This paper addresses the process of transcribing and annotating spontaneous non-native speech with the aim of compiling a training corpus for the development of Computer Assisted Pronunciation Training (CAPT) applications, enhanced with Automatic Speech Recognition (ASR) technology. To better adapt ASR technology to CAPT tools, the recognition systems must be trained with non-native corpora tra...

In order to better teach pronunciation to students, it is necessary to gain a better appreciation of the types of pronunciation patterns and issues that Japanese speakers encounter when attempting to speak in English. To highlight some of these issues, a sample dialogue between two Japanese learners was recorded and analyzed for segmental and suprasegmental features. The analysis revealed that ...

In the area of Computer Assisted Language Learning(CALL), second language (L2) learners’ spoken data is an important resource for analysing and annotating typical L2 pronunciation errors. The annotation of L2 pronunciation errors in spoken data is not an easy task though, normally it requires manual annotation from trained linguists or phoneticians. In order to facilitate this task, in this pap...

We explore variability involved in speech with a non-native accent. We first employ a combination of knowledge-based and datadriven approaches for the analysis of pronunciation variants between L1 (German) and target L2 (Slovak). Knowledge gained in this two-step process is then used in adapting acoustic models and the lexicon. We focus on modifications in the pronunciation dictionary and speec...

1 Introduction Second language (L2) effects-of-instruction research over the past decade have investigated what types of instruction are most effective for fostering second or foreign language learning in L2 classrooms (Doughty & Williams, 1998; Doughty, 2003). Indeed, a number of L2 pronunciation researchers appeared to claim that classroom instruction should involve systematic treatments to d...

High degree of between-rater variability in pronunciation assessment is often reported in literature. However, human assessments of pronunciation skills of second language (L2) learners are used in standardized languageproficiency tests. Besides, these scores are used as a reference point in evaluating computer-based systems for pronunciation teaching and testing. Therefore it is important to b...

second-language (l2) acquisition is generally thought to be constrained by maturational factors that circumscribe a critical period for native-like attainment. consistent with the maturational view are age effects among learners who begin l2 acquisition prior to, but not after, closure of the putative critical period. some studies indicate that native-like acquisition of a second language by le...

Second language (L2) instruction programs often ask learners to repeat aloud words spoken by a native speaker. However, recent research on retrieval practice has suggested that imitating native pronunciation might be less effective than drill instruction, wherein the learner is required to produce the L2 words from memory (and given feedback). We contrasted the effectiveness of imitation and re...

Individual differences in second language (L2) aptitude have been assumed to depend upon a variety of cognitive and personality factors. Especially, the cognitive factor phonological working memory has been conceptualised as language learning device. However, strong associations between phonological working memory and L2 aptitude have been previously found in early-stage learners only, not in a...

Advanced second language (henceforth L2) learners in a formal setting can suppress many first language (henceforth L1) processes in L2 pronunciation when provided with sufficient exposure to L2 and meta competence (see Sect. 4 for a definition of this term). This paper shows how imitation in L2 teaching can be enhanced on the basis of current phonetic research and how complex allophonic process...