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Corpus linguistics is an area of applied linguistics that uses computer technology to analyze large collections of spoken and written texts, or corpora, which have been carefully designed to represent specific domains of language use, such as informal conversation or academic writing. Keywords: esl/efl; language teaching; corpus; language learning technology

Problem-based instruction is an active learning instructional practice that requires students to use rational and critical thinking skills to generate reasonable solutions to problem-based scenarios. For complex medical conditions such as stroke, degenerative diseases, and traumatic brain injury, students must have a strong command of neuroanatomy and physiology. While virtual and synthetic dissection simulation tools alleviate the need for procuring and maintaining costly resources, like cadavers, these tools are costly, inaccessible to students online, and inadequate in the teaching of practical knowledge needed to solve real-life clinical problems. In the wake of the Covid-19 pandemic, many courses have switched to an online format surprising students and faculty. The web-based visualization repository presented is intended to provide medical students with a comprehensive, web-based visual and problem-based learning tool to assist their learning of anatomical and neurophysiological concepts as applied to various medical disorders. The application can be used for online learning, as well as for in-person learning.

The purpose of this study was to characterize pragmatic deficits after childhood traumatic brain injury (TBI) within the home environment social contexts where they occur. We used a descriptive qualitative approach to describe parents’ experiences in communicating with their child with TBI. Participants were ten mothers of children ages 6–12 years who had sustained a moderate to severe TBI more than one year prior to the study. Mothers’ experiences were collected through semi-structured interviews and questionnaires. Interviews were analyzed using a deductive framework to develop social contexts and pragmatic deficit themes for communication in the home. Overall, mothers primarily described their children with TBI as exhibiting average or near average pragmatic skills at home, but nine observed some pragmatic deficits and/or social behavior problems. There were four in-home social contexts in which pragmatic deficits were observed. Emergent themes also included outside-of-the home social contexts and social behavior problems. There was some overlap of pragmatic deficit and social behavior problem themes among contexts, but many deficits were context specific. This study’s pragmatic deficit themes expanded on prior childhood TBI pragmatic investigations by identifying contexts in and outside of the home in which pragmatic deficits may occur after TBI. Learning Outcomes Readers will be able to describe the day-to-day social contexts that may be impacted by pragmatic deficits after childhood TBI. Readers will be able to compare the pragmatic deficit themes identified as occurring in the home to those occurring outside of the home.

Purpose: This article describes the design and implementation of a web-based portal developed to provide supported home practice between weekly voice therapy sessions delivered through tel...

Recently, a number of scholars (e.g., Leask, 2006 , Liu, 2005 ) have raised concerns about the discourse of plagiarism, arguing that an emphasis on cultural difference has served to reinforce stereotypes of particular L2 groups and perpetuate deficit views of L2 learners. In an effort to address these concerns, the present study revisits Keck's own (2006) comparison of L1 and L2 summarization practices and investigates (1) why both L1 and L2 writers might choose to copy or Paraphrase source text language while composing a written summary and (2) whether the strategy use of novice writers differed from that of their more experienced peers. The study found that L1 and L2 writers identified many of the same excerpts to include in their summaries, excerpts which allowed them to introduce the problem in focus and to explain the author's thesis. The study also found that the higher rate of copying observed for the L2 group as a whole could be explained by a small number of students who copied source text language extensively. In both the L1 and L2 groups, novice writers tended to rely more on source text excerpts than their more experienced peers.

Speech-language pathologists are anxious to adopt telehealth technologies but have encountered barriers such as limited reimbursement, state licensure laws, and medical information privacy laws. Moreover, speech-language pathologists are confronted with the hurdle of evolving face-to-face clinical practices into effective telehealth practice adapted to the current national infrastructure. Factors such as costs, availability of resources, and diagnostic/intervention and patient needs should be considered when selecting the telehealth infrastructure for service delivery. Understanding the new role of technology in the diagnosis and treatment of communication disorders is vital for the expansion of telehealth as a standard of care. The purpose of this article is to overview the current technologic infrastructure and procedures for telehealth applications in speech-language pathology (SLP) and the innate challenges and opportunities.A literature search was conducted for telehealth publications in the field of SLP. Given the rapid rate at which technology advances, only peer-reviewed articles published over the past 5 years (2008-2013) were included.The majority of articles reviewed used hybrid methodologies to maintain traditional SLP service standards. General technological components for telehealth activities included computers, Web cameras, headsets with an embedded microphone, and Internet connectivity.Advanced technology has limitations in the application of telehealth. Technological adversities were not reported as the cause of discontinuation of telehealth services by the practitioner or the individual. Audio and visual disturbances were primarily associated with videoconferencing. Supplemental asynchronous technology was widely reported as a solution to real-time instabilities.

Paraphrasing is considered by many to be an important skill for academic writing, and some have argued that the teaching of paraphrasing might help students avoid copying from source texts. Few studies, however, have investigated the ways in which both L1 and L2 academic writers already use paraphrasing as a textual borrowing strategy when completing their academic assignments. To expand our understanding of university students’ paraphrasing strategies, the present study analyzed L1 (n = 79) and L2 (n = 74) writers’ use of paraphrase within a summary task and developed a method for classifying these paraphrases into four major Paraphrase Types: Near Copy, Minimal Revision, Moderate Revision, and Substantial Revision. The study then compared the L1 and L2 writers’ use of these Paraphrase Types within their summaries. It was found that, while both groups used about five paraphrases per summary, L2 writers used significantly more Near Copies than L1 writers. Conversely, the summaries of L1 writers contained significantly more Moderate and Substantial Revisions than those of the L2 writers. Implications of these findings for future studies of students’ textual borrowing strategies are discussed with a particular focus on issues related to plagiarism and the teaching of paraphrasing in university writing classrooms.

Over the past decade, university student plagiarism has received considerable attention, and a number of text-based studies have investigated the extent to which student writers copy source text language into their own written work. Much less is known, however, about student paraphrasing. To address this gap, the present study analyzed a corpus of summaries written by a group of native English speakers (n=124) writing in their first language (L1) and by a group of students from other language backgrounds (n=103) writing in their second language (L2), and aimed to identify the major grammatical strategies that students employed when paraphrasing source text language. While many of the paraphrases analyzed contained copied strings of 5 or more words, most did not. And while the strategies of deletion and synonym substitution were frequently used, many students, both L1 and L2 writers, made a number of grammatical changes to the original. Students who avoided copied language used a common paraphrasing strategy: Rather than simply select individual words to replace with synonyms, they divided the original excerpt into its major components (e.g. subject, main verb, direct object) and transformed those components into new units typically of a different grammatical form) that expressed the same idea. These findings suggest that continued investigation of student paraphrasing may help to refine our understanding of the linguistic strategies associated with effective textual borrowing.

The present study introduces an approach that combines corpus-linguistic and discourseanalytic perspectives to analyze the discourse patterns in a large multi-register corpus. The primary goals of the study were to identify Vocabulary-Based Discourse Units (VBDUs) using computational techniques, and to describe the basic types of VBDUs as distinguished by their primary linguistic characteristics, using Multi-Dimensional analytical techniques. The secondary goals were to compare the distributional patterns of spoken and written academic registers in their reliance on the different VBDU types, and to illustrate the analysis of the internal organization of a text as sequences of VBDUs. The three major registers analyzed in this study – university classroom teaching, university textbooks, and academic research articles – represent a continuum in the extent to which VBDUs are explicitly marked by surface/textual features.

Speech-language pathologists rely primarily on their perceptual judgments when evaluating whether children have made progress in speech sound therapy. Speech sound perception in normal listeners has been characterized as largely categorical, such that slight articulatory changes may go unnoticed unless they reach a specific acoustic signature assigned to a different category. While perception may be categorical, acoustic phenomena are largely measured in continuous units, meaning that there is a potential mismatch between the two methods of recording change. Clinicians, using perceptual categorization, commonly report that some children make no progress in therapy, yet acoustically, the children’s productions may be shifting toward acceptable acoustic characteristics. Using subtle changes in the acoustic signal during therapy could potentially prevent these clients from being discharged due to a perceived lack of progress. This poster evaluates acoustic changes compared to perceptual changes in children’s productions of the American English phoneme /r/ after receiving speech therapy using ultrasound supplemented with telepractice home practice. Preliminary data indicate that there are significant differences between participants’ acoustic values of /r/ and perceptual ratings by clinicians.