On the characteristics of English speech timing control by Japanese learners

2006 ◽  
Vol 120 (5) ◽  
pp. 3175-3175
Author(s):  
Hajime Tsubaki ◽  
Shizuka Nakamura ◽  
Yoshinori Sagisaka
2014 ◽  
Vol 369 (1658) ◽  
pp. 20130395 ◽  
Author(s):  
Alice Turk ◽  
Stefanie Shattuck-Hufnagel

In the first part of the paper, we summarize the linguistic factors that shape speech timing patterns, including the prosodic structures which govern them, and suggest that speech timing patterns are used to aid utterance recognition. In the spirit of optimal control theory, we propose that recognition requirements are balanced against requirements such as rate of speech and style, as well as movement costs, to yield (near-)optimal planned surface timing patterns; additional factors may influence the implementation of that plan. In the second part of the paper, we discuss theories of timing control in models of speech production and motor control. We present three types of evidence that support models of speech production that involve extrinsic timing. These include (i) increasing variability with increases in interval duration, (ii) evidence that speakers refer to and plan surface durations, and (iii) independent timing of movement onsets and offsets.


Speech Timing ◽  
2020 ◽  
pp. 8-48
Author(s):  
Alice Turk ◽  
Stefanie Shattuck-Hufnagel

This chapter summarizes the basic mechanisms of the Articulatory Phonology model, currently the most thoroughly worked-out model in the literature, with a focus on its system-intrinsic mechanisms used to account for systematic variation in speech timing. Key features of the model are reviewed, and oscillator-based mechanisms are described for timing control for articulatory gestures, control of inter-gestural coordination, prosodic timing control, and the control of overall speech rate. Strengths of the AP/TD approach are discussed, which include facts that are well-accounted-for within this model, such as the predominance of CV syllables within the world’s languages, as well as characteristics of processing within the model that are assumed to be advantageous, such as the avoidance of the need to explicitly plan the details of articulatory movement when planning an utterance. This presentation forms the basis of the evaluation presented in subsequent chapters.


1977 ◽  
Vol 20 (1) ◽  
pp. 55-71 ◽  
Author(s):  
Margaret H. Cooper ◽  
George D. Allen

This study attempted to assess the abilities of 10 normal speakers, five stutterers in therapy, and five stutterers no longer in therapy, to control the time program of repeated utterances. The speech sample comprised repeated sentences, paragraphs, and nursery rhymes, and a finger-tapping task was included as a control. Temporal accuracy was measured. Results suggest that (1) there is a wide range of timing abilities, even among the normal speakers, with considerable overlap between the different groups of speakers; (2) on most of the experimental tasks, normal speakers are more accurate timers than are stutterers; (3) stutterers released from therapy are more accurate timers than are stutterers still in therapy, whenever these groups differ; and (4) subjects' speech timing scores correlate moderately with their tapping scores. These results are discussed in terms of (1) theoretical timing control processes, such as a neural clock for controlling speech segment durations, and a speech motor output buffer, whose capacity may be limited in stutterers, and (2) known effects of rhythmic constraints and respiratory irregularity on fluency.


1975 ◽  
Vol 46 (1) ◽  
pp. 186 ◽  
Author(s):  
Beth M. Tingley ◽  
George D. Allen
Keyword(s):  

1974 ◽  
Vol 55 (S1) ◽  
pp. S43-S43
Author(s):  
George D. Allen ◽  
Beth M. Tingley

2014 ◽  
Vol 36 (2) ◽  
pp. 153 ◽  
Author(s):  
Scott Aubrey

This paper reports on a study investigating changes in L2 motivation for Japanese learners of English as they completed their first communicative English language course at university. I aim to describe the strength and structure of students’ motivation and the degree to which these changed over one semester. A 36-item questionnaire was used to measure components of the L2 Motivational Self System and International Posture. The questionnaire was administered twice to 202 second-year university students in Japan: during the first week of the semester and 11 weeks later. Structural equation models were created to describe the causal relationships between motivational variables for the two time periods. Paired t tests revealed that both motivated learning behavior and ought-to L2 self significantly increased over the semester. A comparison of the two models indicated that there was a change in the motivational structure from Week 1 to Week 12. 本研究は、英語学習者の動機づけの強さと構造、及びその変化に焦点をあて、日本人大学生の外国語(L2)に対する動機づけの変化を調査した。大学で最初に履修するコミュニケーション英語の授業を対象に、第2言語習得を動機づける自己システム(L2 Motivational Self System)と国際志向性の2側面を測定する36項目からなる質問紙を作成し、2年生202名に対して授業第1週目とその11週間後に調査を実施した。分析は、まず構造方程式モデリングで2回の調査間の動機づけの変化を分析し、それに基づき対応のあるt検定を実施した。分析の結果、動機づけの高い学習行動と義務自己ought-to selfに関する数値が1学期を通して向上したことが明らかになった。


2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.


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