We administered six functional intelligibility tests, i.e., spoken and written versions of (i) an isolated word recognition test, (ii) a cloze test at the sentence level and (iii) a picture-to-text... Show moreWe administered six functional intelligibility tests, i.e., spoken and written versions of (i) an isolated word recognition test, (ii) a cloze test at the sentence level and (iii) a picture-to-text matching task at the paragraph level. The scores on these functional tests were compared with each other and with intersubjective measures obtained for the same materials through opinion testing, i.e., estimated and perceived intelligibility. The native language of the speakers and listeners belonged to one of three groups of European language families, i.e., Germanic (Danish, Dutch, English, German, Swedish, yielding 20 within- family pairs of different speaker and listener languages), Romance (French, Italian, Portuguese, Romanian, Spanish, yielding 20 language pairs) and Slavic (Bulgarian, Croatian, Czech, Polish, Slovak, Slovene, i.e., 30 pairs). Results from 13,566 participants were analyzed for the 70 within-family combinations of speaker and listener languages. The word recognition test and the cloze test revealed similar patterns of intelligibility but correlated poorly with the picture-to-text matching scores. Both measures of judged intelligibility (estimated and perceived) correlated highly with one another and with the functional test scores, especially those of the cloze test. We conclude that lay listeners are able to judge the intelligibility of a non-native test language from within their own language family. Moreover, participants understood writ- ten language better than the spoken forms. Advantages and disadvantages of the various intelligibility measures we used are discussed. We conclude that the written cloze procedure which we developed is the optimal cross-language intelligibility test in the European language area. Show less
Altamini, M.; Gnitiev, S.; Jarour, A.I.; Katona, Ż.; Khelifa, A.E.; Mohamed, A.; ... ; Heuven, V.J.J.P. van 2017
This study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36... Show moreThis study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36 recent opinion articles in British English by male and female authors written on the same topic in matched pairs. We analyzed the token-to-type ratio, word length (number of letters), sentence length (number of words per sentence), sentence complexity (number of finite verbs or subclauses per sentence) and use of emotional (‘?’, ‘!’) versus other punctuation marks. Several textual parameters measured are correlated between male and female authors, which indicates an effect of topic. Unexpectedly, women used more subordinated clauses per sentence than men but no other significant effects of gender were found. We provisionally conclude that no gender-dependent instruction on English writing is needed in the foreign language curriculum. A tanulmány az angol nyelvű írásokban érvényesülő gender-hatást vizsgálja. Arra a kérdésre keressük a választ, hogy milyen mértékben hasonlóak az angol nyelven író női és férfi szerzők által használt szavak és mondatszerkezetek. 36 brit angol nyelvváltozatban készült, női és férfi szerzőktől származó, a közelmúltban megjelent cikket választottunk, amelyek párba állítva egyazon témáról fogalmaznak meg véleményt. Munkánk során elemeztük a szövegekben előforduló szókincs kiterjedését, a szavak terjedelmét (leütések száma), a mondatok terjedelmét (mondatonkénti szavak száma), a mondatok szerkezetét (tagmondatok vagy állítmányi szerepben használt igék száma), valamint az érzelmeket kifejező és egyéb írásjelek előfordulását. Az eredmények több szövegjellemző esetén a női és férfi írásokban egyezésre utalnak, amely a téma hatására hívja fel a figyelmet. Várakozásaink ellenére a női írók több alárendelő mondatszerkezetet alkalmaznak az írásokban mint a férfiak, azonban nemre vonatkozó egyéb szignifikáns eltérés nem azonosítható. Következtetésünk szerint az idegen nyelv oktatásában nemek szerint eltérő angol nyelvű írásfejlesztés nem szükséges. Show less
The present study presents an experiment to investigate 1) whether judged fluency correlates with judged accuracy of consecutive interpreting performance; and 2) whether and how judged fluency can... Show moreThe present study presents an experiment to investigate 1) whether judged fluency correlates with judged accuracy of consecutive interpreting performance; and 2) whether and how judged fluency can be predicted on the basis of acoustic measures such as automatically calculated temporal measures of speech quality. In the experiment, ten raters judged six major quality measures related to accuracy and fluency of the consecutive interpreting performance (in this study from Chinese into English) recorded from seven BA trainees and five MA trainees based on the same recorded source speech. Six consecutive interpretations per participants were recorded, two of which were analyzed acoustically by means of the speech analysis tool PRAAT. The pauses detected by PRAAT and the disfluencies transcribed and labeled manually were automatically counted by the text analysis computer program of AWK, based on which 12 acoustic measures of fluency were calculated. The results show that 1) there is a strong positive correlation between judged accuracy and judged fluency in consecutive interpreting; 2) there are strong correlations between judged fluency and objective acoustic measures of fluency in consecutive interpreting; and 3) effective speech rate appears to be the best predictor of judged fluency in consecutive interpreting. The other important determinants of judged interpreting fluency are number of filled pauses, articulation rate, and mean length of pause. The results have practical implications for both developing an automatic assessment tool of fluency facilitating consecutive interpreting testing as well as for consecutive interpreting pedagogy. Show less
Gooskens, C.; Heuven, V.J.J.P. van; Golubović, J.; Schüppert, A.; Swarte, F.; Voigt, S. 2017
By means of a large-scale web-based investigation, we established the degree of mutual intelligibility of 16 closely related spoken languages within the Germanic, Slavic and Romance language... Show moreBy means of a large-scale web-based investigation, we established the degree of mutual intelligibility of 16 closely related spoken languages within the Germanic, Slavic and Romance language families in Europe. We first present the results of a selection of 1833 listeners representing the mutual intelligibility between young, educated Europeans from the same 16 countries where the test languages are spoken. Next, we present the data from a sub-group of listeners who had not learned the test language and had had minimal exposure to it. This allows us to investigate how well the listeners understand the test language on the basis of structural similarities between their own language and the test languages. Finally, we compare the results of the two data sets to the traditional genealogic characterisation of the three language groups. We expect the intelligibility results from the second group of listeners who had had minimal exposure to the test language to be a better reflection of the genealogical characterisation than the results from the larger group who had sometimes been exposed to the test language or had learned it at school. Show less
Altamini, M.; Gnitiev, S.; Jarour, A.I.; Katona, Ż.; Khelifa, A.E.; Mohamed, A.; ... ; Heuven, V.J.J.P. van 2017
This study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36... Show moreThis study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36 recent opinion articles in British English by male and female authors written on the same topic in matched pairs. We analyzed the token-to-type ratio, word length (number of letters), sentence length (number of words per sentence), sentence complexity (number of finite verbs or subclauses per sentence) and use of emotional (‘?’, ‘!’) versus other punctuation marks. Several textual parameters measured are correlated between male and female authors, which indicates an effect of topic. Unexpectedly, women used more subordinated clauses per sentence than men but no other significant effects of gender were found. We provisionally conclude that no gender-dependent instruction on English writing is needed in the foreign language curriculum. A tanulmány az angol nyelvű írásokban érvényesülő gender-hatást vizsgálja. Arra a kérdésre keressük a választ, hogy milyen mértékben hasonlóak az angol nyelven író női és férfi szerzők által használt szavak és mondatszerkezetek. 36 brit angol nyelvváltozatban készült, női és férfi szerzőktől származó, a közelmúltban megjelent cikket választottunk, amelyek párba állítva egyazon témáról fogalmaznak meg véleményt. Munkánk során elemeztük a szövegekben előforduló szókincs kiterjedését, a szavak terjedelmét (leütések száma), a mondatok terjedelmét (mondatonkénti szavak száma), a mondatok szerkezetét (tagmondatok vagy állítmányi szerepben használt igék száma), valamint az érzelmeket kifejező és egyéb írásjelek előfordulását. Az eredmények több szövegjellemző esetén a női és férfi írásokban egyezésre utalnak, amely a téma hatására hívja fel a figyelmet. Várakozásaink ellenére a női írók több alárendelő mondatszerkezetet alkalmaznak az írásokban mint a férfiak, azonban nemre vonatkozó egyéb szignifikáns eltérés nem azonosítható. Következtetésünk szerint az idegen nyelv oktatásában nemek szerint eltérő angol nyelvű írásfejlesztés nem szükséges. Show less
This article summarizes earlier research done on the prosodic marking of interrogativity and imperatives in Dutch on the basis of recorded speech from male and female speakers. The first part of... Show moreThis article summarizes earlier research done on the prosodic marking of interrogativity and imperatives in Dutch on the basis of recorded speech from male and female speakers. The first part of this article compares statements (ST) and three types of question. The form of questions may differ in various respects from statements: Wh-questions (WH) have a question word in initial position and exhibit subject-verb inversion, yes/no-questions (YN) have inversion only, while declarative questions (DE) have the same structure as ST. Our functional hypothesis that the intensity of interrogativity marking through prosody counterbalances the degree of syntactic marking in the order ST Show less
Altamini, M.; Gnitiev, S.; Jarour, A.I.; Katona, Ż.; Khelifa, A.E.; Mohamed, A.; ... ; Heuven, V.J.J.P. van 2017
This study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36... Show moreThis study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36 recent opinion articles in British English by male and female authors written on the same topic in matched pairs. We analyzed the token-to-type ratio, word length (number of letters), sentence length (number of words per sentence), sentence complexity (number of finite verbs or subclauses per sentence) and use of emotional (‘?’, ‘!’) versus other punctuation marks. Several textual parameters measured are correlated between male and female authors, which indicates an effect of topic. Unexpectedly, women used more subordinated clauses per sentence than men but no other significant effects of gender were found. We provisionally conclude that no gender-dependent instruction on English writing is needed in the foreign language curriculum. A tanulmány az angol nyelvű írásokban érvényesülő gender-hatást vizsgálja. Arra a kérdésre keressük a választ, hogy milyen mértékben hasonlóak az angol nyelven író női és férfi szerzők által használt szavak és mondatszerkezetek. 36 brit angol nyelvváltozatban készült, női és férfi szerzőktől származó, a közelmúltban megjelent cikket választottunk, amelyek párba állítva egyazon témáról fogalmaznak meg véleményt. Munkánk során elemeztük a szövegekben előforduló szókincs kiterjedését, a szavak terjedelmét (leütések száma), a mondatok terjedelmét (mondatonkénti szavak száma), a mondatok szerkezetét (tagmondatok vagy állítmányi szerepben használt igék száma), valamint az érzelmeket kifejező és egyéb írásjelek előfordulását. Az eredmények több szövegjellemző esetén a női és férfi írásokban egyezésre utalnak, amely a téma hatására hívja fel a figyelmet. Várakozásaink ellenére a női írók több alárendelő mondatszerkezetet alkalmaznak az írásokban mint a férfiak, azonban nemre vonatkozó egyéb szignifikáns eltérés nem azonosítható. Következtetésünk szerint az idegen nyelv oktatásában nemek szerint eltérő angol nyelvű írásfejlesztés nem szükséges. Show less
Altamini, M.; Gnitiev, S.; Jarour, A.I.; Katona, Ż.; Khelifa, A.E.; Mohamed, A.; ... ; Heuven, V.J.J.P. van 2017
This study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36... Show moreThis study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36 recent opinion articles in British English by male and female authors written on the same topic in matched pairs. We analyzed the token-to-type ratio, word length (number of letters), sentence length (number of words per sentence), sentence complexity (number of finite verbs or subclauses per sentence) and use of emotional (‘?’, ‘!’) versus other punctuation marks. Several textual parameters measured are correlated between male and female authors, which indicates an effect of topic. Unexpectedly, women used more subordinated clauses per sentence than men but no other significant effects of gender were found. We provisionally conclude that no gender-dependent instruction on English writing is needed in the foreign language curriculum. A tanulmány az angol nyelvű írásokban érvényesülő gender-hatást vizsgálja. Arra a kérdésre keressük a választ, hogy milyen mértékben hasonlóak az angol nyelven író női és férfi szerzők által használt szavak és mondatszerkezetek. 36 brit angol nyelvváltozatban készült, női és férfi szerzőktől származó, a közelmúltban megjelent cikket választottunk, amelyek párba állítva egyazon témáról fogalmaznak meg véleményt. Munkánk során elemeztük a szövegekben előforduló szókincs kiterjedését, a szavak terjedelmét (leütések száma), a mondatok terjedelmét (mondatonkénti szavak száma), a mondatok szerkezetét (tagmondatok vagy állítmányi szerepben használt igék száma), valamint az érzelmeket kifejező és egyéb írásjelek előfordulását. Az eredmények több szövegjellemző esetén a női és férfi írásokban egyezésre utalnak, amely a téma hatására hívja fel a figyelmet. Várakozásaink ellenére a női írók több alárendelő mondatszerkezetet alkalmaznak az írásokban mint a férfiak, azonban nemre vonatkozó egyéb szignifikáns eltérés nem azonosítható. Következtetésünk szerint az idegen nyelv oktatásában nemek szerint eltérő angol nyelvű írásfejlesztés nem szükséges. Show less
This article summarizes earlier research done on the prosodic marking of interrogativity and imperatives in Dutch on the basis of recorded speech from male and female speakers. The first part of... Show moreThis article summarizes earlier research done on the prosodic marking of interrogativity and imperatives in Dutch on the basis of recorded speech from male and female speakers. The first part of this article compares statements (ST) and three types of question. The form of questions may differ in various respects from statements: Wh-questions (WH) have a question word in initial position and exhibit subject-verb inversion, yes/no-questions (YN) have inversion only, while declarative questions (DE) have the same structure as ST. Our functional hypothesis that the intensity of interrogativity marking through prosody counterbalances the degree of syntactic marking in the order ST Show less
Altamini, M.; Gnitiev, S.; Jarour, A.I.; Katona, Ż.; Khelifa, A.E.; Mohamed, A.; ... ; Heuven, V.J.J.P. van 2017
This study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36... Show moreThis study investigates the effect of gender on writing style in English. We asked to which extent male and female English writers use words and sentence structures in the same way. We collected 36 recent opinion articles in British English by male and female authors written on the same topic in matched pairs. We analyzed the token-to-type ratio, word length (number of letters), sentence length (number of words per sentence), sentence complexity (number of finite verbs or subclauses per sentence) and use of emotional (‘?’, ‘!’) versus other punctuation marks. Several textual parameters measured are correlated between male and female authors, which indicates an effect of topic. Unexpectedly, women used more subordinated clauses per sentence than men but no other significant effects of gender were found. We provisionally conclude that no gender-dependent instruction on English writing is needed in the foreign language curriculum. A tanulmány az angol nyelvű írásokban érvényesülő gender-hatást vizsgálja. Arra a kérdésre keressük a választ, hogy milyen mértékben hasonlóak az angol nyelven író női és férfi szerzők által használt szavak és mondatszerkezetek. 36 brit angol nyelvváltozatban készült, női és férfi szerzőktől származó, a közelmúltban megjelent cikket választottunk, amelyek párba állítva egyazon témáról fogalmaznak meg véleményt. Munkánk során elemeztük a szövegekben előforduló szókincs kiterjedését, a szavak terjedelmét (leütések száma), a mondatok terjedelmét (mondatonkénti szavak száma), a mondatok szerkezetét (tagmondatok vagy állítmányi szerepben használt igék száma), valamint az érzelmeket kifejező és egyéb írásjelek előfordulását. Az eredmények több szövegjellemző esetén a női és férfi írásokban egyezésre utalnak, amely a téma hatására hívja fel a figyelmet. Várakozásaink ellenére a női írók több alárendelő mondatszerkezetet alkalmaznak az írásokban mint a férfiak, azonban nemre vonatkozó egyéb szignifikáns eltérés nem azonosítható. Következtetésünk szerint az idegen nyelv oktatásában nemek szerint eltérő angol nyelvű írásfejlesztés nem szükséges. Show less
Gooskens, C.; Heuven, V.J.J.P. van; Golubović, J.; Schüppert, A.; Swarte, F.; Voigt, S. 2017
By means of a large-scale web-based investigation, we established the degree of mutual intelligibility of 16 closely related spoken languages within the Germanic, Slavic and Romance language... Show moreBy means of a large-scale web-based investigation, we established the degree of mutual intelligibility of 16 closely related spoken languages within the Germanic, Slavic and Romance language families in Europe. We first present the results of a selection of 1833 listeners representing the mutual intelligibility between young, educated Europeans from the same 16 countries where the test languages are spoken. Next, we present the data from a sub-group of listeners who had not learned the test language and had had minimal exposure to it. This allows us to investigate how well the listeners understand the test language on the basis of structural similarities between their own language and the test languages. Finally, we compare the results of the two data sets to the traditional genealogic characterisation of the three language groups. We expect the intelligibility results from the second group of listeners who had had minimal exposure to the test language to be a better reflection of the genealogical characterisation than the results from the larger group who had sometimes been exposed to the test language or had learned it at school. Show less
Restrictive and appositive relative clauses differ in their meaning and structure. The first restrict the class to which the antecedent refers, whereas the latter denote additional information on... Show moreRestrictive and appositive relative clauses differ in their meaning and structure. The first restrict the class to which the antecedent refers, whereas the latter denote additional information on the antecedent. In terms of structure, this difference concerns the relation between antecedent and relative clause, which is either narrow (restrictives) or loose (appositives). How these relations are encoded in prosody is the topic of investigation. Although there is considerable agreement on what prosodic cues distinguish restrictives and appositives across languages, claims mainly come from prescriptive literature. The current study investigates the structure-prosody interface experimentally by means of perception tests for Dutch and German. Results indicate that these languages differ in how prosody signals structural cohesion or breaking. Show less
We measured F1, F2 and duration of ten English monophthongs produced by American native speakers and by Danish, Norwegian, Swedish, Dutch, Hungarian and Chinese L2 speakers. We hypothesized that (i... Show moreWe measured F1, F2 and duration of ten English monophthongs produced by American native speakers and by Danish, Norwegian, Swedish, Dutch, Hungarian and Chinese L2 speakers. We hypothesized that (i) L2 speakers would approximate the English vowels more closely as the phonological distance between the L2 and English is smaller, and (ii) English vowels of L2 speaker groups will be more similar as the L2s are closer to one another. Comparison of acoustic vowel diagrams and Linear Discriminant Analyses (LDA) confirm the hypotheses, with one exception: Dutch speakers deviate more from L1 English than the Scandinavian groups. The Interlanguage Speech Intelligibility Benefit was convincingly simulated by the LDA. Show less
This article summarizes earlier research done on the prosodic marking of interrogativity and imperatives in Dutch on the basis of recorded speech from male and female speakers. The first part of... Show moreThis article summarizes earlier research done on the prosodic marking of interrogativity and imperatives in Dutch on the basis of recorded speech from male and female speakers. The first part of this article compares statements (ST) and three types of question. The form of questions may differ in various respects from statements: Wh-questions (WH) have a question word in initial position and exhibit subject-verb inversion, yes/no-questions (YN) have inversion only, while declarative questions (DE) have the same structure as ST. Our functional hypothesis that the intensity of interrogativity marking through prosody counterbalances the degree of syntactic marking in the order ST Show less
Niet goed kunnen lezen vormt een ernstige beperking in het dagelijks functioneren. Leesproblemen zijn er in verschillende gradaties, van leeszwakte tot dyslexie. In het leesproces spelen visuele en... Show moreNiet goed kunnen lezen vormt een ernstige beperking in het dagelijks functioneren. Leesproblemen zijn er in verschillende gradaties, van leeszwakte tot dyslexie. In het leesproces spelen visuele en autitieve woordherkenning een belangrijke rol. Auditieve woordinformatie is van belang bij het opslaan van woordkennis in en oproepen uit het langetermijngeheugen. Over de factoren die in onze taal van invloed zijn op de auditieve woordherkenning is relatief weinig bekend. De onderzoeksvraag in dit artikel betreft het effect van de grammaticale context op de autitieve woordherkenning bij volwassen zwakke lezers (N = 22). Met een lexicale decisietaak is nagegaan in hoeverre woordherkenning, gemeten door middel van reactietijden, beïnvloed wordt door de grammaticale context, in dit geval passende en niet passende lidwoorden in combinatie met samenstellingen. Het onderzoek laat zien dat volwassen zwakke lezers, in vergelijking met meer vaardige lezers die wij in eerdere experimenten onderzocht hebben, onder andere, trager reageren bij niet passende bepaalde lidwoorden. Auditieve informatie wordt door hen minder geautomatiseerd verwerkt. Zwakke lezers profiteren minder van goede lezers van autitieve woordkennis, wat een extra beroep doet op hun werkgehuegen. Show less
There is increasing evidence that non-native speech is more readily understood by listeners who share the native-language background with the speakers. Mandarin-accented English can be expected to... Show moreThere is increasing evidence that non-native speech is more readily understood by listeners who share the native-language background with the speakers. Mandarin-accented English can be expected to be better understood by Mandarin listeners than by American native listeners. The most likely reason for the effect would be that the non-native listeners fruitfully use their (intuitive) knowledge of the interfering source language (Mandarin) to classify the sounds as intended by the speaker (Cutler 2012). This phenomenon has been called the Interlanguage Speech Intelligibility Benefit (or ISIB) in its weak version (Bent & Bradlow 2003). There is also a strong version of the ISIB hypothesis which states that any non-native speaker of a language will be more intelligible to any non-native listener, simply because foreigners tend to speak more carefully and slowly than native speakers of the target language. I will draw on several published intelligibility studies, in which speakers and listeners from a wide variety of native-language backgrounds (including L1 English speakers and listeners) communicate with one another in English (Smith & Rafiqzad 1979, Bent & Bradlow 2003, Wang 2007, Van Heuven & Wang 2007, Wang & Van Heuven 2014), to assess the validity of the ISIB claim. I will show that the ISIB effect is found only occasionally and inconsistently when it is quantified in an absolute way. Generally, native listeners of the target language outperform any L2 listener, even when the L2 listener has the same mother tongue as the L2 speaker. However, if we quantify the ISIB in a relative manner, where R-ISIB is defined as the discrepancy between the actual intelligibility and the score predicted from linear addition of main effects of speaker and listener language background, the notion of interlanguage benefit begins to make more sense. It then appears that the combination of a speaker and listener who do not share the same native language suffers from a negative R-ISIB (even if one interlocutor is a native speaker of the vehicle of communication), but that any combination of speakers and listeners sharing the same mother tongue (whether L1 or L2 speakers of the vehicle of communication) show a consistently positive R-ISIB. Show less
Michaux, M.; Caspers, J.; Heuven, V.J.J.P. van; Hiligsmann, P. 2015
