http://hdl.handle.net/2065/836 2013-05-19T11:09:28Z 2013-05-19T11:09:28Z 鈴木 正紀 原田 康也 http://hdl.handle.net/2065/1402 2012-05-12T07:41:44Z 2005-03-31T00:00:00Z

Title: A Common Testing Framework for Measuring Spoken Language Skills of Non-Native Speakers Authors: 鈴木 正紀; 原田 康也 Abstract: A testing framework was developed to create automated spoken language tests in multiple languages. The tests built on this framework are delivered over a telephone and are automatically scored using a speech recognition engine and a computerized scoring system. With this testing system, a test can be administered in large volumes, completed in only 10-15 minutes, and scored very rapidly without sacrificing reliability or quality. The spoken English test and spoken Spanish test were built upon this common testing framework and are already in operation. Currently, a spoken Japanese test is under development. Data from the SET and SST will be presented to show how tests built on top of this common framework are both reliable and valid.

2005-03-31T00:00:00Z Liu, Song 砂岡 和子 浦野 義頼 http://hdl.handle.net/2065/1398 2012-05-12T07:41:45Z 2005-03-31T00:00:00Z

Title: Mobile CALL-drill and Web-test Tool for Communicative Chinese Conversation Lessons Authors: Liu, Song; 砂岡 和子; 浦野 義頼 Abstract: The design and implementation of mobile CALL-drill and Web-test authoring tool is described. This system integrates modern networking, computer and mobile telephone technologies with linguistics and language pedagogy. This paper also aims to introduce the construction of a Chinese Corpus WTCC (Waseda Tutorial Chinese Corpus), to support Chinese conversation classes, as well as the development of the mobile CALL-drill and the Web-test based on these Corpus resources.

2005-03-31T00:00:00Z 藤田 真一 保坂 敏子 スワン 彰子 舛岡 明倫 奥本 浩章 森田 彰 川本 喬 成田 誠之助 An, Yong-Ju http://hdl.handle.net/2065/1394 2012-05-12T07:41:49Z 2005-03-31T00:00:00Z

Title: A Web-based Japanese Language Learning Project Authors: 藤田 真一; 保坂 敏子; スワン 彰子; 舛岡 明倫; 奥本 浩章; 森田 彰; 川本 喬; 成田 誠之助; An, Yong-Ju Abstract: In this project, we developed a website to provide web-based multimedia materials for Japanese language learners in Japan and overseas. Materials include: distance learning using a voice bulletin board system, a video-based program with a speech recognition system, e-learning video materials for foreign students to help them understand cultural differences, and Webbased supplementary materials to show students their areas of weakness. These materials are being used in Japanese language classes offered at Waseda University and other institutions. Primarily, this paper introduces the distance learning system using a voice bulletin board. We tested this project with 30 students at Sunmoon University in South Korea and found that some pronunciation problems, such as devoicing vowels at the ends of sentences and pronouncing the paraphrase/phrase end less strongly, were corrected. Continuous correction feedback was very effective overall in encouraging students to learn natural Japanese pronunciation.

2005-03-31T00:00:00Z 峯松 信明 朝川 智 岡部 浩司 広瀬 啓吉 http://hdl.handle.net/2065/1401 2012-05-12T07:41:40Z 2005-03-31T00:00:00Z

Title: Pronunciation Diagnosis : What to correct at first in YOUR case? Authors: 峯松 信明; 朝川 智; 岡部 浩司; 広瀬 啓吉 Abstract: Native-sounding vs. intelligible. This has been a controversial issue for a long time in language learning and many teachers claim that intelligible pronunciation should be the goal. What is the physical definition of intelligibility? The current work shows a very good candidate answer to this question. The first author proposed a new paradigm of observing speech acoustics based upon structural phonology, where all the kinds of speech events are viewed as an entire structure and this structure was shown to be mathematically invariant with any static non-linguistic features such as age, gender, size, shape, microphone, room, line, and so on. This acoustic structure is purely linguistic and the phoneme-level structure is regarded as the pronunciation structure of individual students. This structure is matched with another linguistic structure, the lexical structure of the target language, and degree of compatibility between the two different levels of structures is calculated, which is defined as the intelligibility in this work. To increase the intelligibility, different instructions should be prepared for different students because no two students are the same. The phonological structure can be divided into some sub-structures. By evaluating which sub-structure causes the largest damage when communicating in the target language with the student’s phonological structure, the instruction is automatically generated on what to correct at first in his/her case.

2005-03-31T00:00:00Z