating to nurse interactions with patients and to derive the L2 ability required to carry out those tasks. The research included an extensive literature review, the development of an initial list of speech tasks, and validation of this list with a nurse focus group. The retained speech tasks were then developed into a questionnaire and administered to 133 Quebec nurses who assessed each speech task for difficulty in an L2 context. Results were submitted to Rasch analysis and calibrated with reference to the Canadian Language Benchmarks, and the constructs underlying the speech tasks were identified through exploratory and confirmatory factor analyses. Results showed that speech tasks dealing with emotional aspects of caregiving and conveying health-specific information were reported as being the most demanding in terms of L2 ability, and the most strongly associated with L2 ability required for nurse-patient interactions. Implications are discussed with respect to the development and use of assessment instruments to facilitate L2 workplace training for health care professionals

Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning

[EN] Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.Young, EH.; West, RE. (2018). Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning. The EuroCALL Review. 26(1):59-78. doi:10.4995/eurocall.2018.8599SWORD5978261American Council on the Teaching of Foreign Languages. (2012). Performance descriptors for language learners. http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learnersAbuseileek, A. F., & Qatawneh, K. (2013). Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners' discourse functions. Computers and Education, 62, 181-190. doi:10.1016/j.compedu.2012.10.013Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL learners speaking skills through asynchronous online discussion forum. Asian Social Science, 9(9), 224-234. doi:10.5539/ass.v9n9p224Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Does measuring L2 utterance fluency equal measuring overall L2 proficiency? Evidence from five languages. Foreign Language Annals, 47(4), 707-728. doi: 10.1111/flan.12110Castañeda, M., & Rodríguez-González, E. (2011). L2 speaking self-ability perceptions through multiple video speech drafts. Hispania, 94(3), 483-501.Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. doi: 10.1152/advan.00094.2010Clifford, R. (2002). Achievement, performance, and proficiency testing. Paper presented at the Berkeley Language Center Colloquium on the Oral Proficiency Interview, University of California at Berkley.Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11(4), 367-383.Delaney, T. (2012). Quality and quantity of oral participation and English proficiency gains. Language Teaching Research, 16(4), 467-482. doi: 10.1177/1362168812455586Dixon, E. M., & Hondo, J. (2014). Re-purposing an OER for the online language course: A case study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109-121. doi: 10.1080/09588221.2013.818559Dona, E., Stover, S., & Broughton, N. (2014). Modern languages and distance education: Thirteen days in the cloud. Turkish Online Journal of Distance Education, 15(3), 155-170.Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. doi:10.14434/josotlv14i5.12829Fukushima, T. (2002). Promotional video production in a foreign language course. Foreign Language Annals, 35(3), 349-355.Gleason, J. & Suvorov, R. (2012). Learner perceptions of asynchronous oral computer-mediated communication: Proficiency and second language selves. Canadian Journal of Applied Linguistics, 15(1), 100-121.Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 62-78. doi: 10.1111/j.1944-9720.2007.tb02854.xGromik, N. A. (2012). Computers & education cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223-230. doi: 10.1016/j.compedu.2011.06.013Graham, C. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C. & Graham, C. (eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco: Pfeiffer. doi: 10.2307/4022859Hastie, P., Brock, S., Mowling, C. & Eiler, K. (2012). Third grade students' self-assessment of basketball dribbling tasks. Journal of Physical Education and Sport, 12(4), 427-430. doi: 10.7752/jpes.2012.04063Hirotani, M. (2009). Synchronous versus asynchronous CMC and transfer to Japanese oral performance. Calico Journal, 26(2), 413-438. doi: 10.1016/j.cpen.2012.02.001Hirotani, M. & Lyddon, P. A. (2013). The development of L2 Japanese self-introductions in an asynchronous computer-mediated language exchange. Foreign Language Annals, 46(3), 469-490. doi: 10.1111/flan.12044Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions. British Journal of Educational Technology, 42(5), 736-746. doi: 10.1111/j.1467-8535.2010.01086.xJamshidi, R., LaMasters, T., Eisenberg, D., Duh, Q. Y. & Curet, M. (2009). Video self-assessment augments development of videoscopic suturing skill. Journal of the American College of Surgeons, 209(5), 622-625. doi: 10.1016/j.jamcollsurg.2009.07.024Karweit, N. (1984). Time on task reconsidered: Synthesis of research on time and learning. Educational Leadership, 41(8), 32-35.Kirkgöz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. Turkish Online Journal of Educational Technology, 10(4), 1-13.Kitade, K. (2000). L2 learners' discourse and SLA theories in CMC: Collaborative interaction in internet chat. Computer Assisted Language Learning, 13(2), 143-166. doi: 10.1076/0958-8221(200004)13Kormos, J. & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164. doi: 10.1016/j.system.2004.01.001Lamy, M.-N. & Goodfellow, R. (1999). "Reflective conversation" in the virtual classroom. Language Learning & Technology, 2(2), 43-61.Lepore, C. E. (2014). Influencing students' pronunciation and willingness to communicate through interpersonal audio discussions. Dimension, 73-96.Lin, H. (2015). Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis. ReCALL, 27(3), 261-287. doi: 10.1017/S095834401400041XMcIntosh, S., Braul, B. & Chao, T. (2003). A case study in asynchronous voice conferencing for language instruction. Educational Media International, 40(1), 63-73. doi: 10.1080/0952398032000092125Ono, Y., Onishi A., Ishihara M. & Yamashiro M. (2015). Voice-based computer mediated communication for individual practice to increase speaking proficiency: Construction and pilot study. In Zaphiris P. & Ioannou A. (eds.), Learning and collaboration technologies. LCT 2015. Lecture Notes in Computer Science, 9192. New York: Springer.Pop, A., Tomuletiu, E. A. & David, D. (2011). EFL speaking communication with asynchronous voice tools for adult students. Procedia - Social and Behavioral Sciences, 15, 1199-1203. doi: 10.1016/j.sbspro.2011.03.262Sauro, S. & Smith, B. (2010). Investigating L2 performance in text chat. Applied Linguistics, 31(4), 554-577.Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.Shih, R. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897.Sun, Y. C. (2012). Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context. CALICO Journal, 29(3), 494-506.Sun, Y.C. & Yang, F.Y. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. doi: 10.1080/09588221.2013.818555Tiraboschi, T. & Iovino, D. (2009). Learning a foreign language through the media. Journal of E-Learning and Knowledge Society, 5(3), 133-137.Tognozzi, E. & Truong, H. (2009). Proficiency and assessment using WIMBA voice technology. Italica, 86(1), 1-23.Yaneske, E. & Oates, B. (2010). Using voice boards: Pedagogical design, technological implementation, evaluation and reflections. Australasian Journal of Educational Technology, 26(8), 233-250. doi: 10.3402/rlt.v18i3.10767Ziegler, N. (2013). Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis (Doctoral dissertation). Washington, DC

Formulaic Sequences as Fluency Devices in the Oral Production of Native Speakers of Polish

In this paper we attempt to determine the nature and strength of the relationship between the use of formulaic sequences and productive fluency of native speakers of Polish. In particular, we seek to validate the claim that speech characterized by a higher incidence of formulaic sequences is produced more rapidly and with fewer hesitation phenomena. The analysis is based on monologic speeches delivered by 45 speakers of L1 Polish. The data include both the recordings and their transcriptions annotated for a number of objective fluency measures. In the first part of the study the total of formulaic sequences is established for each sample. This is followed by determining a set of temporal measures of the speakers’ output (speech rate, articulation rate, mean length of runs, mean length of pauses, phonation time ratio). The study provides some preliminary evidence of the fluency-enhancing role of formulaic language. Our results show that the use of formulaic sequences is positively and significantly correlated with speech rate, mean length of runs and phonation time ratio. This suggests that a higher concentration of formulaic material in output is associated with faster speed of speech, longer stretches of speech between pauses and an increased amount of time filled with speech

Development of speech fluency over a short period of time: effects of pedagogic intervention

This study investigates the effects of a short-term pedagogic intervention on the development of L2 fluency among learners studying English for Academic purposes (EAP) at a university in the UK. It also examines the interaction between the development of fluency, and complexity and accuracy. Through a pre-test, post-test design, data were collected over a period of four weeks from learners performing monologic tasks. While the Control Group (CG) focused on developing general speaking and listening skills, the Experimental Group (EG) received awareness-raising activities and fluency strategy training in addition to general speaking and listening practice i.e following the syllabus. The data, coded in terms of a range of measures of fluency, accuracy and complexity, were subjected to repeated measures MANOVA, t-tests and correlations. The results indicate that after the intervention, while some fluency gains were achieved by the CG, the EG produced statistically more fluent language demonstrating a faster speech and articulation rate, longer runs and higher phonation time ratios. The significant correlations obtained between measures of accuracy and learners’ pauses in the CG suggest that pausing opportunities may have been linked to accuracy. The findings of the study have significant implications for L2 pedagogy, highlighting the effective impact of instruction on the development of fluency

Error detection and the Error-related ERP in patients with lesions involving the anterior cingulate and adjacent regions

Evidence indicates that the anterior cingulate region generates what appears to be a specific electrophysiological marker for the monitoring of error responses. When an auditory or visual stimulus is presented in such a way that the subject is likely to make an error, averaged encephalography (EEG) trials to erroneous responses consistently show a negative-going waveform which has been coined the error-related negativity (ERN). We examined ERNs in patients with a ruptured aneurysm of the anterior communicating artery (AACA), who are particularly prone to showing damage in the anterior cingulate and adjacent regions, and frequently display a variety of behavioral and cognitive disturbances such as disorientation, confabulation, apathy, unawareness of deficit, and problems of attention, control and monitoring. We found that these patients generally did not produce an ERN in comparison to healthy control participants suggesting that the anterior cingulate is essential for the ERN response. However, the patients' error rates were comparable to that of the controls and they showed a dissociation between overt error awareness and ERN production, suggesting that the ERN does not simply represent an error detection signal

A Comparison of Spanish Second Language Acquisition in Two Different Learning Contexts: Study Abroad and the Domestic Classroom

In this paper, we report the results of a study that compared differences in the linguistic gains made by native English-speaking students from the United States who were studying Spanish in one of two different contexts of learning. One was a regular university classroom situation in Colorado; the other was a study abroad program in Alicante, Spain. We examined the gains students made on a number of linguistic dimensions: oral proficiency, oral fluency, grammar, vocabulary, pronunciation, and communication strategies. In addition, we investigated the relationships between these variables and a variety of background factors, including aspects of language learning readiness. As far as we know, this is the first study to examine such a comprehensive array of variables associated with linguistic performance as a function of context of learning. Each of the individual studies that contributed to the full report of this project can be found in a special issue of the journal Studies in Second Language Acquisition edited by Collentine and Freed (2004). When those studies are looked at as a whole, they lead to general interpretations that were not immediately apparent when considering each of the reports separately. In this paper, we review these results, discuss the larger picture that emerges, and speculate on future questions about the effects of the study abroad experience on second language acquisition (see also Freed, Segalowitz & Dewey, 2004, for a related study)

Neurophysiological Correlates of Emotion Regulation in Children and Adolescents

& Psychologists consider emotion regulation a critical devel-opmental acquisition. Yet, there has been very little research on the neural underpinnings of emotion regulation across childhood and adolescence. We selected two ERP compo-nents associated with inhibitory control—the frontal N2 and frontal P3. We recorded these components before, during, and after a negative emotion induction, and compared their am-plitude, latency, and source localization over age. Fifty-eight children 5–16 years of age engaged in a simple go/no-go pro-cedure in which points for successful performance earned a valued prize. The temporary loss of all points triggered negative emotions, as confirmed by self-report scales. Both the frontal N2 and frontal P3 decreased in amplitude and la-tency with age, consistent with the hypothesis of increasing cortical efficiency. Amplitudes were also greater following the emotion induction, only for adolescents for the N2 but across the age span for the frontal P3, suggesting different but overlapping profiles of emotion-related control mechanisms. No-go N2 amplitudes were greater than go N2 amplitudes following the emotion induction at all ages, suggesting a consistent effect of negative emotion on mechanisms of re-sponse inhibition. No-go P3 amplitudes were also greater than go P3 amplitudes and they decreased with age, whereas go P3 amplitudes remained low. Finally, source modeling in-dicated a developmental decline in central-posterior midline activity paralleled by increasing activity in frontal midline re-gions suggestive of the anterior cingulate cortex. Negative emotion induction corresponded with an additional right ven-tral prefrontal or temporal generator beginning in middle childhood. &amp

A PC parallel port button box provides millisecond response time accuracy under Linux

For psychologists, it is sometimes necessary to measure people's reaction times to the nearest millisecond. This article describes how to use the PC parallel port to receive signals from a button box to achieve millisecond response time accuracy. The workings of the parallel port, the corresponding port addresses, and a simple Linux program for controlling the port are described. A test of the speed and reliability of button box signal detection is reported. If the reader is moderately familiar with Linux, this article should provide sufficient instruction for him or her to build and test his or her own parallel port button box. This article also describes how the parallel port could be used to control an external apparatus

Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data

Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies. Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types. Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures. Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency