\documentstyle[12pt,epsbox]{article} \title{\large\bf\ Spectrograph Analysis as a Tool in Developing L2 Pronunciation Skills} \author{\vspace{-0.5in}\normalsize Stephen G. Lambacher, The University of Aizu} \date{ } \pagestyle{ } \setcounter{page}{1} \topmargin=0.0in \textwidth=6.5in \textheight=8.8in \oddsidemargin=-0.1in \parskip=0.075in \begin{document} \maketitle \renewcommand{\topfraction}{0.95} \renewcommand{\textfraction}{0.05} \noindent {\large\bf 1. Introduction} \vspace{0.1in} The last two decades have witnessed the evolution of highly advanced visual equipment with applications for all areas of English instruction, including pronunciation. The development of sophisticated technology such as the digital computer has led to the creation of software programs that are able to quickly and accurately extract pitch, frequency, and intensity of recorded speech and display the acoustic and spectrographic patterns on a computer screen. Some programs also include a dual display on the computer monitor that can assist teachers (and students) in more objectively evaluating students' speech errors and progress. These programs can also be used to analyze and compare phonetic and phonological data of English with other languages. Many researchers agree that a combination of auditory and visual feedback can be effective in teaching sound segmentals, suprasegmentals, and other aspects of pronunciation. Computer programs can provide the language learner with real-time information about the salient acoustic properties of their pronunciation. By showing the exact features that need changing, visual displays can instantly provide an objective measurement by which students and teachers can evaluate student speech production. de Bot (1981) was successful in using visual displays to help learners in L2 intonation as long as students were first briefly exposed to theoretical instruction. Molholt (1988) was also successful in using computer visual displays of sound and suprasegmental production of Chinese international training assistants to help them overcome pronunciation problems. This paper briefly introduces how Japanese university students are learning pronunciation via a computerized sound analyzer. The paper will examine the key components of the sound analyzer and basic sound features that can be analyzed. In addition, future developments of the sound analyzer as a tool in the pronunciation curriculum are also briefly examined. \vspace{0.3in} \noindent {\large\bf 2. Main Objectives} \vspace{0.1in} One of the main objectives of the sound analyzer is to assist both teachers and students alike in obtaining an accurate description of a student's speech production at both the segmental and suprasegmental levels. The system achieves this goal by allowing students to record, analyze, and visualize their speech on their computer screen. Students are first taught how to interpret the basic spectral patterns of sound segmentals and the suprasegmentals of pitch, intonation, and loudness. Native speaker recordings of words and sentences are provided for students to practice recording and analyzing through sound files that are copied and stored into the computer network system, or from the teacher who can model any sound, word, or sentence and electronically send it to each of the student's workstations. The function of this computerized training system is very appealing and effective as a learning and teaching tool in pronunciation since it allows students to visualize their pronunciation as they learn to associate the patterns on the display with the sounds. The sound analyzer is also very motivating to students because is provides them with a deeper sense of their own articulation by allowing them to visually compare their own pronunciation with their teacher. Students visualize their pronunciation and learn to interpret the different patterns of sound segmentals and suprasegmentals, by associating the patterns on the screen with the sounds they are producing. \vspace{.3in} \noindent {\large\bf 3. Key Features} \vspace{0.1in} The computerized sound analyzer enables users to perform an acoustic analysis of their speech with functions for measuring amplitude, intonation, pitch, duration, and frequency, the results of which can be shown on a spectrographic display of voice patterns and pitches. The user`s voice or voices fromvarious (audio and visual) devices (laser disks, videos, TV, 8mm,tapes) can be recorded and two separate voices can be simultaneously displayed on dual screens on the monitor. Voice data analyzed by students can be called up on a workstation (WS) screen, and voice data analyzed by the teacher can be shown to students. It is also possible for a teacher to control a set table displayed on the WS to guide students individually or in groups as well as monitor what each student sees, listens to, and says. A student's recorded or analyzed voice data can be retrieved, reproduced, and analyzed by the teacher at his/her own WS. If a student's sound data is already analyzed, it can also be electronically transferred to a teacher's WS. One can easily see the practical and instructional benefits of this electronic transfer of voice data and analysis. A teacher can also send his/her voice data to the students who can compare their results with the teacher's. A teacher can also call up a student's screen to examine the student's data and can provide instruction via a headphone-mic system on how to improve sound production by checking the acoustic properties of the student's sound data. The results of the spectrographic analysis data can be printed separately or both of the sound voice analysis application screens can be printed at the same time. The voice data and analysis can be saved and read as a file or the voice alone can also be saved. \vspace{.3in} \noindent {\large\bf 4. Sound Features} \vspace{0.1in} The following sound properties can be analyzed by the sound analyzer from each of the student's workstations: pitch, intonation, frequency, duration and intensity: \vspace{0.2in} \noindent {\large Pitch} \vspace{0.02in} Pitch is influenced by the vibration of the vocal chords and is defined as the relative height of sounds perceived by a listener. In listening to the pitch of a person's voice we place it on a scale from high to low. Pitch changes help the listener interpret what the speaker means by what he says. The pitch of individual words of a sentence together forms intonation. Most phoneticians agree that English has basically three pitch levels. By using the computer-assisted sound analyzer, students can learn the different uses of the three pitch levels of the English language. \vspace{0.2in} \noindent {\large Frequency} \vspace{0.02in} The frequency of sound is determined by the rate invariation of air pressure or the number of complete cycles persecond of a sound wave (measured in hertz). Speech sounds possess a complex spectrum since acoustic energy radiates at many different frequencies. Energy concentrated at certain frequency levels shows up as dark markings on a spectrogram (see Figure 1). The English fricative sound [s], for example, has a concentration of energy that radiates between 4,000 and 7,000 Hz. The nasal sound [m] has a lower concentration of energy which radiates at a frequency between 250 and 300 Hz. Vowels have three formants or overtones which pertain to the resonating frequencies of the air in the vocal tract (Ladefoged, 1993). The sound analyzer familiarizes students with the frequency levels of the different consonant and vowel sounds by helping them to associate the frequency patterns on the spectrographic display with the sounds. \vspace{0.2in} \noindent {\large Duration} \vspace{0.02in} The duration of individual sounds, words, and pauses between words and sentences can greatly affect a listener'scomprehension. For example, Japanese learners of English haveproblems in producing English sounds and words with correct duration. This is because English is a heavily stressed-timed language which results in sounds being either lengthened or reduced depending on the context. Japanese, on the other hand, is a syllable-timed language made up of moras or sound segments each containing a consonant followed by a vowel. By using the sound analyzer, students can measure the duration of English phonemes, words, and sentences and compare their own duration with that a native speaker. \vspace{.2in} \noindent {\large Intensity} \vspace{0.02in} The power or intensity of vocal tone is also an important feature to consider in English pronunciation. While pitch is measured on a from high to low, intensity is measured on a scale from loud to soft. If a speaker cannot be heard by the listener, then his/her message cannot be clearly understood. For example, Japanese learners of English struggle with loudness when they speak English due to the fact that loud talking is not emphasized in Japanese culture. Another factor to consider is the breathing style of Japanese speakers which differs greatly from native English speakers and greatly affects the loudness of their speech \vspace{2.80in} Figure 1. A sample of analyzed data of the sentence ``Cindy is her name,'' as recorded by a native speaker of English. The waveform, power, pitch, and spectrogram are listed from top to bottom. \vspace{.05in} \vspace{0.3in} \noindent {\large\bf Future Developments} \vspace{0.1in} As we enter into the information age of computer networking and electronic information exchange, the future for the continued development and application of computer programs for pronunciation instruction, such as the sound analyzer, looks promising. Also significant is the fact that this kind of computerized technology is beginning to develop at a time when some pronunciation experts are advocating a return to the use phonetics and phonology in the pronunciation classroom with an approach that is balanced in nature, placing emphasis on both the segmental as well as prosodic features of pitch, rhythm and stress. In this way, the sound analyzer, through examining phonetic and phonological structures of English and/with other languages can be used effectively as a tool to assist learners in achieving communicative competence. The sound analyzer is one example of how computer- assisted instruction can be utilized to enhance L2 pronunciation teaching and learning. One should bear in mind, however, the importance of developing and implementing innovative classroom activities in the classroom that effectively (and appropriately) utilize computer instruction, e.g., a balance of controlled (drills) and uncontrolled (extemporaneous) activities are necessary to allow students to transfer their linguistic knowledge into more authentic communicative situations. Finally, more experimental research is needed to help determine the most effective methods by which to carry out this type of computerized instruction as a tool in L2 pronunciation instruction, particularly in the areas of error analysis and progress assessment. \vspace{.2in} \noindent {\large\bf 6. References} \vspace{0.02in} de Bot, C. (1981). Visual feedback of intonation, and experimental approach. In B. Sigurd and J. Svartvik (eds), Proceedings of the Institute of Phonetics (Catholic Univer- sity of Nijmegen), 3, 24-39. Ladefoged, P. (1993), (3rd ed.). A course in phonetics. New York: Harcourt Brace Jovanovich College Publishers. Molholt, Garry. (1988) Computer-assisted instruction in pronunciation for Chinese speakers of American English. TESOL Quarterly, 22 (1), 91-111. \end{document}