Rate-alteration technology and its place in the second-language comprehension curriculum

Harvey, Terry

doi:10.1016/0346-251x(84)90045-9

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…Although there have been a number of studies that have examined the effects of time-expanded speech on foreign language learners (see Flaherty, 1979;Harvey, 1984), Kelch (1985) was the first to examine rate under controlled conditions in an ESL situation. In a follow-up of Long's (1985) investigation of the combined effects of slow rate, simplified syntax, rephrasing, and repetitions, Kelch isolated rate and some typical FT manipulations such as "synonymy, hyperonomy, paraphrase, and parallel syntactic structures" (p. 83) for study.…”

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confidence: 99%

Speech Rate Is No Simple matter

Derwing

1990

Stud Sec Lang Acq

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Speech rate (articulation rate and pauses) was examined for its relation to communicative success. Native English speakers (NSs) were paired with other NSs and with non-native speakers (NNSs). The subjects viewed a short film, the content of which they were to relay to their two partners independently. Communicative success was measured through comprehension questions addressed to the listeners at the completion of the task. Analyses indicated that although a slight majority of NSs slowed their speech rate for NNSs, they did not adjust articulation rate, but did significantly increase pause time. Neither speech rate nor articulation rate varied over the course of the narrations. Contrary to intuition, the subjects who successfully communicated the story to NNSs did not adjust their speech rate, while those who had difficulty communicating with NNSs increased pause time significantly. The implications of the findings are discussed, and suggestions for further research are made.In the last decade, there has been a growing interest in the efficacy of adjustments in native speakers' (NS) speech addressed to non-native speakers (NNS) (see Pica, 1988). Until recently, much of the research on NS-NNS discourse was of a purely descriptive nature; that is, there was a concentration on the identification of conversational characteristics, but without regard to their effect. It has generally been assumed that My thanks go to Judy Cameron, who assisted me in all stages of this study. I thank three anonymous reviewers for their comments and suggestions. 1 would also like to express my appreciation to the Social Sciences and Humanities Research Council of Canada, which provided financial assistance for this research.

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confidence: 99%

Speech Rate Is No Simple matter

Derwing

1990

Stud Sec Lang Acq

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“…The renewed interest in the performance characteristics of language is providing fresh impetus to the study of speech dynamic phenomena Selkirk 1980;Line11 1982;Bailey 1983;Rubach 1984;Kaisse 1985;Hieke 1986a), including improved instrumentation (Harvey 1978(Harvey , 1984. The recognition of how pervasive and important such phenomena are has led to a call for their study in a much more concentrated fashion (MacNeilage andLadefoged 1976: 110, Brown 1977:xv;Stanley 1978:291;Taylor 1981:225;Fant 1983:22), thus rejuvenating a tradition going back to the Prague School (cf.…”

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confidence: 99%

The Resolution of Dynamic Speech in L2 Listening*

Hieke

1987

Language Learning

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In the absence of a comprehensive theory of the oral language, very little is really known about auditory decoding as a speech dynamic process in either L2 or L1. Since listening comprehension presupposes an orderly conversion of running speech into discrete linguistic units, certain restoration processes (operating on phonated speech as the input for listening) must apply. Thus, it is possible to view speech perception as a mirror‐image of speech production processes. Listening comprehension can then be seen to require two types of recovery rules: restoration to reverse the effects of absorption and boundary marking to facilitate the decomposition of the quasi‐uninterrupted acoustic signal into isolate lexical items. The approach adopted here provides a principled way to explain the striking metamorphosis language undergoes from dynamic speech representations to citation form strings, under listening conditions, and suggests speech perception strategies helpful to L2 listeners for acquiring and improving listening comprehension skills. The account of performance characteristics presented here shows that speech event and formal content belong to separate domains of language, mediated not so much by derivation as by covariation.

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Listening Comprehension Technology

Jones¹

2013

CALICO

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Listening comprehension has had a long and ever-evolving history. Within the last 100 years, we have seen it progress from analog phonograph recordings, through the audiotape era, and into the digital realm. Questions arise as to how this evolution has proceeded, what pitfalls and accomplishments we have experienced, and where we might envision aural comprehension technology and its support of second language acquisition in the future. This article addresses the history of listening comprehension technology, presents numerous questions and answers (as they stand today) with regard to the benefits of modern listening comprehension technology, and offers suggestions as to how we can better ensure success with digital technologies and aural comprehension in the future.

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Rate-alteration technology and its place in the second-language comprehension curriculum

Cited by 4 publications

References 25 publications

Speech Rate Is No Simple matter

Speech Rate Is No Simple matter

The Resolution of Dynamic Speech in L2 Listening*

Listening Comprehension Technology

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