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探討結合語音辨識技術開發電腦輔助英語學習系統之效益

為了解決How to pronounce pri的問題，作者王怡萱 這樣論述：

This is an interdisciplinary study to explore whether a self-developed ASR-based CALL system integrating different learning factor designs, corrective feedback, multi-modality content presentation and game strategy in the ASR-based learning environment could facilitate students’ English learning.

In order to achieve the above mentioned purpose, three sub-studies that adopted the self-developed ASR-based CALL system in an educational context were conducted in the dissertation. The developed ASR-based CALL system aims to provide learners with a web-based speaking scenario in which students hav

e learner-centered and self-paced English practicing opportunities through ASR interaction. The participants of the three sub-studies were 32 seventh graders, 52 third graders and 32 fourth graders. A quasi-experimental design with pretest-posttest nonequivalent-group design was carried out in each

sub-study. The duration of the data collection session of each study was 4 weeks, and paper-based tests and the pronunciation tests were conducted before and after the experiment as the learning pre-test and post-test. In addition, questionnaires and interviews were administered to the students.

Several valuable outcomes are concluded from the study: 1) the web-based ASR program benefits flexible personal learning and achieves the goal of lifelong language learning; 2) three-level feedback with implicit and explicit formats in the ASR programs enhances speaking learning; 3) juxtaposing gra

phic with auditory information enhanced the learners’ speaking motivation, while juxtaposing text with auditory information helped the learners pronounce the target vocabulary correctly; 4) adding gamification elements in ASR programs enhances students’ speaking engagement and self-learning motivati

on, while adding drill practice speaking activities affirmed vocabulary retention; and 5) learners of various achievement levels have different preferences for ASR programs. The study further proposes an integrated ASR-based CALL model based on the research findings focusing on adding multi-modal

ity of learning contents, designing gamification of activities and including multiple levels of corrective feedback to enhance the English learning of learners of different backgrounds. The multi-modalities could be adopted as speaking scaffolding to help beginners connect the referential links of t

he targeted word and pronunciation. Both gamification speaking activities and traditional practice-and-drill activities should be included in the ASR-based model, and the proportion of the two activities can be adjusted according to the students’ levels progressively. The immediate corrective feedba

ck could be designed for advanced learners, and personal speaking files with immediate corrective feedback as selective items could be provided to less-advanced learners. The study concludes from the current research findings that the adoption of ASR technology into e-learning systems has great p

otential to promote students’ educative engagement so as to facilitate language acquisition for learners of various language proficiencies. The implementation of the ASR-based CALL system serves as a helpful tool in educational settings for learners to achieve the goal of self-paced learning and a o

ne-to-one language learning scenario. Suggestions for educators and instructional designers are also proposed in this study.

台灣學生在英語(r)的發音中的中介語變異研究

為了解決How to pronounce pri的問題，作者陳淑娟 這樣論述：

過去對於台灣學生在英語發音上的研究，多以Contrastive Analysis 及Markedness Different Hypothesis 做為解釋或預測發音錯誤及困難的方法。然而，這樣的解釋或預測卻常常有所疏失，因為他們忽略了語言學習者的中介語中一個項非常重要特徵，那就是中介語的變異。 運用變異研究方法於與語言習得的研究，本文有兩項主要的目的。首先，找出影響台灣學生在英語(r)的中介語變異的因素，並計算出這些因素影響中介語變異的程度；第二，找出不同群體在英語(r)的中介語發展型態。 本文研究對象為九位靜宜大學英文系學生，

他們具有相似的英文學習背景。依據他們的英語口語能力及在中文ㄖ的發音，分別被編入不同的組別。語料取得於字表朗讀及故事重述。兩者分屬不同的語言類型，並以「說話人對語形的注意程度」作為區分。Dos版的VARBRUL則用來計算每個因素影響英文(r)的中介語變異的程度。而這些可能影響的因素共有四大類：一、語音環境；二、學習者的英語口語能力；三、學習者對中文ㄖ的發音；四、說話人對語形的注意程度。 研究結果顯示，當英文/r/出現在下列的語音環境時較不容易發得正確：一、位於字首並後接一個圓母音；二、位於字尾並接於/a/之後；三、位於字首音群並且接於子音/t/，/d/或interdental

fricative之後；四、接於子音之前。另外，台灣學生在字表朗讀時，英語(r)發得較正確。而影響因素中的英語的口語能力及對中文ㄖ的發音，對英文(r)的中介語變異的程度有交互影響，故必須將兩者合併為一個因素。