198 research outputs found

    Effects of Noise, Reverberation and Foreign Accent on Native and Non-Native Listeners’ Performance of English Speech Comprehension

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    A large number of non-native English speakers may be found in American classrooms, both as listeners and talkers. Little is known about how this population comprehends speech in realistic adverse acoustical conditions. A study was conducted to investigate the effects of background noise level (BNL), reverberation time (RT), and talker foreign accent on native and non-native listeners\u27 speech comprehension, while controlling for English language abilities. A total of 115 adult listeners completed comprehension tasks under 15 acoustic conditions: three BNLs (RC-30, RC-40, and RC-50) and five RTs (from 0.4 to 1.2 s). Fifty-six listeners were tested with speech from native English-speaking talkers and 59 with native Mandarin-Chinese-speaking talkers. Results show that, while higher BNLs were generally more detrimental to listeners with lower English proficiency, all listeners experienced significant comprehension deficits above RC-40 with native English talkers. This limit was lower (i.e., above RC-30), however, with Chinese talkers. For reverberation, non-native listeners as a group performed best with RT up to 0.6 s, while native listeners performed equally well up to 1.2 s. A matched foreign accent benefit has also been identified, where the negative impact of higher reverberation does not exist for non-native listeners who share the talker\u27s native language

    Effects of acoustic environments on speech comprehension by native-English-speaking listeners

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    This study investigates the effects of acoustic conditions on speech comprehension, rather than speech intelligibility as often reported in existing literature. Sets of 15-minute-long listening comprehension tests were developed based on the format of the Test of English for International Communication (TOEIC). Each test set includes four types of tasks: matching aural phrases to photographs, selecting appropriate responses to aural questions, and answering questions after listening to conversations (between two talkers) and talks (single talker). Within the Nebraska acoustics test chamber, native-English-speaking participants are asked to perform these tests under 15 acoustic conditions, from combinations of three background noise levels (RC-30, 40 and 50) and five mid-frequency reverberation times (0.4 to 1.2 seconds). The background noise levels are varied via an Armstrong i-Ceiling system, while the reverberation times are simulated from convolving the anechoic test signals with binaural room impulse responses (BRIR), simulated in ODEON for a typical classroom. A two-channel playback system is used to present the convolved audio signals, with loudspeaker-listener configuration embedded in the BRIR auralization output. Pilot testing of three subjects showed no variation of performance scores on overall tasks among all acoustical conditions. However, participants generally scored lowest in tasks to comprehend conversations in the longest RT scenarios
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