Experience with computerized speech‐perception training (SPATS‐ESL) for speakers of other languages learning English.

2009 ◽  
Vol 125 (4) ◽  
pp. 2767-2767
Author(s):  
James D. Miller ◽  
Roy Sillings ◽  
Charles S. Watson ◽  
Isabelle Darcy ◽  
Kathleen Bardovi‐Harlig
Keyword(s):  
Speech Perception ◽  
Speakers Of Other Languages ◽  
Perception Training ◽  
Learning English

A speech‐perception training tool to improve phonetic transcription

2005 ◽  
Vol 118 (3) ◽  
pp. 1862-1862
Author(s):  
Noelle R. Padgitt ◽  
Benjamin Munson ◽  
Edward J. Carney
Keyword(s):  
Speech Perception ◽  
Training Tool ◽  
Phonetic Transcription ◽  
Perception Training

scholarly journals Can corrective feedback on second language speech perception errors affect production accuracy?

2016 ◽  
Vol 38 (2) ◽  
pp. 371-393 ◽  
Author(s):  
ANDREW H. LEE ◽  
ROY LYSTER
Keyword(s):  
Second Language ◽  
Speech Perception ◽  
Corrective Feedback ◽  
Control Group ◽  
Computer Assisted ◽  
Treatment Groups ◽  
Production Measurement ◽  
Second Language Speech Production ◽  
Perception Training ◽  
Production Accuracy

ABSTRACTThis study investigated whether different types of corrective feedback (CF) in second language speech perception training have differential effects on second language speech production. One hundred Korean learners of English were assigned to five different groups and participated in eight computer-assisted perception training sessions focusing on English vowels. While no CF was provided to the control group, participants in the four treatment groups received one of three types of auditory CF or a visual type of CF. A pretest, an immediate posttest, and a delayed posttest each consisted of a production measurement at a controlled-speech level. Results revealed that the extent to which the participants’ production accuracy benefited from the perception training depended on CF type. In addition, by adopting the perception accuracy data by Lee and Lyster (2016b), the current study found that improvement in perception accuracy was a significant predictor of improvement in production accuracy.

scholarly journals Speech-perception training for older adults with hearing loss impacts word recognition and effort

2014 ◽  
Vol 51 (10) ◽  
pp. 1046-1057 ◽  
Author(s):  
Stefanie E. Kuchinsky ◽  
Jayne B. Ahlstrom ◽  
Stephanie L. Cute ◽  
Larry E. Humes ◽  
Judy R. Dubno ◽  
...  
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Speech Perception ◽  
Word Recognition ◽  
Perception Training

Speech Perception Training Can Facilitate Sound Production Learning

1994 ◽  
Vol 37 (2) ◽  
pp. 347-357 ◽  
Author(s):  
Susan Rvachew
Keyword(s):  
Speech Perception ◽  
Sound Production ◽  
Computer Game ◽  
Correct Identification ◽  
Weekly Treatment ◽  
Group 3 ◽  
Group 2 ◽  
Phonological Errors ◽  
Perception Training ◽  
Group 1

This study examined the role of speech perception training in the correction of phonological errors. Twenty-seven preschoolers with phonological impairment who misarticulated /∫/ were randomly assigned to one of three groups: Group 1 children listened to a variety of correctly and incorrectly produced versions of the word “shoe”; Group 2 children listened to the words “shoe” and “moo”; Group 3 children listened to the words “cat” and “Pete.” A computer game was used to provide reinforcement for correct identification of the words. All children received the same traditional sound production training program for correction of their /∫/ error, concurrently with speech perception training, during six weekly treatment sessions. On post-testing, Group 1 and 2 children demonstrated a superior ability to articulate the target sound in comparison to Group 3 children. The results are interpreted in relation to previous research on this topic.

The Bubble Noise Technique for Speech Perception Research

2019 ◽  
Vol 4 (6) ◽  
pp. 1653-1666
Author(s):  
Michael I. Mandel ◽  
Vikas Grover ◽  
Mengxuan Zhao ◽  
Jiyoung Choi ◽  
Valerie L. Shafer
Keyword(s):  
Speech Perception ◽  
Language Learning ◽  
American English ◽  
First Language ◽  
Native English Speakers ◽  
Category Membership ◽  
English Speakers ◽  
Lexical Tone ◽  
Time Frequency ◽  
Perception Training

Purpose The “bubble noise” technique has recently been introduced as a method to identify the regions in time–frequency maps (i.e., spectrograms) of speech that are especially important for listeners in speech recognition. This technique identifies regions of “importance” that are specific to the speech stimulus and the listener, thus permitting these regions to be compared across different listener groups. For example, in cross-linguistic and second-language (L2) speech perception, this method identifies differences in regions of importance in accomplishing decisions of phoneme category membership. This research note describes the application of bubble noise to the study of language learning for 3 different language pairs: Hindi English bilinguals' perception of the /v/–/w/ contrast in American English, native English speakers' perception of the tense/lax contrast for Korean fricatives and affricates, and native English speakers' perception of Mandarin lexical tone. Conclusion We demonstrate that this technique provides insight on what information in the speech signal is important for native/first-language listeners compared to nonnative/L2 listeners. Furthermore, the method can be used to examine whether L2 speech perception training is effective in bringing the listener's attention to the important cues.

scholarly journals Evaluation of Speech-Perception Training for Hearing Aid Users: A Multisite Study in Progress

2015 ◽  
Vol 36 (04) ◽  
pp. 273-283 ◽  
Author(s):  
Charles Watson ◽  
Judy Dubno ◽  
Marjorie Leek ◽  
James Miller
Keyword(s):  
Speech Perception ◽  
Hearing Aid ◽  
Perception Training

Production and perception in the acquisition of Spanish and Portuguese

2018 ◽  
pp. 367-380
Author(s):  
Jaydene Elvin ◽  
Polina Vasiliev ◽  
Paola Escudero
Keyword(s):  
Second Language ◽  
Speech Perception ◽  
Speech Production ◽  
Language Learners ◽  
Critical Review ◽  
Second Language Learners ◽  
Theoretical Models ◽  
Speakers Of Other Languages ◽  
Large Corpus ◽  
Learning To Listen

Learning to listen to and produce the sounds of a new language is a difficult task for many second-language learners. While there is a large corpus of literature that investigates Spanish and Portuguese learners’ perception and production of an L;2, particularly English, there is relatively little research available for the opposite scenario, namely, how speakers of other languages learn to perceive and produce the sounds of Spanish and Portuguese. The purpose of this chapter is to provide a critical review of the available literature in this less studied area. First some general facts relating to non-native and L;2 speech perception and production are presented, including the theoretical models that aim at explaining these phenomena. A review follows of the empirical findings currently available for L;2 speech production and perception in Spanish and Portuguese, and how these two abilities relate in the process of acquiring the sounds of these languages.

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