SLIM prosodic automatic tools for self-learning instruction
Speech Communication
Detecting stress in spoken English using Decision Trees and Support Vector Machines
ACSW Frontiers '04 Proceedings of the second workshop on Australasian information security, Data Mining and Web Intelligence, and Software Internationalisation - Volume 32
High-quality speech-to-speech translation for computer-aided language learning
ACM Transactions on Speech and Language Processing (TSLP)
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Speech Communication
Foreign accent conversion in computer assisted pronunciation training
Speech Communication
Italian speakers learn lexical stress of German morphologically complex words
Speech Communication
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Speech Communication
Voice Conversion Based on Maximum-Likelihood Estimation of Spectral Parameter Trajectory
IEEE Transactions on Audio, Speech, and Language Processing
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IEEE Transactions on Audio, Speech, and Language Processing
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In this paper, we propose a set of automatic stress exaggeration methods that can enlarge the differences between stressed and unstressed syllables. Our stress exaggeration methods can be used in computer-aided language learning systems to assist second language learners perceive stress patterns. The intention of our automatic stress exaggeration methods is to support hyper-pronunciation training which is commonly used in classrooms by teachers. In hyper-pronunciation training, exaggeration is used to help learners increase their awareness of acoustic features and effectively apply these features into their pronunciation. Duration, pitch and intensity have been claimed to be the main acoustic features that are closely related to stress in English language. Thus, four stress exaggeration methods are proposed in this paper: (i) duration-based stress exaggeration, (ii) pitch-based stress exaggeration, (iii) intensity-based stress exaggeration, and (iv) a combined stress exaggeration method that integrates the duration-based, pitch-based and intensity-based exaggeration methods. Our perceptual experimental results show that resynthesised stimuli by our proposed stress exaggerated methods can help learners of English as a Second Language (ESL) better perceive English stress patterns significantly.