課程大綱

課程資訊

課程名稱

口語語料庫專題
SEMINAR ON SPEECH CORPORA

開課學期

96-2

授課對象

文學院語言學研究所

授課教師

馮怡蓁

課號

LING7417

課程識別碼

142EM0900

班次

學分

全/半年

半年

必/選修

選修

上課時間

星期一5,6(12:20~14:10)星期三5,6(12:20~14:10)

上課地點

樂學館304樂學館304

備註

13:00開始上課。音韻學與構詞學領域/應用語言學領域。本課程以英語授
總人數上限：12人
外系人數限制：3人

Ceiba 課程網頁

http://ceiba.ntu.edu.tw/962corpora

課程簡介影片

核心能力關聯

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課程大綱

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課程概述

This course is a seminar on spontaneous speech corpora.

課程目標

The course is divided into two parts. The first part concerns speech corpus construction. Students are required to be familiar with different types of speech corpora from various languages, and the various techniques used in querying information from the corpora. The second part of the course focuses on research papers done using speech corpora. We will discuss papers that use speech corpora as sources of their data and how it would help us gain insights into the nature of language, which could not have been achieved using read speech.

課程要求

Assignments
Presentation
Participation
Course project

預期每週課後學習時數

Office Hours

每週一 12:00~13:00

指定閱讀

參考書目

Selected papers from various journals

評量方式
(僅供參考)

No.	項目	百分比	說明
1.	Assignments	25%	All assignments will be assigned accordingly. These are hands-on opportunities for you to experience various corpus construction tasks. For each task, you are required to run five (pairs of) subjects, evaluate the pros and cons of the tasks, and provide possible modifications that could be done in order to tailor-made the tasks to specific research needs.
2.	Presentation	25%	You are required to present journal papers in turn. Presentation does not entail only a faithful summary of the article, but also a thorough review with a critical perspective. You will be evaluated more heavily according to the latter than the former.
3.	Participation	15%	It should be intuitive to you that participation in discussion is the key to the success of a seminar. Please help me make this course better by giving me your input in class and also outside of classroom. I would really appreciate it if you could all actively participate in classroom activities and discussions.
4.	Course project	35%	You are required to do a course project on a topic of interest. There will be a presentation period at the end of the semester. The project can be on anything as long as it is based on data from spontaneous speech corpora of at least 5 hr long, within which you will have to contribute (in any form) at least one hour. Four milestones, described below, are set throughout the semester for the course project. (1) CP1: Research plan (20%) This should include a brief sketch of what you propose to study. You should include your research question(s), method of study, predictions of results, and implication of the study. Relevant literatures should also be included. (2) CP2: Progress report (20%) This should include a detailed method used in the study. You should carefully lay out the details regarding the target language(s) of study, speakers, equipment used, and procedure. Preliminary results should also be included. (3) CP3: Presentation (30%) You will be given 20-min presentation time slot on 6/11. During this time-slot, you are to highlight whatever significant findings you have found in your study. The style of presentation should be formal. You can use whatever media you please. You will be graded on both your presentation skills and audience response. (4) CP4: Final report (30%) This is due on 6/16, Monday. 10% of the grades will be deducted for each late day. It should be no more than a 20-paged, double-spaced, polished report incorporating all the comments you have gathered throughout the semester, including the final presentation. The report should follow a formal format, with at least seven sections—abstract, introduction & literature review, methods, results, discussion, conclusion, and references.

課程進度

週次	日期	單元主題
第1週	2/18,2/20	2/18 Introduction: Schiel, F. & Draxler, C. (2004). The production of speech corpora. (http://www.phonetik.uni-muenchen.de/Forschung/BITS/TP1/Cookbook/); 2/20 Monologues: The Pear Story (http://www.pearstories.org/), the Frog Story (http://www.amazon.com/exec/obidos/tg/detail/-/0140546324/002-7561052-6720039?v=glance http://corpus.linguistics.ntu.edu.tw/index_zh.php), Interviews (http://buckeyecorpus.osu.edu/). -> Assignments: The Pear Story/The Frog story, interviews
第2週	2/25,2/27	2/25 (16:10-18:00) Dialogues: The Map Task (http://www.hcrc.ed.ac.uk/maptask/), the Shape Display: Fon (2006), SWITCHBOARD (http://www.ldc.upenn.edu/Catalog/readme_files/switchboard.readme.html). -> Assignments: The Map Task/ The Shape Display/ SWITCHBOARD; 2/27 Pause: (1) Henderson, A. (1966). Sequential Temporal Patterns in Spontaneous Speech. Language and Speech, 9, 207-216. (2) Martin, J. (1970). On Judging Pauses in Spontaneous Speech. Journal of Verbal Learning and Verbal Behavior, 9, 75-78. (3) Rochester, S. (1973). The Significance of Pauses in Spontaneous Speech. Journal of Psycholinguistic Research, 2, 51-81.
第3週	3/03,3/05	Pause: (4) Winkworth, A., Davis, P., Adams, R., & Ellis, E. (1995, February). Breathing Patterns during Spontaneous Speech. Journal of Speech and Hearing Research, 38(1), 124-144. (5) Beattie, G., & Shovelton, H. (2002). Lexical Access in Talk: A Critical Consideration of Transitional Probability and Word Frequency as Possible Determinants of Pauses in Spontaneous Speech. Semiotica: Journal of the International Association for Semiotic Studies/Revue de l'Association Internationale de Sémiotique, 141(1-4), 49-71.
第4週	3/10,3/12	3/10 Speech rate: (1) Miller, J., Grosjean, F., & Lomato, C. (1984). Articulation Rate and Its Variability in Spontaneous Speech: A Reanalysis and Some Implications. Phonetica: International Journal of Speech Science, 41(4), 215-225. (2) Koreman, J. (2006). Perceived Speech Rate: The Effects of Articulation Rate and Speaking Style in Spontaneous Speech. Journal of the Acoustical Society of America, 119(1), 582-596; 3/12 Rhythm: (1) Jaffe, J., Breskin, S., & Gerstman, L. J. (1972). Random generation of apparent speech rhythms. Language and Speech, 15 (1), 68-71. (2) Henderson, A. (1974). Time Patterns in Spontaneous Speech - Cognitive Stride or Random Walk? A Reply to Jaffe, et al (1972). Language and Speech, 17, 119-125. (3) Guaïtella, I. (1999, April). Rhythm in Speech: What Rhythmic Organizations Reveal about Cognitive Processes in Spontaneous Speech Production versus Reading Aloud. Journal of Pragmatics: An Interdisciplinary Journal of Language Studies, 31(4), 509-523.
第5週	3/17,3/19	3/17 Rhythm: (4) Barry, W., & Andreeva, B. (2001). Cross-Language Similarities and Differences in Spontaneous Speech Patterns. Journal of the International Phonetic Association, 31(1), 51-66. (5) Greenberg, S., Carvey, H., Hitchcock, L., & Chang, S. (2003, July). Temporal Properties of Spontaneous Speech: A Syllable-Centric Perspective. Journal of Phonetics, 31(3-4), 465-485; 3/19 Disruption of rhythm: (1) Ragsdale, J., & Silvia, C. (1982). Distribution of Kinesic Hesitation Phenomena in Spontaneous Speech. Language and Speech, 25(2), 185-190. (2) Ragsdale, J., & Sisterhen, D. (1984). Hesitation Phenomena in the Spontaneous Speech of Normal and Articulatory-Defective Children. Language and Speech, 27(3), 235-244. (3) Wijk, C., & Kempen, G. (1987). A Dual System for Producing Self-Repairs in Spontaneous Speech: Evidence from Experimentally Elicited Corrections. Cognitive Psychology, 19(4), 403-440.
第6週	3/24,3/26	Disruption of rhythm: (4) Blackmer, E., & Mitton, J. (1991). Theories of Monitoring and the Timing of Repairs in Spontaneous Speech. Cognition: International Journal of Cognitive Science, 39(3), 173-194. (5) Nakatani, C., & Hirschberg, J. (1994). A Corpus-Based Study of Repair Cues in Spontaneous Speech. Journal of the Acoustical Society of America, 95(3), 1603-1616. (6) Fox Tree, J. (1995). The Effects of False Starts and Repetitions on the Processing of Subsequent Words in Spontaneous Speech. Journal of Memory and Language, 34(6), 709-738. (7) Clark, H., & Wasow, T. (1998). Repeating Words in Spontaneous Speech. Cognitive Psychology, 37(3), 201-242.
第7週	3/31,4/02	3/31 Predictability of disruption: (1) Feldstein, S., & Rogalski, C. (1966). Predictability and Disruption of Spontaneous Speech. Language and Speech, 9, 137-152. (2) Beattie, G., & Butterworth, B. (1979). Contextual Probability and Word Frequency as Determinants of Pauses and Errors in Spontaneous Speech. Language and Speech, 22, 201-211; 4/02: CP1
第8週	4/07,4/09	Perception of disruption: Brennan, S., & Schober, M. (2001). How Listeners Compensate for Disfluencies in Spontaneous Speech. Journal of Memory and Language, 44(2), 274-296.
第9週	4/14,4/16	Structural encoding: (1) Blake, J., Quartaro, G., & Onorati, S. (1993). Evaluating Quantitative Measures of Grammatical Complexity in Spontaneous Speech Samples. Journal of Child Language, 20(1), 139-152. (2) Swerts, M. (1998). Filled pauses as markers of discourse structure. Journal of Pragmatics, 30, 485-496. (3) Fon, J. 2004. Syllable onset intervals as an indicator of discourse and syntactic boundaries in Taiwan Mandarin. Language and Speech, 47(1), 57-82.
第10週	4/21,4/23	Phoneme detection: Shattuck-Hufnagel, S. (1986). The Representation of Phonological Information during Speech Production Planning: Evidence from Vowel Errors in Spontaneous Speech. Phonology Yearbook, 3, 117-149.
第11週	4/28,4/30	Stress: McAllister, J. (1991). The Processing of Lexically Stressed Syllables in Read and Spontaneous Speech. Language and Speech, 34(1), 1-26.
第12週	5/05,5/07	Pitch: (1) Anderson, S., & Cooper, W. (1986). Fundamental Frequency Patterns during Spontaneous Picture Description. Journal of the Acoustical Society of America, 79(4), 1172-1174; (2) Colcord, R., Loren, C., & Rastatter, M. (1986). Effects of Auditory Masking by White Noise on Primary Stressing during Spontaneous Speech. Perceptual and Motor Skills, 63(3), 1217-1218; (3) Loren, C., Colcord, R., & Rastatter, M. (1986). Effects of Auditory Masking by White Noise on Variability of Fundamental Frequency during Highly Similar Productions of Spontaneous Speech. Perceptual and Motor Skills, 63(3), 1203-1206.
第13週	5/12,5/14	Child speech: (1) McCurry, W., & Irwin, O. (1953). A Study of Word Approximations in the Spontaneous Speech of Infants. Journal of Speech and Hearing Disorders, 18, 133-139; (2) Leonard, L., Schwartz, R., Folger, M., & Wilcox, M. (1978). Some Aspects of Child Phonology in Imitative and Spontaneous Speech. Journal of Child Language, 5, 403-415; (3) Leonard, L., Feym, M., & Newhoff, M. (1981). Phonological Considerations in Children's Early Imitative and Spontaneous Speech. Journal of Psycholinguistic Research, 10(2), 123-133.
第14週	5/19,5/21	5/19: Wen-shan Workshop; 5/21: CP2
第15週	5/26,5/28	Project worktime
第16週	6/02,6/04	Project worktime
第17週	6/11	CP3
第18週	6/16	CP4