第五章 結論與未來展望
5.3 未來展望
本研究尚有許多未盡之功，還能由後人改進。例如，考慮更多影響因子例如
prominence使得我們可以從更多角度來觀察L1與L2的差異；其次，對於韻律
狀態影響因子還有待更仔細的分析以瞭解並與ToBI來做比較；最後，本研究尚 缺乏實現在語音辨認抑或是語音合成、語言學習之應用，期許本研究所提出的數 據，能給予這些應用更為有效的助益。
參考文獻 參考文獻 參考文獻 參考文獻
【1】 Visceglia, Tanya, Tseng, Chiu-yu, Kondo, Mariki, Meng, Helen and Sagisaki, Yoshinori, “Phonetic aspects of content design in AESOP (Asian English Speech cOrpus Project, Oriental COCOSDA,” Beijing, China, 2009.
【2】 Chiu-yu Tseng, “Phonotactic and discourse aspects of content design in AESOP (Asian English Speech cOrpus Project),” Oriental-COCOSDA, Hsinchu, Taiwan, 2011.
【3】 C. Y. Tseng, and T. Visceglia, “AESOP (Asian English Speech Corpus Project) and TWNAESOP,” Invited keynote speech, Int. Conf. and Workshop on TEFL
& Applied Linguistics, March, 2010.
【4】 Visceglia, Tanya, Tseng, Chiu-yu, Su, Zhao-yu and Huang, Chi-Feng,
“Realization of English Narrow Focus by L1 English and L1 Taiwan Mandarin Speakers”, The 7th International Congress of Phonetic Sciences.
Hong Kong, China, 2011.
【5】 Tseng, Chiu-yu, Su, Zhao-yu, Huang, Chi-Feng and Visceglia, Tanya, “An Initial Investigation of L1 and L2 Discourse Speech Planning in English,” The 7th International Symposium on Chinese Spoken Language Processing (ISCSLP) 55-59. Tainan/Sun Moon Lake, Taiwan, 2010.
【6】 Visceglia, Tanya, Tseng, Chiu-yu, Su, Zhao-yu and Huang, Chi-Feng,
“Interaction of Lexical and Sentence Prosody in Taiwan L2 English,”
Interspeech 2010 Satellite Workshop on Second Language Studies:
Acquisition, Learning, Education and Technology. Tokyo, Japan, 2010.
【7】 Silverman, Kim, Mary Beckman, John Pitrelli, Marl Ostendorf, Colin Wightman, Patti Price, Janet Pierrehumbert, and Julia Hirschberg, “TOBI: A
standard for labeling English prosody,” In International Conference on Speech and Language Processing (ICSLP), volume 2, pages 867-870, 1992.
【8】 H. Fujisaki and S. Ohno, “Analysis and modeling of fundamental frequency contours of English utterances,” EUROSPEECH, pp. 985–988, 1995.
【9】 Flege, J. E., Bohn, O-S. and Jang, S., “Effect of experience on nonnative subjects’ production and perception of English vowels,” Journal of Phonetics, 25, 437–470, 1997.
【10】Xia Wang, Aijun Li, Jia Sun and Yun Mai, “Prosodic analysis on English mild imperatives of Chinese EFL learners,” Speech Prosody, Chicago, USA, 2010.
【11】Zhang, Y. Nissen, S. and Francis, A., “Acoustic characteristics of English lexical stress produced by native Mandarin speakers,” J Acoust. Soc. Am.
Volume 123, Issue 9, pp.4498-4513, 2008.
【12】Chen, Y., Robb. M.P., Gillbert. H. R., and Lerman, J. W, “A study of sentence stress production in Mandarin speakers of American English,” J Acoust. Soc.
Am. 4, 1681-1690, 2001.
【13】Jian, H.L. “On the syllable timing in Taiwan English,” Speech Prosody, Nara, Japan, 2004.
【14】Jian, H.L. and Chang, V., “A Preliminary Study of Lexical Stress in Taiwan English Homographs,” Speech Prosody, Brazil, 2008.
【15】S. H. Chen, W. H. Lai and Y. R. Wang, “A New Duration Modeling Approach for Mandarin Speech,” IEEE Trans. on Speech and Audio Processing, vol.11, no.4, pp. 308-320, July 2003.
【16】S. H. Chen, W. H. Lai and Y. R. Wang, “A statistics-based pitch contour model for Mandarin speech,” J. Acoust. Soc. Am., vol.117, Issue 2, pp.908-925, 2005.
【17】C. Y. Chiang, S. H. Chen, H. M. Yu and Y. R. Wang, “Unsupervised joint
prosody labeling and modeling for Mandarin speech," J. Acoust. Soc. Am., vol.125, Issue 2, pp. 1164-1183, 2009.
【18】http://www.speech.cs.cmu.edu/cgi-bin/cmudict
【19】M. Kemal Sönmez, L. Heck, M. Weintraub and E. Shriberg, “A Lognormal Tied Mixture Model Of Pitch For Prosody-Based Speaker Recognition,”
Eurospeech, IV-195, Sept 1997.
【20】Tseng, Chiu-yu, Pin, Shao-huang, Lee, Yeh-lin, Wang, Hsin-min and Chen, Yong-cheng, “Fluent speech prosody: framework and modeling,” Speech Communication, Special Issue on Quantitative Prosody Modeling for Natural Speech Description and Generation, Vol. 46, issue 3-4, pp284-309, 2005.
【21】Yanhong Zhang, Shawn L. Nissen, and Alexander L. Francis, “Acoustic characteristics of English lexical stress produced by native Mandarin speakers,” J. Acoust. Soc. Am., 2008, 4498.
【22】J. Yuan, S. Isard, and M. Liberman, “Different Roles of Pitch and Duration in Distinguishing Word Stress in English,” Interspeech, 2008.
【23】D. H. Whalen and Andrea G. Levitt, “The universality of intrinsic F0 of vowels,” J. Phonetics. (1995) 23, 349-366
附錄
emphasize any particular word or phrase.1. I said apartment five times.
2. I said overnight five times.
3. I said misunderstand five times.
4. I said supermarket five times.
5. I said money ten times.
6. I said hospital ten times.
7. I said white wine ten times.
8. I said elevator ten times.
9. I said available ten times.
10. I said information ten times.
11. I said January ten times.
12. I said experience ten times.
13. I said California ten times.
14. I said Vietnamese ten times.
15. I say department store ten times.
16. I said morning ten times.
17. I said video ten times.
18. I say tomorrow ten times.
19. I said Japanese ten times.
20. I said afternoon ten times.
(2)：同（1）目標字嵌於簡單句韻律邊界位置（Target words at prosodic boundaries） 請以自然的速度與適當的音量，讀一遍下列句子，請勿強調或加重語句中的任何 特定單字或片語。
Read each sentence once at a natural speaking rate and volume. Try not to stress or emphasize any particular word or phrase.
1. Do you need any money?
2. Did he go to the hospital?
3. Has Jane found an apartment?
4. Can packages be shipped overnight?
5. Would you like a glass of white wine?
6. Where is the elevator?
7. When will Bill be available?
8. Who can give me the information?
10. Where is the nearest supermarket?
11. In December and January, the sun rises at seven in the morning.
12. Although Fred didn’t have any experience, he had no trouble learning how to make a video.
13. When Sue left this evening for California, she said she would call me tomorrow.
14. If you want to learn Vietnamese, I think it will be easier than Japanese.
15. If you want to check out the new department store, we can go this afternoon
(3)：同（1）目標字嵌入強調句語句對比重音位置（Target words in narrow focus） 請以自然的速度與適當的音量，讀一遍下列句子，並依上下文強調或加重語句中 特定單字或片語。
Read each sentence once at a natural speaking rate and volume. Emphasize the word or phrase that seems appropriate for each context.
1. Context: Did Bill lose everything in the robbery?
No. His MONEY was taken, but they didn’t take his computer.
2. Context: Can doctors give blood tests at this clinic?
No. You should go to a HOSPITAL for blood tests.
3. Context: Can we open a branch of our office in this building?
No. This is an APARTMENT building, not a commercial building.
4. Context: Will 3-day delivery be fast enough?
No. We need OVERNIGHT delivery.
5. Context: Did you order a Coke?
No. I ordered WHITE WINE, not Coke.
6. Context: How will I carry all these boxes up to the fifth floor?
You should take the ELEVATOR instead of the stairs.
7. Context: Would you like a table by the window?
Someone is already sitting there. Are there any AVAILABLE tables by the window?
8. Context: Why couldn’t anyone help me at the service desk?
You should have gone to the INFORMATION desk.
9. Context: Did you misunderstand the question?
I didn’t MISUNDERSTAND the question; I just chose not to answer it.
10. Context: Do you buy fruit at the farmer’s market?
No. I usually buy fruit at the SUPERMARKET because they stay open later.
11. Context: Have you been trained to do this job?
No. But I think EXPERIENCE is more important than training.
12. Context: Do people speak Chinese in Vietnam?
No. They speak VIETNAMESE in Vietnam.
13. Context: Is Teresa still living in Texas?
14. Context: Is Lunar New Year in February?
No. It’s in JANUARY this year.
15. Context: Does Mary’s flight arrive in the evening?
No. Mary is taking a MORNING flight.
16. Context: Are we allowed to make audio and video recordings?
No. VIDEO recordings are not allowed.
17. Context: Is Anna leaving tonight for Chicago?
No. Anna is leaving TOMORROW for Chicago.
18. Context: Do you like Japanese and Korean food?
I like JAPANESE food, but Korean food is too spicy for me.
19. Context: Can we meet tomorrow morning?
I would prefer to meet in the AFTERNOON instead.
20. Context: Did you say you work at a bookstore?
No, I work at a DEPARTMENT store.
(4)：介係詞嵌入強調句語句對比重音位置（Production of reduced and unreduced function words）
請以自然的速度與適當的音量，讀一遍下列句子，並依上下文強調或加重語句中 特定單字或片語。
Read each sentence once at a natural speaking rate and volume. Emphasize the word or phrase that seems appropriate for each context.
1. If the birthday party wasn’t for Mary, then who was it for?
2. Jane saw a picture of the boy she was fond of.
3. John went to visit the woman he had written to.
4. I can run faster than you can.
5. He was invited to a costume party as a guest, but what did he dress as?
(5)：字面相同但有一個意義以上的短句（Prosodic disambiguation）
下面有五組語句，每組2句，同組的2句或是字面完全相同，或是十分相似，但依 據提示的情況（context），每句的意義不同，說法也不同。請依提示的情況，將 每組意義不同的2句分別讀出，讀完後按Stop鍵，再按Next鍵進入下一組。
You will see 5 sets of two similar sentences appearing in two different contexts. Try to read the two versions of each sentence in such a way that you make the difference between them clear to a listener.
Context 1A: Alice is going to divorce Tom.
When Alice leaves, Tom will be upset.
Context 1B: We think Alice and Tom should stay together.
When Alice leaves Tom, we’ll be upset.
Context 2A: Is anyone available to baby-sit today?
I’ll look after the children until lunchtime.
Context 2B: Can you help me find the ring I lost at the kindergarten this morning?
I’ll look after the children have left.
Context 3A: Fred and John are arguing. They both want Mary to be on their team.
The fight is over Mary.
Context 3B: Mary doesn’t know why everyone else has already left the boxing arena.
The fight is over, Mary.
Context 4A: I’m not sure if I should let Peter into my English class.
He’s a good boy, isn’t he?
Context 4B: James always helps the younger children with their homework.
He’s a good boy, isn’t he?
Context 5A: Wherever Sarah goes, everyone stops and talks to her.
Say: She knows everyone, doesn’t she?
Context 5B: Should I introduce Lucy to the team? I think she’s met everyone before.
Say: She knows everyone, doesn’t she?
(6)：朗讀短篇「北風與太陽」 (The North Wind and the Sun) 請以自然的速度與適當的音量，讀出北風與太陽的故事。
Read the following passage aloud at a natural speaking rate and volume.
The North Wind and the Sun were disputing which was the stronger when a traveler came along wrapped in a warm cloak. They agreed that the one who first succeeded in making the traveler take his cloak off should be considered stronger than the other.
Then the North Wind blew as hard as he could, but the more he blew the more closely did the traveler fold his cloak around him; and at last the North Wind gave up the attempt.
Then the Sun shone out warmly, and immediately the traveler took off his cloak. And so the North Wind was obliged to confess that the Sun was the stronger of the two.
(7)：誘發性與電腦對話(Computer-prompted dialogue) Taipei to New York City. Please respond to her questions and requests until you have completed the reservation process. During the phone call, you will hear the customer’s voice through your headset; at the same time, everything the customer says will appear on the screen. Written prompts indicating how you should respond to each question or request will also appear on the screen.
Introduction: You are a reservation agent for EVA Airlines. Help this customer reserve a flight from Taipei to New York.
Customer: Good morning. I’d like to reserve a ticket from Taipei to JFK airport in New York.
Prompt: Ask the customer: “When would you like to travel?”
When would you like to travel?
Customer: November twenty-second.
Prompt: Ask the customer: “Did you say the twenty-second or the twenty-seventh?”
Customer: That would be Tuesday, the twenty-second.
Prompt: Ask the customer: “Would you like a window seat or an aisle seat?”
Would you like a window seat or an aisle seat?
Customer: An aisle seat, please.
Prompt: Ask the customer: “Would you like a special dinner?”
Would you like a special dinner?
Customer: No, thank you. I don’t think so.
Prompt: Ask the customer: “When would you like to reserve your returning flight?”
When would you like to reserve your returning flight?
Customer: I’m not sure when I’ll be returning. So I’ll call from New York to reserve the date.
Prompt: Tell the customer:
1. Your flight, BR 317, will depart from CKS airport at 11:15 AM on November 22nd.
2. You will arrive at Narita Airport at 2:50 PM.
3. You will transfer to Flight 809 to New York JFK Airport, which departs at 7:08 PM from Gate 13F.
4. You will land at JFK airport at 4:30 PM on November 22nd.
Your flight, BR 317 will depart from CKS airport on November 22nd at 11:15 AM. It will arrive at Narita Airport at 2:50 PM, where you will transfer to Flight 201 to JFK, which departs at 7:08 pm from Gate 13F. You will land at JFK airport at 4:30 PM on November 22nd.
Customer: Um… wait! Did you say the flight from Narita to New York leaves from
Gate 30 F?
Prompt: Tell the customer: “The flight leaves from Gate 13 F, not Gate 30 F.
The flight leaves from Gate 13 F, not Gate 30 F.
Customer: Oh, sorry. Got it. Gate 13 F.
Prompt: Ask the customer “May I have your name?”
May I have your name?
Customer: My name is Lucy Hasegawa-Johnson. That’s L-U-C-Y H-A-S-E-G-A-W-A J-O-H-N-S-O-N.
Prompt: Repeat the spelling of the customer’s name L-U-C-Y H-A-S-E-G-A-W-A J-O-H-N-S-O-N
L-U-C-Y H-A-S-E-G-A-W-A J-O-H-N-S-O-N Customer: That’s right.
Prompt: Ask the customer “May I have your credit card number?”
May I have your credit card number?
Customer: It’s VISA number 5924-8013-6702-3516. Expiration date 09/ 2012
Prompt: Repeat the customer’s credit card number: 5924-8013-6702-3516. Expiration date 09/ 2012
5924-8013-6702-3516. Expiration date 09/ 2012.
Customer: That’s correct.
May I have your billing address?
Customer: It’s 1425 Lakeshore Drive, Apartment 47B, Chicago, Illinois 60195.
Prompt: Repeat the customer’s address: 1425 Lakeshore Drive, Apartment 47B, Chicago, Illinois 60195
1425 Lakeshore Drive, Apartment 47B, Chicago, Illinois 60195 Customer: Yes.
Prompt: Ask the customer “May I have your contact phone number?”
May I have your contact phone number?
Customer: It’s 609-472-1358.
Prompt: Repeat the customer’s phone number: 609-472-1358 609-472-1358
Customer: Yes, that’s right.
Prompt: Ask the customer: “Is there anything else I can help you with this morning.”
Is there anything else I can help you with this morning?
Customer: No, thank you. That’s all I need today.
Prompt: Say “Goodbye and thank you for calling EVA Airlines.”
Goodbye, and thank you for calling EVA Airlines.
Customer: Goodbye.
附錄
0 0 17
class Count Syllable
V 0
total 20
AE:
class Count Syllable
V 1 AE,
VC 4 AE-F, AE-N, AE-T, AE-Z, CV 4 F-AE, JH-AE, K-AE, P-AE,
VCC 0
CVC 8 B-AE-K, DH-AE-N, DH-AE-T, F-AE-N, HH-AE-D, HH-AE-V, HH-AE-Z, K-AE-N,
CCV 1 T-R-AE,
CVCC 6 DH-AE-T-S, L-AE-N-D, L-AE-S-T, R-AE-P-T, T-AE-K-T, TH-AE-NG-K,
class Count Syllable
V 1 AH,
VC 4 AH-N, AH-P, AH-T, AH-V,
S-AH, T-AH, V-AH, W-AH, Z-AH, ZH-AH, VCC 3 AH-N-D, AH-N-S, AH-N-T,
CVC 23 B-AH-L, B-AH-T, CH-AH-N, D-AH-Z, K-AH-M, K-AH-N, L-AH-S, M-AH-N, N-AH-M, P-AH-N, R-AH-N, S-AH-K, S-AH-M, S-AH-N, SH-AH-L, SH-AH-N, T-AH-L, T-AH-N, V-AH-L, V-AH-N, (V-L), W-AH-N, W-AH-T,
CCV 2 N-Y-AH, T-R-AH,
CVCC 11 B-AH-L-Z, D-AH-N-T, JH-AH-S-T, K-AH-N-D, L-AH-N-CH, M-AH-N-T, R-AH-S-T, T-AH-N-T, V-AH-N-TH, Z-AH-N-D, Z-AH-N-T,
CCVC 3 B-L-AH-D, D-R-AH-N, F-R-AH-M,
class Count Syllable
V 0
VC 3 AO-F, AO-L, AO-R,
CV 2 K-AO, S-AO,
VCC 0
CVC 10 F-AO-R, G-AO-N, K-AO-L, K-AO-R, K-AO-Z, L-AO-NG, P-AO-R, M-AO-R, SH-AO-R, Y-AO-R,
CCV 0
class Count Syllable
V 0
AY:
class Count Syllable
V 1 AY,
class Count Syllable
V 1 EH,
VC 8 EH-F, EH-N, EH-K, EH-T, EH-M, EH-L, EH-R, EH-S, CV 5 L-EH, M-EH, N-EH, R-EH, S-EH,
VCC 1 EH-L-S,
CVC 14 CH-EH-K, DH-EH-N, DH-EH-R, F-EH-S, L-EH-T, S-EH-D, S-EH-M, S-EH-P, S-EH-T, T-EH-M, T-EH-N, V-EH-M,
W-EH-N, W-EH-R,
CCV 2 K-R-EH, S-P-EH,
CVCC 5 D-EH-S-K, G-EH-S-T, HH-EH-L-P, L-EH-F-T, W-EH-N-T, CCVC 5 D-R-EH-S, F-R-EH-D, K-W-EH-S, S-T-EH-D, T-W-EH-N, CCCV 0
class Count Syllable
V 1 ER,
total 25
EY:
class Count Syllable
V 1 EY, M-EY-K, N-EY-M, T-EY-K, W-EY-Z,
CCV 2 S-T-EY, T-R-EY,
class Count Syllable
V 1 IH,
VC 6 IH-M, IH-F, IH-N, IH-Z, IH-T, IH-K,
CV 11 B-IH, D-IH, K-IH, L-IH, M-IH, N-IH, R-IH, S-IH, SH-IH,
V-IH, Z-IH,
VCC 1 IH-T-S,
CVC 29 B-IH-L, CH-IH-L, D-IH-D, D-IH-T, D-IH-NG, DH-IH-S, F-IH-F, G-IH-V, HH-IH-M, HH-IH-Z, JH-IH-Z, K-IH-NG, K-IH-T, L-IH-NG, L-IH-S, N-IH-NG, N-IH-R, P-IH-K, T-IH-L, T-IH-NG, TH-IH-NG, V-IH-NG, W-IH-CH, W-IH-DH, W-IH-L, W-IH-N, Y-IH-R, Z-IH-Z, Z-IH-T, CCV 2 P-R-IH, S-P-IH,
CVCC 6 D-IH-NG-Z, L-IH-V-Z, S-IH-K-S, SH-IH-P-T, TH-IH-NG-K, W-IH-N-D,
class Count Syllable
V 1 IY,
T-IY-N, W-IY-L,
class Count Syllable
V 0
OW:
class Count Syllable
V 1 OW,
class Count Syllable
V 0
CVCC 0
class Count Syllable
V 0