Investigation of golden speakers for second language learners from imitation preference perspective by voice modification

Wang, Ruili; Lu, Jingli

doi:10.1016/j.specom.2010.08.015

Cited by 8 publications

(3 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The importance of pronunciation in foreign-language learning has been acknowledged by researchers and language instructors (e.g. Derwing, 2003;van Heuven, 1986;Hişmanoğlu, 2006;Wang & Lu, 2011).…”

Section: Stressmentioning

confidence: 99%

The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi

Yenkimaleki

Heuven

2017

Perspectives

View full text Add to dashboard Cite

This study investigates the effect of prosodic feature awareness training on the quality of interpreting by interpreter trainees. Two groups of student interpreters were formed. Participants were assigned to groups at random, but with equal division between genders (seven males in each group). The control group was then taught interpreting skills by the routine curriculum, while the experimental group spent part of the time instead on theoretical explanation and practical exercises emphasizing prosodic differences between Farsi and English. Three raters assessed the quality of the interpreter trainees' performance in a post-test in terms of accuracy, omissions, overall coherence, grammar, expression, word choice, terminology, accentedness, pace and voice. The results show that prosodic feature awareness training did have a statistically significant effect on the quality measures: the overall assessment of the experimental group was 14 points better (on a scale between 0 and 100) than that of the control group. Moreover, the difference was larger for the phonetic/ prosodic quality scales (accentedness, pace, voice) than for the other scales. These results have implications for designers of curricula for training interpreters, material producers and all who are involved in foreign-language study and pedagogy.ARTICLE HISTORY

show abstract

Section: Stressmentioning

confidence: 99%

The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi

Yenkimaleki

Heuven

2017

Perspectives

View full text Add to dashboard Cite

show abstract

“…The stress exaggeration methods presented in this paper has been integrated into the CASTLE (Computer-Assisted Stress Teaching and Learning Environment) system that we recently developed to help ESL learners correctly use stress (Lu et al 2010;Wang and Lu 2011). The values of the prosody modification parameters given in this section, such as p being set to 1.5 for stressed syllables and 0.5 for unstressed syllables, are selected for our perception experiments and are also the default values for the prosody modification methods in CASTLE.…”

Section: Discussionmentioning

confidence: 99%

“…However, it is impossible to find an optimised stress-exaggeration method to suit all learners since learners react differently to different exaggeration methods. Therefore, in our newly developed pronunciation teaching system CASTLE (Lu et al 2010;Wang and Lu 2011), learners are allowed to increase or decrease the degree of exaggeration by adjusting parameters, such as the pitch range scale factor, the pitch changing factor, the duration changing factor and the intensity changing factor, either separately or simultaneously, according to their preferences.…”

Section: Discussionmentioning

confidence: 99%

Automatic stress exaggeration by prosody modification to assist language learners perceive sentence stress

Wang

Silva

2011

Int J Speech Technol

Self Cite

View full text Add to dashboard Cite

In this paper, we propose a set of automatic stress exaggeration methods that can enlarge the differences between stressed and unstressed syllables. Our stress exaggeration methods can be used in computer-aided language learning systems to assist second language learners perceive stress patterns. The intention of our automatic stress exaggeration methods is to support hyper-pronunciation training which is commonly used in classrooms by teachers. In hyper-pronunciation training, exaggeration is used to help learners increase their awareness of acoustic features and effectively apply these features into their pronunciation. Duration, pitch and intensity have been claimed to be the main acoustic features that are closely related to stress in English language. Thus, four stress exaggeration methods are proposed in this paper: (i) duration-based stress exaggeration, (ii) pitch-based stress exaggeration, (iii) intensitybased stress exaggeration, and (iv) a combined stress exaggeration method that integrates the duration-based, pitchbased and intensity-based exaggeration methods. Our perceptual experimental results show that resynthesised stimuli by our proposed stress exaggerated methods can help learners of English as a Second Language (ESL) better perceive English stress patterns significantly.

show abstract

Standard Speaker Selection in Speech Synthesis for Mandarin Tone Learning

Xie

Zhang

Shi

2012

Lecture Notes in Electrical Engineering

View full text Add to dashboard Cite

Investigation of golden speakers for second language learners from imitation preference perspective by voice modification

Cited by 8 publications

References 15 publications

The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi

The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi

Automatic stress exaggeration by prosody modification to assist language learners perceive sentence stress

Standard Speaker Selection in Speech Synthesis for Mandarin Tone Learning

Contact Info

Product

Resources

About