2025/08/16 更新

写真a

ローズ　ラルフ　レオン
ローズ　ラルフ　レオン
所属
理工学術院 創造理工学部
職名
教授
学位
Ph.D. ( 2005年06月 Northwestern University )
MA TES/FL ( 1998年07月 University of Birmingham )
BS ( 1988年05月 Wheaton College )
ホームページ
http://www.roselab.sci.waseda.ac.jp/

経歴

  • 2008年04月
    -
    継続中

    早稲田大学   理工学術院   準教授

  • 2005年04月
    -
    2008年03月

    群馬県立女子大学   国際コミュニケーション学部   準教授

  • 1997年04月
    -
    1999年03月

    ノートルダム清心女子短期大学   講師

  • 1994年04月
    -
    1997年03月

    ノートルダム清心女子短期大学   助手

  • 1990年08月
    -
    1994年03月

    ECC外語学院   広島校   Native English Instructor

  • 1988年08月
    -
    1990年07月

    高揚東高等学校   英語課   Assistant English Teacher (AET)

▼全件表示

学歴

  • 　
    -
    2005年05月

    ノースウェスタン大学   言語科学研究科   言語学（心理言語学、計算言語学）  

  • 　
    -
    1998年05月

    バーミンガム大学   言語教育研究科   第二言語として英語教育学  

  • 　
    -
    1988年05月

    ホィートン大学   教養部（理科系）   物理学  

研究分野

  • 外国語教育 / 言語学

研究キーワード

  • 計算言語学

  • 躊躇現象

  • 流暢さ

  • Computer-assisted language learning

  • 第２言語習得

受賞

  • 2018年度 e-Teaching Award

    2019年03月   早稲田大学  

    受賞者： ローズ ラルフ レオン

    　概要を見る

    https://www.waseda.jp/inst/ches/news/2019/04/10/2279/
    https://www.waseda.jp/inst/ches/assets/uploads/2019/04/2018e-TA_12_rose.pdf

  • Cognitive Science Fellow (Northwestern University)

    1999年09月  

メディア報道

  • The Mystery and Occasional Poetry of, Uh, Filled Pauses

    インターネットメディア

    執筆者： 本人以外  

    Atlas Obscura   Atlas Obscura  

    2017年01月

  • ラジオセミナー（高崎ラジオ）

    テレビ・ラジオ番組

    高崎ラジオ   ラジオセミナー  

    日本国群馬県高崎市  

    2005年10月

  • Videos seen as ideal for motivating students of English

    新聞・雑誌

    執筆者： 本人以外  

    1995年11月

 

論文

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書籍等出版物

  • Academic Reading in Science and Engineering, Book 2 - Revised Edition

    ローズ ラルフ レオン( 担当： 単著)

    DTP出版  2020年09月 ISBN: 9784862117595

  • Academic Reading in Science and Engineering, Book 1 - Revised Edition

    ローズ ラルフ レオン( 担当： 単著)

    DTP出版  2020年03月 ISBN: 9784862117403

  • Proceedings of DiSS 2019, The 9th Workshop on Disfluency in Spontaneous Speech

    Rose, Ralph L, EKLUND, Robert( 担当： 共編者(共編著者))

    ELTE Eötvös Loránd University  2019年09月

    DOI

  • Proceedings of DiSS 2017, Disfluency in Spontaneous Speech

    EKLUND, Robert, ROSE, Ralph Leon( 担当： 共編者(共編著者))

    Royal Institute of Technology (KTH)  2017年08月

  • Academic Reading in Science and Engineering, Book 2

    ローズ ラルフ レオン( 担当： 単著)

    DTP出版  2015年09月 ISBN: 9784862115447

  • Academic Reading in Science and Engineering, Book 1

    ローズ ラルフ レオン( 担当： 単著)

    DTP出版  2015年03月 ISBN: 9784862115263

  • Concept Building and Discussion - Applications

    Rose, Ralph, Anthony, Laurence( 担当： 共著)

    DTP Publishing  2009年09月 ISBN: 9784862112309

  • Concept Building and Discussion - Foundations

    Anthony, Laurence, Rose, Ralph, Sheppard, Chris( 担当： 共著)

    DTP Publishing  2009年03月 ISBN: 9784862111531

▼全件表示

Works(作品等)

講演・口頭発表等

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共同研究・競争的資金等の研究課題

  • Automatic generation of vocabulary quiz items for large-scale testing

    早稲田大学  早稲田大学特定課題研究助成費

    研究期間:

    2023年04月
    -
    2024年03月
     

    ローズ ラルフ レオン, 折田 奈甫, 菅原 彩加, ワン チャオ

  • The role of filled pauses and other disfluencies as facilitative devices for learning

    早稲田大学  早稲田大学特定課題研究助成費

    研究期間:

    2022年04月
    -
    2023年03月
     

  • Developing gold standard data for Vocabulary Training and Testing

    Waseda University  Grant for Special Research Projects

    研究期間:

    2021年07月
    -
    2022年03月
     

    Ralph L. Rose, Naho Orita, Ayaka Sugawara, Judy Wang

  • 日本語と英語のパラレルコーパスを用いた言い淀みの対照言語学的研究

    日本学術振興会  Grant-in-Aid for Scientific Research (C)

    研究期間:

    2018年04月
    -
    2021年03月
     

    渡辺 美知子, ローズ ラルフ レオン

  • Modeling speech fluency for open-source e-learning application development

    早稲田大学  特定課題研究助成費

    研究期間:

    2019年07月
    -
    2020年03月
     

    ローズ ラルフ レオン

  • Converting an automatic word quiz creation application into an open-source tool

    早稲田大学  特定課題研究助成費

    研究期間:

    2019年04月
    -
    2020年03月
     

    ローズ ラルフ レオン

  • Reader’s inferences from filled pauses in written texts

    早稲田大学  特定課題研究助成費特定課題（基礎助成）

    研究期間:

    2018年04月
    -
    2019年03月
     

    ローズ ラルフ レオン

  • Providing automatic realtime feedback on temporal parameters of speech for second language fluency development

    早稲田大学  特定課題研究助成費特定課題（基礎助成）

    研究期間:

    2017年04月
    -
    2018年03月
     

    ローズ ラルフ レオン

  • 第二言語使用時における無声・有声休止と文構造の関連性

    日本学術振興会  科学研究費助成事業(基盤研究(C))

    研究期間:

    2015年04月
    -
    2018年03月
     

    ローズ ラルフ レオン, 渡辺 美知子, 酒井 弘

  • 自発音声コーパスの分析によるfilled pauseの音声学的特徴の解明

    日本学術振興会  科学研究費助成事業(基盤研究(B))

    研究期間:

    2014年04月
    -
    2017年03月
     

    前川喜久雄, 森 大毅, ローズ ラルフ レオン, 河原 英紀, 渡辺 美知子

  • The production and perception of hesitation phenomena in native spoken and written English

    早稲田大学  特定課題研究助成費特定課題（基礎助成）

    研究期間:

    2015年04月
    -
    2016年03月
     

    ローズ ラルフ レオン

  • Mass production of vocabulary knowledge quizzes for large-scale second language education

    早稲田大学  特定課題研究助成費特定課題（基礎助成）

    研究期間:

    2014年04月
    -
    2015年03月
     

    ローズ ラルフ レオン

  • 第二言語習得における躊躇現象 (科研)

    日本学術振興会  科学研究費助成事業(基盤研究(C))

    研究期間:

    2012年04月
    -
    2015年03月
     

    ローズ ラルフ レオン

  • 第二言語習得における躊躇現象 (早大)

    早稲田大学  特定課題研究助成費

    研究期間:

    2011年07月
    -
    2012年03月
     

    ローズ ラルフ レオン

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現在担当している科目

▼全件表示

担当経験のある科目(授業)

  • Academic Reading 1, 2

    早稲田大学  

    2018年04月
    -
    継続中
     

  • Advanced Technical Presentation

    早稲田大学  

    2018年04月
    -
    継続中
     

  • Special Topics in Functional English (Spoken fluency measurement and development)

    早稲田大学  

    2018年04月
    -
    2020年03月
     

  • Concept Building and Discussion 1, 2

    早稲田大学  

    2015年04月
    -
    2016年03月
     

  • Special Topics in Functional English (The Sound System of English)

    早稲田大学  

    2009年04月
    -
    2013年03月
     

  • Academic Lecture Comprehension 1, 2

    早稲田大学  

    2020年04月
    -
    継続中
     

  • Special Topics in Functional English (Spoken fluency measurement and development)

    早稲田大学  

    2016年04月
    -
    2017年03月
     

  • Integrated Course L (Reading)

    東京大学  

    2015年04月
    -
    2016年03月
     

  • Advanced Technical Reading and Writing 1, 2

    早稲田大学  

    2014年04月
    -
    2016年03月
     

  • Academic Reading 1, 2

    早稲田大学  

    2013年04月
    -
    2016年03月
     

  • Advanced Technical Presentation

    早稲田大学  

    2011年04月
    -
    2016年03月
     

  • 英語２列 (C)

    東京大学  

    2009年04月
    -
    2016年03月
     

  • 英語２列 (R)

    東京大学  

    2013年04月
    -
    2015年03月
     

  • 英語２列 (P)

    東京大学  

    2007年04月
    -
    2015年03月
     

  • Concept Building and Discussion 1, 2

    早稲田大学  

    2008年04月
    -
    2014年03月
     

  • Technical Presentation

    早稲田大学  

    2009年04月
    -
    2011年03月
     

  • Academic Reading 1, 2

    早稲田大学  

    2008年04月
    -
    2009年03月
     

  • Communication Strategies 1, 2

    早稲田大学  

    2008年04月
    -
    2009年03月
     

  • 英語の構造：音声と音韻

    群馬県立女子大学  

    2006年04月
    -
    2008年04月
     

  • エッセイ・ライティング 1, 2

    群馬県立女子大学  

    2007年04月
    -
    2008年03月
     

  • 心理言語学セミナー 1, 2

    群馬県立女子大学  

    2007年04月
    -
    2008年03月
     

  • 英語発音の基礎

    群馬県立女子大学  

    2006年04月
    -
    2008年03月
     

  • 言語と心理

    群馬県立女子大学  

    2006年04月
    -
    2008年03月
     

  • Academic English 1, 2

    国際大学  

    2004年09月
    -
    2008年03月
     

  • アカデミック・コミュニケーションの基礎

    群馬県立女子大学  

    2005年04月
    -
    2007年03月
     

  • リスニングとノートテーキング

    群馬県立女子大学  

    2005年04月
    -
    2007年03月
     

  • 英語のしくみ

    群馬県立女子大学  

    2005年04月
    -
    2007年03月
     

  • Language and Society (Linguistics 220)

    早稲田大学  

    2003年04月
    -
    2006年06月
     

  • Test of Spoken English (TSE) Workshop

    ノースウェスタン大学  

    2001年09月
    -
    2004年12月
     

  • English intensive course (International Summer Institute)

    ノースウェスタン大学  

    2001年06月
    -
    2001年08月
     

  • Written English for Nonnative Speakers (Linguistics 381)

    ノースウェスタン大学  

    2001年04月
    -
    2001年06月
     

  • Spoken English for Nonnative Speakers (Linguistics 380)

    ノースウェスタン大学  

    2000年09月
    -
    2001年03月
     

  • オーラルⅢ

    ノートルダム清心女子短期大学  

    1997年04月
    -
    1999年03月
     

  • 英文作Ⅱ

    ノートルダム清心女子短期大学  

    1996年04月
    -
    1999年03月
     

  • オーラルⅡ

    ノートルダム清心女子短期大学  

    1994年04月
    -
    1999年03月
     

  • オーラルＩ

    ノートルダム清心女子短期大学  

    1994年04月
    -
    1999年03月
     

  • 総合科目

    ノートルダム清心女子短期大学  

    1994年04月
    -
    1997年03月
     

▼全件表示

 

学術貢献活動

  • Reviewer, International Speech Communication Association (ISCA) annual conference (INTERSPEECH)

    学会・研究会等

    International Speech Communication Association (ISCA)  

    2018年
    -
    継続中

  • Proceedings Supervising Editor

    学会・研究会等

    Disfluency in Spontaneous Speech (DiSS) Workshop  

    2018年12月
    -
    2019年09月

  • Reviewer, Language and Speech

    査読等

    SAGE Publishing  

    2018年
    -
    継続中

  • Reviewer, Beszédtudomány – Speech science

    査読等

    Hungarian Academy of Sciences  

    2020年
    　
    　

  • Reviewer, Disfluency in Spontaneous Speech (DiSS) Workshop

    学会・研究会等

    Disfluency in Spontaneous Speech (DiSS) Workshop  

    2019年
    　
    　

  • Reviewer, International Symposium on Linguistic Patterns in Spontaneous Speech (LPSS)

    学会・研究会等

    International Symposium on Linguistic Patterns in Spontaneous Speech (LPSS)  

    2019年
    　
    　

  • Reviewer, International Congress for Phonetic Sciences

    学会・研究会等

    International Phonetic Assocation  

    2019年
    　
    　

  • Reviewer, Fluency and Disfluency across Languages and Language Varieties

    学会・研究会等

    Presses universitaires de Louvain  

    2018年
    　
    　

  • Proceedings Co-editor

    学会・研究会等

    Disfluency in Spontaneous Speech (DiSS) Workshop  

    2017年06月
    -
    2017年08月

  • Reviewer, Disfluency in Spontaneous Speech (DiSS) Workshop

    学会・研究会等

    Disfluency in Spontaneous Speech (DiSS) Workshop  

    2017年05月
    -
    2017年06月

  • Reviewer, Journal of the Phonetic Society of Japan

    学会・研究会等

    日本音声学会  

    2017年
    　
    　

  • Reviewer, International Journal of Learner Corpus Research

    査読等

    John Benjamins Publishing Company  

    2016年
    　
    　

  • Co-organizer, JALT CUE ESP Symposium

    学会・研究会等

    Japan Association for Language Teaching (JALT) College and University Educators (CUE) Special Interest Group   日本国東京都

    2014年03月
    -
    2014年08月

  • Reviewer for Transactions on Professional Communication

    学会・研究会等

    IEEE Professional Communication Society  

    2008年
    -
    2012年

  • Proceedings Co-editor

    学会・研究会等

    Disfluency in Spontaneous Speech and Linguistic Patterns in Spontaneous Speech Joint Workshop  

    2010年05月
    　
    　

  • Reviewer, Disfluency in Spontaneous Speech and Linguistic Patterns in Spontaneous Speech Joint Workshop (DiSS-LPSS 2010)

    学会・研究会等

    Disfluency in Spontaneous Speech and Linguistic Patterns in Spontaneous Speech Joint Workshop  

    2010年
    　
    　

  • Reviewer for Studies in Language Sciences

    学会・研究会等

    言語科学会  

    2006年
    -
    2010年

  • Video Rising Newsletter Supervising Editor

    学会・研究会等

    Japan Association for Language Teaching (JALT) Video special interest group  

    1994年10月
    -
    1996年10月

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特別研究期間制度（学内資金）

  • 第2言語習得における躊躇現象

    2017年04月
    -
    2018年03月

    ポルトガル   INESC-ID

    米国   Spring Arbor University

    フランス   LIMSI-CNRS

他学部・他研究科等兼任情報

  • 理工学術院   大学院基幹理工学研究科

学内研究所・附属機関兼任歴

  • 2024年
    -
    2026年

    理工学術院総合研究所   兼任研究員

特定課題制度（学内資金）

  • Automatic generation of vocabulary quiz items for large-scale testing

    2023年   折田 奈甫, 菅原 彩加, ワン チャオ

    　概要を見る

    Work on the project during AY2023 proceeded in two main areas. The first area built on work previously done in an AY2021 Tokutei Kadai project in which we asked language teaching experts to review a large set of automatically generated multiple-choice cloze vocabulary quiz questions and check the questions for well-formedness, and then to revise items that were deemed not well-formed. Due to constraints at the time, only about half of the 5,000 items were checked. In this year, the remainder of the set was checked to form a large dataset. This is a unique dataset in the field in that it is not simply a set of well-formed items, but rather contains expert judgments on what is and is not well-formed. This information is extremely useful for machine learning approaches to the automatic generation of these vocabulary questions. In fact, the dataset is already being used in a collaborative effort together with researchers at the Intelligent Media Processing Group at Osaka Metropolitan University.The second main area of work has been on building a new generator, capitalizing on the recent advances in the generative capabilities of large language models, particularly OpenAI’s GPT 3.5-turbo. A new generator has been developed in the Python language and has been published to GitHub for public dissemination and sharing as the repository “VocQGen” (vocabulary quiz generator). VocQGen takes advantage of GPT 3.5-turbo and various Python libraries to control part-of-speech correspondence in order to generate multiple-choice cloze vocabulary questions. Initial results were immediately very promising showing in a small-scale investigation that well over 90% of the items were judged to be well-formed and suitable for use with our target learners (university students).Further developments were made using retrieval-augmented generation (RAG) to advance VocQGen’s generative capability. At the end of the project year, generated items were submitted to a large-scale evaluation with 68 university students (our target users) and 8 teachers (as language testing experts). The results of this evaluation are still being analyzed, but preliminary results suggest that VocQGen generates items that are more reliable than ones that were produced manually (by an experienced language teacher for actual use in testing).VocQGen is publicly available via GitHub and other researchers as well as developers are welcome to make use of it. Future work involves providing a web interface such that teachers (for example) could use it to quickly generate vocabulary quizzes for their students.

  • The role of filled pauses and other disfluencies as facilitative devices for learning

    2022年  

    　概要を見る

    This research focuses on the novel question of whether filled pauses and other disfluencies might be usefully inserted into AI-generated speech in educational contexts and thereby serve a facilitative function for learning. This work began by looking closely at the ethics of AI and took the current consensus of this area – that AI ethics revolve around five principles: beneficence, non-maleficence, autonomy, justice, and explicability – in order to develop and propose a useful tool for specifically evaluating the use of disfluencies in AI-generated speech for learning contexts. This tool is called the Disfluency Instrumentality Audit (DIA) and can be used by system designers and other researchers to evaluate whether the systems they are designing meet basic ethical standards.In further work related to this research, two pilot experiments were carried out. One looked at whether deep learning systems (e.g., OpenAI’s chatGPT) actually emulate some of the facilitative effects often observed in previous research on disfluencies. A second pilot experiment was designed to look at whether disfluencies may facilitate a listener’s comprehension of texts. Overall, the work on this project suggests that the use of disfluencies in AI-generated speech for learning may be both productive and ethical.

  • Hesitation phenomena and disfluencies in artificial speech generation

    2021年  

    　概要を見る

    Artificial speech generation has existed for many decades and recent applications produce quite convincing results as evidenced by a number of widely known commercial applications. However, only recently have some of these applications begun to exhibit typical signs of spontaneous speech with the inclusion of disfluencies, despite the fact that these applications are most definitely NOT producing spontaneous speech. While the idea of inserting disfluencies has been tested in some ways for the past decade, there is not much controlled investigation of this trend. A corpus study was performed to look at patterns of disfluency use in a cross-linguistic manner. The experiment used the Crosslinguistic Corpus of Hesitation Phenomena (Rose, 2013) and extracted a wide variety of acoustic features of disfluencies exhibited in this speech corpus. The acoustic information was processed through a clustering algorithm to find common disfluency trends among sub-groups of the 35 speakers in the corpus. Surprisingly, the clustering method yielded a large number of groupings, suggesting that speakers are quite unique in their disfluency methods and cannot be easily categorized. One conclusion is that “mean” disfluency trends might be used in generated speech, for example as “nudges” to help learners achieve certain learning outcomes more readily.

  • Constructing a corpus for the study of simulated filled pauses

    2021年  

    　概要を見る

    When actors and voice artists speak within the context of a dramatic presentation, they may use disfluencies to make their speech sound more authentically spontaneous. However, there has been little study of whether these simulated disfluencies match patterns produced during truly spontaneous (that is, unscripted and unprepared) speech. The aim of this project was to evaluate this in a mini corpus of film and television dramas, as well as in elicitation from professional voice actors. A small corpus of 10 films and television shows was assembled, comprising a total of 122 filled pauses. The relatively small number means that conclusions are tentative, but the use of filled pauses seemed to fit typical patterns of use. They were more frequent at major than minor discourse boundaries, and uh was more frequent than um. An exception was that they did not necessarily precede words of low contextual probability, as has been previously shown in spontaneous speech. Two professional voice actors were hired to re-produce two different texts in three manners: scripted speech, scripted speech with simulated disfluency, and original spontaneous paraphrase. Two voice actors made recordings and results showed that the simulated disfluency was quite different from their actual disfluency.

  • Developing gold standard data for Vocabulary Training and Testing

    2021年   折田　奈甫, 菅原　彩加, ワン　チャオ

    　概要を見る

    We established three main aims during the year: to create a “gold standard” set of testing items, to develop a mock-up application for testing purposes, and to carry out a pilot investigation involving the gold standard items and the mock-up application. The gold standard items focused on creating a large number of multiple choice cloze vocabulary test items based on the General Service List and the Academic Word List. 5,000 items were generated automatically and then evaluated and corrected by experienced language teachers. In the end 2,786 items were retained in the gold standard set. Concurrently, an on-line vocabulary training and testing application was developed. Learners can choose a specific GSL or AWL sublist to focus on and receive practice items or take a short test occasionally to evaluate their knowledge of a specific sublist. Finally, a pilot experiment was carried out with 12 student participants. Over a two-week period, the participants were free to use the vocabulary application at their own pace, but with a target to study vocabulary a total of about 6 hours, spread out evenly across the time. Pre- and post-test results showed a significant gain in vocabulary knowledge over the two-week period.

  • Converting an automatic word quiz creation application into an open-source tool

    2020年  

    　概要を見る

    Word Quiz Constructor (WQC: Rose 2014) is a Java console application designed to automatically generate vocabulary quizzes with questions testing learners’ knowledge of Academic Word List (AWL: Coxhead 2000) words. This project’s aim was to prepare the project for public distribution in two ways: (1) Develop the application for greater user customizability while evaluating its custom features to suggest optimal settings for different scenarios and (2) converting the application to a publicly distributable archive. For the development aim, WQC was further implemented with the capability to make use of different readability algorithms which are useful for controlling the difficulty level of stem sentences in cloze questions. It was also further implemented to make use of different frequency lists for checking the frequency of tri-gram sequences surrounding target words. The optimal configuration overall was found to be that using the Linsear Write readability algorithm with the British Academic Written English (BAWE) corpus frequency list and drawing carrier sentences from Simple English Wikipedia. The Coronavirus situation pressed WQC into full-time service in the English program with the creation of question banks. Results showed good discrimination ability of the questions produced. Finally, the second aim was achieved with the publication of a distributable application on the Roselab web site (author’s university web page).

  • Modeling speech fluency for open-source e-learning application development

    2019年   Sheppard, Chris, Kinoshita, Naoko, Shinohara, Yasuaki, Sagisaka, Yoshiori, Kondo, Mariko, Sun, Yue

    　概要を見る

    This project aims to develop a shareable model of second language speech fluency that can be utilized by both language teaching practitioners as well as language learning technology engineers and programmers. This year’s efforts were focused on two main goals:  first, continued development and validation of a speaking practice application called Fluidity that embodies such a model; and second, the organization of an exchange of ideas regarding fluency modeling for theoretical and practical purposes. On the first goal, the Fluidity application detection mechanisms were subjected to some acoustic validation tests to gauge how accurately the speech, pause, and syllable detection mechanisms work. The results of these tests were quite positive, showing that Fluidity performs better than a widely-used script based on the Praat acoustic phonetics analysis tool. These results are to be published in the proceedings of the annual Speech Prosody conference. On the second goal, informal discussions with the research collaborators generated interesting ideas about fluency modeling including a debate about how to make such modeling useful to such diverse fields as pedagogy and engineering. Unfortunately, a plan to host a public meeting to discuss these topics could not be carried out due to the COVID-19 situation.

  • Readers' inferences from filled pauses in written texts

    2018年  

    　概要を見る

    In work by Bailey and Ferreira (2003), listeners who heard filled pause disfluencies (i.e., “uh uh”) at structural non-boundary locations (e.g., (2) below) judged the sentence stimuli as ungrammatical more often than when the disfluency was at (or very near to) a boundary location (e.g., (1) below). They interpreted this as evidence of a structural signalling effect of filled pauses.(1) [While [the man hunted] the uh uh deer ran into the woods].(2) [While [the man hunted] the deer uh uh ran into the woods].With the rapid rise of social media, filled pauses are being increasingly observed even in print material like blogs and messaging. Therefore, it is an open question whether printed filled pauses may have comparable effects on readers. The present work seeks to examine whether the structural signalling effect extends to the reading of written stimuli. Similar to the previous work, readers judged sentences like (2) as ungrammatical more often. Furthermore, in a self-paced reading paradigm, participants’ reading times were slower in the first three regions (words) after a printed disfluency in a nonboundary location. This suggests the effect is robust across perceptual paradigms.This research was conducted via Amazon Mechanical Turk and the results were reported at the CUNY 2019 Human Sentence Processing Conference.

  • Providing automatic realtime feedback on temporal parameters of speech for second language fluency development

    2017年  

    　概要を見る

    This research project focused on the development and user testing of a computer application called Fluidity which is designed to help second language learners develop their speed fluency by giving real-time feedback on fluency-related features of speechin a manner that resembles human-human communication.At first, several speech researchers in Lisbon, Portugal who are experts in second language fluency and digital signal processing were consulted. Their advice included detailed recommendations about application design and audio libraries for signal processing.Thereafter, Fluidity was completely reprogrammed. Two main practice functions were implemented: scripted speech and free speech practice. Also, a virtual character named Fludie was added, which gives feedback to the learner via facial expressions. Also implemented were different visualizations of the learner's speech for review purposes.Finally, Fluidity underwent user testing by a number of second language learners in Portugal, France, and the United States. Afterward, each user completed a survey about their experience. Responses to Fluidity were very positive, with many users saying they would likely use it for their own language learning purposes.The new version of Fluidity and results of user testing were presented to various professional audiences in Portugal, France, Germany, Belgium, and the United States, who gave expert suggestions for further development. It is anticipated that an alpha version of the application will be released during AY2018.

  • The production and perception of hesitation phenomena in native spoken and written English

    2015年  

    　概要を見る

    Many if not most language perception phenomena have listening and reading correlates in psycholinguistic experimentation. In the perception of filled pauses (e.g., uh/um in English, e-to/ano in Japanese), experimental work has thus far looked only at filled pauses in speech showing that hearers process incoming speech differently when there are filled pauses. The present research therefore was a pilot experiment which sought to examine whether analogous results could be obtained in reading.The experiment used a self-paced reading task design with three syntactic configurations: subordinate clauses, coordinate clauses, and nouns of high contextual probability. The sentences were presented on scren in either a disfluent (with a filled pause) or fluent condition. The prediction was that the disfluent condition should generate processing difficulty and hence longer reading times.Results (N=22 native English speakers) showed that longer reading times were obtained in the disfluent condition in the region of interest (immediately after the filled pause). The results do not quite reach statistical significance, however, using mixed-effects modeling with fluency as a fixed effect and users and stimuli as random effects.  Future work will seek to increase the number of participants to that comparable to other studies of similar design.

  • 大規模第2言語教育用語彙認識クイズのマスプロダクション

    2014年  

    　概要を見る

    The primary purpose of this project was to develop and report on an application which is designed to produce vocabulary tests en masse for large-scale English teaching programs. The application, called Word Quiz Creator (WQC), is a Java application that takes selected sublists of the Academic Word List (Coxhead 2000) and creates multiple-choice fill-in-the-blank quiz items by drawing sample sentences from on-line and off-line corpora.In a useability experiment, items created by WQC were compared to items created manually by an experienced test creator. The items were evaluated by experienced teachers as well as tested on student volunteers in an experimental setting.  Results showed generally that WQC created items that were nearly on a par with the manually-produced items.A description of WQC and the results of these useability experiments were reported at two different conferences during the summer of 2014. Valuable feedback was obtained from other researchers on how to improve the performance of WQC and several teacher practitioners (particularly those working at institutes with large-scale language programs) expressed an interest in downloading the application for their own use. A distribution version of WQC for download and use by researchers and teachers is now in preparation.

  • 第二言語習得における躊躇現象

    2011年  

    　概要を見る

    One of the many linguistic needs of second language learners is to learn the temporal patterns of the target language. That is, in addition to developing grammatical accuracy and broad lexical knowledge, learners must learn how and when to pause appropriately and in a native-like manner in order to fully master their second language productive skills. Hesitation phenomena --- including silent pauses, filled pauses (uh, um), repairs, repeats, lengthenings, and so on --- are a key overt feature of speech and can provide cues to a learner's mastery of the temporal patterns of a target language. Thus, a close examination of HP is useful to understand how learners develop and where they need to develop.This research project has therefore focused on the creation, annotation, and analysis of a corpus of first and second language speech called the Crosslinguistic Corpus of Hesitation Phenomena (CCHP) as part of a larger effort to understand the second language learner's developmental process. In principle, the project was performed as a pilot project in order to test the elicitation methods, annotation procedures, and overall design of the corpus in preparation for a larger scale corpus-building effort. However, even with its small-scale nature, the CCHP has yielded some interesting and novel findings.The CCHP currently consists of elicited recordings from ten native speakers of Japanese. Recordings were elicited in their native language (L1) as well as in a second language (L2), English. Participants were asked to perform parallel elicitation tasks in each language, varying from read speech to spontanous speech. Samples from these recordings were transcribed and annotated with respect to word and pause intervals and hesitation phenomena. Acoustic measurements of duration and first and second formant (F1,F2) values of filled pauses were also taken. Finally, native English speakers (experienced English as a foreign language teachers) rated the English speech samples for degree of native/nonnative accent and fluency.Analysis of the corpus data shows that the corpus is largely consistent with previous research of a similar nature. Results show that several features correlate well with second language proficiency. These are described one by one in greater detail in the following paragraphs.Speech rate refers to the number of tokens (i.e., words) per minute. Previous research shows that as higher level L2 speakers have a higher speech rate in their L2. The results from the CCHP are consistent with this, yet suggest that this is only part of the story: Higher level L2 speakers also have a higher speech rate in their L1. This result further suggests that speech rate ― taken by many as an indicator of L2 proficiency ― is not, in fact, a reliable indicator. Or, if it is, it is a predictor in a more determinative sense: people who naturally speak faster are more likely to achieve a higher L2 proficiency level.Token duration refers to the time duration of speakers' utterance of individual tokens in the corpus. The mean token duration shows a pattern that is consistent with previous work: Higher proficiency L2 speakers have a shorter mean token duration that lower proficiency L2 speakers. Furthermore, results show that the mean token duration does not vary when speaking in L1. Thus, unlike speech rate above, token duration can be seen as a reliable indicator of L2 proficiency., as distinct from L1 performance characteristics.Silent pause rate refers to the number of silent pauses which occur per 100 tokens. In previous research, silent pause rate has been observed to correlate well with L2 proficiency: Higher-level L2 speakers have a lower silent pause rate than lower-level speakers. The corpus in the present project confirms this result, and further shows that it is independent of L1 performance characteristics.Silent pause duration refers to the time duration of individual silent pauses. The corpus results are consistent with previous research showing that higher-level L2 speakers have a shorter mean silent pause duration, but the results further suggest that this not independent of L1 performance characteristics. That is, just like for speech rate above, results suggest that those who pause shorter in L1 are also those who pause shorter in L2.Filled pause rate refers to number of filled pauses ('uh'/'um' in English, 'e-(to)'/'ano'/'n' in Japanese) per 100 tokens. The results of the corpus are consistent with most previous research showing no difference in mean filled pause rate across L1 or L2. Filled pause rate is not a reliable indicator of L2 proficiency at all.Filled pause duration refers to the time duration of filled pauses. Previous work has not looked at this feature of speech closely. In the current project, results show that higher-level L2 speakers use shorter filled pauses than lower-level speakers. Furthermore, this trend is independent of L1 speaker performance characteristics. Hence, the results pattern like those of token duration and silent pause rate, above.Formant measurements of the filled pause vowels showed that low-level learners have an L2 vowel height that is close to the typical L1 vowel (/E/) and that as L2 proficiency gets higher, the L2 vowel height gets lower and closer to that of the typical L2 vowel (/@/). However, this same trend was also observed in L1, suggesting a backward influence of L2 filled pause vowels on L1 filled pause production. In contrast, vowel backness did not show the same trend: Higher-level L2 speakers use a more centralized vowel than lower-level speakers ― more back than the typical L1 vowel. Thus, filled pause vowel backness is a better predictor of L2 proficiency than vowel height. These results parallel other results from the corpus that relate speakers' production to accent ratings. Speakers who consistently lowered their vowels were judged more native-like (i.e., closer to L2 target pronunciation) than those who consistently backed their vowels.Repair rate refers to the number of repairs (repeats and self-corrections) that occur per 100 tokens. The corpus results here show merely that speakers have a higher repair rate when speaking in their L2 than in their L1. This is consistent across L2 proficiency levels.Repair duration refers the the length in tokens of repair sequences. Similar to the results for repair rate, speakers use longer repair sequences in their L2 than in their L1. However, this is consistent across L2 proficiency levels.These various findings are consistent with previous work showing the validity of the CCHP and the method used to obtain and annotate it. Furthermore, the findings that speech rate and silent pause duration are not strong predictors of L2 proficiency, as well as the findings that filled pause duration and filled pause vowel height are predictors of L2 proficiency are novel findings that have implications for how such things as fluency and accent are measured.

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