Palabras clave
Reconocimiento automático de voz
Desarrollo de la pronunciación en LE
Aprendiz autónomo
Cómo citar
Datos de los fondos
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Números de la subvención 001
Resumen
Tras la pandemia del Covid-19, las tecnologías digitales están más presentes que nunca en las aulas. El reconocimiento automático de voz (RAF) ofrece interesantes posibilidades para que los estudiantes de idiomas extranjeros (LE) aumenten su producción oral. LA RAF es especialmente adecuada para el aprendizaje autónomo de la pronunciación cuando se utiliza como una herramienta de dictado que transcribe el habla de los estudiantes (McCROCKLIN, 2016). Sin embargo, las herramientas de la RAF se entrenan teniendo en cuenta a los hablantes nativos monolingües, lo que no refleja la realidad de los hablantes de inglés a escala global. En consecuencia, el presente estudio examinó qué tan bien dos herramientas de dictado que usan ASR entienden el habla con acento extranjero y qué características causan fallas de inteligibilidad. Las muestras de habla inglesa de 15 hablantes de portugués brasileño y 15 hispanohablantes se obtuvieron de una base de datos en línea (WEINBERGER, 2015) y se enviaron a dos herramientas ASR: Microsoft Word y VoiceNotebook. Las transcripciones fueron inspeccionadas, codificadas y categorizadas manualmente. Los resultados muestran que la inteligibilidad general de los altavoces fue alta para ambas herramientas. Sin embargo, muchas características normales, como las modificaciones vocálicas y consonantes, del habla en LE causaron que las herramientas de dictado asr malinterpretaran el mensaje, lo que llevó a fallas de comunicación. Los resultados se discuten desde el punto de vista pedagógico.
Citas
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