Introducing Difficulty-Levels in Pronunciation Learning
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Conference PaperDate:
2011Access:
openAccessCitation:
Kane, M., Cabral, J., Zahra, A. & Carson-Berndsen, J., Introducing Difficulty-Levels in Pronunciation Learning, International Speech Communication Association Special Interest Group on Speech and Language Technology in Education (SLaTE), Venice, Italy, 24-26 August, International Speech Communication Association (ISCA), 2011, 37 - 40Download Item:
Abstract:
This paper presents a method to introduce the notion of a student
selected difficulty level for the task of pronunciation learning
of a second language. Three difficulty levels, novice, acceptable
and native, are constructed using a tri-/bi- and unigram
language model each using a specific set of broad phonetic
groups determined using underspecification. The evaluation of
the experiment is based on a target language of American English
where Nigerian, Hungarian, Indonesian, Syrian, Pakistani
and Portuguese students participate. The results show that the
addition of difficulty levels returns specific mis-pronunciation
information for a student indicating what pronunciation practice
is required before they go to the next difficulty level.
Sponsor
Grant Number
Science Foundation Ireland (SFI)
07/CE/I1142
Author's Homepage:
http://people.tcd.ie/cabraljOther Titles:
International Speech Communication Association Special Interest Group on Speech and Language Technology in Education (SLaTE)Publisher:
International Speech Communication Association (ISCA)Type of material:
Conference PaperCollections
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Full text availableKeywords:
Pronunciation learning, Broad phonetic groupsSubject (TCD):
Creative Technologies , Computer Assisted Language Learning (CALL) , SPEECH RECOGNITIONMetadata
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