Comprehension of familiar and unfamiliar native accents under adverse listening conditions

This study aimed to determine the relative processing cost associated with comprehension of an unfamiliar native accent under adverse listening conditions. Two sentence verification experiments were conducted in which listeners heard sentences at various signal-to-noise ratios. In Experiment 1, these sentences were spoken in a familiar or an unfamiliar native accent or in two familiar native accents. In Experiment 2, they were spoken in a familiar or unfamiliar native accent or in a nonnative accent. The results indicated that the differences between the native accents influenced the speed of language processing under adverse listening conditions and that this processing speed was modulated by the relative familiarity of the listener with the native accent. Furthermore, the results showed that the processing cost associated with the nonnative accent was larger than for the unfamiliar native accent

Methods and materials for teaching English as a second language

Thesis (Ed.M.)--Boston University. Missing pages 5-2

Perception of Fa by non-native listeners in a study abroad context

The present study aims at exploring the under-investigated interface between SA and L2 phonological development by assessing the impact of a 3-month SA programme on the pronunciation of a group of 23 Catalan/Spanish learners of English (NNSs) by means of phonetic measures and perceived FA measures. 6 native speakers (NS) in an exchange programme in Spain provided baseline data for comparison purposes. The participants were recorded performing a reading aloud task before (pre-test) and immediately after (post-test) the SA. Another group of 37 proficient non-native listeners, also bilingual in Catalan/Spanish and trained in English phonetics, assessed the NNS' speech samples for degree of FA. Phonetic measures consisted of pronunciation accuracy scores computed by counting pronunciation errors (phonemic deletions, insertions and substitutions, and stress misplacement). Measures of perceived FA were obtained with two experiments. In experiment 1, the listeners heard a random presentation of the sentences produced by the NSs and by the NNSs at pre-test and post-test and rated them on a 7-point Likert scale for degree of FA (1 = “native” , 7 = “heavy foreign accent”). In experiment 2, they heard paired pre-test/post-test sentences (i.e. produced by the same NNS at pre-test and posttest) and indicated which of the two sounded more native-like. Then, they stated their judgment confidence level on a 7-point scale (1 = “unsure”, 7 = “sure”). Results indicated a slight, non-significant improvement in perceived FA after SA. However, a significant decrease was found in pronunciation accuracy scores after SA. Measures of pronunciation accuracy and FA ratings were also found to be strongly correlated. These findings are discussed in light of the often reported mixed results as regards pronunciation improvement during short-term immersion

Information structural notions and the fallacy of invariant correlates

In a first step, definitions of the irreducible information structural categories are given, and in a second step, it is shown that there are no invariant phonological or otherwise grammatical correlates of these categories. In other words, the phonology, syntax or morphology are unable to define information structure. It is a common mistake that information structural categories are expressed by invariant grammatical correlates, be they syntactic, morphological or phonological. It is rather the case that grammatical cues help speaker and hearer to sort out which element carries which information structural role, and only in this sense are the grammatical correlates of information structure important. Languages display variation as to the role of grammar in enhancing categories of information structure, and this variation reflects the variation found in the ‘normal’ syntax and phonology of languages

What are the characteristics of a good teacher?

This paper presents the findings of a study conducted in 2011 with the students studying English at the School of Languages at Sabanci University (SU) and the participants (English teachers, academicians, and English teacher candidates) who attended our presentation “what are the characteristics of a good teacher?” presented at the 15th International INGED Conference, “Taking it to the Limits” held on 20 October, 2011 on their perceived characteristics of the exemplary teacher. The idea to conduct such a study came about upon observation of teachers’ unease about the evaluation forms that students complete at the end of each semester. Teachers’ perceptions of effective teaching seemed to differ from those of students. Therefore, we decided to prepare various instruments to identify and measure students’ perceptions of the characteristics of exemplary language teachers and teachers’ perceptions of the characteristics of the exemplary language teacher and compare the results. In light of this aim, 31 intermediate 1 and 2 level students were asked to provide a written response to the prompt “Describe your perception of the good English teacher” to explore the characteristics they find exemplary in their (past and present) language teachers’ teaching practices. The participants attending our session at the INGED conference were also presented the same prompt at the beginning of our presentation and asked for a written response. The participants kept their responses until the end of the presentation in case they wanted to make any changes or additions. We hope that the findings in this paper encourage teachers to ‘re-contemplate’ their own teaching methodology and its impacts on students’ learning processes, and, if necessary, make changes to their teaching to promote students’ language competence and performance

Cross-Lingual Speaker Discrimination Using Natural and Synthetic Speech

This paper describes speaker discrimination experiments in which native English listeners were presented with either natural speech stimuli in English and Mandarin, synthetic speech stimuli in English and Mandarin, or natural Mandarin speech and synthetic English speech stimuli. In each experiment, listeners were asked to decide whether they thought the sentences were spoken by the same person or not. We found that the results for Mandarin/English speaker discrimination are very similar to results found in previous work on German/English and Finnish/English speaker discrimination. We conclude from this and previous work that listeners are able to identify speakers across languages and they are able to identify speakers across speech types, but the combination of these two factors leads to a speaker discrimination task which is too difficult for listeners to perform successfully, given the quality of across-language speaker adapted speech synthesis at present. Index Terms: speaker discrimination, speaker adaptation, HMM-based speech synthesi

The Electromagnetic Articulography Mandarin Accented English (EMA-MAE) Corpus of Acoustic and 3D Articulatory Kinematic Data

There is a significant need for more comprehensive electromagnetic articulography (EMA) datasets that can provide matched acoustics and articulatory kinematic data with good spatial and temporal resolution. The Marquette University Electromagnetic Articulography Mandarin Accented English (EMA-MAE) corpus provides kinematic and acoustic data from 40 gender and dialect balanced speakers representing 20 Midwestern standard American English L1 speakers and 20 Mandarin Accented English (MAE) L2 speakers, half Beijing region dialect and half are Shanghai region dialect. Three dimensional EMA data were collected at a 400 Hz sampling rate using the NDI Wave system, with articulatory sensors on the midsagittal lips, lower incisors, tongue blade and dorsum, plus lateral lip corner and tongue body. Sensors provide three-dimensional position data as well as two-dimensional orientation data representing the orientation of the sensor plane. Data have been corrected for head movement relative to a fixed reference sensor and also adjusted using a biteplate calibration system to place the data in an articulatory working space relative to each subject\u27s individual midsagittal and maxillary occlusal planes. Speech materials include isolated words chosen to focus on specific contrasts between the English and Mandarin languages, as well as sentences and paragraphs for continuous speech, totaling approximately 45 minutes of data per subject. A beta version of the EMA-MAE corpus is now available, and the full corpus is in preparation for public release to help advance research in areas such as pronunciation modeling, acoustic-articulatory inversion, L1-L2 comparisons, pronunciation error detection, and accent modification training