The Effect of Room Acoustics and Sound-Field Amplification on Word Recognition Performance in Young Adult Listeners in Suboptimal Listening Conditions

Larsen, Jeffery B.; Vega, Alison; Ribera, John

doi:10.1044/1059-0889(2008/006)

Cited by 14 publications

(8 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Where appropriate, modifications to heating/ventilation systems should be undertaken to reduce background noise levels and consideration of methods to reduce excessively long RTs should be considered for existing classrooms. However, if such modifications are not possible, sound-field amplification should be considered as a way of improv-ing the SNR in the classroom (Larsen et al, 2008). Both instructors and students should be made aware of the importance of good SNRs in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…There is evidence to support the value of maintaining college classrooms that are in compliance with these standards. Larsen et al (2008) compared the word recognition of 53 college students in two classrooms differing in compliance with ANSI recommendations. Speech recognition performance in the classroom that met ANSI standards (RT 5 0.53 sec, background noise level 5 34 dBA, SNR ' 12 dB) was significantly better than performance in the classroom that did not meet ANSI recommended levels (RT 5 0.76 sec, background noise level 5 44 dBA, SNR ' 3 dB).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Speech Recognition in Nonnative versus Native English-Speaking College Students in a Virtual Classroom

2017

View full text Add to dashboard Cite

Acoustics in the classroom are an important consideration for nonnative speakers who are proficient in English and enrolled in college. To address the need for a clearer speech signal by nonnative students (and for all students), universities should follow ANSI recommendations, as well as minimize background noise in occupied classrooms. Behavioral/instructional strategies should be considered to address factors that cannot be compensated for through acoustic design.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Speech Recognition in Nonnative versus Native English-Speaking College Students in a Virtual Classroom

2017

View full text Add to dashboard Cite

show abstract

“…Recognizing words as a crucial factor for successful listening comprehension in second language development is continuously investigated by Larsen et al, (2008), Staehr (2009, Webb and Rodgers (2009a), Webb and Rodgers (2009b), Jafari and Hashim (2012); Van Zeeland and Schmitt (2013a), Schmitt (2013b), Yamamoto, (2014). However, less research has directly studied the role of word recognition from speech (WRS) in listening.…”

Section: Literature Reviewmentioning

confidence: 99%

Word Recognition from Speech, Syntactic Knowledge, Metacognitive Awareness, Self-Efficacy as determination for L2 Listening Comprehension

Ramli¹,

Mukminatien²,

Saukah³

et al. 2019

INT J INSTRUCTION

View full text Add to dashboard Cite

This study investigated the contribution of word recognition from speech (WRS), syntactic knowledge, metacognitive awareness, self-efficacy to L2 listening comprehension among 92 students in English department, UIN Maulana Malik Ibrahim Malang Indonesia. This study applied Multiple Regression. The instruments consisted of tests and questionnaires. The tests were WRS, Grammaticality judgement and sentence comprehension as two components of proceduralized syntactic knowledge, and L2 listening comprehension test. Questionnaires of metacognitive awareness and self-efficacy in listening were also involved. The results of multiple regression analysis (determination coefficient) showed that word recognition from speech 3000 frequency range, syntactic knowledge (grammar and sentence comprehension test), metacognitive awareness, self-efficacy significantly determined L2 listening comprehension. The scores of word Recognition at the 1000 and 2000 frequency word level gave very little unique predictive to the regression model. This finding suggested that all variables should be promoted in learning process for students' successful L2 listening comprehension.

show abstract

“…Other tasks may be more difficult to carry out in the presence of classroom reverberation even without masking sounds. Larsen et al (2008) found that in the absence of amplification, college-aged participants were much less accurate in writing down CVC monosyllabic words played over speakers located in the front of a classroom that did not meet the ANSI standard for reverberation (44% accuracy) in comparison to one that did (82% accuracy). Moreover, especially in the high-reverberation classroom, word recognition performance degraded with distance from the sound source.…”

Section: Classroom Acoustics and The Perception Of Speech Soundsmentioning

confidence: 96%

Processing nonnative consonant clusters in the classroom: Perception and production of phonetic detail

Davidson

Wilson

2016

Second Language Research

View full text Add to dashboard Cite

Recent research has shown that speakers are sensitive to non-contrastive phonetic detail present in nonnative speech (e.g. Escudero et al. 2012; Wilson et al. 2014). Difficulties in interpreting and implementing unfamiliar phonetic variation can lead nonnative speakers to modify second language forms by vowel epenthesis and other changes. These difficulties may be exacerbated in the classroom, as previous studies have found that classroom acoustics have a detrimental effect on listeners’ ability to identify nonnative sounds and words (e.g. Takata and Nábělek, 1990). Here we compare the effects of two acoustic environments – a sound booth and a classroom – on English speakers’ ability to process and produce unfamiliar consonant sequences in an immediate shadowing task. A number of acoustic–phonetic properties were manipulated to create variants of word-initial obstruent–obstruent and obstruent–nasal clusters. The acoustic manipulations significantly affected English speakers’ correct productions and detailed error patterns in both the sound booth and the classroom, suggesting that the relevant acoustic detail is not substantially degraded by classroom acoustics. However, differences in the response patterns in the two environments indicate that the classroom setting does affect how speakers interpret nonnative phonetic detail for the purpose of determining their production targets.

show abstract

The Effect of Room Acoustics and Sound-Field Amplification on Word Recognition Performance in Young Adult Listeners in Suboptimal Listening Conditions

Cited by 14 publications

References 15 publications

Speech Recognition in Nonnative versus Native English-Speaking College Students in a Virtual Classroom

Speech Recognition in Nonnative versus Native English-Speaking College Students in a Virtual Classroom

Word Recognition from Speech, Syntactic Knowledge, Metacognitive Awareness, Self-Efficacy as determination for L2 Listening Comprehension

Processing nonnative consonant clusters in the classroom: Perception and production of phonetic detail

Contact Info

Product

Resources

About