Defective neural motor speech mappings as a source for apraxia of speech : evidence from a quantitative neural model of speech processing

This unique resource reviews research evidence pertaining to best practice in the clinical assessment of established areas such as intelligibility and physiological functioning, as well as introducing recently developed topics such as conversational analysis, participation measures, and telehealth. In addition, new and established research methods from areas such as phonetics, kinematics, imaging, and neural modeling are reviewed in relation to their applicability and value for the study of disordered speech. Based on the broad coverage of topics and methods, the textbook represents a valuable resource for a wide ranging audience, including clinicians, researchers, as well as students with an interest in speech pathology and clinical phonetics

Phonetics Learning Anxiety – Results of a Preliminary Study

The Phonetics Learning Anxiety Scale, a 44-item questionnaire based on a 6-point Likert scale, designed for the purpose of the research sheds light on the nature of this peculiar type of apprehension experienced by advanced FL learners in a specific educational context (i.e. a traditional classroom, rather than a language or computer laboratory), in which the major focus is on pronunciation practice. The obtained quantitative data imply that such factors as fear of negative evaluation (represented by general oral performance apprehension and concern over pronunciation mistakes, pronunciation self-image, pronunciation self-efficacy and self-assessment) and beliefs about the nature of FL pronunciation learning are significant sources of PhLA. Anxiety about the transcription test (IPA Test Anxiety) - one of the other hypothetical determinants of PhLA - did not prove to be correlated with the general level of Phonetics Learning Anxiet

Homeworks 1, 2, 5, And 10

In these assignments, students use the Wamesa Talking Dictionary and other related dictionaries in the Cenderawasih Bay corpus to discover the phonetics, phonology, and morphology of the Wamesa language, and to learn about digital lexicography as part of a language documentation project

Attitudes toward English phonetics learning: a survey on Indonesian EFL learners

Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning

Discussion of the De Generatione Sonorum, a treatise on sound and phonetics by Robert Grosseteste

Here I am proposing a translation and discussion of the De Generatione Sonorum, one of the short scientific treatises written by Robert Grosseteste. The subject is the sound and the phonetics. In this treatise we find a discussion of oscillations and elasticity of materials and the description of some motions and their combinations to

Questionnaire-based pronunciation studies: Italian, Spanish and polish students’ views on their English pronunciation

Rather than casting new light on teaching pronunciation, the outcome of this study is consistent with the findings of other research on foreign students’ choice of preferred pronunciation model, which is undeniably native rather than foreign-accented

Przyswajanie J3: czy nie słychać za dużo J2?

For the last two decades, second language pronunciation has been in the centre of interest of numerous scholars, also in Poland. Although it was underestimated for many years, it has finally been noticed and valued, especially after the series of conferences devoted to accent studies and teaching pronunciation held in Łódź in the 1990s and then in Płock and Konin (Szpyra-Kozłowska, 2008) as well as subsequent phonetic conferences. Since then, numerous studies have been conducted focusing mainly on L2 learners’ achievements in L2 pronunciation at different learning levels (e.g. Szpyra-Kozłowska, et al., 2002; Wrembel, 2002; Nowacka, 2003; Porzuczek, 2002; Wysocka, 2003). A considerable amount of research has also been done in the field of teachers’ and students’ views and attitudes to pronunciation teaching and learning (e.g., Majer, 2002; Nowacka, 2008; Sobkowiak, 2002; Szpyra-Kozłowska, et al., 2002; Waniek-Klimczak, 2002; Wrembel, 2002). The aim of this paper is to examine the attitudes towards learning English pronunciation by various groups of Polish learners of English, as well as to check whether these attitudes have changed in comparison to the previous studies carried out in this field. It is also supposed to test whether these attitudes change with the level of proficiency in ESL/EFL and the amount of formal instruction in English phonetics and phonology. Four groups of learners are compared in this study. They were recruited among high school and university students at different levels of proficiency in English. All groups of study participants filled in the specially designed questionnaires, containing various questions concerning students’ attitudes to English pronunciation, the perceived importance of correct pronunciation in ESL/EFL, evaluation of phonetic classes they attended, etc. The results suggest that learners’ attitudes and motivation change with the level of proficiency in English and that the amount of undergone course in English phonetics and phonology is an important factor influencing learners’ success in the acquisition of correct L2 pronunciation.Pomimo iż wymowa w języku obcym/drugim przez wiele lat była niedoceniana i uważana za małowartościowy element tego języka, przez ostatnie dwie dekady znalazła się ona w centrum uwagi lingwistów i skupiła na sobie liczne badania. Również w Polsce cykliczne konferencje poświęcone fonetyce języków obcych zwróciły szczególną uwagę badaczy na to zjawisko i zaowocowały wieloma badaniami i artykułami dotyczącymi nie tylko sukcesów i porażek uczących się angielskiego w tej kwestii (np. Szpyra-Kozłowska, et al., 2002; Wrembel, 2002; Nowacka, 2003; Porzuczek, 2002; Wysocka, 2003), ale również stosunkiem do nauki wymowy języka drugiego wyrażanym przez nauczycieli oraz uczniów (np. Majer, 2002; Nowacka, 2008; Sobkowiak, 2002; Szpyra-Kozłowska, et al., 2002; Waniek-Klimczak, 2002; Wrembel, 2002). Celem niniejszego artykułu jest zbadanie jaki stosunek do nauki wymowy języka angielskiego mają różne grupy uczących się tego języka jako języka drugiego/obcego oraz czy poglądy w tej kwestii zmieniły się w porównaniu do tych opisanych w poprzednich badaniach na ten temat. Kolejnymi czynnikami, które zostały zbadane to biegłość w języku angielskim oraz liczba godzin odbytego kursu fonetyki praktycznej tego języka i ich wpływ na postrzeganie ważności poprawnej wymowy w J2. Cztery grupy uczących się języka angielskiego wzięły udział w badaniu. Zostały one wybrane spośród uczniów szkół średnich oraz studentów filologii angielskiej i różniły się biegłością językową oraz znajomością wymowy języka angielskiego. Wszystkie grupy wypełniły specjalnie zaprojektowany do tego badania kwestionariusz. Otrzymane wyniki sugerują, że stosunek do wymowy w języku drugim zmienia się wraz z biegłością językową oraz że odbyty kurs fonetyki praktycznej ma duży wpływ na tę kwestię

Speaking Rate Effects on Locus Equation Slope

A locus equation describes a 1st order regression fit to a scatter of vowel steady-state frequency values predicting vowel onset frequency values. Locus equation coefficients are often interpreted as indices of coarticulation. Speaking rate variations with a constant consonant–vowel form are thought to induce changes in the degree of coarticulation. In the current work, the hypothesis that locus slope is a transparent index of coarticulation is examined through the analysis of acoustic samples of large-scale, nearly continuous variations in speaking rate. Following the methodological conventions for locus equation derivation, data pooled across ten vowels yield locus equation slopes that are mostly consistent with the hypothesis that locus equations vary systematically with coarticulation. Comparable analyses between different four-vowel pools reveal variations in the locus slope range and changes in locus slope sensitivity to rate change. Analyses across rate but within vowels are substantially less consistent with the locus hypothesis. Taken together, these findings suggest that the practice of vowel pooling exerts a non-negligible influence on locus outcomes. Results are discussed within the context of articulatory accounts of locus equations and the effects of speaking rate change