The developmental, characteristics and educational competencies of students who need special education are developing slowly in compared to their agemates. This is because their expressive language is different. In order to overcome these challenges, assistive technologies can be used under the supervision of the teachers. In this paper, a person…

Purpose: Children with speech sound disorders have more difficulties producing speech sounds accurately than same-age peers. In addition, they often have difficulties with speech perception, and weaker phonological awareness skills than their peers and are at risk for negative long-term academic and socio-emotional outcomes. In this tutorial, we…

We propose five research tasks targeting grammar teaching and learning, focusing on extending previous research and exploring under-studied features and contexts. The first two tasks outline replications and extensions of seminal studies on pedagogical grammar, Toth (2008) and Samuda (2001), designed to advance our understanding of the teacher…

This article suggests three teaching ideas to help L2 learners improve speaking performances through form-focused instruction using formulaic language. Formulaic language is considered an effective way to foster speaking fluency because prefabricated chunks are faster to retrieve than constructing sentences word by word (Wray, 2002). In spite of…

Sequencing language production activities based on the inherent cognitive load of each activity type can improve student performance and self-efficacy on high cognitive load language tasks like conversational speech (either face-to-face or via video chat). This ordering according to cognitive difficulty can scaffold learners in their development…

This article proposes a model for integrating text-to-speech software (TTS) in students' interpreting training and practice. It shows the aims of the model, the definition of TTS, the advantages of using TTS, how to search for TTS, instructional stages with TTS, and the interpreting instructor's role. The students can use TTS software online;…

Assessment is a critical part of teaching and learning so it is important that students are encouraged to engage positively with it. The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at upper-intermediate and advanced levels, broadly equivalent to the Common European Framework…

The main focus of early foreign language learning in Europe is on the development of oral skills. In the classroom, speaking is usually reproductive and imitative and activities aim at the production of closely supported accurate output. Opportunities for young learners to experiment with the language and to use it productively outside of fixed…

This book focuses on theory, research, and practice related to "lexical input processing" (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as…

A metalinguistic deficit in the awareness of phonological aspects of spoken language has long been assumed to be the single most important cause of reading failure among developmental dyslexics. Majority of this proposal's empirical support has come from examination of reading problems in irregular language like English and it's relation to the…

Infants prefer to listen to happy speech. To assess influences of speech affect on early lexical processing, 7.5- and 10.5-month-old infants were familiarized with one word spoken with happy affect and another with neutral affect and then tested on recognition of these words in fluent passages. Infants heard all passages either with happy affect…

Speech directed towards young children ("motherese") is subject to consistent systematic modifications. Recent research suggests that gesture directed towards young children is similarly modified (gesturese). It has been suggested that gesturese supports speech, therefore scaffolding communicative development (the facilitative…