An Intervention Study of Language Cognition and Emotional Speech Community Method for Children’s Speech Disorders

Speech disorders are a common type of childhood disease.Through experimental intervention,this study aims to improve the vocabulary comprehension levels and language ability of children with speech disorders through the language cognition and emotional speech community method.We also conduct a statistical analysis of the inter-ventional effect.Among children with speech disorders in Dongguan City,224 were selected and grouped accord-ing to their receptive language ability and IQ.The 112 children in the experimental group(EG)received speech therapy with language cognitive and emotional speech community,while the 112 children in the control group(CG)only received conventional treatment.After six months of experimental intervention,the Peabody Picture Vocabulary Test-Revised(PPVT-R)was used to test the language ability of the two groups.Overall,we employed a quantitative approach to obtain numerical values,examine the variables identified,and test hypotheses.Further-more,we used descriptive statistics to explore the research questions related to the study and statistically describe the overall distribution of the demographic variables.The statistical t-test was used to analyze the data.The data shows that after intervention through language cognition and emotional speech community therapy,the PPVT-R score of the EG was significantly higher than that of the CG.Therefore,we conclude that there is a significant difference in language ability between the EG and CG after the therapy.Although both groups improved,the post-therapy language level of EG is significantly higher than that of CG.The total effective rate in EG is higher than CG,and the difference is statistically significant(p<0.05).Therefore,we conclude that the language cogni-tion and emotional speech community method is effective as an interventional treatment of children’s speech dis-orders and that it is more effective than traditional treatment methods.

Color Expression of Architectural Emotion Language from the Perspective of Public Art

Against the background of "architecturalization" of public art, the significance of architectural color design lies not only in the visual element of architectural environment, but also in the emotion expression of city culture and spirit of the time. Architectural colors should be constructed from the 6 aspects, namely, conveying city spirit, coordinating the environment, showing regional characteristics, reflecting public concept, obtaining public sympathy, combining cultural connotations of color and functions of space. Moreover, the impact of regional culture on architectural color should be properly handled, the emotions of architecture for the city reflected on the surface of architecture, which can reverse the convergence of city images to some extent, and promote the diversity of regional humanistic architectural landscapes.

Waning and Waxing of Love: Unpacking Layers of Teacher Emotion

In this study, we investigated how an English-as-medium-of-instruction mathematics teacher in China and an English teacher in Nepal fell into and out of love with the teaching profession. A theoretical framework of love, which drew from the theorization of love in Barcelos and Coelho(2016) and Lanas and Zembylas(2015), was adopted to provide guidance for our understanding of the construct and our interpretation of the data. In this framework, love is conceptualized as being communicated through teachers’ attending to individual students, and building a mutually supportive learning environment. In addition, love is also seen as socially and historically constructed. Our data include interviews, teaching materials, and other curricular artifacts. Our findings revealed that teachers’ love toward the profession sustains their investment in teaching, and their love of their students helps them accept the students on the latter’s own terms. In addition, a loving relationship between teachers and students was also instantiated in the mutual understanding and support between both parties during classroom interactions. Finally, we also demonstrate how our two focal teachers’ love of the profession was either enhanced or worn out due to work-related sociopolitical factors.