A System for Simultaneous Translation of Lectures and Speeches

This thesis realizes the first existing automatic system for simultaneous speech-to-speech translation. The focus of this system is the automatic translation of (technical oriented) lectures and speeches from English to Spanish, but the different aspects described in this thesis will also be helpful for developing simultaneous translation systems for other domains or languages

Interactive Transcription of Old Text Documents

Nowadays, there are huge collections of handwritten text documents in libraries all over the world. The high demand for these resources has led to the creation of digital libraries in order to facilitate the preservation and provide electronic access to these documents. However text transcription of these documents im- ages are not always available to allow users to quickly search information, or computers to process the information, search patterns or draw out statistics. The problem is that manual transcription of these documents is an expensive task from both economical and time viewpoints. This thesis presents a novel ap- proach for e cient Computer Assisted Transcription (CAT) of handwritten text documents using state-of-the-art Handwriting Text Recognition (HTR) systems. The objective of CAT approaches is to e ciently complete a transcription task through human-machine collaboration, as the e ort required to generate a manual transcription is high, and automatically generated transcriptions from state-of-the-art systems still do not reach the accuracy required. This thesis is centered on a special application of CAT, that is, the transcription of old text document when the quantity of user e ort available is limited, and thus, the entire document cannot be revised. In this approach, the objective is to generate the best possible transcription by means of the user e ort available. This thesis provides a comprehensive view of the CAT process from feature extraction to user interaction. First, a statistical approach to generalise interactive transcription is pro- posed. As its direct application is unfeasible, some assumptions are made to apply it to two di erent tasks. First, on the interactive transcription of hand- written text documents, and next, on the interactive detection of the document layout. Next, the digitisation and annotation process of two real old text documents is described. This process was carried out because of the scarcity of similar resources and the need of annotated data to thoroughly test all the developed tools and techniques in this thesis. These two documents were carefully selected to represent the general di culties that are encountered when dealing with HTR. Baseline results are presented on these two documents to settle down a benchmark with a standard HTR system. Finally, these annotated documents were made freely available to the community. It must be noted that, all the techniques and methods developed in this thesis have been assessed on these two real old text documents. Then, a CAT approach for HTR when user e ort is limited is studied and extensively tested. The ultimate goal of applying CAT is achieved by putting together three processes. Given a recognised transcription from an HTR system. The rst process consists in locating (possibly) incorrect words and employs the user e ort available to supervise them (if necessary). As most words are not expected to be supervised due to the limited user e ort available, only a few are selected to be revised. The system presents to the user a small subset of these words according to an estimation of their correctness, or to be more precise, according to their con dence level. Next, the second process starts once these low con dence words have been supervised. This process updates the recogni- tion of the document taking user corrections into consideration, which improves the quality of those words that were not revised by the user. Finally, the last process adapts the system from the partially revised (and possibly not perfect) transcription obtained so far. In this adaptation, the system intelligently selects the correct words of the transcription. As results, the adapted system will bet- ter recognise future transcriptions. Transcription experiments using this CAT approach show that this approach is mostly e ective when user e ort is low. The last contribution of this thesis is a method for balancing the nal tran- scription quality and the supervision e ort applied using our previously de- scribed CAT approach. In other words, this method allows the user to control the amount of errors in the transcriptions obtained from a CAT approach. The motivation of this method is to let users decide on the nal quality of the desired documents, as partially erroneous transcriptions can be su cient to convey the meaning, and the user e ort required to transcribe them might be signi cantly lower when compared to obtaining a totally manual transcription. Consequently, the system estimates the minimum user e ort required to reach the amount of error de ned by the user. Error estimation is performed by computing sepa- rately the error produced by each recognised word, and thus, asking the user to only revise the ones in which most errors occur. Additionally, an interactive prototype is presented, which integrates most of the interactive techniques presented in this thesis. This prototype has been developed to be used by palaeographic expert, who do not have any background in HTR technologies. After a slight ne tuning by a HTR expert, the prototype lets the transcribers to manually annotate the document or employ the CAT ap- proach presented. All automatic operations, such as recognition, are performed in background, detaching the transcriber from the details of the system. The prototype was assessed by an expert transcriber and showed to be adequate and e cient for its purpose. The prototype is freely available under a GNU Public Licence (GPL).Serrano Martínez-Santos, N. (2014). Interactive Transcription of Old Text Documents [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/37979TESI

Domain adaptation for statistical machine translation of corporate and user-generated content

The growing popularity of Statistical Machine Translation (SMT) techniques in recent years has led to the development of multiple domain-specic resources and adaptation scenarios. In this thesis we address two important and industrially relevant adaptation scenarios, each suited to different kinds of content. Initially focussing on professionally edited `enterprise-quality' corporate content, we address a specic scenario of data translation from a mixture of different domains where, for each of them domain-specific data is available. We utilise an automatic classifier to combine multiple domain-specific models and empirically show that such a configuration results in better translation quality compared to both traditional and state-of-the-art techniques for handling mixed domain translation. In the second phase of our research we shift our focus to the translation of possibly `noisy' user-generated content in web-forums created around products and services of a multinational company. Using professionally edited translation memory (TM) data for training, we use different normalisation and data selection techniques to adapt SMT models to noisy forum content. In this scenario, we also study the effect of mixture adaptation using a combination of in-domain and out-of-domain data at different component levels of an SMT system. Finally we focus on the task of optimal supplementary training data selection from out-of-domain corpora using a novel incremental model merging mechanism to adapt TM-based models to improve forum-content translation quality

Improving Searchability of Automatically Transcribed Lectures Through Dynamic Language Modelling

Recording university lectures through lecture capture systems is increasingly common. However, a single continuous audio recording is often unhelpful for users, who may wish to navigate quickly to a particular part of a lecture, or locate a specific lecture within a set of recordings. A transcript of the recording can enable faster navigation and searching. Automatic speech recognition (ASR) technologies may be used to create automated transcripts, to avoid the significant time and cost involved in manual transcription. Low accuracy of ASR-generated transcripts may however limit their usefulness. In particular, ASR systems optimized for general speech recognition may not recognize the many technical or discipline-specific words occurring in university lectures. To improve the usefulness of ASR transcripts for the purposes of information retrieval (search) and navigating within recordings, the lexicon and language model used by the ASR engine may be dynamically adapted for the topic of each lecture. A prototype is presented which uses the English Wikipedia as a semantically dense, large language corpus to generate a custom lexicon and language model for each lecture from a small set of keywords. Two strategies for extracting a topic-specific subset of Wikipedia articles are investigated: a naïve crawler which follows all article links from a set of seed articles produced by a Wikipedia search from the initial keywords, and a refinement which follows only links to articles sufficiently similar to the parent article. Pair-wise article similarity is computed from a pre-computed vector space model of Wikipedia article term scores generated using latent semantic indexing. The CMU Sphinx4 ASR engine is used to generate transcripts from thirteen recorded lectures from Open Yale Courses, using the English HUB4 language model as a reference and the two topic-specific language models generated for each lecture from Wikipedia

Analyzing short-answer questions and their automatic scoring - studies on semantic relations in reading comprehension and the reduction of human annotation effort

Short-answer questions are a wide-spread exercise type in many educational areas. Answers given by learners to such questions are scored by teachers based on their content alone ignoring their linguistic correctness as far as possible. They typically have a length of up to a few sentences. Manual scoring is a time-consuming task, so that automatic scoring of short-answer questions using natural language processing techniques has become an important task. This thesis focuses on two aspects of short-answer questions and their scoring: First, we concentrate on a reading comprehension scenario for learners of German as a foreign language, where students answer questions about a reading text. Within this scenario, we examine the multiple relations between reading texts, learner answers and teacher-specified target answers. Second, we investigate how to reduce human scoring workload by both fully automatic and computer-assisted scoring. The latter is a scenario where scoring is not done entirely automatically, but where a teacher receives scoring support, for example, by means of clustering similar answers together. Addressing the first aspect, we conduct a series of corpus annotation studies which highlight the relations between pairs of learner answers and target answers, as well as between both types of answers and the reading text they refer to. We annotate sentences from the reading text that were potentially used by learners or teachers for constructing answers and observe that, unsurprisingly, most correct answers can easily be linked to the text; incorrect answers often link to the text as well, but are often backed up by a part of the text not relevant to answer the question. Based on these findings, we create a new baseline scoring model which considers for correctness whether learners looked for an answer in the right place or not. After identifying those links into the text, we label the relation between learner answers and target answers as well as between reading texts and answers by annotating entailment relations. In contrast to the widespread assumption that scoring can be fully mapped to the task of recognizing textual entailment, we find the two tasks to be only closely related and not completely equivalent. Correct answers do often, but not always, entail the target answer, as well as part of the related text, and incorrect answers do most of the time not stand in an entailment relation to the target answer, but often have some overlap with the text. This close relatedness allows us to use gold-standard entailment information to improve the performance of automatic scoring. We also use links between learner answers and both reading texts and target answers in a statistical alignment-based scoring approach using methods from machine translation and reach a performance comparable to an existing knowledge-based alignment approach. Our investigations into how human scoring effort can be reduced when learner answers are manually scored by teachers are based on two methods: active learning and clustering. In the active learning approach, we score particularly informative items first, i.e., items from which a classifier can learn most, identifying them using uncertainty-based sample selection. In this way, we reach a higher performance with a given number of annotation steps compared to randomly selected answers. In the second research strand, we use clustering methods to group similar answers together, such that groups of answers can be scored in one scoring step. In doing so, the number of necessary labeling steps can be substantially reduced. When comparing clustering-based scoring to classical supervised machine learning setups, where the human annotations are used to train a classifier, supervised machine learning is still in the lead in terms of performance, whereas clusters provide the advantage of structured output. However, we are able to close part of the performance gap by means of supervised feature selection and semi-supervised clustering. In an additional study, we investigate the automatic processing of learner language with respect to the performance of part-of-speech (POS) tagging tools. We manually annotate a German reading comprehension corpus both with spelling normalization and POS information and find that the performance of automatic POS tagging can be improved by spell-checking the data using the reading text as additional evidence for lexical material intended in a learner answer.Short-Answer-Fragen sind ein weit verbreiteter Aufgabentyp in vielen Bildungsbereichen. Die Antworten, die Lerner zu solchen Aufgaben geben, werden von Lehrenden allein auf Grundlage ihres Inhalts bewertet; linguistische Korrektheit wird soweit möglich ignoriert. Diese Doktorarbeit legt ihren Schwerpunkt auf zwei Aspekte im Zusammenhang mit Short- Answer-Fragen und ihrer Bewertung: Zum einen betrachten wir ein Leseverständnisszenario, bei dem Studenten Fragen zu Lesetexten beantworten. Dabei untersuchen wir insbesondere die verschiedenen Beziehungen, die es zwischen Lesetexten, Lernerantworten und vom Lehrer erstellten Musterantworten gibt. Zum anderen untersuchen wir, wie der menschliche Bewertungsaufwand durch voll-automatisches und computergestütztes Bewerten reduziert werden kann. Bei letzterem handelt es sich um ein Szenario, in dem Lehrer bei der Bewertung unterstützt werden, z.B. indem ähnliche Antworten automatisch gruppiert werden. Zur Untersuchung des ersten Aspekts unternehmen wir eine Reihe von Korpusannotationsstudien, die sowohl die Beziehungen zwischen Lerner- und Musterantworten beleuchten, als auch die Beziehung zwischen diesen Antworten und dem Lesetext, auf den sie sich beziehen. Wir annotieren Sätze aus dem Lesetext, die vermutlich bei der Formulierung einer Antwort benutzt wurden und machen die zu erwartende Beobachtung, dass die meisten korrekten Antworten problemlos mit bestimmten Textpassagen in Verbindung gebracht werden können. Inkorrekte Antworten haben ebenfalls oft eine Verbindung zu bestimmten Textpassagen, die aber oft für die jeweilige Frage nicht relevant sind. Auf Grundlage dieser Erkenntnisse entwerfen wir ein neues Baseline-Bewertungsmodell, das für die Korrektheit einer Antwort nur in Betracht zieht, ob der Lerner die Antwort an der richtigen Stelle im Lesetext gesucht hat oder nicht. Nachdem wir diese Verbindungen in den Text identifiziert haben, annotieren wir die Relation zwischen Lerner- und Musterantworten und zwischen Texten und Antworten mit Entailment- Relationen. Im Gegensatz zur der weitverbreiteten Annahme, dass das Bewerten von Short- Answer-Fragen und das Erkennen von Textual-Entailment-Relationen zwischen Lerner und Musterantworten sich direkt entsprechen, finden wir heraus, dass die beiden Aufgaben nur nahe verwandt aber nicht vollständig äquivalent sind. Korrekte Antworten entailen meistens, aber nicht immer, die Musterantwort und auch den entsprechenden Satz im Lesetext. Inkorrekte Antworten stehen meist in keiner Entailmentrelation mit der Musterantwort, haben aber oft zumindest teilweisen Overlap mit dem Text. Diese nahe Verwandtschaft erlaubt es uns, Goldstandard-Entailmentinformation zu benutzen, um die Performanz beim automatischen Bewerten zu verbessern. Wir benutzen die annotierten Verbindungen zwischen Lesetexten und Antworten auch in einem Scoringansatz, der auf statistischem Alignment basiert und Methoden aus dem Bereich der maschinellen Übersetzung nutzt. Dabei erreichen wir eine Scoringgenauigkeit, die mit Ansätzen, die ein existierendes wissensbasiertes Alignment nutzen, vergleichbar ist. Unsere Untersuchungen, wie der Bewertungsaufwand beim Menschen verringert werden kann, wenn Antworten vom Lehrer manuell bewertet werden, basieren auf zwei Methoden: Active Learning und Clustering. Beim Active-Learning-Ansatz werden besonders informative Antworten vorrangig zur Bewertung ausgewählt, d.h. solche Antworten, von denen ein Klassifikator besonders viel lernen kann. Wir identifizieren solche Antworten durch Uncertainty-Sampling- Methoden und erreichen dadurch mit einer gegebenen Anzahl von Annotationsschritten eine höhere Klassifikationsgenauigkeit als mit zufällig ausgewählten Antworten. In unserem zweiten Forschungszweig nutzen wir Clusteringmethoden um ähnliche Antworten zu gruppieren, so dass Gruppen von Antworten in einem Annotationsschritt bewertet werden können. Dadurch kann die Anzahl der insgesamt nötigen Bewertungsschritte drastisch reduziert werden. Beim Vergleich zwischen clusteringbasierten Bewertungsverfahren und klassischem überwachten maschinellen Lernen, bei dem menschliche Annotationen dazu genutzt werden, einen Klassifikator zu trainieren, erbringen überwachte maschinelle Lernverfahren immer noch eine höhere Bewertungsgenauigkeit. Demgegenüber bringen Cluster den Vorteil eines strukturierten Outputs mit sich. Wir sind jedoch in der Lage, einen Teil diese Genauigkeitslücke zu schließen, in dem wir überwachte Featureauswahl und halbüberwachtes Clustering anwenden. In einer zusätzlichen Studie untersuchen wir die automatische Verarbeitung von Lernersprache im Hinblick auf die Performanz vonWerkzeugen für dasWortarten-Tagging. Wir annotieren ein deutsches Leseverstehenskorpus manuell sowohl mit Normalisierungsinformation in Bezug auf Rechtschreibung als auch mit Wortartinformation. Als Ergebnis der Studie finden wir, dass die Performanz bei der automatischen Wortartenzuweisung durch Rechtschreibkorrektur verbessert werden kann, insbesondere wenn wir den Lesetext als zusätzliche Evidenz dafür verwenden, welche Wörter der Leser in einer Antwort vermutlich benutzen wollte

Dynamic language modeling for European Portuguese

Doutoramento em Engenharia InformáticaActualmente muitas das metodologias utilizadas para transcrição e indexação de transmissões noticiosas são baseadas em processos manuais. Com o processamento e transcrição deste tipo de dados os prestadores de serviços noticiosos procuram extrair informação semântica que permita a sua interpretação, sumarização, indexação e posterior disseminação selectiva. Pelo que, o desenvolvimento e implementação de técnicas automáticas para suporte deste tipo de tarefas têm suscitado ao longo dos últimos anos o interesse pela utilização de sistemas de reconhecimento automático de fala. Contudo, as especificidades que caracterizam este tipo de tarefas, nomeadamente a diversidade de tópicos presentes nos blocos de notícias, originam um elevado número de ocorrência de novas palavras não incluídas no vocabulário finito do sistema de reconhecimento, o que se traduz negativamente na qualidade das transcrições automáticas produzidas pelo mesmo. Para línguas altamente flexivas, como é o caso do Português Europeu, este problema torna-se ainda mais relevante. Para colmatar este tipo de problemas no sistema de reconhecimento, várias abordagens podem ser exploradas: a utilização de informações específicas de cada um dos blocos noticiosos a ser transcrito, como por exemplo os scripts previamente produzidos pelo pivot e restantes jornalistas, e outro tipo de fontes como notícias escritas diariamente disponibilizadas na Internet. Este trabalho engloba essencialmente três contribuições: um novo algoritmo para selecção e optimização do vocabulário, utilizando informação morfosintáctica de forma a compensar as diferenças linguísticas existentes entre os diferentes conjuntos de dados; uma metodologia diária para adaptação dinâmica e não supervisionada do modelo de linguagem, utilizando múltiplos passos de reconhecimento; metodologia para inclusão de novas palavras no vocabulário do sistema, mesmo em situações de não existência de dados de adaptação e sem necessidade re-estimação global do modelo de linguagem.Most of today methods for transcription and indexation of broadcast audio data are manual. Broadcasters process thousands hours of audio and video data on a daily basis, in order to transcribe that data, to extract semantic information, and to interpret and summarize the content of those documents. The development of automatic and efficient support for these manual tasks has been a great challenge and over the last decade there has been a growing interest in the usage of automatic speech recognition as a tool to provide automatic transcription and indexation of broadcast news and random and relevant access to large broadcast news databases. However, due to the common topic changing over time which characterizes this kind of tasks, the appearance of new events leads to high out-of-vocabulary (OOV) word rates and consequently to degradation of recognition performance. This is especially true for highly inflected languages like the European Portuguese language. Several innovative techniques can be exploited to reduce those errors. The use of news shows specific information, such as topic-based lexicons, pivot working script, and other sources such as the online written news daily available in the Internet can be added to the information sources employed by the automatic speech recognizer. In this thesis we are exploring the use of additional sources of information for vocabulary optimization and language model adaptation of a European Portuguese broadcast news transcription system. Hence, this thesis has 3 different main contributions: a novel approach for vocabulary selection using Part-Of-Speech (POS) tags to compensate for word usage differences across the various training corpora; language model adaptation frameworks performed on a daily basis for single-stage and multistage recognition approaches; a new method for inclusion of new words in the system vocabulary without the need of additional data or language model retraining

Confidence Measures for Automatic and Interactive Speech Recognition

[EN] This thesis work contributes to the field of the {Automatic Speech Recognition} (ASR). And particularly to the {Interactive Speech Transcription} and {Confidence Measures} (CM) for ASR. The main goals of this thesis work can be summarised as follows: 1. To design IST methods and tools to tackle the problem of improving automatically generated transcripts. 2. To assess the designed IST methods and tools on real-life tasks of transcription in large educational repositories of video lectures. 3. To improve the reliability of the IST by improving the underlying (CM). Abstracts: The {Automatic Speech Recognition} (ASR) is a crucial task in a broad range of important applications which could not accomplished by means of manual transcription. The ASR can provide cost-effective transcripts in scenarios of increasing social impact such as the {Massive Open Online Courses} (MOOC), for which the availability of accurate enough is crucial even if they are not flawless. The transcripts enable search-ability, summarisation, recommendation, translation; they make the contents accessible to non-native speakers and users with impairments, etc. The usefulness is such that students improve their academic performance when learning from subtitled video lectures even when transcript is not perfect. Unfortunately, the current ASR technology is still far from the necessary accuracy. The imperfect transcripts resulting from ASR can be manually supervised and corrected, but the effort can be even higher than manual transcription. For the purpose of alleviating this issue, a novel {Interactive Transcription of Speech} (IST) system is presented in this thesis. This IST succeeded in reducing the effort if a small quantity of errors can be allowed; and also in improving the underlying ASR models in a cost-effective way. In other to adequate the proposed framework into real-life MOOCs, another intelligent interaction methods involving limited user effort were investigated. And also, it was introduced a new method which benefit from the user interactions to improve automatically the unsupervised parts ({Constrained Search} for ASR). The conducted research was deployed into a web-based IST platform with which it was possible to produce a massive number of semi-supervised lectures from two different well-known repositories, videoLectures.net and poliMedia. Finally, the performance of the IST and ASR systems can be easily increased by improving the computation of the {Confidence Measure} (CM) of transcribed words. As so, two contributions were developed: a new particular {Logistic Regresion} (LR) model; and the speaker adaption of the CM for cases in which it is possible, such with MOOCs.[ES] Este trabajo contribuye en el campo del {reconocimiento automático del habla} (RAH). Y en especial, en el de la {transcripción interactiva del habla} (TIH) y el de las {medidas de confianza} (MC) para RAH. Los objetivos principales son los siguientes: 1. Diseño de métodos y herramientas TIH para mejorar las transcripciones automáticas. 2. Evaluar los métodos y herramientas TIH empleando tareas de transcripción realistas extraídas de grandes repositorios de vídeos educacionales. 3. Mejorar la fiabilidad del TIH mediante la mejora de las MC. Resumen: El {reconocimiento automático del habla} (RAH) es una tarea crucial en una amplia gama de aplicaciones importantes que no podrían realizarse mediante transcripción manual. El RAH puede proporcionar transcripciones rentables en escenarios de creciente impacto social como el de los {cursos abiertos en linea masivos} (MOOC), para el que la disponibilidad de transcripciones es crucial, incluso cuando no son completamente perfectas. Las transcripciones permiten la automatización de procesos como buscar, resumir, recomendar, traducir; hacen que los contenidos sean más accesibles para hablantes no nativos y usuarios con discapacidades, etc. Incluso se ha comprobado que mejora el rendimiento de los estudiantes que aprenden de videos con subtítulos incluso cuando estos no son completamente perfectos. Desafortunadamente, la tecnología RAH actual aún está lejos de la precisión necesaria. Las transcripciones imperfectas resultantes del RAH pueden ser supervisadas y corregidas manualmente, pero el esfuerzo puede ser incluso superior al de la transcripción manual. Con el fin de aliviar este problema, esta tesis presenta un novedoso sistema de {transcripción interactiva del habla} (TIH). Este método TIH consigue reducir el esfuerzo de semi-supervisión siempre que sea aceptable una pequeña cantidad de errores; además mejora a la par los modelos RAH subyacentes. Con objeto de transportar el marco propuesto para MOOCs, también se investigaron otros métodos de interacción inteligentes que involucran esfuerzo limitado por parte del usuario. Además, se introdujo un nuevo método que aprovecha las interacciones para mejorar aún más las partes no supervisadas (ASR con {búsqueda restringida}). La investigación en TIH llevada a cabo se desplegó en una plataforma web con el que fue posible producir un número masivo de transcripciones de videos de dos conocidos repositorios, videoLectures.net y poliMedia. Por último, el rendimiento de la TIH y los sistemas de RAH se puede aumentar directamente mediante la mejora de la estimación de la {medida de confianza} (MC) de las palabras transcritas. Por este motivo se desarrollaron dos contribuciones: un nuevo modelo discriminativo {logístico} (LR); y la adaptación al locutor de la MC para los casos en que es posible, como por ejemplo en MOOCs.[CA] Aquest treball hi contribueix al camp del {reconeixment automàtic de la parla} (RAP). I en especial, al de la {transcripció interactiva de la parla} i el de {mesures de confiança} (MC) per a RAP. Els objectius principals són els següents: 1. Dissenyar mètodes i eines per a TIP per tal de millorar les transcripcions automàtiques. 2. Avaluar els mètodes i eines TIP per a tasques de transcripció realistes extretes de grans repositoris de vídeos educacionals. 3. Millorar la fiabilitat del TIP, mitjançant la millora de les MC. Resum: El {reconeixment automàtic de la parla} (RAP) és una tasca crucial per una àmplia gamma d'aplicacions importants que no es poden dur a terme per mitjà de la transcripció manual. El RAP pot proporcionar transcripcions en escenaris de creixent impacte social com els {cursos online oberts massius} (MOOC). Les transcripcions permeten automatitzar tasques com ara cercar, resumir, recomanar, traduir; a més a més, fa accessibles els continguts als parlants no nadius i els usuaris amb discapacitat, etc. Fins i tot, pot millorar el rendiment acadèmic de estudiants que aprenen de xerrades amb subtítols, encara que aquests subtítols no siguen perfectes. Malauradament, la tecnologia RAP actual encara està lluny de la precisió necessària. Les transcripcions imperfectes resultants de RAP poden ser supervisades i corregides manualment, però aquest l'esforç pot acabar sent superior a la transcripció manual. Per tal de resoldre aquest problema, en aquest treball es presenta un sistema nou per a {transcripció interactiva de la parla} (TIP). Aquest sistema TIP va ser reeixit en la reducció de l'esforç per quan es pot permetre una certa quantitat d'errors; així com també en en la millora dels models RAP subjacents. Per tal d'adequar el marc proposat per a MOOCs, també es van investigar altres mètodes d'interacció intel·ligents amb esforç d''usuari limitat. A més a més, es va introduir un nou mètode que aprofita les interaccions per tal de millorar encara més les parts no supervisades (RAP amb {cerca restringida}). La investigació en TIP duta a terme es va desplegar en una plataforma web amb la qual va ser possible produir un nombre massiu de transcripcions semi-supervisades de xerrades de repositoris ben coneguts, videoLectures.net i poliMedia. Finalment, el rendiment de la TIP i els sistemes de RAP es pot augmentar directament mitjançant la millora de l'estimació de la {Confiança Mesura} (MC) de les paraules transcrites. Per tant, es van desenvolupar dues contribucions: un nou model discriminatiu logístic (LR); i l'adaptació al locutor de la MC per casos en que és possible, per exemple amb MOOCs.Sánchez Cortina, I. (2016). Confidence Measures for Automatic and Interactive Speech Recognition [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/61473TESI

Rapid Generation of Pronunciation Dictionaries for new Domains and Languages

This dissertation presents innovative strategies and methods for the rapid generation of pronunciation dictionaries for new domains and languages. Depending on various conditions, solutions are proposed and developed. Starting from the straightforward scenario in which the target language is present in written form on the Internet and the mapping between speech and written language is close up to the difficult scenario in which no written form for the target language exists