DOCSLIB.ORG

Common Speech Errors in L2: Categorization, Analysis, and Implication

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Common Speech Errors in L2: Categorization, Analysis, and Implication International Journal of Humanities and Social Science Research International Journal of Humanities and Social Science Research ISSN: 2455-2070; Impact Factor: RJIF 5.22 Received: 25-03-2019; Accepted: 28-04-2019 www.socialsciencejournal.in Volume 5; Issue 3; May 2019; Page No. 173-181 Common speech errors in l2: Categorization, Analysis, and Implication Christine V Pepito Department of Languages and Literature, Cebu Normal University, Cebu, Philippines Abstract English is Filipinos' Second Language (L2). It is used and understood by most people in the community. In a person's daily conversation using the L2, speech errors occur regularly and spontaneously. This study sought to identify, categorize and analyze the 20 speech errors committed by random users of English as a Second Language in different contexts in a normal speech or communication. It also sought to provide its implication to English Language Teaching. The study employed the Qualitative descriptive research design through context analysis. Qualitative descriptive research design is completely derived from the data gathered and is generally characterized by collecting data and analysis simultaneously. Qualitative data analysis was used to analyze and give a level of explanation and interpretation of the data gathered. Speech errors detected firsthand by the researcher were documented using a speech monitoring log in a span of one month. The study revealed that speech errors detected were categorized into seven according to types such as anticipation, perseveration, metathesis or exchange, blends, addition, misdeviation and shift. The data showed that substitution speech errors are prevalent compared to all other error types. These errors happened due to the movement, exchange, and substitution of a phonological or morphological segment to another. Most of the speech errors regardless of type are highly phonological. This implies that most of the speech errors were on the production of phonemic sounds which are nearly related to the intended speech. English teachers play an important role in honing students' speaking skills and preparing them to become fluent and effective communicators in the future. It is, therefore, the responsibility of the teachers to provide lessons that would challenge students to be fluent and to produce the correct speech. Students may also be encouraged to practice self-repair more to prevent the same mistakes in speech production in the future. Teachers may also research strategies in correcting students' speech error to properly address the problem. Keywords: second language (L2), speech errors, phonological error, speech production 1. Introduction language and thought. Moreover, this study intends to Natural speech is not perfect. Speech errors occur regularly provide its implication to English Language Teaching. and spontaneously in a person's day-to-day conversation. It This study is beneficial to all English speakers who have may be funny for many but frustrating for some. Now, it has been experiencing slips of the tongue particularly to those been the object of exploration and investigation in the field whose work demands them to speak fluently and efficiently. of psycholinguistics. Speech errors, also commonly known People who are always asked to talk in front of others may as "slips of the tongue", generally refers to the unsuccessful use this study to further understand why speech errors speech in a normal oral communication where there is a happen and what should they do to lessen the embarrassing mismatch involving the sounds of the language. It is misunderstandings brought by it especially in oral commonly regarded as the mistakes one commits in communication. English teachers may also use the findings speaking and articulating words which are the contrast of of this study in designing their speaking activities. successful and continuous communication. Moreover, it contributes to the very limited studies Sigmund Freud (1901) refers to these errors as a form of conducted around the world about speech errors. self-betrayal of inner thoughts which come from controlled, unintended desires. Yule (1996, as stated by Young, 2016) 2. Theoretical background believes that when a person's tongue and the brain do not The study is anchored on the three theories of speech error work harmoniously, slips of the tongue occur. He suggests such as the Theory of Parapraxis by Sigmund Freud (1901), that our word-shortage system allows us to retrieve words Perception loop theory by Levelt (1983) [9] and Natural easily than others due to phonological information. Phonology by David Stampe (1979). Longham Dictionary of Language Teaching and Applied Theory of Parapraxis by Sigmund Freud (1901) is also Linguistics (2003) [15] defined this phenomenon as the called Freud's Theory of the Slips of the Tongue. Freud mistakes one commits in the course of pronunciation and posits that speakers commit speech errors or slips of the sentence making. tongue as a result of a psychological disturbance not by This study is focused on the common speech errors, linguistic factors. It is the manifestation of the person's specifically slips of the tongue, in the second language cognitive state. This means that the errors take place due to committed by random L2 speakers in a normal speech or the semantic influence of the mind which are dependent on communication. It aims to categorize, discuss, and analyze the speaker's intended utterance. What was actually said these errors to provide a better understanding of the tells what the person was thinking at the moment. These language production process and the relationship between slips are verbal or memory mistakes which reveal the 173 International Journal of Humanities and Social Science Research person's secret thoughts, emotions, wishes and beliefs today in order to explain the nature of speech production he/she holds (Cherry, 2018). In addition, Freud (1901) and to identify the causes and remedy to correct or prevent believed that most of the slips committed by people were these errors in our daily communication. Studies conducted sexual in nature thus, surfacing the deeply repressed desires aimed to give insight into the relationship between language from the person's subconscious. This is the reason why he and thought in speech production. According to Levelt also sees the slips of the tongue as the "window of the soul" (2013), the study of psycholinguistics shows that using which makes the person feel embarrassed and betrayed by diaries to record naturally occurring observations, the his/her thoughts (Bilcik, 2018). speech errors, in this case, has a long history in the study of Perceptual Loop Theory proposed by Levelt (1983) [9] is a the development of language (Vitevitch, 2015). theory of speech monitoring which assumes that a speech Speech errors are commonly known as slips of the tongue. comprehension system checks the quality of a person's One of the significant contributors is Vicktoria Fromkin speech. This speech monitoring system inspects one's (1973) [14] who contended that slips of the tongue are often observable speech and the inner plan or also called the the product of a sound produced from one word is carried to "inner loop". The speech rate or speed are considered one of the next. According to her, though slips of the tongue are the factors affecting the time planning interruption and considered as an error of articulation, it was suggested that repair (Hartsuiker, 2001). they might be a result from "slips of the brain" since pre- Moreover, Levelt (1995) [9] believed that utterances are planning of words to be uttered are organized in the brain. produced through stages such as conceptual preparation, Moreover, Fromkin (1991) posits that speech error reveals grammatical encoding, phonological encoding and lastly, the speakers' competence in using the language and articulation. He further explained that as a speaker, you hear performance based on the produced form. your own overt speech which becomes part of the speeches Smith (2003) identified three levels of tongue slips such as you hear or overheard. This may be used by the speaker to sound errors which happens when sounds are interchanged, monitor and do a repair in his own speech which explains morpheme errors where morphemes are interchanged and the fact that one can detect speech errors before it is spoken lastly, word errors which refer to the interchange of words. loudly. (Dell & Jacobs, 2016) [2]. Yule (1996) as stated by Young (2016) suggests that slips of Natural Phonology Theory advocated by David Stampe the tongue occur when the speaker's brain and tongue fail to (1969,1979, 1981) is a theory which views phonology of work together to produce the intended utterance. He language as subconscious mental processes which mediate contends that one's phonological information is limited thus, between an intended but unpronounceable and creating a "word shortage" system where some words are pronounceable lexical form of utterances. The theory deals more easily retrieved than others. with the phonological processes which contain the system of Meringer (1895) [10] is considered as the father of the natural human vocal and perceptions to the difficulties linguistic tradition when it comes to speech error analysis. encountered in speech production and perception. It Meringer's approach states that the influence of another emphasizes that phonological processes are motivated component of the same speech stream by the semantic phonetically. Humans are believed to have the same formation of ideas contained within the same context caused potential to respond to the difficulties of speech. the disturbance of speaking manifested in a slip of the In addition, this theory makes two important assumptions. tongue. In contrast to the previous claims, Mirenger (1895) First, phonemes are images of the sounds of language in our [10] disregard psychological factors as having an impact in mind. Second, the natural response of human beings to the the normal speech production process. relative difficulties of sound production is by substituting Similarly, Shutter (2004) stated that speech error is a one sound or one class of sound for another.
Load more

Recommended publications
  • Speech Error Expressions in Maliki National Debate Tournament (Mandate) 2015
    SPEECH ERROR EXPRESSIONS IN MALIKI NATIONAL DEBATE TOURNAMENT (MANDATE) 2015 THESIS By: MUHAMMAD RYDZKY MUHAMMAD ALI NIM 12320079 DEPARTMENT OF ENGLISH LITERATURE FACULTY OF HUMANITIES THE ISLAMIC STATE UNIVERSITY MAULANA MALIK IBRAHIM MALANG 2017 SPEECH ERROR EXPRESSIONS IN MALIKI NATIONAL DEBATE TOURNAMENT (MANDATE) 2015 THESIS Presented to Maulana Malik Ibrahim State Islamic University of Malang in Partial Fulfillment of the Requirement for the Degree of Sarjana Sastra (S.S) By: MUHAMMAD RYDZKY MUHAMMAD ALI NIM 12320079 Advisor Dr. ROHMANI NUR INDAH, M.Pd. NIP 19760910 200312 2 003 DEPARTMENT OF ENGLISH LITERATURE FACULTY OF HUMANITIES THE ISLAMIC STATE UNIVERSITY MAULANA MALIK IBRAHIM MALANG 2017 i ii iv v MOTTO قَا َل َر ِّب ا ْش َر ْح لِي َص ْد ِري )52( َويَ ِّس ْر لِي أَ ْم ِري )52( َوا ْحلُ ْل ُع ْق َدةً ِم ْن لِ َسانِي )52( يَ ْفقَهُوا قَ ْولِي )52 Musa said, "Allah, expand for me my breast [with assurance], and ease for me my task, and untie the knot from my tongue, that they may understand my speech. (QS. Thoha: 25-28) vi DEDICATION This thesis is dedicated to: My beloved father and mother, Muhammad Ali Hamzah and Abida Yakob Saman. I hope that it could make them proud. It is also for my beloved brother Fitrianto Muhammad Ali and Muhammad Ali Family who always support me. Thank you for my wife, Dian Purwitasari, for helping me finishing this work. vii ACKNOWLEDGMENT All praises are to Allah, who has given power, inspiration, and health in finishing the thesis. All my hopes and wishes are only for him.
    [Show full text]
  • Accuracy in the Detection of Deception As a Function of Training in the Study of Human Behavior
    University of Central Florida STARS Retrospective Theses and Dissertations 1976 Accuracy in the Detection of Deception as a Function of Training in the Study of Human Behavior Charner Powell Leone University of Central Florida Part of the Communication Commons Find similar works at: https://stars.library.ucf.edu/rtd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Leone, Charner Powell, "Accuracy in the Detection of Deception as a Function of Training in the Study of Human Behavior" (1976). Retrospective Theses and Dissertations. 230. https://stars.library.ucf.edu/rtd/230 ACCURACY IN THE DETECTION OF DECEPTION AS A FUNCTION OF TRAINING I N· ·T"H E STU 0 Y 0 F HUMAN BE HA V I 0 R BY CHARNER POWELL LEONE B.S.J., University of Florida, 1967 THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Arts: Communication in the Graduate Studies Program of the College of Social Sciences Florida Technological University Orlando, Florida 1976 TABLE OF CONTENTS Page LIST OF TABLES . i v INTRODUCTION . 1 METHODOLOGY . 12 Subjects . 12 Procedure and Materials . 12 RESULTS . 1 7 DISCUSSION . ~ 26 SUMMARY . 34 APPENDIX A. Questionnaire . 37 APPENDIX 8 • Judge•s Scoresheets . 39 REFERENCES . 44 i i LIST OF TABLES TABLE Page 1 Mean Behaviors Used to Discriminate Lying from Truthful Role Players by Decoder Groups .
    [Show full text]
  • Cultures and Traditions of Wordplay and Wordplay Research the Dynamics of Wordplay
    Cultures and Traditions of Wordplay and Wordplay Research The Dynamics of Wordplay Edited by Esme Winter-Froemel Editorial Board Salvatore Attardo, Dirk Delabastita, Dirk Geeraerts, Raymond W. Gibbs, Alain Rabatel, Monika Schmitz-Emans and Deirdre Wilson Volume 6 Cultures and Traditions of Wordplay and Wordplay Research Edited by Esme Winter-Froemel and Verena Thaler The conference “The Dynamics of Wordplay / La dynamique du jeu de mots – Interdisciplinary perspectives / perspectives interdisciplinaires” (Universität Trier, 29 September – 1st October 2016) and the publication of the present volume were funded by the German Research Founda- tion (DFG) and the University of Trier. Le colloque « The Dynamics of Wordplay / La dynamique du jeu de mots – Interdisciplinary perspectives / perspectives interdisciplinaires » (Universität Trier, 29 septembre – 1er octobre 2016) et la publication de ce volume ont été financés par la Deutsche Forschungsgemeinschaft (DFG) et l’Université de Trèves. ISBN 978-3-11-058634-3 e-ISBN (PDF) 978-3-11-058637-4 e-ISBN (EPUB) 978-3-11-063087-9 This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/. Library of Congress Control Number: 2018955240 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. © 2018 Esme Winter-Froemel and Verena Thaler, published by Walter de Gruyter GmbH, Berlin/Boston Printing and binding: CPI books GmbH, Leck www.degruyter.com Contents Esme Winter-Froemel, Verena Thaler and Alex Demeulenaere The dynamics of wordplay and wordplay research 1 I New perspectives on the dynamics of wordplay Raymond W.
    [Show full text]
  • 1 to “Err” Is Human: the Nature of Phonological “Errors” in Language
    To “Err” is Human: The Nature of Phonological “Errors” in Language Development1 Suzanne N. Landi Bryn Mawr College Abstract In children, two types of phonological “errors” may occur: slips of the tongue and pathological speech. A slip of the tongue is considered a normal, non- systematic “error”, whereas a series of consistent speech “errors” is labeled as a speech pathology. Both types of “errors” follow phonotactic constraints defined by the target grammar, and may result in substitutions and omissions of sounds in conversation. They differ traditionally in two key ways: (1) while slips are unique utterances that generally occur only once, the disfluencies are consistent in a pathology, and (2) the speaker is able to notice and correct their error when they make a slip, but it is not the case in a speech pathology. Relevant research to both types of “errors” will be presented for comparison purposes, and theoretical explanations will be offered. I will propose that a deficit in self-monitoring exists in those with disordered phonology, in order to explain why “errors” repeat. 1 I would like to acknowledge my thesis advisor Jason Kandybowicz for his patience and support, as well as Donna Jo Napoli, Jessica Webster-Love and Katie Bates for their valuable comments during this process. Although their contributions were utilized, the following ideas are my own and cannot be blamed on anyone else. I would also like to thank my friends and family for their love and support this semester, including (but not limited to): Deborah Landi, Sue Henry, Jenny Brindisi, Sarah Deibler, Katie Nagrotsky, Skye Rhodes-Robinson, Aaron Schwager and Chuck Bradley.
    [Show full text]
  • Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech
    Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech David Supp-Montgomerie A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Communication Studies in the College of Arts and Sciences. Chapel Hill 2013 Approved by: Christian Lundberg V. William Balthrop Carole Blair Lawrence Grossberg William Keith © 2013 David Supp-Montgomerie ALL RIGHTS RESERVED ii ABSTRACT David Supp-Montgomerie: Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech (Under the direction of Christian Lundberg) This dissertation is a critique of the idea that the artifice of public speech is a problem to be solved. This idea is shown to entail the privilege attributed to purportedly direct or unmediated speech in U.S. public culture. I propose that we attend to the ēthos producing effects of rhetorical concealment by asserting that all public speech is constituted through rhetorical artifice. Wherever an alternative to rhetoric is offered, one finds a rhetoric of non-rhetoric at work. A primary strategy in such rhetoric is the performance of sincerity. In this dissertation, I analyze the function of sincerity in contexts of public deliberation. I seek to show how claims to sincerity are strategic, demonstrate how claims that a speaker employs artifice have been employed to imply a lack of sincerity, and disabuse communication, rhetoric, and deliberative theory of the notion that sincere expression occurs without technology. In Chapter Two I begin with the original problem of artifice for rhetoric in classical Athens in the writings of Plato and Isocrates.
    [Show full text]
  • Phonological Encoding in Adults Who Clutter and Adults Who Stutter Phd
    Phonological Encoding in Adults Who Clutter and Adults Who Stutter PhD School of Psychology and Clinical Language Sciences Jess Bretherton-Furness August 2016 Acknowledgements Thanks to David Ward for encouraging me to undertake this project and for being so supportive throughout its completion. Also thanks to Douglas Saddy for his support and ideas especially when creating my stimuli. Special thanks to Bobby Stuijfzand and Dr Kou Murayama for helping me work out how to analyse my data, to Becky Lucas for her time and patience and to Suzannah, Tiffany, Birthe and Faith for cake, positivity and being the best office buddies a girl could ask for. Declaration I confirm that this is my own work and the use of all material from other sources has been properly and fully acknowledged. The work presented in chapter six has been published. Bretherton-Furness, J., Ward, D., & Saddy, D. (2016). Creating a non-word list to match 226 of the Snodgrass standardised picture set. i Table of Contents 1 CHAPTER ONE .......................................................................... 1 1.1 Introduction ............................................................................................................................ 1 1.1.1 Definitions ....................................................................................................................... 1 1.1.2 Epidemiology of stuttering and cluttering ...................................................................... 3 1.1.3 Causes of Stuttering and Cluttering ...............................................................................
    [Show full text]
  • Glitch Poetics: Critical Sensory Realisms in Contemporary Language Practice
    Glitch Poetics: Critical Sensory Realisms in Contemporary Language Practice Nathan Jones Royal Holloway, University of London Submitted for Doctor of Philosophy [corrections] April 2019 "1 Declaration I declare that this thesis has been composed solely by myself and that it has not been submitted, in whole or in part, in any previous application for a degree. Parts of this work have been published previous to this submission, as follows: Parts of Chapter 1 “Body-System Glitch” and the Introduction were published as “Glitch Poetics: The Posthumanities of Error” in Bloomsbury Handbook of Electronic Literature (ed. Joseph Tabbi 2017), and A Peer Review Journal About Machine Research (2018). Parts of Chapter 2 “Lyric-Code Glitch” and the Introduction were published in A Peer Review Journal About Excessive Research (2017) and Thresholds Journal (2017). Except where stated otherwise by reference or acknowledgment, the work presented is entirely my own. Signed ______Nathan Jones Date __22/04/2019_______ "2 Abstract This is a combined practice and theory submission. In it, I propose the term ‘glitch poetics’ to name a mode for reading and writing with deliberate error in contemporary literary texts. I pose the question: do glitches offer a moment of correspondence between the (already diverse) concerns of poetics and those of critical media practice? In attending to this question I perform a range of close- readings of contemporary media technologies and texts looking for moments in which revealing errors allow us to read across poems, devices, bodies and environments. In “Body-System Glitch”, I use analysis of textual artworks by Caroline Bergvall and Erica Scourti, alongside that of two new media devices to show how the relationships between physical and technical systems are exposed and re-constituted by language errors.
    [Show full text]
  • 1984 Final Project Assignment
    1984 Final Project George Orwell’s 1984 is so widely read because it raises many interesting and important questions. In a live or recorded presentation, examine (#1) a central theme or issue in Orwell’s fictional 1984, and compare it to (#2) things that have happened, or are happening, in the real world since the novel was written. In choosing your topic, as well as how to present it, you – unlike the characters in 1984 – have a lot of freedom. Most of these topics will be new to you, so ask yourself right away which ones appeal to you. Then, read 1984 with the focus of a researcher. It is important that you begin researching your topic early, as you’ll need your reading notes on 1984 to help you make your case. The sooner in the reading schedule that you narrow down to one or two favorite topics, the better your final project experience will be. A successful presentation: ü follows a design approved by the teacher. ü lasts roughly five minutes. ü explains the topic in 1984 in accurate detail. ü supports your work with specific passages from the text. ü explicitly connects Orwell’s writings with a real-world issue o (“Explicitly” means “don’t just hint at it, come out and say it!”) ü explains the real-world topic, defining terms as necessary. o (Explain similarities and differences to Orwell’s vision.) ü supports your major claim/s with research. Format Every project requires research. Present your findings in a speech, video, song, collage, sculpture, guest speaker or interview, short film, or almost anything other format.
    [Show full text]
  • ESU-Speaking-Frankly.Pdf
    Speaking – The case Frankly oracy for in the curriculum Speaking Frankly The case for oracy in the curriculum Speaking Frankly is a collection of essays by teachers, academics and educational thinkers on the importance of oracy in education. Find out more at oracynetwork.org The English-Speaking Union is a unique global educational charity and membership organisation that believes in the power of spoken communication. Through our educational programmes, competitions, cultural exchanges and advocacy we provide people with the skills to realise their full potential, helping them become confident communicators, critical thinkers and empowered citizens. We believe that good communication is essential to individual, community and cross-cultural development and understanding, and endeavour to ensure it is recognised as such. In 2012, School 21 in Stratford, East London, opened its doors. Recognising the value of developing students’ speaking skills to support them in learning and in life, the school places speech at the heart of every lesson and nurtures a whole-school culture of oracy. Teachers and students have found that that this talk-centred approach has a pronounced effect on achievement across the curriculum as well as enhancing pupils’ eloquence, confidence and wellbeing. In 2014, supported by the Education Endowment Fund, the School 21 Trust worked with Cambridge University to develop an oracy curriculum and assessment tools to be shared with schools across the country. With the backing of the Big Change Charitable Trust, Voice 21 was born. Now that we are confident that prioritising oracy has a transformational effect on students we want to spread our ideas in order to bring about change.
    [Show full text]
  • Compensating for Language Deficits in Amnesia II: H.M.'S
    Brain Sci. 2013, 3, 415-459; doi:10.3390/brainsci3020415 OPEN ACCESS brain sciences ISSN 2076-3425 www.mdpi.com/journal/brainsci/ Article Compensating for Language Deficits in Amnesia II: H.M.’s Spared versus Impaired Encoding Categories Donald G. MacKay *, Laura W. Johnson and Chris Hadley Psychology Department, University of California, Los Angeles, CA 90095, USA; E-Mails: [email protected] (L.W.J.); [email protected] (C.H.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-310-825-8465; Fax: +1-310-206-5895. Received: 20 December 2012; in revised form: 17 March 2013 / Accepted: 19 March 2013 / Published: 27 March 2013 Abstract: Although amnesic H.M. typically could not recall where or when he met someone, he could recall their topics of conversation after long interference-filled delays, suggesting impaired encoding for some categories of novel events but not others. Similarly, H.M. successfully encoded into internal representations (sentence plans) some novel linguistic structures but not others in the present language production studies. For example, on the Test of Language Competence (TLC), H.M. produced uncorrected errors when encoding a wide range of novel linguistic structures, e.g., violating reliably more gender constraints than memory-normal controls when encoding referent-noun, pronoun-antecedent, and referent-pronoun anaphora, as when he erroneously and without correction used the gender-inappropriate pronoun “her” to refer to a man. In contrast, H.M. never violated corresponding referent-gender constraints for proper names, suggesting that his mechanisms for encoding proper name gender-agreement were intact. However, H.M.
    [Show full text]
  • Student Clinic Handbook 2020-2021-1.Pdf
    School of Arts and Sciences Department of Speech Communication Studies Speech, Language & Hearing Clinic Handbook Policy and Procedure Manual 2020-2021 Table of Contents INTRO Pages 3-11 Appendix A- Student Concerns and Grievances Page 12 Appendix B- Professional Code of Conduct-Clinic Policies Page 13-34 Appendix C- Dress Code Appendix D- Electronic Message Exchange Page 35-39 Appendix E- Student Clinical Requirements Page 40-58 Appendix F- Procedural Safeguards Pages 59-66 Appendix F- Clinical Assignments Pages 67-99 Appendix G- Professional Writing-Helpful Hints Pages 100-104 Appendix H- Grading Policy Pages Appendix I- Clinical Supervision Pages Appendix J- Media Specialist Handbook-Student Guidelines Pages Appendix K- Clinical Forms Fall 2020 Pages Appendix L- Documentation Samples Pages Appendix M- Clinical Practice Resources Pages Appendix N- Resources Pages Telepractice Info? The Iona College Speech, Language and Hearing Clinic has assembled a Clinic Handbook to support the clinical student success in one’s clinical practicum experience at the Iona College Speech, Language and Hearing Clinic. The Clinic Handbook is not intended to replace College Policies listed in the Iona College Undergraduate and Graduate Catalogs, but to supplement the student’s program requirements. Graduate CSD Handbook is to supplement the student’s program requirements. The Clinic Handbook and the Graduate CSD Handbook is not intended to replace the Iona College Graduate Catalog. The Graduate Catalog details the official requirements for completion of the Master’s Degree. The Graduate Catalog is available online at: https://www.iona.edu/iona/media/Documents/Student%20Life/SFS/14- 15GraduateCatalog.pdf The Clinic Handbook is a living document and may be modified, with notice at the discretion of the Chairperson, Clinic Director and/or Program Director.
    [Show full text]
  • Hate Speech and Image Sharing in the 2020 Singaporean Elections?
    Visualizing Vitriol: Hate Speech and Image Sharing in the 2020 Singaporean Elections? Joshua Uyheng1[0000−0002−1631−6566], Lynnette Hui Xian Ng1[0000−0002−2740−7818], and Kathleen M. Carley1[0000−0002−6356−0238] CASOS Center, Institute for Software Research, Carnegie Mellon University, Pittsburgh PA 15213, USA fjuyheng,huixiann,[email protected] Abstract. Online hate speech represents a damaging force to the health of digital discourse. While text-based research in this area has advanced significantly, little work explicitly examines the visual components of online hate speech on social media platforms. This work empirically an- alyzes hate speech from a multimodal perspective by examining its as- sociation with image sharing in Twitter conversations during the 2020 Singaporean elections. We further link our findings to bot activity and potential information operations to discern the role of potential digital threats in heightening online conflicts. Higher levels of hate speech were detected in bot-rich communities which shared images depicting the in- cumbent Prime Minister and other contested elections in the Asia-Pacific region. Implications of this work are discussed pertaining to advancing multimodal approaches in social cybersecurity more broadly. Keywords: Hate speech · Social cybersecurity · Elections · Images 1 Introduction Scholars of digital disinformation recognize that the quality of online discourse is negatively influenced not just by falsehoods, but also by targeted hate [9]. Online hate speech refers to abusive language directed toward specific identities [6]. When it is salient on social media platforms, it can lead to the formation of hateful communities, increase prejudice and polarization, and potentially trigger instances of real-world violence [1,11,13,4].
    [Show full text]