语音自动评分系统的开发:语音评价模型与应用语言学构念

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Danwei Cai, Ben Naismith, Maria Kostromitina, Zhongwei Teng, Kevin P. Yancey, Geoffrey T. LaFlair
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引用次数: 0

摘要

全球化和英语学习者数量的增加导致对口语英语能力评估的需求不断增长。在本文中,我们描述了建立在最先进的深度神经网络模型上的自动发音评分器的开发。该模型是在一个定制的人类评级数据集上训练的,该数据集反映了当前对发音和可理解性的看法。新的计分器是根据三个标准进行评估的:它解释专家人类评级的程度,它与其他最先进的自动发音评分器在解释专家人类评级方面的表现如何,以及它在多大程度上表现出对不同群体的考生的偏见。结果表明,建议的评分者与专家的评分有很强的正相关性,并且优于其他评分者。然而,评分者在音频质量和语言家庭群体方面表现出一些偏见。我们总结了减轻偏见的未来方向,并认为该计分器具有在操作设置中使用的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing an Automatic Pronunciation Scorer: Aligning Speech Evaluation Models and Applied Linguistics Constructs
Globalization and increases in the numbers of English language learners have led to a growing demand for English proficiency assessments of spoken language. In this paper, we describe the development of an automatic pronunciation scorer built on state‐of‐the‐art deep neural network models. The model is trained on a bespoke human‐rated dataset that reflects current perspectives on pronunciation and intelligibility. The new scorer is evaluated along three criteria: How well it explains expert human ratings, how it compares to other state‐of‐the‐art automatic pronunciation scorers in explaining expert human ratings, and the extent to which it exhibits bias toward different groups of test takers. Results indicate that the proposed scorer shows strong positive correlations with expert human ratings and outperforms other scorers. However, the scorer shows some bias related to audio quality and language family groups. We conclude with future directions for mitigating bias and argue that this scorer holds potential for use in operational settings.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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