Relevant bibliographies by topics / Speech comprehensibility

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  2. Dissertations / Theses
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Academic literature on the topic 'Speech comprehensibility'

Author: Grafiati
Published: 31 August 2024

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Journal articles on the topic "Speech comprehensibility"

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Yorkston, Kathryn M., Edythe A. Strand, and Mary R. T. Kennedy. "Comprehensibility of Dysarthric Speech." American Journal of Speech-Language Pathology 5, no. 1 (February 1996): 55–66. http://dx.doi.org/10.1044/1058-0360.0501.55.

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This paper describes the concept of comprehensibility and how it is an important construct in the assessment and treatment of dysarthric speech. Intelligibility and comprehensibility are differentiated in terms of their definition, measurement, and approaches to treatment. Specifically, comprehensibility is defined within the World Health Organization model of chronic disease as a factor in disability affecting speech performance in physical and/or social contexts. The literature related to comprehensibility of dysarthric speech is reviewed. Clinical approaches to improving comprehensibility, including issues of candidacy, intervention planning, and treatment approaches, are discussed.
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Isaacs, Talia, and Pavel Trofimovich. "DECONSTRUCTING COMPREHENSIBILITY." Studies in Second Language Acquisition 34, no. 3 (August 15, 2012): 475–505. http://dx.doi.org/10.1017/s0272263112000150.

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Comprehensibility, a major concept in second language (L2) pronunciation research that denotes listeners’ perceptions of how easily they understand L2 speech, is central to interlocutors’ communicative success in real-world contexts. Although comprehensibility has been modeled in several L2 oral proficiency scales—for example, the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS)—shortcomings of existing scales (e.g., vague descriptors) reflect limited empirical evidence as to which linguistic aspects influence listeners’ judgments of L2 comprehensibility at different ability levels. To address this gap, a mixed-methods approach was used in the present study to gain a deeper understanding of the linguistic aspects underlying listeners’ L2 comprehensibility ratings. First, speech samples of 40 native French learners of English were analyzed using 19 quantitative speech measures, including segmental, suprasegmental, fluency, lexical, grammatical, and discourse-level variables. These measures were then correlated with 60 native English listeners’ scalar judgments of the speakers’ comprehensibility. Next, three English as a second language (ESL) teachers provided introspective reports on the linguistic aspects of speech that they attended to when judging L2 comprehensibility. Following data triangulation, five speech measures were identified that clearly distinguished between L2 learners at different comprehensibility levels. Lexical richness and fluency measures differentiated between low-level learners; grammatical and discourse-level measures differentiated between high-level learners; and word stress errors discriminated between learners of all levels.
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Barefoot, Sidney M., Joseph H. Bochner, Barbara Ann Johnson, and Beth Ann vom Eigen. "Rating Deaf Speakers’ Comprehensibility." American Journal of Speech-Language Pathology 2, no. 3 (September 1993): 31–35. http://dx.doi.org/10.1044/1058-0360.0203.31.

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The purpose of this study was to investigate the utility of a measure of communication efficacy, one that explicitly encompasses features of both speech and language. Toward this end the construct of comprehensibility, which has been used in the field of second-language acquisition, was adapted. Comprehensibility, operationally defined as the extent to which a listener understands utterances produced by a speaker in a communication context, was studied in relation to various dimensions of communication efficacy. Four observers evaluated the comprehensibility of utterances produced by 41 deaf young adults, using a nine-point rating scale. The reliability of the comprehensibility ratings was determined, and the ratings were studied in relation to independent assessments of the subjects’ speech intelligibility, English language proficiency, speech recognition, reading comprehension, and hearing loss. The results of this investigation indicate that comprehensibility can be evaluated reliably and that comprehensibility is associated with both speech intelligibility and language proficiency. The implications of these findings for the clinical assessment of speech and language are discussed.
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Papadopoulos, Konstantinos, Athanasios Koutsoklenis, Evangelia Katemidou, and Areti Okalidou. "Perception of Synthetic and Natural Speech by Adults with Visual Impairments." Journal of Visual Impairment & Blindness 103, no. 7 (July 2009): 403–14. http://dx.doi.org/10.1177/0145482x0910300704.

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This study investigated the intelligibility and comprehensibility of natural speech in comparison to synthetic speech. The results demonstrate the type of errors; the relationship between intelligibility and comprehensibility; and the correlation between intelligibility and comprehensibility and key factors, such as the frequency of use of text-to-speech systems.
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Yoder, Paul J., Stephen Camarata, and Tiffany Woynaroski. "Treating Speech Comprehensibility in Students With Down Syndrome." Journal of Speech, Language, and Hearing Research 59, no. 3 (June 2016): 446–59. http://dx.doi.org/10.1044/2015_jslhr-s-15-0148.

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Purpose This study examined whether a particular type of therapy (Broad Target Speech Recasts, BTSR) was superior to a contrast treatment in facilitating speech comprehensibility in conversations of students with Down syndrome who began treatment with initially high verbal imitation. Method We randomly assigned 51 5- to 12-year-old students to either BTSR or a contrast treatment. Therapy occurred in hour-long 1-to-1 sessions in students' schools twice per week for 6 months. Results For students who entered treatment just above the sample average in verbal-imitation skill, BTSR was superior to the contrast treatment in facilitating the growth of speech comprehensibility in conversational samples. The number of speech recasts mediated or explained the BTSR treatment effect on speech comprehensibility. Conclusion Speech comprehensibility is malleable in school-age students with Down syndrome. BTSR facilitates comprehensibility in students with just above the sample average level of verbal imitation prior to treatment. Speech recasts in BTSR are largely responsible for this effect.
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Saito, Kazuya, Stuart Webb, Pavel Trofimovich, and Talia Isaacs. "LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH." Studies in Second Language Acquisition 38, no. 4 (August 18, 2015): 677–701. http://dx.doi.org/10.1017/s0272263115000297.

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This study examined contributions of lexical factors to native-speaking raters’ assessments of comprehensibility (ease of understanding) of second language (L2) speech. Extemporaneous oral narratives elicited from 40 French speakers of L2 English were transcribed and evaluated for comprehensibility by 10 raters. Subsequently, the samples were analyzed for 12 lexical variables targeting diverse domains of lexical usage (appropriateness, fluency, variation, sophistication, abstractness, and sense relations). For beginner-to-intermediate speakers, comprehensibility was related to basic uses of L2 vocabulary (fluent and accurate use of concrete words). For intermediate-to-advanced speakers, comprehensibility was linked to sophisticated uses of L2 lexis (morphologically accurate use of complex, less familiar, polysemous words). These findings, which highlight complex associations between lexical variables and L2 comprehensibility, suggest that improving comprehensibility requires attention to multiple lexical domains of L2 performance.
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TROFIMOVICH, PAVEL, and TALIA ISAACS. "Disentangling accent from comprehensibility." Bilingualism: Language and Cognition 15, no. 4 (May 25, 2012): 905–16. http://dx.doi.org/10.1017/s1366728912000168.

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The goal of this study was to determine which linguistic aspects of second language speech are related to accent and which to comprehensibility. To address this goal, 19 different speech measures in the oral productions of 40 native French speakers of English were examined in relation to accent and comprehensibility, as rated by 60 novice raters and three experienced teachers. Results showed that both constructs were associated with many speech measures, but that accent was uniquely related to aspects of phonology, including rhythm and segmental and syllable structure accuracy, while comprehensibility was chiefly linked to grammatical accuracy and lexical richness.
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Crowther, Dustin, Pavel Trofimovich, Kazuya Saito, and Talia Isaacs. "LINGUISTIC DIMENSIONS OF L2 ACCENTEDNESS AND COMPREHENSIBILITY VARY ACROSS SPEAKING TASKS." Studies in Second Language Acquisition 40, no. 2 (August 22, 2017): 443–57. http://dx.doi.org/10.1017/s027226311700016x.

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AbstractThis study critically examined the previously reported partial independence between second language (L2) accentedness (degree to which L2 speech differs from the target variety) and comprehensibility (ease of understanding). In prior work, comprehensibility was linked to multiple linguistic dimensions of L2 speech (phonology, fluency, lexis, grammar) whereas accentedness was narrowly associated with L2 phonology. However, these findings stemmed from a single task (picture narrative), suggesting that task type could affect the particular linguistic measures distinguishing comprehensibility from accentedness. To address this limitation, speech ratings of 10 native listeners assessing 60 speakers of L2 English in three tasks (picture narrative, IELTS, TOEFL) were analyzed, targeting two global ratings (accentedness, comprehensibility) and 10 linguistic measures (segmental and word stress accuracy, intonation, rhythm, speech rate, grammatical accuracy and complexity, lexical richness and complexity, discourse richness). Linguistic distinctions between accentedness and comprehensibility were less pronounced in the cognitively complex task (TOEFL), with overlapping sets of phonology, lexis, and grammar variables contributing to listener ratings of accentedness and comprehensibility. This finding points to multifaceted, task-specific relationships between these two constructs.
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Strachan, Lauren, Sara Kennedy, and Pavel Trofimovich. "Second language speakers’ awareness of their own comprehensibility." Journal of Second Language Pronunciation 5, no. 3 (March 14, 2019): 347–73. http://dx.doi.org/10.1075/jslp.18008.str.

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Abstract This study investigated whether second language (L2) speakers are aware of and can manipulate aspects of their speech contributing to comprehensibility. Forty Mandarin speakers of L2 English performed two versions of the same oral task. Before the second task, half of the speakers were asked to make their speech as easy for the interlocutor to understand as possible, while the other half received no additional prompt. Speakers self-assessed comprehensibility after each task and were interviewed about how they improved their comprehensibility. Native-speaking listeners evaluated speaker performances for five dimensions, rating speech similarly across groups and tasks. Overall, participants did not become more comprehensible from task 1 to task 2, whether prompted or not, nor did speakers’ self-assessments become more in line with raters’, indicating speakers may not be aware of their own comprehensibility. However, speakers who did demonstrate greater improvement in comprehensibility received higher ratings of flow, and speakers’ self-ratings of comprehensibility were aligned with listeners’ assessments only in the second task. When discussing comprehensibility, speakers commented more on task content than linguistic dimensions. Results highlight the roles of task repetition and self-assessment in speakers’ awareness of comprehensibility.
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Murali, Sushmitha, Prakash Boominathan, and Shenbagavalli Mahalingam. "Speech Intelligibility and Speech Naturalness while Speaking with and without Medical Mask." Journal of Indian Speech Language & Hearing Association 37, no. 2 (2023): 51–60. http://dx.doi.org/10.4103/jisha.jisha_15_23.

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Introduction: The COVID-19 situation has led to an increase use of medical mask for protection. Facial and respiratory PPE covering the mouth and nose have been reported to diminish Speech Intelligibility. Altering the volume, rate and volume and rate together may contribute to influencing the speech intelligibility and speech naturalness rating. Therefore, identifying the appropriate method to speak with medical mask can help train people to communicate with mask. This study aimed to (1) analyse effects of wearing masks on speech intelligibility, naturalness and comprehensibility, and (2) document an altered style of speaking to improve speech intelligibility, naturalness and comprehensibility while wearing masks. Method: Cross-over study design was used. Spoken utterances from 14 naïve speakers were recorded with and without medical mask, and speech in typical style, increased volume (loudness), reduced rate, and mixed method (combination of increased loudness and reduced rate) with medical mask was recorded from 12 professional speakers. Two expert listeners rated the naïve speakers, and two naïve listeners rated professional speakers using standard rating scales of speech intelligibility and naturalness. Percentage of correct identification of utterance was calculated as a measure of comprehensibility. Wilcoxon signed rank test and Friedman test were used to report significant differences among conditions and parameters analysed. Results: Speech intelligibility, naturalness and comprehensibility was poorer while speaking with medical mask than without them. Speaking in mixed method (combination of increased loudness and reduced rate), while using medical masks was the most appropriate style of speech in order to be intelligible, natural and comprehensible, followed by increased loudness style, typical style and reduced rate style. Conclusion: People should be alerted that wearing mask leads to reduction in speech intelligibility, comprehensibility and naturalness. These can be improved by modifying the style of speaking.
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Dissertations / Theses on the topic "Speech comprehensibility"

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Ryder, David E. "The impact of deep-brain stimulation on speech comprehensibility and swallowing in patients with idiopathic Parkinson's disease." Thesis, University of Rhode Island, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102268.

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Objective: This is a pilot study designed to assess speech and swallowing characteristics of participants with idiopathic Parkinson’s disease (IPD) before deep brain stimulation surgery of the subthalamic nucleus (DBS-STN), after the DBS-STN surgery, and at follow up evaluation sessions.

Method: A within participant, single-subject experimental A-B-A-A design was used to measure changes in the dependent variables for each participant. The primary dependent variables were intelligibility scores of words and sentences, vowel space area (VSA), vocal sound pressure level (dB SPL) of sustained vowels, single words, and contextual speech, Multidimensional voice program (MDVP) analysis of phonatory stability of sustained vowel phonation, lip pressure, tongue tip to alveolar ridge pressure, maximum inspiratory pressure (MIP), maximum expiratory pressure (MEP), and diadochokinetic rate. The secondary dependent variables were: duration of sustained vowel phonation, Visual analog scales (VAS) for communicative difficulties and swallowing difficulties, the EAT-10 swallowing questionnaire, and the qualitative narrative of life with IPD before and after the DBS-STN surgery.

Results: DBS-01 had significant declines of intelligibility with individual words, but did not have statistically significant changes for complete sentences. The VSA declined over the course of the study. The MDVP analyses indicated general declines in phonatory stability, but not significantly. There was a statistically significant increase in dB SPL for sustained vowel phonation, but there were overall declines in loudness for connected speech. The duration of sustained vowel phonation increased and the DDK rate varied across the experiment. Left lip and tongue pressures had overall declines, but right and center lip pressures increased. The VAS for communicative difficulties revealed worsening of symptoms. The VAS and the EAT-10 questionnaire for swallowing difficulties both recorded worsening of symptoms after surgery, and symptom improvements later on. The timed swallow test did not show any meaningful impairment in drinking or eating.

DBS-02 had statistically significant gains of intelligibility with individual words after the DBS-STN surgery, but had statistically significantly declines later on. The changes in the intelligibility of complete sentences were not significant. The VSA contracted after the surgery, but it increased afterwards. The MDVP analyses indicated an overall significant increase of phonatory stability. The dB SPL had a statistically significant increase for sustained vowel phonation, but the connected speech loudness had mixed results. The duration of sustained vowel phonation increased after surgery, but then declined later on. The DDK rate varied across the experiment. Lip and tongue pressures had overall increases. The VAS for communication difficulties revealed an overall increase in communicative abilities. The VAS and the EAT-10 questionnaire for swallowing difficulties both recorded a decrease in symptoms after surgery, and an increase later on. The timed swallow test did not show any meaningful impairment in drinking or eating.

Conclusions: DBS-01 had an overall result that the DBS-STN surgery and electrode adjustments were not apparently beneficial to speech and swallowing symptoms, although the delay in assessment after the surgery made distinguishing the effects of the surgery from progressive IPD symptoms difficult. DBS-02 had an overall result that the DBS-STN surgery was beneficial to speech and swallowing symptoms in the short term, although later progression of IPD symptoms, as well as electrode adjustments likely caused later declines.

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Quevedo, Marta. "The influence of semantic context on accentedness, comprehensibility, and intelligibility in extemporaneous foreign accented Swedish speech." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104768.

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Bilingualism is nowadays a worldwide phenomenon due to different factors such as migration, education or political and geographical reasons. These factors have led to both individual and social bilingualism, which favor an increase of communicative encounters between native and non-native speakers of a certain language. The above situation has contributed to a growth of studies on second language acquisition. Some of these studies have focused on native speakers’ perception and understanding of the non-native speech. More specifically, perception and effectiveness of communication through the analysis of three dimensions; accentedness, comprehensibility, and intelligibility. Although these three constructs have been intensively studied, little is known about the effect of semantic context on them. To our knowledge, just two studies have analyzed the effect of semantic context on native speakers’ judgments of the three dimensions by using read material. Therefore, this thesis extends the research on the influence of semantic context over these three dimension when the auditory stimulus corresponds to spontaneous non-native speech. In this thesis, the results on accentedness, comprehensibility, and intelligibility tasks of 40 native Swedish speakers are presented. The findings showed that listeners’ perceived comprehensibility of the non-native speech is affected by the use of additional contextual information. That is, the listeners who were provided with additional visual information perceived the non-native speech as significantly easier to understand than those listeners who did not receive the extra contextual support. Furthermore, the results showed that accentedness and comprehensibility perception of the listeners is influenced by their actual understanding of the non-native speech. Finally, this thesis proves the difficulty of studying the effect of semantic context on listeners’ response to accentedness, comprehensibility, and intelligibility when using spontaneous non-native speech. The results indicate that more research on how semantic context influences the perception of extemporaneous non-native speech is needed.
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Saito, Yukie. "Effects of Prosody-Based Instruction and Self-Assessment in L2 Speech Development." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/597863.

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Teaching & Learning
Ph.D.
The main purpose of this study was to investigate the effects of form-focused instruction (FFI) on prosody with or without self-assessment on the prosodic and global aspects of L2 speech by Japanese EFL learners using a pre-post design. In addition, native English speaking (NS) and non-native English speaking (NNS) raters with high levels of English proficiency were compared to examine the influence of raters’ L1 backgrounds on their comprehensibility ratings. Sixty-one Japanese university students from four intact English presentation classes participated in the study. The comparison group (n = 16) practiced making one-minute speeches in class (45 minutes x 8 times) without explicit instruction on prosody, while the two experimental groups (n = 17 for the FFI-only group; n = 28 for the FFI + SA group) received FFI on word stress, rhythm, and intonation, practiced the target prosodic features in communicative contexts, and received metalinguistic feedback from the instructor. In total, the experimental groups received six-hours of instruction in class, which was comparable to the comparison group. Additionally, the experimental groups completed homework three times; only the FFI + SA group recorded their reading performance and self-assessed it in terms of word stress, rhythm, and intonation. Three oral tasks were employed to elicit the participants’ speech before and after the treatment: reading aloud, one-minute speech, and picture description. The speech samples were rated for comprehensibility by NS and NNS raters and were also analyzed with four prosodic measurements: word stress, rhythm, pitch contour, and pitch range. Instructional effects on prosody were observed clearly. The FFI-only group improved their controlled production of rhythm and pitch contour, while the FFI + SA group significantly improved all of the prosodic features except pitch range. Moreover, the instructional gains for the FFI + SA group were not limited to the controlled task but transferred to the less-controlled tasks. The results showed differential instructional effects on the four prosodic aspects. The FFI in this study did not help the participants widen their pitch range. The FFI on prosody, which was focused on the cross-linguistic differences between Japanese and English, tended to be more effective in terms of improving rhythm and pitch contour, which were categorized as rule-based, than an item-based feature, word stress. The study offered mixed results regarding instructional effects on comprehensibility. The FFI-only group did not significantly improve comprehensibility despite their significant prosodic improvements on the reading aloud task. Their significant comprehensibility growth on the picture description task was not because of the development of prosody, but of other linguistic variables that influence comprehensibility such as speech rate. The FFI + SA group made significant gains for comprehensibility on the three tasks, but the effect sizes were small. This finding indicated that the effects of FFI with self-assessment on comprehensibility were limited due to the multi-faceted nature of comprehensibility. The data elicited from the post-activity questionnaires and students’ interviews revealed that not all the participants in the FFI + SA group reacted positively to the self-assessment practice. Individual differences such as previous learning experience and self-efficacy appeared to influence the learners’ perceptions of the self-assessment practice and possibly their instructional gains. The two groups of raters, L1 English raters (n = 6) and L2 English raters with advanced or native-like English proficiency (n = 6) did not differ in terms of consistency and severity. These findings indicated that NNS raters with high English proficiency could function as reliably as NS raters; however, the qualitative data revealed that the NS raters tended to be more sensitive to pronunciation, especially at the segmental level, across the three tasks compared to the NNS raters. This study provides evidence that FFI, especially when it is reinforced by self-assessment, has pedagogical value; it can improve learners’ production of English prosody in controlled and less-controlled speech, and these gains can in turn contribute to enhanced L2 comprehensibility.
Temple University--Theses
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De, Fino Verdiana. "Caractérisation et mesure de la compréhensibilité de la parole de locuteurs non natifs dans le cadre de l'apprentissage des langues." Electronic Thesis or Diss., Université de Toulouse (2023-....), 2024. http://www.theses.fr/2024TLSES034.

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Se faire comprendre en situation de communication, voire d'interaction orale, est essentiel au quotidien. La compréhensibilité est ainsi devenue un objectif important dans le domaine de l'apprentissage des langues, plus encore que d'avoir une parole sans accent étranger, proche d'un locuteur natif. Cependant, les enseignants et apprenants d'une langue étrangère (L2) ne disposent pas d'outils automatiques leur permettant d'évaluer de manière objective la compréhensibilité des productions orales. La compréhensibilité représente un concept linguistique influencé par des dimensions comme la phonologie/phonétique, la fluence, le lexique, la syntaxe et le discours. En plus de ces dimensions, elle peut également être influencée par le profil d'un apprenant (sa langue maternelle, ou L1, plus ou moins proche de la langue cible), le profil d'un auditeur (familiarisé ou non avec l'accent de l'apprenant) et la tâche de production orale pour les mettre en situation et collecter la parole des apprenants. Dans nos travaux de recherche nous nous sommes intéressés à la description de ces différentes dimensions dans la littérature. Nous avons ensuite implémenté différents paramètres considérés comme ayant une influence sur la compréhensibilité de la parole. Une première étape a été de valider leur adéquation lors d'une tâche de prédiction du niveau CECRL (Cadre Européen Commun de Référence pour les Langues) des apprenants du corpus CLIJAF. En se fondant sur ces paramètres linguistiques multi-niveaux, nous avons pu aborder la contribution principale de ce travail de thèse en proposant une méthode permettant de mesurer de manière automatique la compréhensibilité des apprenants. Afin d'évaluer la compréhensibilité, nous avons réalisé deux corpus : CAF-jp (Compréhensibilité d'Apprenants du Français - Japonais) et CAF-al (Compréhensibilité d'Apprenants du Français - Allemands). Ces corpus contiennent respectivement des productions orales de 40 apprenants japonais et 9 apprenants allemands de français. La mise en place d'un protocole de collecte a permis de collecter des productions orales. Ce protocole est basé sur une tâche de traduction orale, en L2, d'énoncés écrits en L1. Les énoncés ont été spécifiquement construits par des experts de FLE (Français Langue Étrangère) afin de contenir des difficultés typiques de traduction propres à chaque paire L1/français. Une fois la collecte des données effectuée, nous avons créé un protocole d'annotations nous permettant d'obtenir des évaluations subjectives de la compréhensibilité de la parole. Nous avons mené une campagne d'annotation auprès de 80 Français natifs et avons collecté 3920 scores de compréhensibilité, dont la moitié correspondent à la compréhensibilité a priori (compréhensibilité perçue) et l'autre moitié à la compréhensibilité a posteriori (compréhensibilité du sens du message véhiculé après prise en compte du réel sens du message à véhiculer). Afin de prédire automatiquement la compréhensibilité de la parole des apprenants, nous mettons en place une phase d'extraction de paramètres sur les productions orales. Ces paramètres sont d'ordre phonético-phonologique, lexical, syntaxique, discursif et sémantique. Nous obtenons d'excellents résultats de prédiction, aussi bien pour le corpus CAF-jp (r=0,97, MAE=0,15) que pour le corpus CAF-al (r=0,98, MAE=0,18), en utilisant l'algorithme Random Forest, une stratégie de fusion précoce et une validation croisée imbriquée de type leave-one-out. De plus, en entraînant un modèle sur la totalité des données du corpus CAF-jp et en testant sur les données du corpus CAF-al, nous obtenons également de bonnes performances (r=0,98, MAE=0,34), montrant ainsi la généricité de notre approche. Nos différents résultats montrent que notre méthodologie de prédiction de la compréhensibilité est tout à fait adaptée à l'évaluation de l'apprentissage du français L2, et pourrait même être appliquée à d'autres paires de langues L1/L2
Being understood in communication situations, even in oral interactions, is essential in everyday life. Comprehensibility has thus become a significant goal in the field of language learning, even more than having a speech without a foreign accent, close to that of a native speaker. However, teachers and learners of a foreign language (L2) lack automatic tools to objectively assess the comprehensibility of oral productions. Comprehensibility is a linguistic concept influenced by dimensions such as phonology/phonetics, fluency, lexis, syntax, and discourse. In addition to these dimensions, it can also be influenced by a learner's profile (native language, or L1, more or less similar to the target language), a listener's profile (familiarized or not with the learner's accent), and the oral production task to contextualize and collect learners' speech. In our research, we focused on describing these different dimensions in the literature. We then implemented various features considered to have an influence on the speech comprehensibility. A first step was to validate their adequacy during a task predicting the CEFRL (Common European Framework of Reference for Languages) level of learners in the CLIJAF corpus. Based on these multi-level linguistic features, we approached the main contribution of this thesis by proposing a method to automatically measure learners' comprehensibility. To assess comprehensibility, we created two corpora: CAF-jp (Comprehensibility of French Learners - Japanese) and CAF-al (Comprehensibility of French Learners - Germans). These corpora respectively contain oral productions from 40 Japanese learners and 9 German learners of French. The implementation of a collection protocol allowed us to gather oral productions. This protocol is based on an oral translation task, in L2, of statements written in L1. The statements were specifically constructed by experts in FFL (French as a Foreign Language) to contain typical translation difficulties for each L1/French pair. Once data collection was completed, we created an annotation protocol to obtain subjective evaluations of speech comprehensibility. We conducted an annotation campaign with 80 native French speakers and collected 3920 comprehensibility scores, half of which correspond to a priori comprehensibility (perceived comprehensibility) and the other half to a posteriori comprehensibility (comprehensibility of the message's meaning after considering the actual message's intended meaning). To automatically predict learners' speech comprehensibility, we implemented a feature extraction phase on oral productions. These features are phonetic-phonological, lexical, syntactic, discursive, and semantic in nature. We achieved excellent prediction results for both the CAF-jp corpus (r=0.97, MAE=0.15) and the CAF-al corpus (r=0.98, MAE=0.18), using the Random Forest algorithm, an early fusion strategy, and a nested leave-one-out cross-validation. Furthermore, by training a model on the entire CAF-jp corpus and testing it on the CAF-al corpus data, we also obtained good performance (r=0.98, MAE=0.34), demonstrating the generality of our approach. Our various results show that our methodology for predicting comprehensibility is well-suited for evaluating French L2 learning and could even be applied to other L1/L2 language pairs
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Song, Jing-Chun, and 宋淨純. "An Analysis on Speech Intelligibility, Comprehensibility, and its Efficiency of Continuous Speech Sample in Mandarin-speaking Taiwanese Adults." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/35821227946364353538.

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碩士
國立臺北護理健康大學
聽語障礙科學研究所
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This study aims to investigate the speech performance on the continuous speech sample of Mandarin-speaking Taiwanese adults. Two hundred and thirty-five healthy adults (M: 120; F: 115) from the northern, middle, southern and eastern Taiwan, aged above 20 years old (mean age: 55.31±19.19), have been recruited as the study participants. Based on the confounding factors, the participants were then subgrouped by age, sex, and the language of habitual use. They all required to read eighteen sentences in varied word length and a short essay under the simultaneous recording procedure. Two qualified speech pathologist blind in the study as the analyzers took charge of transcribing speech samples. Data thereafter were calculated and analyzed based on the study parameters including speech intelligibility and its efficiency, comprehensibility and its efficiency, and speaking rate (both in sentences and a short essay). The result showed a significant difference across all parameters among subgroups in age and the language of habitual use (p< .05), except sex. In the within-group comparisons, the speaking rate of sentences is faster than those in the essay’s reading (p< .05). The intelligibility, comprehensibility, and speaking rate are all found to be free of the length effect by the sentences. The longer sentences (11-13-word sentences) speech performance is computationally selected as the best predictor for intelligibility. In addition, intelligibility is the best predictor for comprehensibility. To sum up, the performance of intelligibility and comprehensibility of the healthy adults varies depending on the age and/or the language used in proficiency, but not by the gender and the length of reading material. Details would be discussed in the chapters. The results will provide information for clinicians while treating adult patients in judgments of speech assessment and as for the research references.
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Alharbi, Turki. "Improving Intelligibility and Comprehensibility of Segmental and Suprasegmental Speech Patterns among Saudi Beginning-Level EFL Learners." Phd thesis, 2022. http://hdl.handle.net/1885/261543.

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In the last two decades, second language (L2) pronunciation education and research have emphasised the need for intelligibility and comprehensibility over the traditional goal of achieving native-like fluency. However, it remains unclear what instructors should focus on to promote intelligibility and comprehensibility (e.g., segmentals vs. suprasegmentals) among beginning-level learners in the Saudi EFL context. Another uncertainty is how long their pronunciation gains might last after instruction. Although motivation has been significantly related to L2 pronunciation development, it is unclear how this factor is related to developing speech intelligibility and comprehensibility among beginning-level EFL learners. Learners' perspectives about pronunciation instruction have also been largely neglected, and studies have not elicited in-depth comments from native English-speaking raters about these learners' difficulties. The present study recruited 45 participants from a beginning-level EFL classroom at a Saudi university to complete a battery of pre-, immediate post-, and delayed post-tests. Participants were divided into three groups. The first experimental group (the segmental group) of 15 participants received explicit pronunciation instruction on segmentals. The second experimental group (the suprasegmental group) of 15 participants received explicit pronunciation instruction on suprasegmentals. The control group of 15 participants was given non-explicit pronunciation instruction. A series of mixed-effects models was fit in R to predict significant differences within and between the groups across tests. The segmental group's results for the immediate post-test revealed that intelligibility and comprehensibility improved significantly over the pre-test and control group, with the exception of the segment /ch/. However, the group failed to attain intelligibility and comprehensibility improvement over time, except for segment /v/. Regarding the suprasegmental group, the immediate post-test showed significant improvement in intelligibility and comprehensibility over the pre-test and control group. In addition, the suprasegmental group showed improvement over time, with the exception of rhythmic patterns in terms of intelligibility and stress in terms of comprehensibility. The suprasegmental group was more motivated than the segmental and control groups in the "intended efforts" and "ideal L2 self" dimensions, while participants in the control group were more motivated to learn English than the two experimental groups in the "ought-to L2 self" dimension. In addition, the suprasegmental group showed more positive attitudes toward learning English than the segmental and control groups. Finally, the experimental groups found the intervention helpful, despite it being relatively short. Taken together, this study contributes to the L2 pronunciation field by demonstrating that pronunciation instruction could be successfully incorporated into a beginning-level Saudi EFL classroom, according to the segmental and suprasegmental results. The delayed post-test results for the suprasegmental group suggested the effect of pronunciation instruction could be sustained over time. In addition, the findings showed L2 motivation to be significantly related to greater improvement in pronunciation. Based on these empirical results, the study provides a pedagogical description of how to improve pronunciation teaching for beginning-level learners in a Saudi EFL context.
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Kobák, Anett. "(Ne)Roticita ve výuce anglického jazyka." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-367996.

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This diploma thesis deals with the role of rhoticity in English pronunciation teaching. The theoretical part focuses on the characterisation of rhoticity as a distinctive feature of English accents. It describes and compares approaches to pronunciation teaching and the factors which influence the choice of pronunciation models in English language teaching. It also introduces the development of English as a lingua franca and its impact on pronunciation. Finally, it characterises the processes of speech perception. The practical part describes the creation and implementation of research which aimed at the discovery of the degree of intelligibility and comprehensibility of rhotic and non-rhotic samples of speech. The results imply that Czech learners of English find non-rhotic speech less intelligible and more difficult to understand. Key words rhoticity, non-rhoticity, pronunciation teaching, speech perception, intelligibility, comprehensibility
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Samková, Monika. "Úloha pauzy v procesu simultánního tlumočení." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312472.

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The purpose of the present thesis is to shed light on the role of pauses in simultaneous interpreting between French and Czech, mainly from the point of view of the listeners of the source speeches in French as well as both students of interpretation and professional interpreters and from the viewpoint of the listeners of the speeches interpreted into Czech. It is divided into a theoretical and an empirical part. The theoretical part briefly outlines the process of simultaneous interpreting and Daniel Gile's Effort Model and then it focuses on prosody and individual prosodic (suprasegmental) features, especially pauses and their use in simultaneous interpreting. The empirical part describes the experiment and presents its results. The experiment itself examines the effect that unnaturally long or unnaturally placed pauses in the speaker's quasi-authentic source speeches have on the choice of strategy and the simultaneous interpreters' performances (students and professionnals) and on the subsequent assessment of their performances made by the listeners of the interpreted speeches. Keywords simultaneous interpreting, pause, listener, speech, speaker, interpreter, comprehensibility
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Books on the topic "Speech comprehensibility"

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Bose, Ines, Clara Luise Finke, and Anna Schwenke, eds. Medien – Sprechen – Klang : Empirische Forschungen zum medienvermittelten Sprechen. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/51399.

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This volume brings together empirical studies on language and speech as well as on their linkage with musical-sound elements in the media (radio, audio guide, audio book, radio play as well as YouTube and Instagram videos). The contributions are primarily concerned with auditory comprehensibility and sound aesthetics, with the medial target group and format specificity of radio genres and other media offerings, and with the speech effects of medial genres, also in cultural comparison. German and Russian news formats, standardized short moderations in several countries, gender constructions in double moderations of German radio primetime, soccer reports, audio guides for children, audio books read aloud and freely narrated, Instagram stories and Youtube educational videos, as well as hip-hop radio as educated radio will be examined. Ines Bose, Prof. Dr. phil. habil., is at the Department of Speech Science and Phonetics at Martin Luther University Halle-Wittenberg. Clara Luise Finke, Dr. phil., is head of the Department of Speech Science at the University of Leipzig. Anna Schwenke, Dr. phil., works at the University of Greifswald as a research assistant in the German Department of the Elementary School Teacher Training Program.
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Book chapters on the topic "Speech comprehensibility"

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Trofimovich, Pavel, Talia Isaacs, Sara Kennedy, and Aki Tsunemoto. "Speech Comprehensibility." In The Routledge Handbook of Second Language Acquisition and Speaking, 174–87. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003022497-16.

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Mora, Joan C. "Accentedness and Comprehensibility in Non-native Listeners’ Perception of L2 Speech." In Second Language Learning and Teaching, 109–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98218-8_7.

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Parina, Elena, and Erich Poppe. "“In the Most Common and Familiar Speech among the Welsh”." In Übersetzungskulturen der Frühen Neuzeit, 79–100. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62562-0_5.

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AbstractThis paper presents and analyses the approach of the Welsh recusant author and translator Robert Gwyn (c.1545–c.1600) to the translation of quotations from the Bible and the Church Fathers as it is reflected in both his paratextual comments on translating and in regularities of his translational practice. Gwyn locates his literary work in the larger context of Counter-Reformation activities in Wales for an “unlearned” audience and therefore forcefully argues for the primacy of comprehensibility over strict adherence to the words of the source text. A brief detour for the purpose of contextualization looks at the paratexts of other contemporaneous Catholic and Protestant Welsh translators and at their aims in relation to their projected audiences. Since English loanwords were a feature of spoken Welsh and their use in translations was explicitly vindicated by Gwyn, lexical choices in a range of his versions of Biblical verses are compared with the translation of the same verses in the Protestant Welsh translations of the New Testament dating between 1567 and 1588.
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Rajan, Sai Sathiesh, Sakshi Udeshi, and Sudipta Chattopadhyay. "AequeVox: Automated Fairness Testing of Speech Recognition Systems." In Fundamental Approaches to Software Engineering, 245–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99429-7_14.

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AbstractAutomatic Speech Recognition (ASR) systems have become ubiquitous. They can be found in a variety of form factors and are increasingly important in our daily lives. As such, ensuring that these systems are equitable to different subgroups of the population is crucial. In this paper, we introduce, AequeVox, an automated testing framework for evaluating the fairness of ASR systems. AequeVox simulates different environments to assess the effectiveness of ASR systems for different populations. In addition, we investigate whether the chosen simulations are comprehensible to humans. We further propose a fault localization technique capable of identifying words that are not robust to these varying environments. Both components of AequeVox are able to operate in the absence of ground truth data.We evaluate AequeVox on speech from four different datasets using three different commercial ASRs. Our experiments reveal that non-native English, female and Nigerian English speakers generate 109%, 528.5% and 156.9% more errors, on average than native English, male and UK Midlands speakers, respectively. Our user study also reveals that 82.9% of the simulations (employed through speech transformations) had a comprehensibility rating above seven (out of ten), with the lowest rating being 6.78. This further validates the fairness violations discovered by AequeVox. Finally, we show that the non-robust words, as predicted by the fault localization technique embodied in AequeVox, show 223.8% more errors than the predicted robust words across all ASRs.
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Sievers, Thomas, and Ralf Möller. "Get It Right: Improving Comprehensibility with Adaptable Speech Expression of a Humanoid Service Robot." In Communications in Computer and Information Science, 1–14. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55486-5_1.

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Tavakoli, Parvaneh, and Sheryl Cooke. "Comprehensibility and Fluency." In Comprehensibility in Language Assessment: A Broader Perspective, 96–113. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41101.

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The chapter’s main aim is to discuss the relationship between fluency and comprehensibility. After defining the construct of fluency in terms of cognitive, perceived and utterance fluency (Segalowitz, 2010; Tavakoli & Wright, 2020) and measureable features of speed, breakdown and repair fluency (Skehan, 2003, Tavakoli, et al., 2020), the chapter discusses in what ways these features of speech affect comprehensibility. More specifically, the chapter will discuss the effects of fluency on listeners and their judgements. By providing examples of how these different features of fluency are represented in rating descriptors of different language tests, the chapter will argue that the relationship between fluency and comprehensibility is not clearly represented in rating descriptors and rating materials.
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Tavakoli, Parvaneh, and Sheryl Cooke. "Technology and Comprehensibility." In Comprehensibility in Language Assessment: A Broader Perspective, 114–35. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41102.

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Technological advances are having a significant impact on language assessment in general and this chapter examines the opportunities machines present to better measure comprehensibility, as well as the threats that constrained tasks demanded by automated assessment might present to the construct. An overview of current models for automated rating of speech is presented (e.g. Xi, et al. 2008; Van Moere & Downey, 2016; Isaacs, 2014) and the approaches are examined from the perspective of the comprehensibility framework presented in the book, drawing on the features extrapolated in each of the preceding chapters to examine how technology does and does not offer solutions for automated assessment and feedback for learning on particular components of the comprehensibility inventory.
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Tavakoli, Parvaneh, and Sheryl Cooke. "Comprehensibility at a Discourse / Text Level." In Comprehensibility in Language Assessment: A Broader Perspective, 53–73. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41099.

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Spoken texts and the features associated with longer turns of monologic speech are the focus of this chapter. These typically include monologues such as presentations or speeches, narration and extended turns that might include characteristics of argumentation or description. Potentially impactful elements identified in the literature (e.g. Isaacs & Trofimovich, 2012) and in research are examined and, as in chapter 2, analysed from three perspectives: a) reported impact on comprehensibility b) how the features are reflected in rating scales c) impact of L1 discourse conventions on comprehensibility.
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Tavakoli, Parvaneh, and Sheryl Cooke. "Comprehensibility at a Pragmatic Level." In Comprehensibility in Language Assessment: A Broader Perspective, 74–95. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41100.

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This chapter focuses on the pragmatic aspect of comprehensibility, i.e., when the speaker’s sounds and words are clear, but their intended meaning is not because of their limited pragmatic knowledge. The discussions of this chapter will include the speaker’s perspective and highlights the dynamic nature of comprehensibility. After defining comprehensibility from a communication and intercultural perspective, the chapter will discuss the key aspects of pragmatic knowledge that affect comprehensibility. Summarising research in this area (e.g., Purpura, 2004; Rover, 2011, Taguchi, 2005, 2007, 2012) we will discuss issues such as use of formulaic expressions, implicatures and indirect speech acts as some potential areas in which comprehensibility issues arise. We will also focus on cultural norms and differences in pragmatic aspects of language use, e.g., politeness and backchannelling, that affect comprehensibility. More importantly, we will argue that to have a full understanding of the effects of pragmatic knowledge on comprehensibility, it is necessary to examine the speaker’s participation in extended discourse during both monologic and dialogic types of performance (Tavakoli, 2016; Tavakoli, 2018).
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Duryagin, Pavel, and Elena Dal Maso. "Students’ Attitudes Towards Foreign Accents: General Motivation, the Attainability of Native-Like Pronunciation, and Identity Issues." In Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2/002.

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The study examined attitudes of 372 first-year bachelor Italian university students towards various aspects of foreign-accented speech. The data showed that the respondents have generally positive attitudes towards pronunciation teaching, while the most divisive statements regarded the relative importance of studying L2 phonetics and the sufficiency of comprehensibility in L2 communication. Correlations between these attitudes and the students’ biographical data were discussed. The predictor that revealed significant effects most frequently was the students’ extrinsic/intrinsic motivation in choosing foreign languages as their major.
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Conference papers on the topic "Speech comprehensibility"

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Boogaart, T., and Kim Silverman. "Evaluating the overall comprehensibility of speech synthesizers." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-152.

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Jongenburger, Willy, and Renee van Bezooijen. "Text-to-speech conversion for dutch: comprehensibility and acceptability." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-134.

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Fontan, Lionel, Thomas Pellegrini, Julia Olcoz, and Alberto Abad. "Predicting disordered speech comprehensibility from Goodness of Pronunciation scores." In Proceedings of SLPAT 2015: 6th Workshop on Speech and Language Processing for Assistive Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-5108.

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Lai, Jennifer, David Wood, and Michael Considine. "The effect of task conditions on the comprehensibility of synthetic speech." In the SIGCHI conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/332040.332451.

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Kuo, Chien-Min, and Olga Dmitrieva. "COMPREHENSIBILITY AND THE ACOUSTIC CONTRAST BETWEEN TENSE AND LAX VOWELS IN MANDARIN-ACCENTED ENGLISH SPEECH." In PSLLT 14 - The Practice of Pronunciation. Iowa State University Digital Press, 2024. http://dx.doi.org/10.31274/psllt.17569.

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Lin, Zhenchao, Yusuke Inoue, Tasavat Trisitichoke, Shintaro Ando, Daisuke Saito, and Nobuaki Minematsu. "Native Listeners' Shadowing of Non-native Utterances as Spoken Annotation Representing Comprehensibility of the Utterances." In SLaTE 2019: 8th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/slate.2019-8.

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Tomanek, Katrin, Jimmy Tobin, Subhashini Venugopalan, Richard Cave, Katie Seaver, Jordan R. Green, and Rus Heywood. "Large Language Models As A Proxy For Human Evaluation In Assessing The Comprehensibility Of Disordered Speech Transcription." In ICASSP 2024 - 2024 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2024. http://dx.doi.org/10.1109/icassp48485.2024.10447177.

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Ebling, Sarah, Rosalee Wolfe, Jerry Schnepp, Souad Baowidan, John McDonald, Robyn Moncrief, Sandra Sidler-Miserez, and Katja Tissi. "Synthesizing the finger alphabet of Swiss German Sign Language and evaluating the comprehensibility of the resulting animations." In Proceedings of SLPAT 2015: 6th Workshop on Speech and Language Processing for Assistive Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-5103.

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Trisitichoke, Tasavat, Shintaro Ando, Daisuke Saito, and Nobuaki Minematsu. "Analysis of Native Listeners’ Facial Microexpressions While Shadowing Non-Native Speech — Potential of Shadowers’ Facial Expressions for Comprehensibility Prediction." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-1953.

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Maastricht, Lieke van, Tim Zee, Emiel Krahmer, and Marc Swerts. "L1 Perceptions of L2 Prosody: The Interplay Between Intonation, Rhythm, and Speech Rate and Their Contribution to Accentedness and Comprehensibility." In Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-1150.

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