Mobile-Assisted Prosody Training for Limited English Proficiency: Learner Background and Speech Learning Pattern
Mobile-Assisted Prosody Training for Limited English Proficiency: Learner Background and Speech Learning Pattern
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针对英语水平有限的移动辅助韵律训练：学习者背景和语音学习模式
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发表时间：
2020
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通讯作者：
H. Strik
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作者：
K. Hirschi;Okim Kang;C. Cucchiarini;J. Hansen;Keelan Evanini;H. Strik
由于移动的设备的个性化和交互性，移动辅助发音训练（MAPT）的使用急剧增加。然而，MAPT的应用缺乏实证证据的支持，因为基于MAPT的习得研究，特别是与韵律相关的研究很少。本研究采用了MAPT应用程序与经验教训的词汇重音和突出有限的英语水平（LEP）的用户（n = 31）的混合年龄和第一语言。然后，16名有经验的评分员对干预开始和结束时收集的无约束语音进行了基于语篇的韵律分析。通过对学习者努力程度、学习者进步程度和学习者背景的混合效应模型分析，考察了它们与重读度和理解度的关系。结果表明，目前的MAPT韵律干预是有效的可理解性，但不是重读，但学习者的努力，词汇重音和突出表现出不同的模式。与以前的研究结果相似，学习者年龄对语言产出的影响大于居住时间或语言学习历史。影响包括基于韵律的MAPT应用程序;支持治疗的重音和可理解性作为单独的，但相关的结构;和学习者相关的因素在韵律干预的作用的进一步了解。
The use of Mobile-Assisted Pronunciation Training (MAPT) has been increasing drastically due to the personal and interactive nature of mobile devices. However, MAPT applications lack support from empirical evidence as research on MAPT-based acquisition, particularly related to prosody, has been rare. The present study employs a MAPT application with lessons on lexical stress and prominence with Limited English Proficiency (LEP) users (n = 31) of mixed ages and first languages. Then, 16 experienced raters conducted discoursebased prosodic analysis on unconstrained speech collected at the beginning and the end of the intervention. A series of mixedeffect model analyses were conducted on learner effort, improvement and learner background to investigate their relationship with accentedness and comprehensibility. The results indicated that present MAPT prosody interventions were effective for comprehensibility but not accentedness, however, learner effort on lexical stress and prominence exhibit differing patterns. Similar to previous findings, learner age impacts production more than the length of residency or history of language study. Implications include a prosody-based MAPT application; support for the treatment of accentedness and comprehensibility as separate, but related constructs; and a further understanding of the role of learner-related factors in prosody intervention.