中国英语学习者朗读语音特征和分数预测模型研究

发布时间：2018-02-01 16:39

本文关键词： 朗读广东省高考英语听说考试语音特征分数预测模型　出处：《西安外国语大学学报》2017年02期 　论文类型：期刊论文

【摘要】：模仿朗读任务常用来测量学习者的语音能力,但关于影响朗读质量因素的实证研究甚少。本研究以2013年广东省高考英语听说考试模仿朗读任务考生口语录音为语料,对语音特征进行编码后采用多元线性回归建立分数预测模型。结果发现吞音(以吞音错误百分比为指标)、音素错误(以音素错误百分比为指标)、单词或词块错误(以单词或词块错误百分比为指标)、重音(以重音错误百分比为指标)以及语调(以调群语调平均分为指标)和考生分数显著相关。模仿朗读分数预测模型是:考生分数(20分制)=10.246+2.814×调群语调平均分-14.480×单词或词块错误百分比。本研究结果可为评分标准开发、课堂教学、试题命制提供参考。
[Abstract]:The imitation reading task is often used to measure the learners' phonetic ability. However, there are few empirical studies on the factors affecting the reading quality. This study is based on the oral recording of the examinees who imitated the task of reading in 2013 in the Guangdong College entrance examination English listening and speaking examination. The score prediction model was established by multivariate linear regression after coding the speech features. The results showed that the percentage of pronunciation errors was taken as the index and the phoneme error was used as the index. Error in words or chunks (as indicated by the percentage of errors in words or chunks). Stress (based on the percentage of stress errors) and intonation (divided by the average of tone intonation) were significantly correlated with the score of the examinee. The prediction model of the simulated reading score was: the score of the examinee (20 points); The average intonation score of 10.246 2.814 脳 group intonation was -14.480 脳 word or lexical chunks error percentage. The results of this study can be developed as a scoring standard. Classroom teaching, test assignment system to provide reference.
【作者单位】：华南理工大学外国语学院;广东省外语艺术职业学院;
【基金】：广东省教育科学研究项目重大课题“计算机智能语言信息技术在广东省高考英语听说考试中的应用研究”(项目编号:TJW2013001) 广州市哲学社会科学“十三五”规划项目“大规模语言测试作文评分策略研究”(项目编号:2016GZGJ70) 广东教育教学成果奖(高等教育)培育项目“以评促学——大学英语国家精品课程写作自我评估系统的支架作用研究与实践” 广东省哲学社会科学“十二五”规划共建项目“大规模考试作文评分人评分策略问卷的开发和效度验证——以CET4为例”(项目编号:GD14XWW21)的部分研究成果
【分类号】：H319
【正文快照】： 1.引言朗读是一种常用的语言教学和测试手段(Hughes2002:110;纪玉华、许其潮2001:30),已经运用于广东省高考英语听说考试(曾用强2011:1)。但国内对影响朗读质量的研究多囿于经验之谈,实证研究不多,人们对可能影响朗读质量的各种因素还缺乏足够的认识。语音评分的核心概念是“

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