Over the last few years, we have witnessed a growing interest in computer-assisted pronunciation training (CAPT) tools and the commercial success of foreign language teaching applications that incorporate speech synthesis and automatic speech recognition technologies. However, empirical evidence supporting the pedagogical effectiveness of these systems remains scarce. In this article, a minimal-pair-based CAPT tool that implements exposure–perception–production cycles and provides automatic feedback to learners is tested for effectiveness in training adult native Spanish users (English level B1–B2) in the production of a set of difficult English sounds. Working under controlled conditions, a group of users took a pronunciation test before and after using the tool. Test results were considered against those of an in-classroom group who followed similar training within the traditional classroom setting. Results show a significant pronunciation improvement among the learners who used the CAPT tool, as well as a correlation between human rater's assessment of posttests and automatic CAPT assessment of users.

中文翻译：

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使用受控计算机辅助发音工具评估英语学生的发音改善

在过去的几年中，我们目睹了对计算机辅助发音训练（CAPT）工具的浓厚兴趣，以及结合语音合成和自动语音识别技术的外语教学应用的商业成功。但是，仍缺乏支持这些系统的教学有效性的经验证据。在本文中，测试了基于最小对的CAPT工具，该工具实施了曝光-感知-生产周期并向学习者提供自动反馈，以培训成年西班牙裔成人用户（英语级别B1-B2）在一系列产品的生产中的有效性。很难的英语发音。在受控条件下工作，一群用户在使用该工具前后进行了语音测试。测试结果与在传统教室环境中接受了类似培训的同班同学的测试结果进行了比较。结果表明，使用CAPT工具的学习者的发音有了显着提高，并且人类评估者的后测评估与用户的自动CAPT评估之间具有相关性。