Journal of voice : official journal of the Voice Foundation · 2018
The Impact of Dysphonic Voices on Children's Comprehension of Spoken Language.
Сравнительное исследованиеСтатьяНазвание и аннотация: Перевод в очереди
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Chui Johnny C-H, Ma Estella P-M
Аннотация
BACKGROUND: This study investigated the effect of teachers' dysphonic voices on children's listening comprehension.
METHODS: One hundred thirty-four grade three and four students were recruited from local primary schools in Hong Kong. They were required to listen to six passages, three in Cantonese and three in English, which were either read in normal, mildly dysphonic, or severely dysphonic voices. The students were required to complete six multiple-choice comprehension questions upon listening to each passage. Comprehension performance across languages, dysphonic severities, genders, and question types were examined.
RESULTS: The results showed that listening comprehension was significantly poorer even when speaker's voice quality was mildly impaired. Performance in Cantonese was generally better than that in English but no significant difference in the pattern of decline was found. Both boys and girls suffered to similar extent under dysphonic situations. Differences in performance in various question types were discussed.
CONCLUSIONS: These findings support the urgent need to implement voice care education for the teaching profession.
METHODS: One hundred thirty-four grade three and four students were recruited from local primary schools in Hong Kong. They were required to listen to six passages, three in Cantonese and three in English, which were either read in normal, mildly dysphonic, or severely dysphonic voices. The students were required to complete six multiple-choice comprehension questions upon listening to each passage. Comprehension performance across languages, dysphonic severities, genders, and question types were examined.
RESULTS: The results showed that listening comprehension was significantly poorer even when speaker's voice quality was mildly impaired. Performance in Cantonese was generally better than that in English but no significant difference in the pattern of decline was found. Both boys and girls suffered to similar extent under dysphonic situations. Differences in performance in various question types were discussed.
CONCLUSIONS: These findings support the urgent need to implement voice care education for the teaching profession.