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Artykuły w czasopismach na temat "Speech comprehensibility"
Yorkston, Kathryn M., Edythe A. Strand i Mary R. T. Kennedy. "Comprehensibility of Dysarthric Speech". American Journal of Speech-Language Pathology 5, nr 1 (luty 1996): 55–66. http://dx.doi.org/10.1044/1058-0360.0501.55.
Pełny tekst źródłaIsaacs, Talia, i Pavel Trofimovich. "DECONSTRUCTING COMPREHENSIBILITY". Studies in Second Language Acquisition 34, nr 3 (15.08.2012): 475–505. http://dx.doi.org/10.1017/s0272263112000150.
Pełny tekst źródłaBarefoot, Sidney M., Joseph H. Bochner, Barbara Ann Johnson i Beth Ann vom Eigen. "Rating Deaf Speakers’ Comprehensibility". American Journal of Speech-Language Pathology 2, nr 3 (wrzesień 1993): 31–35. http://dx.doi.org/10.1044/1058-0360.0203.31.
Pełny tekst źródłaPapadopoulos, Konstantinos, Athanasios Koutsoklenis, Evangelia Katemidou i Areti Okalidou. "Perception of Synthetic and Natural Speech by Adults with Visual Impairments". Journal of Visual Impairment & Blindness 103, nr 7 (lipiec 2009): 403–14. http://dx.doi.org/10.1177/0145482x0910300704.
Pełny tekst źródłaYoder, Paul J., Stephen Camarata i Tiffany Woynaroski. "Treating Speech Comprehensibility in Students With Down Syndrome". Journal of Speech, Language, and Hearing Research 59, nr 3 (czerwiec 2016): 446–59. http://dx.doi.org/10.1044/2015_jslhr-s-15-0148.
Pełny tekst źródłaSaito, Kazuya, Stuart Webb, Pavel Trofimovich i Talia Isaacs. "LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH". Studies in Second Language Acquisition 38, nr 4 (18.08.2015): 677–701. http://dx.doi.org/10.1017/s0272263115000297.
Pełny tekst źródłaTROFIMOVICH, PAVEL, i TALIA ISAACS. "Disentangling accent from comprehensibility". Bilingualism: Language and Cognition 15, nr 4 (25.05.2012): 905–16. http://dx.doi.org/10.1017/s1366728912000168.
Pełny tekst źródłaCrowther, Dustin, Pavel Trofimovich, Kazuya Saito i Talia Isaacs. "LINGUISTIC DIMENSIONS OF L2 ACCENTEDNESS AND COMPREHENSIBILITY VARY ACROSS SPEAKING TASKS". Studies in Second Language Acquisition 40, nr 2 (22.08.2017): 443–57. http://dx.doi.org/10.1017/s027226311700016x.
Pełny tekst źródłaStrachan, Lauren, Sara Kennedy i Pavel Trofimovich. "Second language speakers’ awareness of their own comprehensibility". Journal of Second Language Pronunciation 5, nr 3 (14.03.2019): 347–73. http://dx.doi.org/10.1075/jslp.18008.str.
Pełny tekst źródłaMurali, Sushmitha, Prakash Boominathan i Shenbagavalli Mahalingam. "Speech Intelligibility and Speech Naturalness while Speaking with and without Medical Mask". Journal of Indian Speech Language & Hearing Association 37, nr 2 (2023): 51–60. http://dx.doi.org/10.4103/jisha.jisha_15_23.
Pełny tekst źródłaRozprawy doktorskie na temat "Speech comprehensibility"
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.
Pełny tekst źródłaObjective: 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.
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.
Pełny tekst źródłaSaito, 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.
Pełny tekst źródłaPh.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
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.
Pełny tekst źródłaBeing 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
Song, Jing-Chun, i 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.
Pełny tekst źródła國立臺北護理健康大學
聽語障礙科學研究所
102
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.
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.
Pełny tekst źródłaKobák, Anett. "(Ne)Roticita ve výuce anglického jazyka". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-367996.
Pełny tekst źródłaSamková, Monika. "Úloha pauzy v procesu simultánního tlumočení". Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312472.
Pełny tekst źródłaKsiążki na temat "Speech comprehensibility"
Bose, Ines, Clara Luise Finke i Anna Schwenke, red. Medien – Sprechen – Klang : Empirische Forschungen zum medienvermittelten Sprechen. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/51399.
Pełny tekst źródłaCzęści książek na temat "Speech comprehensibility"
Trofimovich, Pavel, Talia Isaacs, Sara Kennedy i Aki Tsunemoto. "Speech Comprehensibility". W The Routledge Handbook of Second Language Acquisition and Speaking, 174–87. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003022497-16.
Pełny tekst źródłaMora, Joan C. "Accentedness and Comprehensibility in Non-native Listeners’ Perception of L2 Speech". W Second Language Learning and Teaching, 109–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98218-8_7.
Pełny tekst źródłaParina, Elena, i Erich Poppe. "“In the Most Common and Familiar Speech among the Welsh”". W Übersetzungskulturen der Frühen Neuzeit, 79–100. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62562-0_5.
Pełny tekst źródłaRajan, Sai Sathiesh, Sakshi Udeshi i Sudipta Chattopadhyay. "AequeVox: Automated Fairness Testing of Speech Recognition Systems". W Fundamental Approaches to Software Engineering, 245–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99429-7_14.
Pełny tekst źródłaSievers, Thomas, i Ralf Möller. "Get It Right: Improving Comprehensibility with Adaptable Speech Expression of a Humanoid Service Robot". W 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.
Pełny tekst źródłaTavakoli, Parvaneh, i Sheryl Cooke. "Comprehensibility and Fluency". W Comprehensibility in Language Assessment: A Broader Perspective, 96–113. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41101.
Pełny tekst źródłaTavakoli, Parvaneh, i Sheryl Cooke. "Technology and Comprehensibility". W Comprehensibility in Language Assessment: A Broader Perspective, 114–35. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41102.
Pełny tekst źródłaTavakoli, Parvaneh, i Sheryl Cooke. "Comprehensibility at a Discourse / Text Level". W Comprehensibility in Language Assessment: A Broader Perspective, 53–73. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41099.
Pełny tekst źródłaTavakoli, Parvaneh, i Sheryl Cooke. "Comprehensibility at a Pragmatic Level". W Comprehensibility in Language Assessment: A Broader Perspective, 74–95. Equinox Publishing Ltd., 2024. http://dx.doi.org/10.1558/equinox.41100.
Pełny tekst źródłaDuryagin, Pavel, i Elena Dal Maso. "Students’ Attitudes Towards Foreign Accents: General Motivation, the Attainability of Native-Like Pronunciation, and Identity Issues". W 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Speech comprehensibility"
Boogaart, T., i Kim Silverman. "Evaluating the overall comprehensibility of speech synthesizers". W 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-152.
Pełny tekst źródłaJongenburger, Willy, i Renee van Bezooijen. "Text-to-speech conversion for dutch: comprehensibility and acceptability". W 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-134.
Pełny tekst źródłaFontan, Lionel, Thomas Pellegrini, Julia Olcoz i Alberto Abad. "Predicting disordered speech comprehensibility from Goodness of Pronunciation scores". W 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.
Pełny tekst źródłaLai, Jennifer, David Wood i Michael Considine. "The effect of task conditions on the comprehensibility of synthetic speech". W the SIGCHI conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/332040.332451.
Pełny tekst źródłaKuo, Chien-Min, i Olga Dmitrieva. "COMPREHENSIBILITY AND THE ACOUSTIC CONTRAST BETWEEN TENSE AND LAX VOWELS IN MANDARIN-ACCENTED ENGLISH SPEECH". W PSLLT 14 - The Practice of Pronunciation. Iowa State University Digital Press, 2024. http://dx.doi.org/10.31274/psllt.17569.
Pełny tekst źródłaLin, Zhenchao, Yusuke Inoue, Tasavat Trisitichoke, Shintaro Ando, Daisuke Saito i Nobuaki Minematsu. "Native Listeners' Shadowing of Non-native Utterances as Spoken Annotation Representing Comprehensibility of the Utterances". W SLaTE 2019: 8th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/slate.2019-8.
Pełny tekst źródłaTomanek, Katrin, Jimmy Tobin, Subhashini Venugopalan, Richard Cave, Katie Seaver, Jordan R. Green i Rus Heywood. "Large Language Models As A Proxy For Human Evaluation In Assessing The Comprehensibility Of Disordered Speech Transcription". W ICASSP 2024 - 2024 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2024. http://dx.doi.org/10.1109/icassp48485.2024.10447177.
Pełny tekst źródłaEbling, Sarah, Rosalee Wolfe, Jerry Schnepp, Souad Baowidan, John McDonald, Robyn Moncrief, Sandra Sidler-Miserez i Katja Tissi. "Synthesizing the finger alphabet of Swiss German Sign Language and evaluating the comprehensibility of the resulting animations". W 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.
Pełny tekst źródłaTrisitichoke, Tasavat, Shintaro Ando, Daisuke Saito i Nobuaki Minematsu. "Analysis of Native Listeners’ Facial Microexpressions While Shadowing Non-Native Speech — Potential of Shadowers’ Facial Expressions for Comprehensibility Prediction". W Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-1953.
Pełny tekst źródłaMaastricht, Lieke van, Tim Zee, Emiel Krahmer i Marc Swerts. "L1 Perceptions of L2 Prosody: The Interplay Between Intonation, Rhythm, and Speech Rate and Their Contribution to Accentedness and Comprehensibility". W Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-1150.
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