基于 ASR 的发音促进系统

IF 1 Q2 LINGUISTICS
AILA Review Pub Date : 2024-06-13 DOI:10.1075/aila.23021.sar
Sariani Sariani, M. Khairat, W. Haslina, Baety Baetty
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引用次数: 0

摘要

在将英语作为通用语言发展的过程中,教育工作者和研究人员必须采用新的语言习得方法,使学习者能够在国际上理解英语。本研究旨在确定以自动语音识别(ASR)为基础的语言学习程序对促进高等职业教育学生掌握发音技能的影响。在这项研究中,学生们通过合作的方式学习英语(ELF)。研究采用定性方法,以来自三个班级的 67 名大学一年级学生为参与者。其中一个 24 人的班级被指定为第一组,在口语课上使用 ASR BoldVoice 作为额外的学习材料。相比之下,另外两个班级的 43 名学生分别被定为第二组和第三组,采用传统的学习程序。在测试前和测试后,我们从流利度、完整性和准确性方面分析了学员的口语发展情况。为了支持所获得的数据,我们在测试后立即进行了半结构化访谈。结果表明,实验组学生的发音技能在特定的发音音素方面有了明显的提高:/ch/、/th/、/sh/和/j/。对访谈数据的分析证实,与传统的学习过程相比,学生在发音和交际能力方面有了很大的提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ASR-based system for promoting pronunciation
In developing English as a Lingua Franca, educators and researchers must employ new methods in language acquisition to make the learners internationally intelligible and comprehensible. This study aimed to determine the implication of infinite access to Automatic Speech Recognition (ASR)-based language-learning program promoting pronunciation skills acquisition of vocational higher education students. In this study, the students learned English as Lingua Franca (ELF) through a collaborative approach. It applied a qualitative approach with 67 first-year university students from three intact classes as participants. One class of 24 students was assigned as the first group utilising the ASR BoldVoice as the additional learning materials in their speaking class. In contrast, the other two classes of 43 students were set as the second and third groups carrying out conventional learning procedures. The development of participants’ utterances was analysed in terms of fluency, completeness, and accuracy at pre- and post-test. In order to support the obtained data, a semi-structured interview was performed right after the post-test. The result showed that the pronunciation skill of the experimental group was significantly improved in particular phones of pronunciation: /ch/, /th/, /sh/, and /j/. The analysis of the interview data confirmed that the students gained substantial improvement with regard to their pronunciation and communicative competence compared to the conventional learning process.
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来源期刊
AILA Review
AILA Review LINGUISTICS-
CiteScore
1.20
自引率
0.00%
发文量
9
期刊介绍: AILA Review is a refereed publication of the Association Internationale de Linguistique Appliquée, an international federation of national associations for applied linguistics. All volumes are guest edited. As of volume 16, 2003, AILA Review is published with John Benjamins. This journal is peer reviewed and indexed in: Scopus
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