The Use of Nonword Keywords in the Speech Assessment of English Second Language Learners

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2020-11-01 DOI:10.1177/1525740119857985

L. Ross, Salome Geertsema, M. le Roux, Marien Alet Graham

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Abstract

Use of nonwords is a potentially more appropriate method of assessment for English second language (EL2) learners. A mixed comparative design was used to compare the effects when using nonwords instead of picture-based stimuli to assess articulation of EL2 learners. Subaims were to compare results between two tests and age groups. In all, 16 Setswana L1 children assigned to two age cohorts were assessed using the Goldman-Fristoe Test of Articulation–second edition (GFTA-2), and nonword list was created via a registered Speech Motor Learning website. Results of the two assessments differed significantly, indicating that lack of semantic information may yield different outcomes for articulation assessments of EL2 learners. Speech sound differences on the GFTA-2 were sounds not found in L1. This agrees with previous research indicating incorrect diagnosis due to speech and language differences. There was no significant difference between the two age cohorts. This research forms the basis for investigations into nonwords as a more accurate method for assessment of EL2 learners.

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非词关键词在英语第二语言学习者言语评价中的应用

对于英语第二语言（EL2）学习者来说，非单词的使用可能是一种更合适的评估方法。使用混合比较设计来比较使用非单词而不是基于图片的刺激来评估EL2学习者的发音时的效果。Subims将比较两种测试和年龄组的结果。总共，16名被分配到两个年龄组的Setswana L1儿童使用Goldman Fristoe发音测试——第二版（GFTA-2）进行了评估，并通过注册的言语运动学习网站创建了非单词列表。两种评估结果存在显著差异，表明缺乏语义信息可能会对EL2学习者的发音评估产生不同的结果。GFTA-2上的语音差异是L1中没有发现的声音。这与先前的研究一致，即由于言语和语言差异导致的错误诊断。两个年龄组之间没有显著差异。这项研究为非单词调查奠定了基础，它是一种更准确的评估EL2学习者的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.