Pronunciation Similarity Estimation for Spoken Language Learning

2006 ◽  
pp. 442-449
Author(s):  
Donghyun Kim ◽  
Dongsuk Yook
Keyword(s):  
Language Learning ◽  
Spoken Language ◽  
Similarity Estimation

scholarly journals Predictors of spoken language learning

2011 ◽  
Vol 44 (5) ◽  
pp. 564-567 ◽  
Author(s):  
Patrick C.M. Wong ◽  
Marc Ettlinger
Keyword(s):  
Language Learning ◽  
Spoken Language

Morphological Development and Writing Ability in Children and Adults

1991 ◽  
Vol 22 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Hyla Rubin ◽  
Patricia A. Patterson ◽  
Miriam Kantor
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Spoken Language ◽  
Second Graders ◽  
Written Language ◽  
Written Expression ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Writing Ability ◽  
Normally Achieving

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

AUTO ADAPTED ENGLISH PRONUNCIATION EVALUATION: A FUZZY INTEGRAL APPROACH

2008 ◽  
Vol 22 (01) ◽  
pp. 153-168 ◽  
Author(s):  
QINGCAI CHEN ◽  
XIAOLONG WANG ◽  
PENGFEI SU ◽  
YI YAO
Keyword(s):  
Speech Recognition ◽  
Language Learning ◽  
Evaluation System ◽  
Evaluation Model ◽  
Recognition Rate ◽  
Spoken Language ◽  
Integral Approach ◽  
Model Parameters ◽  
Speech Corpus ◽  
Sugeno Integral

To evaluate the pronunciation skills of spoken English is one of the key tasks for computer-aided spoken language learning (CALL). While most of the researchers focus on improving the speech recognition techniques to build a reliable evaluation system, another important aspect of this task has been ignored, i.e. the pronunciation evaluation model that integrates both the reliabilities of existing speech processing systems and the learner's pronunciation personalities. To take this aspect into consideration, a Sugeno integral-based evaluation model is introduced in this paper. At first, the English phonemes that are hard to be distinguished (HDP) for Chinese language learners are grouped into different HDP sets. Then, the system reliabilities for distinguishing the phonemes within a HDP set are computed from the standard speech corpus and are integrated with the phoneme recognition results under the Sugeno integral framework. The fuzzy measures are given for each subset of speech segments that contains n occurrences of phonemes within a HDP set. Rather than providing a quantity of scores, the linguistic descriptions of evaluation results are given by the model, which is more helpful for the users to improve their spoken language skills. To get a better performance, generic algorithm (GA)-based parameter optimization is also applied to optimize the model parameters. Experiments are conducted on the Sphinx-4 speech recognition platform. They show that, with 84.7% of average recognition rate of the SR system on standard speech corpus, our pronunciation evaluation model has got reasonable and reliable results for three kinds of test corpora.

scholarly journals Temporal Synchrony Detection and Associations with Language in Young Children with ASD

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Elena Patten ◽  
Linda R. Watson ◽  
Grace T. Baranek
Keyword(s):  
Language Learning ◽  
Multisensory Processing ◽  
Visual Stimuli ◽  
Children With Autism ◽  
Spoken Language ◽  
Receptive Language ◽  
Temporal Synchrony ◽  
Video Recordings ◽  
Children With Asd ◽  
Synchronous Condition

Temporally synchronous audio-visual stimuli serve to recruit attention and enhance learning, including language learning in infants. Although few studies have examined this effect on children with autism, it appears that the ability to detect temporal synchrony between auditory and visual stimuli may be impaired, particularly given social-linguistic stimuli delivered via oral movement and spoken language pairings. However, children with autism can detect audio-visual synchrony given nonsocial stimuli (objects dropping and their corresponding sounds). We tested whether preschool children with autism could detect audio-visual synchrony given video recordings of linguistic stimuli paired with movement of related toys in the absence of faces. As a group, children with autism demonstrated the ability to detect audio-visual synchrony. Further, the amount of time they attended to the synchronous condition was positively correlated with receptive language. Findings suggest that object manipulations may enhance multisensory processing in linguistic contexts. Moreover, associations between synchrony detection and language development suggest that better processing of multisensory stimuli may guide and direct attention to communicative events thus enhancing linguistic development.

scholarly journals Resting-state low-frequency fluctuations reflect individual differences in spoken language learning

Cortex ◽  
2016 ◽  
Vol 76 ◽  
pp. 63-78 ◽  
Author(s):  
Zhizhou Deng ◽  
Bharath Chandrasekaran ◽  
Suiping Wang ◽  
Patrick C.M. Wong
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Resting State ◽  
Low Frequency ◽  
Spoken Language ◽  
Frequency Fluctuations

Spoken and Written Language Relationships in Language/Learning-Impaired and Normally Achieving School-Age Children

1992 ◽  
Vol 35 (6) ◽  
pp. 1303-1315 ◽  
Author(s):  
Ronald B. Gillam ◽  
Judith R. Johnston
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Three Dimensional ◽  
Spoken Language ◽  
Written Language ◽  
School Age Children ◽  
Written Narratives ◽  
Normally Achieving ◽  
Analysis System ◽  
Learning Impairment

Students with language/learning impairment (LLI) and three groups of normally achieving children matched for chronological age, spoken language, and reading abilities wrote and told stories that were analyzed according to a three-dimensional language analysis system. Spoken narratives were linguistically superior to written narratives in many respects. The content of written narratives, however, was organized differently than the content of spoken narratives. Spoken narratives contained more local interconnections than global interconnections; the opposite was true for written narratives. LLI and reading-matched children evidenced speaking-writing relationships that differed from those of the age- and language-matched children in the way language form was organized. Further, LLI children produced more grammatically unacceptable complex T-units in their spoken and written stories than students from any of the three matched groups. The discussion focuses on mechanisms underlying the development of speaking-writing differences and ramifications of spoken-language impairment for spoken and written-language relationships.

scholarly journals PENINGKATAN PENGUASAAN KOSA KATA BAHASA INGGRIS MELALUI METODE TOTAL PHYSICAL RESPONSE (TPR) PADA ANAK USIA DINI

2016 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Setyoningsih Setyoningsih
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Oral Language ◽  
Spoken Language ◽  
General Purpose ◽  
Adult Brain ◽  
Physical Response ◽  
Oral Language Skills ◽  
Response Method ◽  
Child's Brain

<p>IMPROVING ENGLISH VOCABULARY MASTERY THROUGH TOTAL<br />PHYSICAL RESPONSE METHOD IN EARLY CHILDHOOD. In general, the language<br />component consists of three, namely grammar, vocabulary, and pronunciation.<br />Vocabulary is a language center and is important for language learning. Without<br />sufficient vocab, one can not communicate effectively or express all his ideas either<br />orally or in writing. Teaching vocabulary especially in early childhood should be<br />emphasized, because having sufficient vocabulary will make it easier for children<br />to communicate. In addition, early childhood is a very vulnerable or golden age,<br />because at this time the child’s brain has accelerated the development of up to 80%<br />of the entire adult brain. Total Physical Response is the perfect method for learning<br />English for early childhood because the general purpose of the TPR method is<br />to teach oral language skills at the beginner level. Thus, students understand<br />spoken language before developing speaking skills, emphasizing the transfer of<br />communication information.</p>

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