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Bibliografias temáticas / Speech comprehensibility

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Literatura científica selecionada sobre o tema "Speech comprehensibility"

Autor: Grafiati

Publicado: 31 de agosto de 2024

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Artigos de revistas sobre o assunto "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 (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,

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Isaacs, Talia, and Pavel Trofimovich. "DECONSTRUCTING COMPREHENSIBILITY." Studies in Second Language Acquisition 34, no. 3 (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

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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 (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 y

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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 (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 (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

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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 (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

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TROFIMOVICH, PAVEL, and TALIA ISAACS. "Disentangling accent from comprehensibility." Bilingualism: Language and Cognition 15, no. 4 (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 comprehen

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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 (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 comprehensibil

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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 (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 speake

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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) doc

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Teses / dissertações sobre o assunto "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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<p> <b><u>Objective:</u></b> 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.</p><p> <b><u>Method:</u></b> 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

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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

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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<br>Ph.D.<br>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 th

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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 phonol

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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<br>國立臺北護理健康大學<br>聽語障礙科學研究所<br>102<br>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 simultane

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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 unclea

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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 ai

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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) f

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Livros sobre o assunto "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

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Capítulos de livros sobre o assunto "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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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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Trabalhos de conferências sobre o assunto "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, 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, 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. 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. 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, 2019. http://dx.doi.org/10.21437/slate.2019-8.

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Tomanek, Katrin, Jimmy Tobin, Subhashini Venugopalan, et al. "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, et al. "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. 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, 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, 2017. http://dx.doi.org/10.21437/interspeech.2017-1150.

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