The relevance of phonetics teaching for english sounds perception

As many researches have shown the contributions of phonetics instruction in L2/FL learners’ speech perception and production, this study seeks to investigate the role of phonetics teaching to the perception of the English front high vowels /i/ and /?/ by Brazilian learners from an international language school. Identification pre/posttests were designed through the TP software (RAUBER; RATO; KLUGE; SANTOS, 2012) in order to measure the participants’ perception on the vowels mentioned above. Comparing the results obtained from tests, it is possible to assume that the learners, who received phonetics instruction on the English front high vowels /i/ and /?/, demonstrated a better performance in distinguishing and interpreting those sounds accurately than the learners, who did not receive any instruction. It means that phonetics teaching improves English learners’ sounds perception

Phonetic events from the labeling the european Portuguese database for speech synthesis, FEUP/IPB-DB

In this paper a labeled new speech signal database (FEUP/IPB-DB) in Standard European Portuguese (hereafter SEP) is presented. The objective of this work is, on one hand, to provide phonetic material for Text-to-Speech (TTS) systems construction, either from the start or to improve the quality of existing ones, and, on the other hand, to place at service of the SEP scientific community a phonetically and prosodically valuable speech corpus, essential for Speech Synthesis or Phonetics research. Our purpose is to make it available for the scientific community, since there isn’t any other DB of its kind for EP. The main features of the database will be described as well as some basic statistical aspects. A discussion of some methodological problems and some observed phenomena in experimental phonetics deriving from the speech signal labeling is also done. The approach in our work is to produce a resource that can be further improved in subsequent steps with minimal re-work. The phonetic, linguistic and technical consistency are guaranteed through the involvement of a multidisciplinary team

Language identification with suprasegmental cues: A study based on speech resynthesis

This paper proposes a new experimental paradigm to explore the discriminability of languages, a question which is crucial to the child born in a bilingual environment. This paradigm employs the speech resynthesis technique, enabling the experimenter to preserve or degrade acoustic cues such as phonotactics, syllabic rhythm or intonation from natural utterances. English and Japanese sentences were resynthesized, preserving broad phonotactics, rhythm and intonation (Condition 1), rhythm and intonation (Condition 2), intonation only (Condition 3), or rhythm only (Condition 4). The findings support the notion that syllabic rhythm is a necessary and sufficient cue for French adult subjects to discriminate English from Japanese sentences. The results are consistent with previous research using low-pass filtered speech, as well as with phonological theories predicting rhythmic differences between languages. Thus, the new methodology proposed appears to be well-suited to study language discrimination. Applications for other domains of psycholinguistic research and for automatic language identification are considered

Validity and reliability of the 2nd European Portuguese version of the “Consensus Auditory-Perceptual Evaluation of Voice” (II EP CAPE-V)

A thesis submitted in partial fulfillment of the requirement for the degree of Master in Science at the Health Science School of Polytechnic Institute of SetúbalIntroduction: Auditory-perceptual evaluation of voice is a part of a multidimensional voice evaluation, and is claimed to be “golden standard”. The “Consensus Auditory-Perceptual Evaluation of Voice” (CAPE-V) has been demonstrated to be a valid and reliable instrument for voice evaluation, when applied in both clinical and scientific research fields. The CAPE-V was first translated into European Portuguese (EP) (Jesus et al., 2009) however it revealed some validity and reliability problems. The purpose of this study was to assure a valid and reliable EP version of CAPE-V. This resulted in the 2nd EP version of CAPE-V (II EP CAPE-V), with permission granted by ASHA. Method: This was a transversal, observational, descriptive, and comparative study. 14 Speech-language pathologists (SLPs) voice experts (>5 years of clinical practice), rated a total of 26 voice samples produced by 10 males (mean age=45) and 10 females (mean age=43) classified into two groups: a control group (n=10) and a dysphonic group (n=10), with subjects matched for age and gender. All voice samples were rated in one session with the II EP CAPE-V, and in a second session one week later with GRBAS. Content validity was supported by 6 new sentences conceptualized and adapted to EP linguistic and cultural context according to the rationale outlined in the original CAPE-V protocol. For construct validity analysis, an independent samples t-test (α=.05) was performed for all vocal parameter. Concurrent validity was estimated with the multi-serial correlation coefficient between II EP CAPE-V and GRBAS parameters (r>.70). Reliability was performed for all vocal parameters. Inter-rater reliability was determined by ICC, and intra-rater reliability by Pearson’s correlation coefficient (r>.70). Results/conclusion: Content validity was assured by an EP linguistic expert, who reviewed the six new sentences. Construct validity was obtained for all voical parameters (p.89) for overall severity/grade, roughness, and breathiness parameters. High inter-rater reliability (ICC>.84) was obtained for all parameters. Intra-rater reliability was high (r>.87) for overall severity, breathiness, and pitch; good (r=.73) for strain; and moderate (r>.69) for roughness and loudness parameters. The II EP CAPE-V is a valid and reliable instrument for auditory-perceptual evaluation, with all psychometric characteristics established

Achados espectrais das vogais [a] e [ã] em diferentes aberturas velofaríngeas

BACKGROUND: the size control of velopharyngeal opening is an important variable for the acoustic profile characterization of hypernasal speech. AIM: to investigate frequency spectral aspects of F1, F2, F3, nasal formant (FN) and anti-formant, in Hertz, for vowels [a] and at different velopharyngeal openings produced in the bulb of a palatal prosthesis replica used by a patient with velopharyngeal insufficiency. METHOD: speech recordings were obtained for four words (pato/mato and panto/manto) produced within a carrier phrase in 5 conditions of velopharyngeal functioning: prosthesis with no openings (control condition: CC); prosthesis with bulb opening of 10mm² (experimental condition with 10mm² opening: EC10), prosthesis with a 20mm² opening (EC20), prosthesis with a 30mm² openning (EC30), and without the prosthesis (ECO). Five speech-language pathologists made a live rating of speech nasality during the reading of an oral passage. The recordings were used for spectral analysis. RESULTS: F1 values were significantly higher for [a] when compared to in all conditions. F2 values for [a] in EC20 and EC30 were significantly lower than values in the other conditions, being closer to the values presented for . F3 values were not significantly different between the testing conditions. There was a relationship between FN and anti-formants, and the auditory perception of nasality for conditions EC10 and EC20. CONCLUSION: significant changes were observed in the studied spectral values according to changes in the velopharyngeal opening size.TEMA: o controle do tamanho da abertura velofaríngea é uma variável importante na caracterização do perfil acústico da fala hipernasal. OBJETIVO: investigar os aspectos espectrais das frequências de F1, F2, F3, formante nasal(FN) e anti-formante, em Hertz, para as vogais [a] e [ã] na presença de aberturas feitas no bulbo de réplicas da prótese de palato de uma paciente com insuficiência velofaríngea. MÉTODO: gravações de produções de quatro palavras (pato/mato e panto/manto) inseridas em frase veículo foram obtidas em cinco condições de funcionamento velofaríngeo: prótese sem aberturas (condição controle: CC), prótese com abertura de 10mm² no bulbo (condição experimental - CE10), com abertura de 20mm² (condição experimental - CE20), com abertura de 30mm² (condição experimental - CE30), e sem prótese (condição experimental aberta - CEA). Cinco fonoaudiólogos julgaram a nasalidade de fala ao vivo, durante a leitura de um texto oral. As gravações foram usadas para análise espectral. RESULTADOS: valores de F1 foram significativamente mais altos para [a] que para [ã] em todas as condições. Valores de F2 para [a] em CE20 e CE30 foram significantemente mais baixos que nas outras condições, aproximando-se dos valores para [ã]. Valores de F3 não foram significativamente diferentes nas diferentes condições. Houve relação entre os achados de FN e anti-formantes e a percepção de nasalidade para as condições CE10 e CE20. CONCLUSÃO: foram observadas mudanças significativas nos valores espectrais estudados de acordo com alterações no tamanho da abertura velofaríngea.Universidade Estadual de Campinas Instituto de Estudos da LinguagemUniversity of FloridaUniversidade de São Paulo Hospital de Reabilitação de Anomalias Craniofaciais Laboratório de Fonética ExperimentalUniversidade Estadual de São Paulo Departamento de FonoaudiologiaUniversidade Federal de São Paulo (UNIFESP)USP Faculdade de Odontologia de Bauru Departamento de FonoaudiologiaUniversidade Estadual de Campinas Instituto de Estudos da Linguagem Departamento de LinguísticaUNIFESPSciEL

The effect of perceptual training on the learning of english vowels by brazilian portuguese speakers

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Pesquisas recentes mostram que o treinamento perceptual é uma ferramenta eficaz para melhorar a habilidade de perceber certos sons não-nativos de aprendizes de uma L2, especialmente quando esse treinamento é feito com a manipulação das pistas acústico-perceptuais. O presente estudo investigou o efeito do treinamento perceptual no aprendizado das vogais do inglês /i/, /I/, /E/, /Q/, /U/ e /u/, cuja percepção deficiente pode causar problemas de compreensão. Os objetivos específicos incluem investigar (i) o efeito do treinamento com estímulo artificial, (ii) a generalização do novo conhecimento para novos contextos e novos falantes, (iii) a transferência da melhora na percepção auditiva para produção oral e (iv) os efeitos de longo prazo. O treinamento das vogais foi ministrado durante o período de três semanas para 29 aprendizes brasileiros distribuídos em dois grupos: 15 treinaram com estímulo natural (grupo NatS) e 14 com estímulo sintetizado (grupo SynS). O estímulo sintetizado consistiu em elocuções com pistas espectrais enfatizadas e sem variação de duração e foram geradas por computador, enquanto que o estímulo natural foi gravado por falantes nativos de inglês americano. Os resultados apontam para uma melhora significativa dos grupos experimentais após o treinamento, sendo que houve uma melhora maior no grupo SynS do que no grupo NatS. Considerando que o treinamento ministrado para o grupo SynS consistiu apenas de estímulos sintetizados e que os testes incluíam apenas estímulos naturais, esse resultado também sugere que houve uma transferência do conhecimento adquirido com estímulo artificial para estímulos produzidos naturalmente. A melhora na performance dos alunos também foi mantida durante um mês após o final do treinamento. Estes resultados mostram que o treinamento perceptual pode servir como uma ferramenta eficaz para professores auxiliarem seus alunos a superar dificuldades perceptuais, evitando possíveis mal entendidos. Recent research has shown perceptual training to be an effective tool for improving L2 learners# ability to perceive certain non-native sounds, especially when done with enhanced acoustic-perceptual cues. This study investigates the effect of perceptual training on the learning of the English vowels /i/, /I/, /E/, /Q/, /U/ and /u/, whose misperception can potentially cause comprehension problems. Secondary objectives include (i) the effect of training with enhanced stimuli, (ii) generalization of the acquired knowledge to new contexts and speakers, (iii) transfer of the perceptual improvement to the production domain, and (iv) long-term effects. The training on these vowels was given over a three-week period to twenty-nine Brazilian EFL learners, who were distributed within two groups: fifteen trained with natural stimuli (NatS group) and fourteen with synthesized stimuli (SynS group). The synthesized stimuli consisted of computer-generated utterances with enhanced spectral cues and no variation in duration, whereas the natural stimuli were recorded normally by native speakers of American English. Results show that the experimental groups improved significantly after training, and there was more improvement in the SynS group than in the NatS group. Considering that the training given the SynS group involved only synthesized stimuli and the tests involved only natural stimuli, this finding suggests also that the knowledge acquired with artificially enhanced stimuli is transferred to stimuli produced naturally. The improvement was also maintained one month after the training was over. These findings support the claim that perceptual training may serve as an effective tool for teachers to help learners overcome potential perceptual difficulties, and thus prevent potential miscomprehension