Repeating activities are frequently proposed in courses and tools for improving foreign language pronunciation. In this work we present a study that aims to quantify experimentally the degree of improvement that students reach by performing such activities in what concerns to prosody. A group of Japanese and American students of L2 Spanish read several times a set of sentences in different conditions (listening-and-reading or only reading). Subjective scoring of the utterances was performed by following a set of quality criteria. Additionally the objective scoring at suprasegmental level of the utterances was also measured with a set of objective metrics that have to do with temporal, energy and fundamental frequency domains. Results prove that foreign utterances are closer to the reference ones after repetitions and fluency increases both from subjective and objective scores. It is not clear that other particular problems such as accent and rhythm also improve without specific feedback
Cite as: Escudero, D., González-Ferreras, C., Cardeñoso-Payo, V. (2018) Analysis of the efficiency of repeating activities for improving prosody in L2 pronunciation training. Proc. Speech Prosody 2018, 299-303, doi: 10.21437/SpeechProsody.2018-61
@inproceedings{escudero18_speechprosody,
author={David Escudero and César González-Ferreras and Valentín Cardeñoso-Payo},
title={{Analysis of the efficiency of repeating activities for improving prosody in L2 pronunciation training}},
year=2018,
booktitle={Proc. Speech Prosody 2018},
pages={299--303},
doi={10.21437/SpeechProsody.2018-61}
}