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Examples of typical pronunciation errors by Japanese students Abbv. The syllabus for the class is as follows. Comprehension of the first topic covered in 3 classes In the classroom, we use srcinal multimedia CD-ROM teaching materials to provide training on grammar and vocabulary.
Role-Play Using CALL pronunciation learning system After 15 minutes of instruction on how to use the system, students use the system freely for 60 minutes.
Comprehension of the second topic covered in 3 classes The Jidai Festival consists of several processions representing different periods in Japanese history. The second topic covers a procession of the Jidai Festival featuring people dressed in costumes of the Edo period.
Thus, students are given the opportunity for a more in-depth look at the Jidai Festival. As these kinds of speech data degrade the accuracy of pronunciation error detection, a feature that prompts users to re-record is desired.
Note some of the speech data are categorized into multiple categories. However, in the initial trial, the system sometimes stopped recording in the middle of an utterance, which inevitably causes misalignment.
We found this error is often caused by improper configuration of recording levels. Moreover, while some of the speech data contains noise, other data do not contain noise even though they were recorded with the same machine.
However, students make a lot of unexpected pronunciation errors. These errors occurred because the students were not familiar with these words. However, this method inevitably degrades the accuracy of error detection.
A typical example is the noise model. The noise model is optionally inserted at the beginning and end of a sentence and between words to deal with possible noises, which include all sounds that are not in the target speech, such as the sound produced when touching the microphone, coughing or repetition of words.
When this sentence is recognized, the role-play session ends and the pronunciation error diagnosis appears. In some cases, however, an utterance is recognized incorrectly as this sentence, and the role play session is unwillingly ended.
This error occurred 16 times on average during the first classroom trial of the system.
We also counted the number of utterances students made and the number of errors made using the logged data, and compared the results for the two trials. As shown in Table 2, the number of utterances more than doubled on average from Table 2. Speech data in the first trial were analyzed using spectrograms, and the errors were categorized into five categories. Improper configuration of the headset microphone, a cause of three-quarters of the errors, was solved by instructing students in advance to properly configure their settings in the second trial.
As a result, the number of recording and recognition errors dramatically decreased. For example, you might choose to keep the Sabbath technology-free. Consider the resolution to Imitate a spiritual master. Whos your spiritual master?
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