Improved training for online end-to-end speech recognition systems

Achieving high accuracy with end-to-end speech recognizers requires careful parameter initialization prior to training. Otherwise, the networks may fail to find a good local optimum. This is particularly true for online networks, such as unidirectional LSTMs. Currently, the best strategy to train such systems is to bootstrap the training from a tied-triphone system. However, this is time consuming, and more importantly, is impossible for languages without a high-quality pronunciation lexicon. In this work, we propose an initialization strategy that uses teacher-student learning to transfer knowledge from a large, well-trained, offline end-to-end speech recognition model to an online end-to-end model, eliminating the need for a lexicon or any other linguistic resources. We also explore curriculum learning and label smoothing and show how they can be combined with the proposed teacher-student learning for further improvements. We evaluate our methods on a Microsoft Cortana personal assistant task and show that the proposed method results in a 19 % relative improvement in word error rate compared to a randomly-initialized baseline system.Comment: Interspeech 201

Conditional Teacher-Student Learning

The teacher-student (T/S) learning has been shown to be effective for a variety of problems such as domain adaptation and model compression. One shortcoming of the T/S learning is that a teacher model, not always perfect, sporadically produces wrong guidance in form of posterior probabilities that misleads the student model towards a suboptimal performance. To overcome this problem, we propose a conditional T/S learning scheme, in which a "smart" student model selectively chooses to learn from either the teacher model or the ground truth labels conditioned on whether the teacher can correctly predict the ground truth. Unlike a naive linear combination of the two knowledge sources, the conditional learning is exclusively engaged with the teacher model when the teacher model's prediction is correct, and otherwise backs off to the ground truth. Thus, the student model is able to learn effectively from the teacher and even potentially surpass the teacher. We examine the proposed learning scheme on two tasks: domain adaptation on CHiME-3 dataset and speaker adaptation on Microsoft short message dictation dataset. The proposed method achieves 9.8% and 12.8% relative word error rate reductions, respectively, over T/S learning for environment adaptation and speaker-independent model for speaker adaptation.Comment: 5 pages, 1 figure, ICASSP 201

Lessons from Building Acoustic Models with a Million Hours of Speech

This is a report of our lessons learned building acoustic models from 1 Million hours of unlabeled speech, while labeled speech is restricted to 7,000 hours. We employ student/teacher training on unlabeled data, helping scale out target generation in comparison to confidence model based methods, which require a decoder and a confidence model. To optimize storage and to parallelize target generation, we store high valued logits from the teacher model. Introducing the notion of scheduled learning, we interleave learning on unlabeled and labeled data. To scale distributed training across a large number of GPUs, we use BMUF with 64 GPUs, while performing sequence training only on labeled data with gradient threshold compression SGD using 16 GPUs. Our experiments show that extremely large amounts of data are indeed useful; with little hyper-parameter tuning, we obtain relative WER improvements in the 10 to 20% range, with higher gains in noisier conditions.Comment: "Copyright 2019 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.