Capture, Learning, and Synthesis of 3D Speaking Styles

Audio-driven 3D facial animation has been widely explored, but achieving realistic, human-like performance is still unsolved. This is due to the lack of available 3D datasets, models, and standard evaluation metrics. To address this, we introduce a unique 4D face dataset with about 29 minutes of 4D scans captured at 60 fps and synchronized audio from 12 speakers. We then train a neural network on our dataset that factors identity from facial motion. The learned model, VOCA (Voice Operated Character Animation) takes any speech signal as input - even speech in languages other than English - and realistically animates a wide range of adult faces. Conditioning on subject labels during training allows the model to learn a variety of realistic speaking styles. VOCA also provides animator controls to alter speaking style, identity-dependent facial shape, and pose (i.e. head, jaw, and eyeball rotations) during animation. To our knowledge, VOCA is the only realistic 3D facial animation model that is readily applicable to unseen subjects without retargeting. This makes VOCA suitable for tasks like in-game video, virtual reality avatars, or any scenario in which the speaker, speech, or language is not known in advance. We make the dataset and model available for research purposes at http://voca.is.tue.mpg.de.Comment: To appear in CVPR 201

Nonparallel Emotional Speech Conversion

We propose a nonparallel data-driven emotional speech conversion method. It enables the transfer of emotion-related characteristics of a speech signal while preserving the speaker's identity and linguistic content. Most existing approaches require parallel data and time alignment, which is not available in most real applications. We achieve nonparallel training based on an unsupervised style transfer technique, which learns a translation model between two distributions instead of a deterministic one-to-one mapping between paired examples. The conversion model consists of an encoder and a decoder for each emotion domain. We assume that the speech signal can be decomposed into an emotion-invariant content code and an emotion-related style code in latent space. Emotion conversion is performed by extracting and recombining the content code of the source speech and the style code of the target emotion. We tested our method on a nonparallel corpora with four emotions. Both subjective and objective evaluations show the effectiveness of our approach.Comment: Published in INTERSPEECH 2019, 5 pages, 6 figures. Simulation available at http://www.jian-gao.org/emoga

Accurate emotion strength assessment for seen and unseen speech based on data-driven deep learning

Emotion classification of speech and assessment of the emotion strength are required in applications such as emotional text-to-speech and voice conversion. The emotion attribute ranking function based on Support Vector Machine (SVM) was proposed to predict emotion strength for emotional speech corpus. However, the trained ranking function doesn't generalize to new domains, which limits the scope of applications, especially for out-of-domain or unseen speech. In this paper, we propose a data-driven deep learning model, i.e. StrengthNet, to improve the generalization of emotion strength assessment for seen and unseen speech. This is achieved by the fusion of emotional data from various domains. We follow a multi-task learning network architecture that includes an acoustic encoder, a strength predictor, and an auxiliary emotion predictor. Experiments show that the predicted emotion strength of the proposed StrengthNet is highly correlated with ground truth scores for both seen and unseen speech. We release the source codes at: https://github.com/ttslr/StrengthNet

PROMOTING OUTCOME BASED LEARNING (OBL) IN A LINGUISTICS COURSE

Teaching and learning linguistics in higher education is very important especially for English students because of learning language aspects. Linguistics is a course learnt by English students in Department of English Education. In the process of teaching and learning linguistics, the lecturers should focus on the outcome of the learning. They do not only demonstrate how to understand the branches of linguistics such as morphology, semantics, discourse but they also should be able to make a successful teaching and learning. One of the ways is by applying Outcome Based Learning (OBL) which is rarely applied. This approach covers three basic elements: designing the course intended learning outcomes, designing teaching and learning activities, and designing assessment. That is why the literature study is used to know whether OBL can be a potential approach in teaching and learning a linguistics course in Department of English Education. This article focuses on how OBL contributes in the teaching and learning a linguistics course