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ORCIDSLaTE 2011: Venice, Italy
- ISCA International Workshop on Speech and Language Technology in Education, SLaTE 2011, Venice, Italy, August 24-26, 2011. ISCA 2011
Language Games
- Wang Ling, Isabel Trancoso, Rui Prada:
An agent based competitive translation game for second language learning. 1-4 - Rui Correia, Thomas Pellegrini, Maxine Eskénazi, Isabel Trancoso, Jorge Baptista, Nuno J. Mamede:
Listening comprehension games for portuguese: exploring the best features. 5-8 - Adam Skory, Maxine Eskénazi:
Generation of educational content through gameplay. 9-12
Reading and Literacy
- Bob Coyne, Cecilia Schudel, Michael Bitz, Julia Hirschberg:
Evaluating a text-to-scene generation system as an aid to literacy. 13-16 - Morten Højfeldt Rasmussen, Jack Mostow, Zheng-Hua Tan, Børge Lindberg, Yuanpeng Li:
Evaluating tracking accuracy of an automatic reading tutor. 17-20 - Morten Højfeldt Rasmussen, Børge Lindberg, Zheng-Hua Tan:
Combining acoustic and language model miscue detection methods for adult dyslexic read speech. 21-24
Speech Synthesis
- Rodolfo Delmonte, Francesco Stiffoni:
Using speech synthesis to simulate an interlanguage and learn the Italian lexicon. 25-28 - Ailbhe Ní Chasaide, Neasa Ní Chiaráin, Christoph Wendler, Harald Berthelsen, Amelia C. Kelly, Emer Gilmartin, Elaine Ní Dhonnchadha, Christer Gobl:
Towards personalised, synthesis-based content in Irish (gaelic) language education. 29-32
Spoken Language
- Pierrette Bouillon, Manny Rayner, Nikos Tsourakis, Qinglu Zhang:
A student-centred evaluation of a web-based spoken translation game. 33-36 - Mark Kane, João P. Cabral, Amalia Zahra, Julie Carson-Berndsen:
Introducing difficulty-levels in pronunciation learning. 37-40 - Larbi Mesbahi, Denis Jouvet, Anne Bonneau, Dominique Fohr, Irina Illina, Yves Laprie:
Reliability of non-native speech automatic segmentation for prosodic feedback. 41-44 - Greg Short, Keikichi Hirose, Nobuaki Minematsu:
Rule-based method for pitch level classification for a Japanese pitch accent CALL system. 45-48 - Gopal Ananthakrishnan, Preben Wik, Olov Engwall, Sherif M. Abdou:
Using an ensemble of classifiers for mispronunciation feedback. 49-52 - Maria Fuentes, Meritxell González:
English language learning activity using spoken language and intelligent computer-assisted technologies. 53-56 - Magdalena Wolska, Sabrina Wilske:
Assessing the effect of type-written form-focused dialogues on spoken language fluency. 57-60 - Hyuksu Ryu, Kyuwhan Lee, Sunhee Kim, Minhwa Chung:
Improving transcription agreement of non-native English speech corpus transcribed by non-natives. 61-64
Written Text
- Kay Berkling, Johanna Fay, Sebastian Stüker:
Speech technology-based framework for quantitative analysis of German spelling errors in freely composed children's texts. 65-68 - Julie Medero, Mari Ostendorf:
Identifying targets for syntactic simplification. 69-72
CALL
- Yushi Xu, Stephanie Seneff:
A generic framework for building dialogue games for language learning: application in the flight domain. 73-76 - Nikos Tsourakis, Manny Rayner, Pierrette Bouillon:
Evaluation of a mobile language learning system using language-neutral prompts. 77-80 - Ryo Nagata, Toshiaki Marueki, Kotaro Funakoshi, Tatsuya Kitamura, Mikio Nakano:
A method for predicting stressed words in English jazz chants. 81-84 - Kyusong Lee, Soo-Ok Kweon, Sungjin Lee, Hyungjong Noh, Jinsik Lee, Jonghoon Lee, Hae-Ri Kim, Gary Geunbae Lee:
Effects of language learning game on Korean elementary school students. 85-88 - Manfred Klenner, Simon Clematide, Michael Amsler:
Semi-automatic test generation for tandem learning. 89-92 - Yeon-Jun Kim, Mark C. Beutnagel:
Automatic assessment of american English lexical stress using machine learning algorithms. 93-96 - Olivier Pietquin, Lucie Daubigney, Matthieu Geist:
Optimization of a tutoring system from a fixed set of data. 97-100 - Meena Vundela, A. V. S. L. G. Swetha, Kishore Prahallad:
A vocabulary acquisition framework using audio books. 101-104
Spoken Language
- Febe de Wet, Pieter Müller, Christa van der Walt, Thomas Niesler:
Readability index as a design criterion for elicited imitation tasks in automatic oral proficiency assessment. 105-108 - Helmer Strik, Joost van Doremalen, Janneke van de Loo, Catia Cucchiarini:
Improving ASR processing of ungrammatical utterances through grammatical error modeling. 109-112 - Stephen Bodnar, Bart Penning de Vries, Catia Cucchiarini, Helmer Strik, Roeland van Hout:
Feedback in an ASR-based CALL system for L2 syntax: a feasibility study. 113-116 - Manny Rayner, Ian Frank, Cathy Chua, Nikos Tsourakis, Pierrette Bouillon:
For a fistful of dollars: using crowd-sourcing to evaluate a spoken language CALL application. 117-120
Pronunciation
- Oscar Saz, Maxine Eskénazi:
Identifying confusable contexts for automatic generation of activities in second language pronunciation training. 121-124 - Theban Stanley, Kadri Hacioglu, Bryan L. Pellom:
Statistical machine translation framework for modeling phonological errors in computer assisted pronunciation training system. 125-128 - Oliver Jokisch, Hongwei Ding, Rüdiger Hoffmann:
Acoustic analysis of postvocalic /l/ in Chinese learners of German in the context of an overall perception experiment. 129-132 - Olaf Husby, Åsta Øvregaard, Preben Wik, Øyvind Bech, Egil Albertsen, Sissel Nefzaoui, Eli Skarpnes, Jacques C. Koreman:
Dealing with L1 background and L2 dialects in Norwegian CAPT. 133-136
L2 Speech Annotation
- Florian Hönig, Anton Batliner, Elmar Nöth:
How many labellers revisited - naïves, experts, and real experts. 137-140 - Hajime Tsubaki, Mariko Kondo:
Analysis of L2 English speech corpus by automatic phoneme alignment. 141-144
Prosody
- Shuhei Kato, Greg Short, Nobuaki Minematsu, Chiharu Tsurutani, Keikichi Hirose:
Comparison of native and non-native evaluations of the naturalness of Japanesewords with prosody modified through voice morphing. 145-148 - Hussein Hussein, Hue San Do, Hansjörg Mixdorff, Hongwei Ding, Qianyong Gao, Guoping Hue, Si Wei, Zhao Chao:
Mandarin tone perception and production by German learners. 149-152 - Sunayana Sitaram, Jack Mostow, Yuanpeng Li, Anders Weinstein, David Yen, Joe Valeri:
What visual feedback should a reading tutor give children on their oral reading prosody? 153-156
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