Call for Connectedness in Literature - Presentation Transcript
1. “ Where am I?” A call for “connectedness” in literacy PHIL HUNSBERGER Educational Equity Consultants, St. Louis, Missouri, USA Reading Research Quarterly - July/August/September 2007
2. What does it matter? In Constructivism, we note: “ Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.” ( http://www.funderstanding.com/constructivism.cfm ) “ The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning.” ( http://www.funderstanding.com/constructivism.cfm ) In Piaget’s Theory, we note: “ Teachers must emphasize the critical role that experiences--or interactions with the surrounding environment--play in student learning. For example, instructors have to take into account the role that fundamental concepts, such as the permanence of objects, play in establishing cognitive structures.” ( http://www.funderstanding.com/piaget.cfm ) In the Vygotsky and Social Cognition, theory we note: “ The social cognition learning model asserts that culture is the prime determinant of individual development. Humans are the only species to have created culture, and every human child develops in the context of a culture. Therefore, a child's learning development is affected in ways large and small by the culture--including the culture of family environment--in which he or she is enmeshed.” ( http://www.funderstanding.com/vygotsky.cfm )
3. “ No Child Left Behind”
o The NCLB requires that each school show “adequate yearly progress” ( AYP ).
o AYP has forced educators to focus on raising test scores
o Many classrooms, concerned about meeting the AYP goals, work on test preparation, not learner preparation .
4. Who am I?
5. Who am I?: The Identity of the Learner
o Hunsberger asserts that it is necessary for the educator to understand the learner and his/her identity in order to engage the learner in a language arts experience.
o Giroux (1997) – “how we understand and come to know ourselves cannot be separated from how we are represented and how we imagine ourselves” (p.15)
6. The Identity of the Learner
o Hunsberger brings in the work of Taubman who gives three frames of reference to understanding identity. When the following three frames are taken together, the individual has an ability to create a complete identity:
Fictional – comes from stereotypes, perceptions, etc. and leads to objectification
Communal - allows for belonging to something greater than the self, but may also have misrepresentations
Autobiographical – allows for an individual to have many “selves”
7. Lesson 1:
o Where the Sidewalk Ends , Shel Silverstein
Hunsberger uses this poem to develop his classes listening and recall abilities. He makes the lesson more dynamic by including a hands-on component when the children get to stick Band-Aids on themselves. The lesson would be considered a success by many standards. However, Hunsberger realizes a flaw: a lack of cultural relevancy.
8. Lesson 1: “Where am I in this Poem?”
o Hunsberger is aware that the relative poverty shared by the learners in his classroom doesn’t allow for the, “scope of ordinary life-experience” that Dewey suggests is necessary.
Unlike the students in his class the character:
is white (an illustration in the book is of a white child)
Band-Aids are readily available, and the girl is comfortable with “wasting” them.
Additionally, when Hunsberger gave out Band-Aids, they were the color of Caucasian flesh.
9. Lesson 2:
o The Black Snowman , Phil Mendez
The Black Snowman is the story of two young African-American brothers growing up in poverty. They build a black snowman out of the dirty snow behind their building. They put a cloth, a Kente cloth, on the snowman who comes to life and tells tales of their ancestral courage. The boys become empowered and turn away from being victims.
10. Lesson 2: Here I am
o Hunsberger calls upon the work of Shields and notes, when “children feel they belong and find their realities reflected in the curriculum and conversations of schooling, research has demonstrated that they are more engaged in learning and that they experience greater school success.” (Shields, 2004, p.122)
The story accepts the reality of poverty
It takes ownership of strong emotions, like anger and loyalty
The story bridges the history with the present with a shared cultural identity
11. “ Connectedness” and “Experience”
o “ The character of our teaching, in turn, must include connectedness from which all children will profit and concerted research efforts directed at establishing how best to make connections in the classroom.” – Hunsberger
o “ I have emphasized the need for a sound philosophy of experience.” – (Dewey p. 91)
12. “ Connectedness” and “Experience”
o To reach a state of “connectedness,” progressive education in the classroom needs a three part strategy:
o Curriculum – seek new resources for written material
“ Anything which can be called a study, whether arithmetic, history, geography, or one of the natural sciences, must be derived from materials which at the outset fall within the scope of ordinary life-experience.” –(Dewey p. 73)
o Educator – seek to create a classroom culture that encourages participation by all
“ Connectedness is imperative for the students I serve. The poverty that encircles their lives creates a constant barrage of experiences that we seldom discuss or read about in the texts we choose for our literacy instruction.” – Hunsberger
o Learner – agree to connect to the class and become a part of a dynamic setting
“ Social constructivism thus emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. Von Glasersfeld (1989) emphasizes that learners construct their own understanding and that they do not simply mirror and reflect what they read.” - ( http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#Pedagogies_based_on_constructivism)
13. Where am I in this class?
o Though finding culturally relevant material seems to be the prescription, the educator also needs to take into consideration the diversity within the classroom environment. How do we “include connectedness from which all children will profit…” when our children are from such varied backgrounds?
o How do we reach Jane, Juanita, Josia, Jaden and Jermaine simultaneously?
Kamis, 16 Desember 2010
CALL in Linguistic
CALL:
Linguistic reality and technological limitations- brains vs chips
Thomas Hansen
University of Southern Denmark
Natural Interactive Systems Lab
thomas@nis.sdu.dk
Abstract
Behind the somewhat pompous name of this paper hides a much more modest aim. It is an attempt at clarifying one of the major problem areas found in the field of Computer Assisted Language Learning (CALL), specifically the use of Automatic Speech Recognition (ASR). The aim of CALL is to produce tools aiding the acquisition of foreign languages and, long-term, to produce full-fledged, virtual, multi-modal language tutors. In essence, the teacher in the machine. Focusing specifically on Computer Assisted Pronunciation Training (CAPT) I intend to present a, hopefully, pedagogic picture of how the mind works in relation to adopting the sounds of a foreign language (L2), both perception- and productionwise, and illustrate the shortcomings of ASR in comparison. I also intend to present you with some rather unsubstantiated ideas on language learning which can hopefully generate a wholesome debate.
1. Introduction - and some fairly unsubstantiated claims open for discussion
Learning a foreign language is by no means a task which is accomplished easily. In recent years a trend has become visible which, within school systems, exposes children to foreign languages earlier than ever seen before and the immigration politics of different countries focus much more on adult immigrants acquiring the native language as a prerequisite for permanent residence. As the demand for faster, better and more autonomous language study increases, scientists have begun looking at the computer as a potential aid in language acquisition. Some even speculate in the idea of an autonomous interactive, multi-modal language teacher/tutor. Although I find myself convinced that this will someday be reality, there are, as yet, multiple areas in which technology needs to improve in order to qualify for such a label, ASR not the least. In my opinion the area in which computers can, presently and long-term, benefit learners the most is within the area of pronunciation. Very often in classes consisting of 20-40 people teachers will not have the available time to practice with and correct individual student pronunciation. Areas such as vocabulary and grammar tutoring lend themselves much more easily to a (blackboard) class-based
teaching environment. In my opinion languages are not learned in class. Only building blocks aiding the learning of the language are provided within such an environment. One does not fully learn a language until one has to use the language in an actual situation with native speakers. Furthermore, using a language entails possessing some rudimentary communication skills. It is my firm belief that three different priorities for language acquisition can be established1:
1. Vocabulary
2. Pronunciation
3. Grammar and all the rest.
1 This claim was partly reached through a conversation with a Chinese test subject who said, “I know everything about
the grammar, I just can’t for the life of me pronounce it.”
In order to be able to speak a language a learner must know some basic words. Without a vocabulary nothing else will work. Again, in order to use that vocabulary a learner needs to be able to pronounce the contents. Subsequently learners can be taught to arrange words in their proper position. Whether a student utters the sentence: 1) “Me beer want,” or 2) “I would like a beer,” he or she will still be understood. This is comparable to tourists visiting foreign countries and availing themselves of standard phrases which have been picked up in one way or the other. Learning a language in class is much like learning to drive a car. Initially you are presented with all the rules and interpretations of the signs, but it is not until you find yourself alone, driving the car on your own in actual traffic that you really learn how to drive. Computer Assisted Language Learning, in time, carries the potential to provide you with your own car, but there are many hurdles which need to be overcome before this becomes reality.
2. Computer Assisted Language Learning
Computer Assisted Language Learning (CALL) and Computer Assisted Pronunciation Training (CAPT) are areas in the academic field that explore the role of information and communication technologies in language learning and teaching. This includes: materials development, pedagogical practice and research. Both are interrelated areas that have experienced rapid growth in recent years.2 Especially the introduction of the internet and the computer as a household item has spawned the possibility of online learning and computer applications in language learning [Levy, 1997]. Today CALL/CAPT have established themselves as prolific areas whose advantages are well known to language educators. Regardless of learner age these include:3
2 As a matter of fact I believe that this area should be viewed as a branching tree with a headline and several subdivisions, depending on your focus. CALL seems to me to be initial node, CAPT comesdirectly beneath it on its own branch. Other branches could be areas of grammar learning and vocabulary learning.
3 See for instance (Neri, Cucchiarini, Strik & Strik 2002).
1) Training available at any time the learner wishes – (install on laptop and transport)
2) More and faster individualized feedback for the learner. – (only the learner uses it)
3) Stress free environment for the learner to practice in. – (nobody listens, no time limit)
4) More practice time than in a classroom setting. – (available anytime)
The above four points should be viewed in terms of a class setting versus a non-class setting. But, as pointed out by Neri [Neri, 2001], many are concerned with the missing link between technological advances and Second Language Acquisition (SLA) research. One task at hand lies in bridging the gap between proceduralists and formalists, those who wish to build applications versus those with knowledge of language [Chambers, 2001]. In essence a method for pronunciation training is needed which focuses on both the linguistic perception and production facets of learning a language as well as taking into consideration the shortcomings and possibilities of present day technology.
3 Perception and production
Nearly all people are born with the capacity of speaking one language with native competence (L1), but children and adults differ greatly in their ability to learn a second language (L2). To find bilingual children with the competence of speaking both languages with native qualities is not unusual and even throughout their initial years of education they may acquire a third or fourth language where they attain near-native qualities. Research shows that around the age of thirteen the capacity for learning a language seems to diminish, otherwise known as the Critical Period Hypothesis (CPH) [Lenneberg, 1967; Flege, 1987]. Upon reaching adolescence our capacity to interpret new phonetic input (i.e. sounds not indigenous to our native language) seems to fossilize.
This is evidenced in many adults attempting to acquire a second language but producing it with heavy accent coloring. In 1957 Noam Chomsky coined the term Universal Grammar (UG) [Chomsky, 1957] arguing that all people possessed an underlying language module which acted as a blueprint for acquiring language.4 Once all the sounds of the native language have been ‘put into place,’ they are grouped in acoustic categories appropriate for the L1.5 Heavy accent coloring in L2 acquisition has then hitherto been explained via Equivalence Classification [Flege, 1987]: Upon attempting to acquire the sounds of the L2, these pass through the ‘phonological filter’ of the L1 and are assimilated to the sounds already known. In other words, the learner will attempt to compare the new sound with an already existing one in his or her native language, and produce the already known sound rather than the new one. This is also known as Acoustic Assimilation. Hence, a necessary component of speaking a foreign language with native quality is the ability to perceive the phonetic differences between the mother tongue and the target language. Additionally the ability to produce the sound is dependent on the ability to perceive it. Polivanov [Polivanov, 1931] and Flege [Flege, 1987] claim that a learner must be able to perceive the difference in acoustic quality before he/she can produce it
and thereby make room for new acoustic categories for the language in question.6
There are, of course, numerous other processes involved in the acquisition of a foreign language besides the ones that relate specifically to speech viewed as a simple acoustic signal. These relate to extra-linguistic factors such as body movement, but are not treated in this paper.
4 It should be noted that the theory of Universal Grammar is highly controversial and opposing viewpoints can be found
in most of the linguistic literature by J.R. Firth and M.A.K. Halliday. I am not an avid proponent of UG theory, but it
does seem to provide a pedagogically sound picture of the elements involved in language acquisition.
5 Acoustic categories can here be thought of as those ‘vowels’ and ‘consonants’ that we view as a fixed inventory for a
particular language. Other languages will posses different acoustic qualities.
6 There are opposing views on the matter such as Borrel [Borrel, 1990] who claims that production precedes perception.
Mastering the motor mechanics (in relation to the tongue), should facilitate the perception factor. My personal view,
based mostly on simple intuition, disagrees with that statement.
4 CALL – ASR and all the problems we encounter
Today the most widely used piece of technology in CAPT applications are Automatic Speech Recognition (ASR) systems. ASR allows the L2 learner to interact with the constructed software as well as provides the possibility of the learner’s pronunciation to be understood and evaluated immediately, by analyzing the acoustic signal provided by the learner. In an ideal CAPT application the level of feedback should emulate that provided by human teachers in terms of, for instance, segmental correction. A teacher standing in front of a student is able to offer corrective feedback in respect to motor movements of the mouth, articulatory advice, guide the student on the phonetic as well as the sentence level. Hence, a non-native speaker pronouncing the word as should be informed that the second segment should be pronounced differently, followed by exemplification. Currently the best available option in terms of computer feedback is provided through the use of ASR systems. However, numerous problems are encountered when employing ASR technology in CAPT systems. These problems are manifold and can be exemplified on, at least, two separate, yet interdependent, levels:
1. Single word pronunciation
2. Sentence level pronunciation
ASR systems, unlike the human auditory system, are currently incapable of distinguishing between speech and non-speech sounds. Hence a cough, a sigh, a hiccup, the slamming of a door, the chirp of a bird, all these sounds will be interpreted by the ASR system as constituting a speech signal and the system will attempt to match this signal with an already incorporated vocabulary. Even the possibility of having a faint echo in the room when producing an utterance will potentially be
misinterpreted by the ASR.
Limited vocabulary, or simply out-of-vocabulary, constitutes another problem for ASR systems. Most often the training material available to the student is fairly limited since not all words, counting inflections and similar, are part of the trained or inbuilt vocabulary. This in turn brings up a related problem, namely that of dialectal variation and speaking style. Dialects can in some cases vary to such a degree that they can almost be considered languages within languages. Even the human auditory system can run into trouble at this level. Differences are also visible in terms of physiological differences in the human vocal tract. In addition to dialects, we also encounter differences in speaking styles as well as differences between the acoustic signals of men, women and also children. In many cases ASR systems are not capable of handling these differences unless specifically designed to cater to a particular group. Furthermore ASR systems often run into trouble when the vocabulary becomes too similar. Hence, minimal pairs such as and are very difficult to distinguish. Most ASR systems seem happier when the phonetic material provided is polysyllabic. Even more difficult, if not entirely impossible is the aspect of getting ASR systems to provide segmental feedback. Segmental feedback requires the isolation and identification of single-phones in a context of other phones. Hence the system should ideally be able to recognize whether a [k] is pronounced with aspiration or without aspiration, or even as non-released. ASR systems are composed, mostly, of diphones or triphones, hence eliminating the possibility of single-phone identification. Creating an acoustic model which would be able to distinguish between all the different phonetic realizations of sounds does indeed provide a daunting task. The already mentioned problems are then even further magnified when examining continuous speech. Continuous speech has no apparent boundaries from which the ASR system can solidly deduce single words. This can be seen from perhaps the most widely used example listed below.
How is an ASR system to know whether a speaker says:
1. Recognize speech
2. Wreck a nice beach
As human listeners we have the advantage of context and reasoning, an ASR system does not. Further examples can be found in the area of homophones, which are words that sound the same but are spelled differently i.e. sale versus sail. All in all speech recognition still suffer from severe shortcomings in terms of functioning as substitute and autonomous language teachers.
5 Conclusion
In this paper I have attempted to outline two very different processes, which aim at achieving the same goal, namely that of creating new speech sounds in learners of a foreign language, perception and production of the mind versus perception in ASR.
As we have seen, acquiring new speech sounds is by no means an easy task once a native language has become fossilized. Human teachers have the ability to tutor and monitor individuals as well as
correcting minuscule differences between the mother tongue and the L2, but to some degree they suffer from not having enough time to devote to each individual students. ASR, if viewed as part of a larger package, does contain the possibility of providing students with more time for learning and individual practice and correction, but are simply not able to generate feedback which is finegrained enough to highlight small differences in language sounds. Furthermore, ASR systems as standalone applications are entirely unable to provide the learner with the perception part of language learning. ASR does currently provide the best option in terms of generating feedback, but we are a long way away from creating alternatives to real-life teachers.
Linguistic reality and technological limitations- brains vs chips
Thomas Hansen
University of Southern Denmark
Natural Interactive Systems Lab
thomas@nis.sdu.dk
Abstract
Behind the somewhat pompous name of this paper hides a much more modest aim. It is an attempt at clarifying one of the major problem areas found in the field of Computer Assisted Language Learning (CALL), specifically the use of Automatic Speech Recognition (ASR). The aim of CALL is to produce tools aiding the acquisition of foreign languages and, long-term, to produce full-fledged, virtual, multi-modal language tutors. In essence, the teacher in the machine. Focusing specifically on Computer Assisted Pronunciation Training (CAPT) I intend to present a, hopefully, pedagogic picture of how the mind works in relation to adopting the sounds of a foreign language (L2), both perception- and productionwise, and illustrate the shortcomings of ASR in comparison. I also intend to present you with some rather unsubstantiated ideas on language learning which can hopefully generate a wholesome debate.
1. Introduction - and some fairly unsubstantiated claims open for discussion
Learning a foreign language is by no means a task which is accomplished easily. In recent years a trend has become visible which, within school systems, exposes children to foreign languages earlier than ever seen before and the immigration politics of different countries focus much more on adult immigrants acquiring the native language as a prerequisite for permanent residence. As the demand for faster, better and more autonomous language study increases, scientists have begun looking at the computer as a potential aid in language acquisition. Some even speculate in the idea of an autonomous interactive, multi-modal language teacher/tutor. Although I find myself convinced that this will someday be reality, there are, as yet, multiple areas in which technology needs to improve in order to qualify for such a label, ASR not the least. In my opinion the area in which computers can, presently and long-term, benefit learners the most is within the area of pronunciation. Very often in classes consisting of 20-40 people teachers will not have the available time to practice with and correct individual student pronunciation. Areas such as vocabulary and grammar tutoring lend themselves much more easily to a (blackboard) class-based
teaching environment. In my opinion languages are not learned in class. Only building blocks aiding the learning of the language are provided within such an environment. One does not fully learn a language until one has to use the language in an actual situation with native speakers. Furthermore, using a language entails possessing some rudimentary communication skills. It is my firm belief that three different priorities for language acquisition can be established1:
1. Vocabulary
2. Pronunciation
3. Grammar and all the rest.
1 This claim was partly reached through a conversation with a Chinese test subject who said, “I know everything about
the grammar, I just can’t for the life of me pronounce it.”
In order to be able to speak a language a learner must know some basic words. Without a vocabulary nothing else will work. Again, in order to use that vocabulary a learner needs to be able to pronounce the contents. Subsequently learners can be taught to arrange words in their proper position. Whether a student utters the sentence: 1) “Me beer want,” or 2) “I would like a beer,” he or she will still be understood. This is comparable to tourists visiting foreign countries and availing themselves of standard phrases which have been picked up in one way or the other. Learning a language in class is much like learning to drive a car. Initially you are presented with all the rules and interpretations of the signs, but it is not until you find yourself alone, driving the car on your own in actual traffic that you really learn how to drive. Computer Assisted Language Learning, in time, carries the potential to provide you with your own car, but there are many hurdles which need to be overcome before this becomes reality.
2. Computer Assisted Language Learning
Computer Assisted Language Learning (CALL) and Computer Assisted Pronunciation Training (CAPT) are areas in the academic field that explore the role of information and communication technologies in language learning and teaching. This includes: materials development, pedagogical practice and research. Both are interrelated areas that have experienced rapid growth in recent years.2 Especially the introduction of the internet and the computer as a household item has spawned the possibility of online learning and computer applications in language learning [Levy, 1997]. Today CALL/CAPT have established themselves as prolific areas whose advantages are well known to language educators. Regardless of learner age these include:3
2 As a matter of fact I believe that this area should be viewed as a branching tree with a headline and several subdivisions, depending on your focus. CALL seems to me to be initial node, CAPT comesdirectly beneath it on its own branch. Other branches could be areas of grammar learning and vocabulary learning.
3 See for instance (Neri, Cucchiarini, Strik & Strik 2002).
1) Training available at any time the learner wishes – (install on laptop and transport)
2) More and faster individualized feedback for the learner. – (only the learner uses it)
3) Stress free environment for the learner to practice in. – (nobody listens, no time limit)
4) More practice time than in a classroom setting. – (available anytime)
The above four points should be viewed in terms of a class setting versus a non-class setting. But, as pointed out by Neri [Neri, 2001], many are concerned with the missing link between technological advances and Second Language Acquisition (SLA) research. One task at hand lies in bridging the gap between proceduralists and formalists, those who wish to build applications versus those with knowledge of language [Chambers, 2001]. In essence a method for pronunciation training is needed which focuses on both the linguistic perception and production facets of learning a language as well as taking into consideration the shortcomings and possibilities of present day technology.
3 Perception and production
Nearly all people are born with the capacity of speaking one language with native competence (L1), but children and adults differ greatly in their ability to learn a second language (L2). To find bilingual children with the competence of speaking both languages with native qualities is not unusual and even throughout their initial years of education they may acquire a third or fourth language where they attain near-native qualities. Research shows that around the age of thirteen the capacity for learning a language seems to diminish, otherwise known as the Critical Period Hypothesis (CPH) [Lenneberg, 1967; Flege, 1987]. Upon reaching adolescence our capacity to interpret new phonetic input (i.e. sounds not indigenous to our native language) seems to fossilize.
This is evidenced in many adults attempting to acquire a second language but producing it with heavy accent coloring. In 1957 Noam Chomsky coined the term Universal Grammar (UG) [Chomsky, 1957] arguing that all people possessed an underlying language module which acted as a blueprint for acquiring language.4 Once all the sounds of the native language have been ‘put into place,’ they are grouped in acoustic categories appropriate for the L1.5 Heavy accent coloring in L2 acquisition has then hitherto been explained via Equivalence Classification [Flege, 1987]: Upon attempting to acquire the sounds of the L2, these pass through the ‘phonological filter’ of the L1 and are assimilated to the sounds already known. In other words, the learner will attempt to compare the new sound with an already existing one in his or her native language, and produce the already known sound rather than the new one. This is also known as Acoustic Assimilation. Hence, a necessary component of speaking a foreign language with native quality is the ability to perceive the phonetic differences between the mother tongue and the target language. Additionally the ability to produce the sound is dependent on the ability to perceive it. Polivanov [Polivanov, 1931] and Flege [Flege, 1987] claim that a learner must be able to perceive the difference in acoustic quality before he/she can produce it
and thereby make room for new acoustic categories for the language in question.6
There are, of course, numerous other processes involved in the acquisition of a foreign language besides the ones that relate specifically to speech viewed as a simple acoustic signal. These relate to extra-linguistic factors such as body movement, but are not treated in this paper.
4 It should be noted that the theory of Universal Grammar is highly controversial and opposing viewpoints can be found
in most of the linguistic literature by J.R. Firth and M.A.K. Halliday. I am not an avid proponent of UG theory, but it
does seem to provide a pedagogically sound picture of the elements involved in language acquisition.
5 Acoustic categories can here be thought of as those ‘vowels’ and ‘consonants’ that we view as a fixed inventory for a
particular language. Other languages will posses different acoustic qualities.
6 There are opposing views on the matter such as Borrel [Borrel, 1990] who claims that production precedes perception.
Mastering the motor mechanics (in relation to the tongue), should facilitate the perception factor. My personal view,
based mostly on simple intuition, disagrees with that statement.
4 CALL – ASR and all the problems we encounter
Today the most widely used piece of technology in CAPT applications are Automatic Speech Recognition (ASR) systems. ASR allows the L2 learner to interact with the constructed software as well as provides the possibility of the learner’s pronunciation to be understood and evaluated immediately, by analyzing the acoustic signal provided by the learner. In an ideal CAPT application the level of feedback should emulate that provided by human teachers in terms of, for instance, segmental correction. A teacher standing in front of a student is able to offer corrective feedback in respect to motor movements of the mouth, articulatory advice, guide the student on the phonetic as well as the sentence level. Hence, a non-native speaker pronouncing the word
1. Single word pronunciation
2. Sentence level pronunciation
ASR systems, unlike the human auditory system, are currently incapable of distinguishing between speech and non-speech sounds. Hence a cough, a sigh, a hiccup, the slamming of a door, the chirp of a bird, all these sounds will be interpreted by the ASR system as constituting a speech signal and the system will attempt to match this signal with an already incorporated vocabulary. Even the possibility of having a faint echo in the room when producing an utterance will potentially be
misinterpreted by the ASR.
Limited vocabulary, or simply out-of-vocabulary, constitutes another problem for ASR systems. Most often the training material available to the student is fairly limited since not all words, counting inflections and similar, are part of the trained or inbuilt vocabulary. This in turn brings up a related problem, namely that of dialectal variation and speaking style. Dialects can in some cases vary to such a degree that they can almost be considered languages within languages. Even the human auditory system can run into trouble at this level. Differences are also visible in terms of physiological differences in the human vocal tract. In addition to dialects, we also encounter differences in speaking styles as well as differences between the acoustic signals of men, women and also children. In many cases ASR systems are not capable of handling these differences unless specifically designed to cater to a particular group. Furthermore ASR systems often run into trouble when the vocabulary becomes too similar. Hence, minimal pairs such as
How is an ASR system to know whether a speaker says:
1. Recognize speech
2. Wreck a nice beach
As human listeners we have the advantage of context and reasoning, an ASR system does not. Further examples can be found in the area of homophones, which are words that sound the same but are spelled differently i.e. sale versus sail. All in all speech recognition still suffer from severe shortcomings in terms of functioning as substitute and autonomous language teachers.
5 Conclusion
In this paper I have attempted to outline two very different processes, which aim at achieving the same goal, namely that of creating new speech sounds in learners of a foreign language, perception and production of the mind versus perception in ASR.
As we have seen, acquiring new speech sounds is by no means an easy task once a native language has become fossilized. Human teachers have the ability to tutor and monitor individuals as well as
correcting minuscule differences between the mother tongue and the L2, but to some degree they suffer from not having enough time to devote to each individual students. ASR, if viewed as part of a larger package, does contain the possibility of providing students with more time for learning and individual practice and correction, but are simply not able to generate feedback which is finegrained enough to highlight small differences in language sounds. Furthermore, ASR systems as standalone applications are entirely unable to provide the learner with the perception part of language learning. ASR does currently provide the best option in terms of generating feedback, but we are a long way away from creating alternatives to real-life teachers.
HEAL THE WORLD - MICHAEL JACKSON
little girl talking
(I think about the generations
and they say they want to make it
a better place for our children and our children's children
so that they they they know it's a better world for them
and I think they can make it a better place)
There's A Place In
Your Heart
And I Know That It Is Love
And This Place Could
Be Much
Brighter Than Tomorrow
And If You Really Try
You'll Find There's No Need
To Cry
In This Place You'll Feel
There's No Hurt Or Sorrow
There Are Ways
To Get There
If You Care Enough
For The Living
Make A Little Space
Make A Better Place
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
If You Want To Know Why
There's A Love That
Cannot Lie
Love Is Strong
It Only Cares For
Joyful Giving
If We Try
We Shall See
In This Bliss
We Cannot Feel
Fear Or Dread
We Stop Existing And
Start Living
Then It Feels That Always
Love's Enough For
Us Growing
So Make A Better World
Make A Better World...
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
And The Dream We Were
Conceived In
Will Reveal A Joyful Face
And The World We
Once Believed In
Will Shine Again In Grace
Then Why Do We Keep
Strangling Life
Wound This Earth
Crucify Its Soul
Though It's Plain To See
This World Is Heavenly
Be God's Glow
We Could Fly So High
Let Our Spirits Never Die
In My Heart
I Feel You Are All
My Brothers
Create A World With
No Fear
Together We'll Cry
Happy Tears
See The Nations Turn
Their Swords
Into Plowshares
We Could Really Get There
If You Cared Enough
For The Living
Make A Little Space
To Make A Better Place...
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
You And For Me
You And For Me
Make A Better Place
You And For Me
Make A Better Place
You And For Me
Make A Better Place
You And For Me
heal the world we live in
You And For Me
save it for our children
You And For Me
heal the world we live in
You And For Me
save it for our children
You And For Me
heal the world we live in
You And For Me
save it for our children
You And For Me
heal the world we live in
You And For Me
save it for our children
(I think about the generations
and they say they want to make it
a better place for our children and our children's children
so that they they they know it's a better world for them
and I think they can make it a better place)
There's A Place In
Your Heart
And I Know That It Is Love
And This Place Could
Be Much
Brighter Than Tomorrow
And If You Really Try
You'll Find There's No Need
To Cry
In This Place You'll Feel
There's No Hurt Or Sorrow
There Are Ways
To Get There
If You Care Enough
For The Living
Make A Little Space
Make A Better Place
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
If You Want To Know Why
There's A Love That
Cannot Lie
Love Is Strong
It Only Cares For
Joyful Giving
If We Try
We Shall See
In This Bliss
We Cannot Feel
Fear Or Dread
We Stop Existing And
Start Living
Then It Feels That Always
Love's Enough For
Us Growing
So Make A Better World
Make A Better World...
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
And The Dream We Were
Conceived In
Will Reveal A Joyful Face
And The World We
Once Believed In
Will Shine Again In Grace
Then Why Do We Keep
Strangling Life
Wound This Earth
Crucify Its Soul
Though It's Plain To See
This World Is Heavenly
Be God's Glow
We Could Fly So High
Let Our Spirits Never Die
In My Heart
I Feel You Are All
My Brothers
Create A World With
No Fear
Together We'll Cry
Happy Tears
See The Nations Turn
Their Swords
Into Plowshares
We Could Really Get There
If You Cared Enough
For The Living
Make A Little Space
To Make A Better Place...
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
Heal The World
Make It A Better Place
For You And For Me
And The Entire Human Race
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
There Are People Dying
If You Care Enough
For The Living
Make A Better Place
For You And For Me
You And For Me
You And For Me
Make A Better Place
You And For Me
Make A Better Place
You And For Me
Make A Better Place
You And For Me
heal the world we live in
You And For Me
save it for our children
You And For Me
heal the world we live in
You And For Me
save it for our children
You And For Me
heal the world we live in
You And For Me
save it for our children
You And For Me
heal the world we live in
You And For Me
save it for our children
LISTEN - BEYONCE
Listen to the song here in my heart
A melody I start but can't complete
Listen to the sound from deep within
It's only beginning to find release
Oh, the time has come for my dreams to be heard
They will not be pushed aside and turned
Into your own all 'cause you won't
Listen
Listen, I am alone at a crossroads
I'm not at home in my own home
And I've tried and tried to say what's on mind
You should have known
Oh, now I'm done believing you
You don't know what I'm feeling
I'm more than what you made of me
I followed the voice you gave to me
But now I've gotta find my own
You should have listened, there is someone here inside
Someone I thought had died so long ago
Oh, I'm screaming out and my dreams'll be heard
They will not be pushed aside on words
[ From: http://www.elyrics.net/read/b/beyonce-lyrics/listen-lyrics.html ]
Into your own all 'cause you won't
Listen
Listen, I am alone at a crossroads
I'm not at home in my own home
And I've tried and tried to say what's on mind
You should have known
Oh, now I'm done believing you
You don't know what I'm feeling
I'm more than what you made of me
I followed the voice you gave to me
But now I've gotta find my own
I don't know where I belong
But I'll be moving on
If you don't, if you won't
Listen to the song here in my heart
A melody I start but I will complete
Oh, now I'm done believing you
You don't know what I'm feeling
I'm more than what you made of me
I followed the voice you think you gave to me
But now I've gotta find my own, my own
A melody I start but can't complete
Listen to the sound from deep within
It's only beginning to find release
Oh, the time has come for my dreams to be heard
They will not be pushed aside and turned
Into your own all 'cause you won't
Listen
Listen, I am alone at a crossroads
I'm not at home in my own home
And I've tried and tried to say what's on mind
You should have known
Oh, now I'm done believing you
You don't know what I'm feeling
I'm more than what you made of me
I followed the voice you gave to me
But now I've gotta find my own
You should have listened, there is someone here inside
Someone I thought had died so long ago
Oh, I'm screaming out and my dreams'll be heard
They will not be pushed aside on words
[ From: http://www.elyrics.net/read/b/beyonce-lyrics/listen-lyrics.html ]
Into your own all 'cause you won't
Listen
Listen, I am alone at a crossroads
I'm not at home in my own home
And I've tried and tried to say what's on mind
You should have known
Oh, now I'm done believing you
You don't know what I'm feeling
I'm more than what you made of me
I followed the voice you gave to me
But now I've gotta find my own
I don't know where I belong
But I'll be moving on
If you don't, if you won't
Listen to the song here in my heart
A melody I start but I will complete
Oh, now I'm done believing you
You don't know what I'm feeling
I'm more than what you made of me
I followed the voice you think you gave to me
But now I've gotta find my own, my own
LOVE THE WAY YOU LIE - EMINEM FT RIHANNA
J
ust gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
I can't tell you what it really is
I can only tell you what it feels like
And right now there's a steel knife
In my windpipe
I can't breathe
But I still fight
While I can fight
As long as the wrong feels right
It's like I'm in flight
High of a love
Drunk from the hate
It's like I'm huffing paint
And I love it the more that I suffer
I sufficate
And right before im about to drown
She resuscitates me
She fucking hates me
And I love it
Wait
Where you going
I'm leaving you
No you ain't
Come back
We're running right back
Here we go again
It's so insane
Cause when it's going good
It's going great
I'm Superman
With the wind in his bag
She's Lois Lane
But when it's bad
It's awful
I feel so ashamed
I snap
Who's that dude
I don't even know his name
I laid hands on her
I'll never stoop so low again
I guess I don't know my own strength
Just gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
You ever love somebody so much
You can barely breathe
When you're with them
You meet
And neither one of you
Even know what hit 'em
Got that warm fuzzy feeling
Yeah them chills
Used to get 'em
Now you're getting fucking sick
Of looking at 'em
You swore you've never hit 'em
Never do nothing to hurt 'em
Now you're in each other's face
Spewing venom
And these words
When you spit 'em
You push
Pull each other's hair
Scratch, claw, bit 'em
Throw 'em down
Pin 'em
So lost in the moments
When you're in 'em
It's the rage that took over
It controls you both
So they say it's best
To go your separate ways
Guess that they don't know ya
Cause today
That was yesterday
Yesterday is over
It's a different day
Sound like broken records
Playin' over
But you promised her
Next time you'll show restraint
You don't get another chance
Life is no Nintendo game
But you lied again
Now you get to watch her leave
Out the window
Guess that's why they call it window pane
Just gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
Now I know we said things
Did things
That we didn't mean
And we fall back
Into the same patterns
Same routine
But your temper's just as bad
As mine is
You're the same as me
But when it comes to love
You're just as blinded
Baby please come back
It wasn't you
Baby it was me
Maybe our relationship
Isn't as crazy as it seems
Maybe that's what happens
When a tornado meets a volcano
All I know is
I love you too much
To walk away though
Come inside
Pick up your bags off the sidewalk
Don't you hear sincerity
In my voice when I talk
Told you this is my fault
Look me in the eyeball
Next time I'm pissed
I'll aim my fist
At the dry wall
Next time
There will be no next time
I apologize
Even though I know it's lies
I'm tired of the games
I just want her back
I know I'm a liar
If she ever tries to fucking leave again
I'mma tie her to the bed
And set the house on fire
Just gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
ust gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
I can't tell you what it really is
I can only tell you what it feels like
And right now there's a steel knife
In my windpipe
I can't breathe
But I still fight
While I can fight
As long as the wrong feels right
It's like I'm in flight
High of a love
Drunk from the hate
It's like I'm huffing paint
And I love it the more that I suffer
I sufficate
And right before im about to drown
She resuscitates me
She fucking hates me
And I love it
Wait
Where you going
I'm leaving you
No you ain't
Come back
We're running right back
Here we go again
It's so insane
Cause when it's going good
It's going great
I'm Superman
With the wind in his bag
She's Lois Lane
But when it's bad
It's awful
I feel so ashamed
I snap
Who's that dude
I don't even know his name
I laid hands on her
I'll never stoop so low again
I guess I don't know my own strength
Just gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
You ever love somebody so much
You can barely breathe
When you're with them
You meet
And neither one of you
Even know what hit 'em
Got that warm fuzzy feeling
Yeah them chills
Used to get 'em
Now you're getting fucking sick
Of looking at 'em
You swore you've never hit 'em
Never do nothing to hurt 'em
Now you're in each other's face
Spewing venom
And these words
When you spit 'em
You push
Pull each other's hair
Scratch, claw, bit 'em
Throw 'em down
Pin 'em
So lost in the moments
When you're in 'em
It's the rage that took over
It controls you both
So they say it's best
To go your separate ways
Guess that they don't know ya
Cause today
That was yesterday
Yesterday is over
It's a different day
Sound like broken records
Playin' over
But you promised her
Next time you'll show restraint
You don't get another chance
Life is no Nintendo game
But you lied again
Now you get to watch her leave
Out the window
Guess that's why they call it window pane
Just gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
Now I know we said things
Did things
That we didn't mean
And we fall back
Into the same patterns
Same routine
But your temper's just as bad
As mine is
You're the same as me
But when it comes to love
You're just as blinded
Baby please come back
It wasn't you
Baby it was me
Maybe our relationship
Isn't as crazy as it seems
Maybe that's what happens
When a tornado meets a volcano
All I know is
I love you too much
To walk away though
Come inside
Pick up your bags off the sidewalk
Don't you hear sincerity
In my voice when I talk
Told you this is my fault
Look me in the eyeball
Next time I'm pissed
I'll aim my fist
At the dry wall
Next time
There will be no next time
I apologize
Even though I know it's lies
I'm tired of the games
I just want her back
I know I'm a liar
If she ever tries to fucking leave again
I'mma tie her to the bed
And set the house on fire
Just gonna stand there
And watch me burn
But that's alright
Because I like
The way it hurts
Just gonna stand there
And hear me cry
But that's alright
Because I love
The way you lie
I love the way you lie
I love the way you lie
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