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The Use of Speech Technology in Foreign Language Pronunciation Training

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Języki publikacji
EN
Abstrakty
EN
In recent years the application of computer software to the learning process has been found to be an indisputably effective tool supporting the traditional teaching methods. Particular focus has been put on the application of techniques based on speech and language processing to the second language learning. Most of the commercial self-study programs, however, do not allow for introduction of an individualized learning course by the teacher and to concentrate on segmental features only. The paper discusses the use of speech technology in the training of foreign languages’ pronunciation and prosody and defines pedagogical requirements for an effective training with CAPT systems. In this context, steps taken in the development of the intelligent tutoring system AzAR3.0 (German ‘Automat for accent reduction’) in the scope of the Euronounce project (Cylwik et al., 2008) are described with the focus on creation of the linguistic content. In response to the European Union’s call for promoting less widely spoken languages, the project focuses on German as a target language for native speakers of Polish, Slovak, Czech, and Russian, and vice versa. The paper presents the design of the speech corpus for the purpose of the tutoring system and the analysis of pronunciation errors. The results of the latter provide information which is important for Automatic Speech Recognition (ASR) training on the one hand, and for automatic error detection and feedback generation on the other hand. In the end, Pitch Line software for implementation in the prosody visualization and training module of AzAR3.0 tutoring system is described.
Rocznik
Strony
309--329
Opis fizyczny
Bibliogr. 28 poz., wykr.
Twórcy
autor
autor
autor
  • Adam Mickiewicz University Institute of Linguistics Department of Phonetics Al. Niepodległosci 4, 61-874 Poznan, Poland, lin@amu.edu.pl
Bibliografia
  • 1. Abberton E., Fourcin A.J. (1975), Visual feedback and the acquisition of intonation, [in:] Foundations of Language Development, Lenneberg E.H. and Lenneberg E. [Eds.], pp. 157-165, Academic Press, New York.
  • 2. Anderson S., Kewley-Port D. (1995), Evaluation of speech recognizers for speech training applications, IEEE Proceedings on speech and audio processing, 3, (4), 229-241.
  • 3. Bongaerts T. (1999), Ultimate attainment in L2 pronunciation: The case of very advanced late learners, [in:] The Critical period Hypothesis and Second language Acquisition, Birdsong D. [Ed.], Mahwah, NJ: Lawrence Erlbaum.
  • 4. de Bot K., Mailfert K. (1982), The teaching of intonation: Fundamental research and classroom applications, TESOL Quarterly, 16, 71-77.
  • 5. Bouselmi G., Fohr D., Illina I. (2007), Combined Acoustic and Pronunciation Modelling for Non-Native Speech Recognition, Proceedings of INTERSPEECH, pp. 1449-1452, Antwerp.
  • 6. Chun D.M. (1998), Signal analysis software for teaching discourse intonation, Language Learning & Technology, 2, (1), 61-77.
  • 7. Cylwik N., Demenko G., Jokisch O., Jäckel R., Rusko M., Hoffmann R., Ronzhin A., Hirschfeld D., Koloska U., Hanisch L. (2008), The use of CALL in acquiring foreign language pronunciation and prosody - general specifications for Euronounce Project, Proceedings of Speech Analysis, Synthesis and Recognition (SASR), Piechowice.
  • 8. Cylwik N.,Wagner A., Demenko G. (2009), The EURONOUNCE corpus of non-native Polish for ASR-based Pronunciation Tutoring System, Proceedings of SLaTE Workshop on Speech and Language Technology in Education, Wroxall Abbey Estate, Warwickshire.
  • 9. Dalby J., Kewley-Port D. (1999), Explicit Pronunciation Training Using Automatic Speech Recognition Technology, Calico Journal, 16, (3), 425-445.
  • 10. Demenko G., Wagner A. (2007), Prosody annotation for unit selection text-to-speech synthesis, Archives of Acoustics, 32, (1), 25-40.
  • 11. Demenko G., Wypych M., Baranowska E. (2003), Implementation of Grapheme-To-Phoneme Rules and Extended SAMPA Alphabet In Polish, Speech and Language Technology, 7, 79-95.
  • 12. Engwall O., Wik P., Beskow J., Granström G. (2004), Design strategies for a virtual language tutor, Proceedings of 8th ICSLP, pp. 1693-1696, Jeju Island.
  • 13. Eskenazi M., Hansma S. (1998), The Fluency pronunciation trainer, Proceedings of Speech Technology in Language Learning, pp. 77-81, Marholmen.
  • 14. Eskenazi M. (1999), Using automatic speech processing for foreign language pronunciation tutoring: some issues and a prototype, Language Learning & Technology, 2, 2, 62-76.
  • 15. Flege J.E. (1995), Second-language speech learning: Findings and problems, [in:] Speech Perception and Linguistic Experience: Theoretical and Methodological Issues, Strange W. [Ed.], pp. 233-273, Timonium, MD: York Press.
  • 16. Goronzy S. (2002), Robust Adaptation to Non-native Accents in Automatic Speech Recognition, Springer Verlag.
  • 17. t'Hart J., Collier R., Cohen A. (1990), A Perceptual Study of Intonation, Cambridge University Press, Cambridge.
  • 18. Jokisch O., Koloska U., Hirschfeld D., Hoffmann R. (2005), Pronunciation learning and foreign accent reduction by an audiovisual feedback system, Proceedings of 1st Intern. Conf. on Affective Computing and Intelligent Interaction (ACII), pp. 419-425, Beijing.
  • 19. Kommissarchik J., Kommissarchik E. (2000), Better Accent Tutor - Analysis and visualization of speech Prosody, Proceedings of InSTIL 2000, pp. 86-89, Dundee.
  • 20. Krashen S.D., Terrell T.D. (1983), The Natural Approach: Language Acquisition in the Classroom, Pergamon Press, Oxford.
  • 21. Lyster R. (1998), Negotiation of Form, Recasts, and Explicit Correction in relation to error types and learner repair in immersion classrooms, Language Learning, 48, 183-218.
  • 22. Morgan J. (2004), Making a Speech Recognizer Tolerate Non-Native Speech Through Gaussian Mixture Merging, Proceedings of InSTIL/ICALL 2004, pp. 213-216, Venice.
  • 23. Neri A., Cucchiarini C., Strick H. (2002a), Feedback in Computer Assisted Pronunciation Training: When technology meets pedagogy, Proceedings of 10th Int. CALL Conference on "CALL professionals and the future of CALL research", pp. 179-188, Antwerp.
  • 24. Neri A., Cucchiarini C., Strick H., Boves L. (2002b), The Pedagogy-Technology Interface in Computer Assisted Pronunciation Training, Computer Assisted Language Learning, 15, 5, 441-467.
  • 25. Taylor P. (2000), Analysis and synthesis of intonation using the tilt model, J. Acoust. Soc. Am., 107, 3, 1697-1714.
  • 26. Teixeira C., Franco H., Shriberg E., Precoda K., Sönmez K. (2000), Prosodic Features for Automatic Text-Independent Evaluation of Degree of Nativeness for Language Learners, Proceedings of 6th ICSLP, pp. 187-190, Beijing.
  • 27. Scovel T. (1988), A Time to Speak. A Psycholinguistic Inquiry into the Critical Period for Human Speech, Newbury House Publishers, Cambridge.
  • 28. Young S., Odell J. , Ollason D., Valtchev V., Woodland P. (1997), The HTK Book (for HTK Version 2.1), 1997.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-article-BUS8-0019-0062
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