PRAAT脚本自动测量语速流利度和分解流利度

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment in Education-Principles Policy & Practice Pub Date : 2021-07-04 DOI:10.1080/0969594X.2021.1951162
Nivja H. de Jong, J. Pacilly, W. Heeren
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引用次数: 9

摘要

在语速和(缺乏)犹豫(如沉默和停顿)方面的流利是口语熟练程度的一部分。因此,语言评估标准包括流利性的各个方面。然而,由于涉及体力劳动,测量流利度非常耗时。目前的论文旨在自动测量第二语言流利性的各个方面,包括荷兰语和英语的填充停顿。一个修改的现有脚本和一个新的脚本填充暂停测试的准确性。我们还通过将结果与人类判断联系起来,衡量新脚本的结果是否可以用于语言评估目的。如果没有进一步的研究,目前的脚本不应该(目前)被用于(高风险)口语水平评估中自动评估流利程度的目的。然而,脚本在全局和快速测量流利度方面的表现是有希望的,特别是考虑到它们在新语料库上的准确性稳定性。
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PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically
ABSTRACT Fluency in terms of speed of speech and (lack of) hesitations such as silent and filled pauses (‘uhm’s) is part of oral proficiency. Language assessment rubrics therefore include aspects of fluency. Measuring fluency, however, is highly time-consuming because of the manual labour involved. The current paper aims to automatically measure aspects of L2 fluency, including filled pauses, in both Dutch and English. A revised existing script and a new script for filled pauses are tested on accuracy. We also gauged whether the outcomes of the new script could be used for language assessment purposes by relating the outcomes to human judgements. Without further investigations, the current script should not (yet) be used for the purpose of assessing fluency automatically in (high-stakes) oral proficiency assessment. However, the performance of the scripts for measuring aspects of fluency globally and quickly are promising, especially given their stability in accuracy on new corpora.
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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