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Ultrasound Tongue Imaging for Vowel Remediation in Czech English

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Ultrasound Tongue Imaging for Vowel Remediation in Czech English ULTRASOUND TONGUE IMAGING FOR VOWEL REMEDIATION IN CZECH ENGLISH Tanja Kocjančič Antolík, Jan Volín Institute of Phonetics, Charles University, Prague, Czech Republic [email protected] ABSTRACT consonants and vowels (for review see [4]). Participating speakers showed improvement after Increasing comprehensibility is a common desire of even only one training session [6] and retention at two many speakers of a foreign language. However, most months post-training [8]. The latter study also directly learners have troubles improving the articulation of compared performance of learners practicing vowel already acquired foreign sounds despite continuing production with UTI and those following a more language learning. Czech speakers of English conventional pronunciation training, showing greater typically struggle with the contrast between English change in the UTI training group. vowels /e/ and /ӕ/. The present study employed The present study attempts to partially replicate ultrasound tongue imaging as a visual feedback for the above one by evaluating vowels in words and not vowel remediation and two methods of articulatory only in isolation, while also comparing two different practice. Eight adult speakers of Czech English training methods: (1) direct training of individual received three 40-minute ultrasound training sessions vowel’s lingual articulation (as done in the UTI practicing articulation of the two vowels in isolation, training studies reported so far) and (2) acquisition of syllables and minimal pairs. Half were practicing lingual articulatory setting (AS) for English first, only articulation of the two vowels while the other followed by individual vowel training. half was first practicing lingual articulatory setting for Several studies have reported language specific English, followed by vowel practice. Perceptual AS [7, 9, 18] and some authors claim that adopting an evaluation comparing pre- to post-training production L2 AS is the necessary prerequisite for adequate shows an improvement in minimal pair contrast for production of L2 speech sounds [11]. most speakers but no clear difference between the According to [12] AS for English comprises training methods. correct position of the tongue, lips, jaws, pharynx and larynx. Because the tongue is the main articulator Keywords: ultrasound tongue imaging, vowel involved in the production of English /e/-/ӕ/ contrast, remediation, foreign language learning only lingual AS is the focus of the study presented here. For English this comprises active lateral bracing 1. INTRODUCTION of the tongue against the upper (pre)molars, the tongue tip being positioned very close to the alveolar Czech speakers of English typically merge English ridge but without direct contact, and the centre of the vowels /e/ and /ӕ/ in their production into one front tongue, from behind the tip backwards, lying concave mid vowel since this opposition is not part of the to the roof, creating a “butterfly” shape in coronal Czech vowel system [17]. Consequently, they do not view [12, 11]. In contrast, for the Czech language the produce the contrast between these two English tongue tip is in contact with the lower incisors and/or vowels reducing speech comprehensibility due to the gums which has been reported as the main reason for existence of a number of minimal pairs. difficulties in the articulation of English vowels for A method yielding promising results for speech Czech speakers [15]. sound remediation is ultrasound tongue imaging In terms of the two vowels articulation, it was (UTI) used as a real-time visual feedback. It allows expected that the main articulatory difference will be observation of the tongue shape, position and noted in the very front part of the tongue, tip and movements during speech, while being safe, non- blade, which will be positioned higher for /e/ than for invasive and relatively easy to use. The method has /ӕ/. been successfully used in a number of clinical studies The goal of the present study was thus two-fold: where participants (children and adults) with speech (1) evaluate if speakers of Czech English improve the sound disorders of different origins acquired new /e/-/ӕ/ contrast after pronunciation training lingual articulations, transferred them to non-trained employing UTI as a real-time visual feedback, and (2) items and retained them long term (e.g. [3,5,13]). explore the effect of practicing the articulation of More recently, the application of this method has vowels only and of practicing the articulation of same been explored in foreign language learning, both for vowels with lingual AS. 3651 2. METHOD They practiced positioning their tongue in the required configuration while observing a coronal 2.1. Speakers view of their tongue. Once they felt confident holding tongue in the target setting, they used it during the Eight participants took part in the experiment. They entire vowel practice. were all first year students of the Czech Language & During the first training session all participants Literature Programme, aged between 19 and 21 years. practiced the two vowels in isolation, followed by All took a state exam in English at the end of high non-word syllables with CV, VC and C(C)(C)VC school suggesting at least a B1 level of proficiency. structure. 39 minimal pairs (78 words), including None of them ever spent any extensive time in an nine out of 12 pairs used in the test material, were English speaking country and only SST1 lived in a added in the second training session. The same words foreign country (18 months in the Netherlands). All were used in sentences in the third training session. participants knew ahead that the training will be Initially, participants were asked to monitor focused on English vowels /e/ and /ӕ/, and they were production via tongue images. However, after several very motivated to improve their pronunciation. correct productions, they were asked to rely solely on Participants were randomly assigned into two the acoustic output and on the proprioception of the groups differing in the method used in the speech position of their tongue in the mouth. training sessions: four practiced only the two target Participants produced at least ten repetitions of segments (SST group), and four first practiced lingual each used item per session, the order of items varied AS for English and later practiced the segments with between sessions and speakers. The trainer provided this setting (AST group). immediate feedback at the beginning of each session, however the control of production was progressively 2.2. Speech material transferred to the participant. Because the final goal of the speech training was Furthermore, the training material included filler improvement in the production of English /e/ - /ӕ/ items without the focus on the target vowels. contrast, the test and training material was based on 2.4. Data collection minimal pairs. Test data collected pre- and post-training Articulatory and acoustic data were recorded at the consisted of 12 minimal pairs: end-and, head-had, beginning of the first session and at the end of the pet-pat, bet-bat, pen-pan, met-mat, men-man, dead- third session. The data were recorded using Micro dad, ten-tan, Ken-can, said-sad, set-sat. The set was ultrasound system and Articulate Assistant Advanced chosen because it allowed using real words while software [2]. The system allows synchronisation of minimizing coarticulatory effect of final consonant the ultrasound and audio signals. Probe stabilization (post-dental/alveolar place of articulation) on the headset [1] was used during the recording. vowel. Participants made two repetitions of the word list and the ultrasound data were captured in midsagittal view. Additionally, a coronal view of lingual AS was 2.3. Speech training recorded while participants were speaking English Each participant received three 40-minute speech and Czech. training session (at most a week apart) using UTI as a 2.5. Data analysis real-time visual feedback. Following a brief familiarization with UTI and Only the first production of each test item was used English vowel system, the participant produced the in the analysis. two vowels in isolation while observing ultrasound images and explained any similarities or differences 2.5.1. Articulatory analysis in tongue shape and position between them. Next, the In order to extract a sagittal image of tongue contour trainer (first author) produced the two vowels, with representing a vowel, the mid-point of vowel duration UTI, and the participant described these productions. was selected and tongue surface was traced in the Once the participant understood the target associated ultrasound frame. Mean tongue contour articulations, the speech training started and the was calculated from 12 tongue contours of the test trainer did not produce any additional modelling of word list. the target vowels. A coronal image of tongue shape presenting lingual AS was extracted from the intervals between Importantly, at this point the participants in the consecutive English words. AST group were explained lingual AS for English. 3652 2.5.2. Perceptual analysis are turned downwards and the imaged tongue has an Three experienced phoneticians, non-native but upside-down U shape. The same shape is present at highly proficient in English rated the productions in a pre-training, while post-training the speaker uses perceptual discrimination test. Target words were English lingual AS, with the tongue being actively presented in minimal pairs (12 pairs x 2 conditions braced and approximating a “butterfly” shape. All (pre, post) x 8 speakers) and the listeners had to AST speakers were using English lingual AS in post- decide whether the words in a pair are similar or training data collection. different. Because some of the participants marked the contrast with vowel duration, the listeners were 3.1. Perceptual data instructed to base their decision on the quality of the vowel and not on its duration. Fleiss kappa was The Fleiss kappa test (kappa = 0.508, p-value = 0) calculated to evaluate interrater reliability.
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