A Factorial Comparison of Speech/Language Assessments | Relating the Vowel Space to Referential Communication Tasks

Stephen Oller

ISBN 10: 3838310756 / ISBN 13: 9783838310756

Published by LAP LAMBERT Academic Publishing, 2010

About this Item

A Factorial Comparison of Speech/Language Assessments | Relating the Vowel Space to Referential Communication Tasks | Stephen Oller | Taschenbuch | 148 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838310756 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Seller Inventory # 101499743

Bibliographic Details

• Title: A Factorial Comparison of Speech/Language Assessments | Relating the Vowel Space to Referential Communication Tasks
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2010
• Language: English
• ISBN 10: 3838310756
• ISBN 13: 9783838310756
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 9D millimeters 220 millimeters width by 150 millimeters height by 9 millimeters depth
• Weight: 238 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

The vowel space is a construct used to describe how well a speaker differentiates their vowels. Ideally, the more differentiated a speaker¿s vowels, the easier time listeners will have in understanding that speaker. This work is an examination of how the vowel space relates to single word intelligibility tasks, narrative expression, subjective ratings, and referential communication using a barrier task. This work describes a study using one native speaker of English and three non-native speakers from a Mandarin background, and the judgments and ratings of native English (American) speakers. Results indicate that the vowel space, as determined by properties of the three corner vowels [a], [i], and [u], correlates more strongly with the barrier task than any of the other measures used in this study. This finding is especially relevant to those in the field of English language assessment like ESL teachers and speech-language pathologists, who are interested in combining acoustic measures of language performance with deeper comprehension based measures.

About the Author

Obtained a BS in psychology and a PhD in Applied Language and Speech Sciences from the University of Louisiana at Lafayette. He is currently and Assistant Professor at Texas A&M University¿Kingsville where he continues to study assessment and normal language development as well as Autism Spectrum Disorders.