Speech Recognition Based Pronunciation Evaluation Using Pronunciation Variations and Anti-models for Non-native Language Learners

2012 ◽  
pp. 345-352
Author(s):  
Yoo Rhee Oh ◽  
Jeon Gue Park ◽  
Yun Keun Lee
Keyword(s):  
Speech Recognition ◽  
Language Learners ◽  
Native Language

CHINESE GRAMMAR AUTO-CORRECT WEBSITE CHINESEGRAMMARCHECKER.COM DEVELOPMENT MODEL

2019 ◽  
Vol 1 (1) ◽  
pp. 137-146
Author(s):  
Julita Wangi ◽  
Kelly Rosalin ◽  
Theresia Theresia
Keyword(s):  
Language Learners ◽  
Native Language ◽  
Chinese Language ◽  
Qualitative Approach ◽  
Development Model ◽  
Advantages And Disadvantages ◽  
Grammar Correction ◽  
Grammatical Errors ◽  
Basic Level ◽  
Chinese Language Learners

In the process of learning and using Chinese, Indonesia students may have grammatical errors due to negative migration of their native language. At present, there is no Mandarin grammar correction website or application that can answer the needs of Mandarin learners. Therefore, researchers want to try to provide a website chinesegrammarchecker.com that can answer the needs of Chinese language learners in Indonesia so as to facilitate Chinese language learners in mastering Chinese grammar. Hope researchers are learners can learn independently in making sentences in Chinese using proper and correct Chinese grammar. The method used in this study is a qualitative approach. The researcher will collect basic level Chinese grammar patterns in the textbooks used in the Chinese Language I courses, namely Er Ya Basic Chinese: Comprehensive Course (I) and Basic Chinese: Comprehensive Course (II). Then from these patterns user can check their sentences on this website. After the website chinesegrammarchecker.com was completed, then it was tested for several users to see the advantages and disadvantages of this website chinesegrammarchecker.com.

What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom

2019 ◽  
pp. 109-126
Author(s):  
Laila Aghai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Language ◽  
Esl Students ◽  
Negotiation Of Meaning ◽  
Qualitative Research Study ◽  
Proficiency Levels ◽  
L1 And L2 ◽  
The U.S

This qualitative research study focuses on English language learners who are continuing their education in the U.S. high schools and examines their translanguaging in the classroom. When students are learning a second language, they use their linguistic repertoire and their knowledge in English and their native language for negotiation of meaning. In order to gain a better understanding of the students' translanguaging, one ESL teacher and 10 ESL students were interviewed and observed in a classroom. The ESL students spoke Arabic as their native language and had beginning to intermediate proficiency levels. The findings of the study showed that English language learners use various strategies to make the content comprehensible by making connections between their knowledge in their L1 and L2.

Measuring Phonological and Orthographic Similarity

2018 ◽  
pp. 49-67
Author(s):  
Muhlise Coşgun Ögeyik
Keyword(s):  
Language Learners ◽  
Native Language ◽  
Target Language ◽  
Second Languages ◽  
Orthographic Similarity ◽  
Level Of Difficulty ◽  
L1 And L2

Marked and unmarked language forms can be distinguished with the level of simplicity or complexity denotations of the forms. Unmarked target language forms may create little or no difficulty, even if they do not exist in the native language of the learner, while marked forms can be relatively difficult for language learners. In addition to the notions of markedness/unmarkedness, there has also been an emphasis on similarity and dissimilarity between the items of first (L1) and second languages (L2). Along with similarity or dissimilarity of L1 and L2 forms, the level of difficulty may vary enormously in different language-specific procedures. In this chapter, therefore, it is intended to build an understanding of the recognized pronunciation and orthographic problems of similar loanwords in both Turkish (L1 of the participants) and English (L2).

scholarly journals Orthographic knowledge and lexical form influence vocabulary learning

2016 ◽  
Vol 38 (2) ◽  
pp. 427-456 ◽  
Author(s):  
JAMES BARTOLOTTI ◽  
VIORICA MARIAN
Keyword(s):  
Second Language Acquisition ◽  
Language Learners ◽  
Native Language ◽  
Neighborhood Density ◽  
Orthographic Knowledge ◽  
Bigram Frequency ◽  
The Novel ◽  
Repeated Testing ◽  
Vocabulary Size ◽  
Word Acquisition

ABSTRACTMany adults struggle with second language acquisition but learn new native-language words relatively easily. We investigated the role of sublexical native-language patterns on novel word acquisition. Twenty English monolinguals learned 48 novel written words in five repeated testing blocks. Half were orthographically wordlike (e.g., nish, high neighborhood density and high segment/bigram frequency), while half were not (e.g., gofp, low neighborhood density and low segment/bigram frequency). Participants were faster and more accurate at recognizing and producing wordlike items, indicating a native-language similarity benefit. Individual differences in memory and vocabulary size influenced learning, and error analyses indicated that participants extracted probabilistic information from the novel vocabulary. Results suggest that language learners benefit from both native-language overlap and regularities within the novel language.

scholarly journals The L2-acquisition of the German particle doch

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Lotte Hogeweg ◽  
Helen de Hoop ◽  
Stefanie Ramachers ◽  
Frans van der Slik ◽  
Verena Wottrich
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Acquisition ◽  
Discourse Particles

AbstractDiscourse particles are notoriously difficult to acquire for second language learners. It has been argued that this difficulty is caused by a lack of equivalent concepts in the learner’s native language. In this article we compare the acquisition of the German particle

scholarly journals The Usefulness of Automatic Speech Recognition (ASR) Eyespeak Software in Improving Iraqi EFL Students’ Pronunciation

2017 ◽  
Vol 8 (1) ◽  
pp. 221 ◽  
Author(s):  
Lina Fathi Sidig Sidgi ◽  
Ahmad Jelani Shaari
Keyword(s):  
College Students ◽  
Speech Recognition ◽  
Automatic Speech Recognition ◽  
Native Language ◽  
First Year ◽  
First Year College ◽  
Pronunciation Instruction ◽  
English Pronunciation ◽  
Efl Students ◽  
First Year College Students

The present study focuses on determining whether automatic speech recognition (ASR) technology is reliable for improving English pronunciation to Iraqi EFL students. Non-native learners of English are generally concerned about improving their pronunciation skills, and Iraqi students face difficulties in pronouncing English sounds that are not found in their native language (Arabic). This study is concerned with ASR and its effectiveness in overcoming this difficulty. The data were obtained from twenty participants randomly selected from first-year college students at Al-Turath University College from the Department of English in Baghdad-Iraq. The students had participated in a two month pronunciation instruction course using ASR Eyespeak software. At the end of the pronunciation instruction course using ASR Eyespeak software, the students completed a questionnaire to get their opinions about the usefulness of the ASR Eyespeak in improving their pronunciation. The findings of the study revealed that the students found ASR Eyespeak software very useful in improving their pronunciation and helping them realise their pronunciation mistakes. They also reported that learning pronunciation with ASR Eyespeak enjoyable.  

scholarly journals Phoneme acquisition: Infants and second language learners

2011 ◽  
Vol 35 (6) ◽  
pp. 24
Author(s):  
James Jensen
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
Language Model ◽  
High Variability ◽  
Phoneme Perception ◽  
Infant Language ◽  
Perception Training

This paper argues for explicit phoneme perception training. It discusses infant phoneme acquisition studies and relates these studies to second language learners. The first half of the article is an account of infant language acquisition studies and uses the Native Language Model, as developed by Patricia Kuhl, to conceptualize an infant’s phoneme acquisition process. The second half of this paper deals with what L1 phoneme acquisition means for adult second language learners. Three questions are addressed: First, to what extent can L2 learners’ perceptual patterns be modified after the initial neural commitment? Second, is phonemic training with adult learners worthwhile? And, third, what methodologies are the most effective for modifying an L2 learner’s initial L1 phoneme structure? The techniques discussed are contrastive exposure, making the phoneme salient, and high-variability. 本論は、明示的に行う音素認識トレーニングについて論じる。乳幼児の音素習得研究を論議し、これらの研究を第2言語学習者に関連づける。前半は乳幼児の言語習得研究の説明において、Patricia Kuhlの乳幼児の音素習得プロセスを概念したNative Language Magnet Theoryを用いている。後半では、乳幼児の第１言語音素習得が大人である第2言語学習者にどのような意味を持つのかを述べる。次の3点を検討する。1）第2言語学習者の音素認識パターンは、第1言語でのパターンが確立した後、どの程度修正されることができるのか。2）大人の学習者に対する音素認識トレーニングは価値があるのか。3）第2言語学習者における第１言語の音素構造を修正するには、どのような方法が最も効果的なのか。論議されている手法は、音素を際立たせ、高い変動性をもたらす対照提示である。

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