imposing native speakers’ prosody on non-native speakers’ utterances: preliminary studies...
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Imposing native speakers’ prosody on non-native speakers’ utterances:
Preliminary studies
Kyuchul YoonSpring 2006 NAELL
The Division of English
Kyungnam University
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Contents
• Acquiring prosody in language learning…...3• Previous approaches……………………….4• A new tool…………………………………5• Technical details…………………………...6• Implications of the technique…………….15• Preliminary plans for an experiment ……..16
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Acquiring prosody in language learning
• One of the critical tasks in language learning
• Prosody as non-segmental features of speech1. phrase breaks2. intonation (F0) contour3. segmental durations4. intensity contour
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Previous approaches
• Explicit teaching of prosodic features such as the intonation contours, segmental durations, etc.
• Audio aidListen and repeat!
• Visual aid in computer softwareDr.Speaking® : F0 contour comparison between native speaker and non-native speaker
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A new tool
• A new kind of audio aidin the form of a non-native speaker’s utterance with the prosodic features of a native speaker’s utterance
• How this works1. Software presents a native speaker’s utterance2. A non-native speaker repeats the utterance3. Software records the non-native speaker’s utterance4. Software imposes the native speaker’s prosody onto the non-native speaker’s utterance5. Software presents the processed non-native utterance
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Technical details
• Manipulation of1. segmental durations, including phrase breaks 2. F0 contours 3. intensity contours
• For 1 and 2PSOLA (Pitch Synchronous OverLap and Add), developed by Moulines & Charpentier, 1990implemented in Praat
• For 3Intensity swap in Praat
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Technical detailsMoulines & Charpentier, 1990
original waveform
windowed waveform
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
1 4 7 10 13 16 19
shortened waveform
1 3 5 7 9 11 13 15 17 19
waveform with lower F0
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Technical details 1Segmental durations
• Segmental alignment & PSOLA processing: Alignment can be manual or automatic (with the help of speech recognition)
k eI m i n “…came in…”native
k eI i nnon-native m
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Technical details 2F0 contours
• PSOLA processing on duration-treated utterance
k eI m i nnative
non-native k eI m i n
higher F0
lower F0
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Technical details 3Intensity contours
• Mathematically “neutralize” non-native speaker’s intensity contour and transfer native speaker’s intensity contour in Praat – Holger Miterer (personal communication)
k eI m i nnative
non-native k eI m i n
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Technical details
• Weakness1. Voiceless segments can be made “voiced” in the windowing process (pitch-synchronous technique)2. Excessive handling results in unnatural synthesis
• Segment alignmentshould be fine-tuned according to the voiced/voicless status of the (sub-)segments for better results
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Technical detailsExamples
Praat script
native utterance
non-native utterance
synthetic non-native
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Technical detailsComparison before synthesis – duration, F0 & intensity
native utterance
non-native utterance
(blue & yellow)
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Technical detailsComparison after synthesis – duration, F0 & intensity
native utterance
synthetic non-native
(blue & yellow)
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Implications of the technique
• The technique can be used in second language education:
to facilitate/motivate acquisition of the target language prosody
to emphasize the importance of prosody in achieving native speaker fluency
• ASR (Automatic Speech Recognition) can be employed to automate the segment aligning stage
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Preliminary plans for an experiment
• HypothesisThe new type of audio feedback improves the efficiency of language, i.e. prosody, learning
• MethodKey idea: (In a listen-and-repeat type of language learning)Contrast the “old” type of audio feedback, i.e. playing native utterances only, with the “new” type of audio feedback, i.e. playing native and synthetic utterances.
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Preliminary plans for an experiment
• Method1. Baseline: Grouping non-native learners into two (“good” and “bad”)2. Administration: Learning either with the “old” type of audio feedback
or with the “new” type of audio feedback3. Evaluation: Evaluate the two type of feedback by examining the
recordings of the learners
In 1 and 3, a native speaker marks the recordings of the non-native learners on a categorical/numerical scale.
In 2, the two groups (good/bad) are divided into four subgroups (good-A/good-B/bad-A/bad-B) so that A groups are given “old” type of audio feedback and B groups are given “new” type of audio feedback.