FS ≠ FS (Formulaicity and Prosody)

Research in recent years has convincingly shown the importance in informal speech of formulaic sequences (FSs), or pre-fabricated linguistic segments. Work being undertaken at the Technological University Dublin (DIT) aims to extend research into FSs by including the aspect of prosody. In this presentation we outline the construction of a novel speech corpus at DIT, based on intelligent access to natural dialogue recorded at a high audio quality. Search strings can be examined in their phonetic and dialogic context, and what Cauldwell called the ‘acoustic blur of speech’ made accessible to learner and researcher alike by means of DIT’s slow-down technology. This learning and research asset allows informal speech to be studied as a dynamic phenomenon rather than via the static record of transcription. The presenters will discuss initial findings of the effectiveness of DIT’s slow-down technology with Chinese learners of English, specifically in the area of formulaic sequences. We examine the role of technology in bridging the intonational gap between Mandarin prosody, which is mainly concerned with lexical demarcation, and English prosody, which works in larger units. We also demonstrate the effect of speed of delivery and pitch range on FSs as they are spoken, and how their communicative function changes with lower speech rates and increased tonal range. The presentation will round off by locating the DIT corpus in the context of existing corpora and its relevance to language learners, linguistic researchers and materials developers

The Need for a Speech Corpus

This paper outlines the ongoing construction of a speech corpus for use by applied linguists and advanced EFL/ESL students. The first section establishes the need for improvements in the teaching of listening skills and pronunciation practice for EFL/ESL students. It argues for the need to use authentic native-to-native speech in the teaching/learning process so as to promote social inclusion and contextualises this within the literature, based mainly on the work of Swan, Brown and McCarthy. The second part addresses features of native speech flow which cause difficulties for EFL/ESL students (Brown, Cauldwell) and establishes the need for improvements in the teaching of listening skills. Examples are given of reduced forms characteristic of relaxed native speech, and how these can be made accessible for study using the Technological University Dublin’s slow-down technology, which gives students more time to study native speech features, without tonal distortion. The final section introduces a novel Speech Corpus being developed at DIT. It shows the limits of traditional corpora and outlines the general requirements of a Speech Corpus. This tool–which will satisfy the needs of teachers, learners and researchers–will link digitally recorded, natural, native-to-native speech so that each transcript segment will be linked to its associated sound file. Users will be able to locate desired speech strings, play, compare and contrast them—and slow them down for more detailed study

DIT’s Dynamic Speech Corpus and Dialogic Fluency

Monologic fluency is characterised by a lack of pauses and a smooth oral delivery. Dialogic fluency in L1-L1 unscripted speech, however, is characterized by seeming dis-fluency, hesitations, false starts etc. Yet the L1 speakers make perfect sense to each other. The Dynamic Speech Corpus (DSC) currently being developed under the FLUENT project at the Technological University Dublin (DIT). In dialogue, language represents only one of the communication channels at play in what is a dynamic, unscripted social interchange rather than a stand-alone linguistic performance. The language stream is supplemented by pragmatic considerations and a greater emphasis on prosody. DIT’s DSC is based on natural, native-to-native dialogues and recorded at a high level of audio quality and is being developed mainly for autonomous learners. It will afford access to a unique audio resource based on unscripted dialogues between friends and acquaintances, exemplifying informal, native-speaker speech and natural turn-taking, rather than scripted interactions. The presentation demonstrates how users can locate and study samples of L1-to-L1 speech, as well as various phonetic phenomena such as speed-induced elisions in their full, pragmatic, dialogic context. This will allow the learner user to focus on the manner in which native speakers produce reduced forms and slow them down for detailed study. The corpus will be a rich resource for users who wish to study the communicative value of prosody and formulaic sequences, and particular attention will be paid to turn-taking strategies, along with other forms of interaction, which some researchers see as a ‘fifth skill’

Exploring Screen Presentations in the Implicit Relational Assessment Procedure (IRAP)

The current study attempted to systematically manipulate stimulus presentations in the Implicit Relational Assessment Procedure (IRAP) to determine the potential impact of this variable on implicit responding. The study comprised of four conditions that systematically manipulated the positions of the sample stimuli and the response options. Specifically, the Random-Random Condition randomized both sample stimuli and response options; Random-Fixed randomized sample stimuli, but response options remained in fixed locations; Fixed-Random Condition fixed sample stimuli but randomized response options; and Fixed-Fixed Condition fixed both sample stimuli and response options. The results demonstrated strong and predicted IRAP effects in all four conditions. Although the Random-Fixed presentation generated the strongest D-IRAP score, the randomization of the sample stimuli and response options were both critical to producing strong and significant D-IRAP scores because the Random-Random and Fixed-Random Conditions were only marginally smaller. The implications of the findings for existing and future research with the IRAP are discussed

Generation of High Quality Audio Natural Emotional Speech Corpus using Task Based Mood Induction

Detecting emotional dimensions [1] in speech is an area of great research interest, notably as a means of improving human computer interaction in areas such as speech synthesis [2]. In this paper, a method of obtaining high quality emotional audio speech assets is proposed. The methods of obtaining emotional content are subject to considerable debate, with distinctions between acted [3] and natural [4] speech being made based on the grounds of authenticity. Mood Induction Procedures (MIP’s) [5] are often employed to stimulate emotional dimensions in a controlled environment. This paper details experimental procedures based around MIP 4, using performance related tasks to engender activation and evaluation responses from the participant. Tasks are specified involving two participants, who must co-operate in order to complete a given task [6] within the allotted time. Experiments designed in this manner also allow for the specification of high quality audio assets (notably 24bit/192Khz [7]), within an acoustically controlled environment [8], thus providing means of reducing unwanted acoustic factors within the recorded speech signal. Once suitable assets are obtained, they will be assessed for the purposes of segregation into differing emotional dimensions. The most statistically robust method of evaluation involves the use of listening tests to determine the perceived emotional dimensions within an audio clip. In this experiment, the FeelTrace [9] rating tool is employed within user listening tests to specify the categories of emotional dimensions for each audio clip

HTML5 and the Learner of Spoken Languages

Traditional corpora are not renowned for being user friendly. If learners are to derive maximum benefit from speech corpora, then better interfaces are needed. This paper proposes such a role for HTML5. DIT’s dynamic speech corpus, FLUENT, contains a limited series of informal dialogues between friends and acquaintances. They are characterised by naturalness and their audio quality and marked-up using a schema which allows learners to retrieve features of spoken language, such as speaker intention, formulaicity and prosodic characteristics such as speed of delivery. The requirement to combine audio assets and synchronous text animation has in the past necessitated the use of browser ‘plug-in’ technologies, such as Adobe Flash. Plug-in-based systems all suffer from major drawbacks. They are not installed by default on deployed browsers. More critically they obscure the underlying speech corpus structure. Also proprietary UIs offer no standard way of dealing with accessibility or dynamic interface reconfiguration, e.g. moving from corpus playback to concordance views. This makes design of a unified interface framework, with audio playback, synchronous text and speech, more difficult. Given the profusion of plug-in architectures and plug-in types, it is clear that such an environment is unsustainable for building tools for speech corpus visualisation. In order to overcome these challenges, FLUENT drew heavily on the HTML5 specification coupled with a user-centred design for L2 learners to specify and develop scalable, reusable and accessible UIs for many devices.This paper describes the design of the corpus schema and its close integration with the UI model

The Use of Task Based Mood-Induction Procedures to Generate High Quality Emotional Assets

Detecting emotion in speech is important in advancing human-computer interaction, especially in the area of speech synthesis. This poster details experimental procedures based on Mood Induction Procedure 4, using performance related tasks to engender natural emotional responses in participants. These tasks are aided or hindered by the researcher to illicit the desired emotional response. These responses will then be recorded and their emotional content graded to form the basis of an emotional speech corpus. This corpus will then be used to develop a rule-set for basic emotional dimensions in speech

Dialogic Fluency - Why it Matters

Speech as an LSP: Many dialogues presented to language learners could be better described as ‘interleaved mini-monologues’, their purpose being to provide examples of grammatical sentences in realistic settings. Real dialogues, on the other hand, are worked out ‘live’, with neither speaker knowing in detail where the conversation will lead. Speaker interaction is marked to a large extent by prosody and often even good communicators sound disfluent if their half of the dialogue is judged in isolation. Dialogic fluency: The objective of dialoguing L1 speakers, however, is to realise a social or personal goal, with language only part of effective communication. Possibly the bulk of the communication devolves to prosody, shared knowledge and body language. Whereas this might not be a mainstream production goal for language learners, all users of English as an international language likely to come into contact with native speakers should be sensitised to native-speaker prosody. Influence of live dialogue on speech production: Given that the aim of an L1-L1 dialogue is not to provide learners with sample sentences, but rather to use language as a key factor in a social encounter, learners need a tool which will allow them to study the interaction of real dialogues. Of particular interest is the turn-taking behaviour of speakers, which is often flagged prosodically and produces utterances which, on the surface seem disfluent, but which on further analysis are seen to have an interactive function. The production of such a tool is the aim of the Dynamic Speech Corpus (DSC)

Visitantes florais presentes em soja Bt e não Bt na região do cerrado brasileiro.

The current article examines patterns of adult responding to different types of more-than and less-than relations, as well as procedures for facilitating responding in accordance with these relations. Using parameters suggested in the three-term series literature, the more-than and less-than relations were separated into six distinct trial types. Systematic comparisons were then drawn between repeated test exposures, the provision of automated feedback, and the presentation of nonarbitrary trials. The results showed that feedback was the most effective intervention for facilitating responding to the target relations. When feedback and nonarbitrary trials were combined, their impact was only marginally better than either intervention alone. These findings are discussed in terms of relational frame theory and interventions for remediating deficits in derived relational responding

The general population cohort in rural south-western Uganda: a platform for communicable and non-communicable disease studies.

The General Population Cohort (GPC) was set up in 1989 to examine trends in HIV prevalence and incidence, and their determinants in rural south-western Uganda. Recently, the research questions have included the epidemiology and genetics of communicable and non-communicable diseases (NCDs) to address the limited data on the burden and risk factors for NCDs in sub-Saharan Africa. The cohort comprises all residents (52% aged ≥13years, men and women in equal proportions) within one-half of a rural sub-county, residing in scattered houses, and largely farmers of three major ethnic groups. Data collected through annual surveys include; mapping for spatial analysis and participant location; census for individual socio-demographic and household socioeconomic status assessment; and a medical survey for health, lifestyle and biophysical and blood measurements to ascertain disease outcomes and risk factors for selected participants. This cohort offers a rich platform to investigate the interplay between communicable diseases and NCDs. There is robust infrastructure for data management, sample processing and storage, and diverse expertise in epidemiology, social and basic sciences. For any data access enquiries you may contact the director, MRC/UVRI, Uganda Research Unit on AIDS by email to [email protected] or the corresponding author