Accent Conversion in Computer Assisted Pronunciation Training (CAPT)

Autor/in	Safavi, Setareh
Titel	Accent Conversion in Computer Assisted Pronunciation Training (CAPT)
Quelle	(2018), (162 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alliant International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1310-9
Schlagwörter	Hochschulschrift; Dissertation; Computer Assisted Instruction; Pronunciation Instruction; Audio Equipment; Second Language Learning; Second Language Instruction; Error Correction; Feedback (Response); Undergraduate Students; English (Second Language); Teaching Methods; Oral Language; Comparative Analysis; Student Attitudes; Scores; Pretests Posttests; Evaluators; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computer based training; Computerunterstützter Unterricht; Ausspracheübung; Audio-CD; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Unterrichtserfolg
Abstract	This study investigated a computer-assisted pronunciation training (CAPT) software that utilized automatic speech recognition (ASR) and accent conversion technology to improve pronunciation of second language learners. Such speech processing method is capable of addressing the typical shortcoming of ASR technology for second language pronunciation training, which is providing meaningful corrective feedback. By transforming foreign accented utterances into their native counterparts, the learners are presented with the meaningful corrective feedback in form of the ideal "golden speaker" to imitate i.e. learners' own voice, but with a native accent. Thirty-six student participants were involved in the treatment group of this current study, consisting of both male and female university students who were enrolled in an oral skills course in an undergraduate English Program. For the treatment, they worked on a CAPT tool that utilized ASR and AC to provide the participants with corrective feedback in form of their accent free voices. A comparison group was also used and consisted of 36 students who were enrolled in the same course but worked on a different type of CAPT tool. Two trained raters took part in listening to and rating each monologue completed for the pretest, posttest and comparison data. The data collection consisted of the ratings of the monologues by the two raters. A questionnaire also collected the student participants' perception of the treatment they received. Another questionnaire was also utilized to collect the perceptions of 104 ESL and 106 EFL participants regarding the non-native accent stigma. Findings showed preliminary statistical significance in regards to improved pronunciation for the treatment group. Additional results also showed no statistical differences in the rater scores between the control group and the experimental posttest scores. The results from the stigma questionnaire also confirmed a high level of Stigma in ESL setting; however, EFL setting did not report on stigma as intensely as ESL setting. The participants' perceptions regarding the treatment were favorable also and indicated that the participants regarded the treatment as beneficial for their pronunciation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01