The effectiveness of computer assisted pronunciation training for foreign language learning by children

Neri, Ambra; Mich, Ornella; Gerosa, Matteo; Giuliani, Diego

doi:10.1080/09588220802447651

Cited by 135 publications

(125 citation statements)

References 11 publications

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“…With regards to production, the results indicate that, similar to what is observed in the ASR literature, the use of speech recognition appears to have a positive effect on the acquisition of phonology (e.g. Dalby and KewleyPort, 1999;Mostow and Aist, 1999;Neri et al, 2008). We attribute these learning gains to a variety of factors that include insights from the general SLA/CALL literature, including Chapelle's (2001) ideas about input enhancement and computer-aided interaction (e.g.…”

Section: Discussion and Concluding Remarkssupporting

confidence: 76%

“…For instance, Neri et al, (2008) investigated whether a CAPT system can help learners improve word-level pronunciation skills in English at a level comparable to that achieved through traditional teacher-led training. Their results showed that the pronunciation quality of isolated words improved significantly after ASR-based treatment.…”

Section: Asr In the Acquisition Of Second Language Pronunciationmentioning

confidence: 99%

“…While ASR has been mainly used for business dictation, recent developments in voice-to-text abilities have encouraged its implementation in computer-assisted language learning (CALLe.g. Aist, 1999;Eskenazi, 1999;Hincks, 2003;Kim, 2006;Neri, Mich, Gerosa and Giuliani, 2008). In the context of teaching pronunciation, Mak et al (2003) suggest two possible applications for ASR: (1) to teach pronunciation of a foreign language (Kawai and Hirose, 2000); and (2) to assess students' oral production (Franco, Neumeyer, Digalakis and Ronen, 2000;Witt and Young, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…These applications have been investigated in a variety of studies that demonstrate that computer-assisted pronunciation teaching (CAPT) via ASR can be effective in the acquisition of second (L2) or foreign language features such as phonemes, stress, and general pronunciation skills (e.g. Chun, 1998;Hardison, 2004;Hincks, 2005;Kim, 2006;Levis, 2007;Neri et al, 2008). In addition to these benefits, ASR technology fulfills most of the criteria proposed by Chapelle and Jamieson (2008) for selecting pronunciation software and activities to develop speaking skills.…”

Section: Introductionmentioning

confidence: 99%

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Mobile speech recognition software: A tool for teaching second language pronunciation

Liakin¹,

Cardoso²,

Liakina³

2013

OLBIWP

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This study examines the impact of the pedagogical use of mobile automatic speech recognition software (ASR) on the acquisition of the French vowel /y/ in production and perception. The participants were 42 beginner French students with no previous training in French phonetics and exposure to speech recognition software. They were divided into three experimental groups: (1) the ASR Group used an ASR application installed on their mobile devices to complete weekly pronunciation activities, with immediate written visual (textual) feedback provided by the software; (2) the Non-ASR Group completed the same weekly pronunciation activities in individual weekly sessions with a teacher, who provided immediate oral feedback using recast and repetitions; finally, (3) the Control Group participated in weekly individual meetings "to practice their conversation skills" with a teacher, who provided no pronunciation feedback. Following a pre-test/post-test design, our findings indicate that the ASR Group outperformed the other groups in French /y/ production, but not in perception.Key words: automatic speech recognition, pronunciation teaching, French phonology, production, perception RésuméCette recherche étudie l'impact de l'utilisation pédagogique des logiciels mobiles de reconnaissance automatique de la parole (RAP) sur l'acquisition de la voyelle française /y/ dans la production et dans la perception. OLBI WORKING PAPERSQuarante-deux participants étaient des débutants en français sans aucune expérience préalable dans la phonétique et sans exposition à des logiciels de reconnaissance de la parole. Ils ont été divisés en trois groupes expé-rimentaux : (1) le groupe RAP a utilisé une application de RAP installée sur des appareils mobiles pour compléter des activités hebdomadaires de prononciation, avec une rétroaction immédiate écrite visuelle (textuelle) fournie par le logiciel, (2) le groupe non-RAP a complété les mêmes activités hebdomadaires de prononciation lors des rencontres individuelles avec un professeur qui a fourni une rétroaction immédiate orale, et enfin, (3) le groupe de contrôle a participé à des rencontres hebdomadaires individuelles avec un professeur pour pratiquer l'oral sans aucune rétro-action. En suivant le design de pré-test/post-test, nos résultats indiquent que le groupe RAP a dépassé les autres groupes dans la production de la voyelle /y/, mais pas dans sa perception.Mots-clés : reconnaissance automatique de la parole, enseignement de la prononciation, phonologie du français, production, perception

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Section: Discussion and Concluding Remarkssupporting

confidence: 76%

Section: Asr In the Acquisition Of Second Language Pronunciationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mobile speech recognition software: A tool for teaching second language pronunciation

Liakin¹,

Cardoso²,

Liakina³

2013

OLBIWP

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show abstract

“…Learners' concerns, therefore, seem to be convincing from a scholarly-driven point of view, but may be rather unwillingly taken up by teachers who generally prefer teaching materials that are internationally-designed by native speaking developers (see, for example, Zacharias, 2005). Learners in this study also call for the integration of other teaching aids such as technological tools that were found to provide invaluable assistance to teachers and learners in developing language fluency, particularly pronunciation (see, for example, AbuSeileek, 2007;Elimat & AbuSeileek, 2014;Luo, 2014;Neri, Mich, Gerosa, & Giuliani, 2008). In the light of such learner perspectives regarding the teaching materials, future efforts of educators and teachers in this study context are to be directed towards relooking at institutional policies and mandates regarding the choice of teaching materials and considering such learner views when deciding on, exploiting, or introducing teaching materials for pronunciation instruction.…”

Section: Discussionmentioning

confidence: 97%

The role of curriculum design and teaching materials in pronunciation learning

Alghazo

2015

RiL

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This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.

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Technology and Learning Pronunciation

Hincks¹

2015

The Handbook of English Pronunciation

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The effectiveness of computer assisted pronunciation training for foreign language learning by children

Cited by 135 publications

References 11 publications

Mobile speech recognition software: A tool for teaching second language pronunciation

Mobile speech recognition software: A tool for teaching second language pronunciation

The role of curriculum design and teaching materials in pronunciation learning

Technology and Learning Pronunciation

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