published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Linguistics / Master / Master of Arts

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

University of Macau / Faculty of Arts and Humanities. / Department of Chinese

In addition to the ED-EC framework, this thesis proposes a discriminative lattice rescoring (DLR) algorithm to facilitate the investigation of the extensibility of the framework. The DLR method recasts a discriminative n-gram model as a pseudo-conventional n-gram model and then uses this recast model to perform lattice rescoring. DLR improves the efficiency of discriminative n-gram modeling and facilitates combined processing of discriminative n-gram modeling with other post-processing techniques such as the ED-EC framework. / This thesis proposes an error detection and correction (ED-EC) framework to incorporate advanced linguistic knowledge sources into large vocabulary continuous speech recognition. Previous efforts that apply sophisticated language models (LMs) in speech recognition normally face a serious efficiency problem due to the intense computation required by these models. The ED-EC framework aims to achieve the full benefit of complex linguistic sources while at the same time maximize efficiency. The framework attempts to only apply computationally expensive LMs where needed in input speech. First, the framework detects recognition errors in the output of an efficient state-of-the-art decoding procedure. Then, it corrects the detected errors with the aid of sophisticated LMs by (1) creating alternatives for each detected error and (2) applying advanced models to distinguish among the alternatives. In this thesis, we implement a prototype of the ED-EC framework on the task of Mandarin dictation. This prototype detects recognition errors based on generalized word posterior probabilities, selects alternatives for errors from recognition lattices generated during decoding and adopts an advanced LM that combines mutual information, word trigrams and POS trigrams. The experimental results indicate the practical feasibility of the ED-EC framework, for which the optimal gain of the focused LM is theoretically achievable at low computational cost. On a general-domain test set, a 6.0% relative reduction in character error rate (CER) over the performance of a state-of-the-art baseline recognizer is obtained. In terms of efficiency, while both the detection of errors and the creation of alternatives are efficient, the application of the computationally expensive LM is concentrated on less than 50% of the utterances. We further demonstrate that the potential benefit of using the ED-EC framework in improving the recognition performance is tremendous. If error detection is perfect and alternatives for an error are guaranteed to include the correct one, the relative CER reduction over the baseline performance will increase to 36.0%. We also illustrate that the ED-EC framework is robust on unseen data and can be conveniently extended to other recognition systems. / Zhou, Zhengyu. / Adviser: Helen Mei-Ling Meng. / Source: Dissertation Abstracts International, Volume: 72-11, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 142-155). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

During Fritz Reiner’s forty-year conducting career in the United States, he championed Béla Bartók’s orchestral music, programming Bartók’s orchestral works on over sixty concerts with the Cincinnati Symphony Orchestra, Pittsburgh Symphony Orchestra, Chicago Symphony Orchestra, and with other major American orchestras. These included performances in which the composer himself appeared as a soloist. Moreover, Reiner continued to conduct Bartók’s music following the composer’s death, and his efforts to promote Bartók’s works contributed to their significance to the American orchestral repertoire. The thesis explores connections between performance markings in Reiner’s personal copies of Bartók scores and the recordings he made of them, the ways in which Reiner’s live performances and recordings of Bartók’s music affected the American reception of Bartók’s works, and how Reiner’s collaboration with Bartók related to the revision of Bartók’s orchestral works in their published forms through case studies of Bartók’s Piano Concerto no. 1, Concerto for Orchestra, and The Miraculous Mandarin. The first case study considers Bartók’s performances of his Piano Concerto no. 1 with Reiner during his first U.S. concert tour of 1927-1928. Following an overview of Bartók’s activities in America during that time, three first-edition scores of Piano Concerto no. 1 are analyzed in order to show the significance of handwritten additions, corrections, and conducting markings made by Fritz Reiner, a Universal Edition staff member, and Serge Koussevitzky in preparation for performances with Bartók in 1928. It not only provides a window into early performances of the work with the composer at the piano in the absence of a recording, but also offers insight into Bartók’s preferences for performance of the work, some of which are reflected in the first or second editions of the work, and some of which are only preserved in Reiner’s scores. The second case study examines a new source for Bartók’s Concerto for Orchestra held at Northwestern University that bears extensive corrections by Bartók, as well as Reiner’s conducting markings. It discusses the circumstances surrounding Reiner’s acquisition of the score and its role in Reiner’s performances and recordings of Concerto for Orchestra with the Pittsburgh Symphony Orchestra and the Chicago Symphony Orchestra. The third and final case study details Reiner’s preparation and performance of two concert versions (“Scenes” and “Suite”) of Bartók’s pantomime The Miraculous Mandarin using Reiner’s annotations to four versions of the score held at Northwestern, Bartók’s correspondence with his publisher, and program notes from Reiner’s 1927 world premiere of the “Scenes” to provide a better understanding of Reiner’s preparation and performances of both the “Scenes” and “Suite.” It further analyzes press coverage of his performances of the “Suite” to demonstrate that the press reaction to objectionable elements of the plot mellowed over time, and that critics consistently praised Reiner’s expert preparation and interpretation of the work. The thesis considers the publication and performance history of Bartók’s Piano Concerto no. 1, Concerto for Orchestra, and the concert versions of The Miraculous Mandarin in terms of Reiner’s collaboration with Bartók, his role in the promotion of Bartók’s music in the U.S., and his reputation as an authoritative interpreter of it.

The current study lays the groundwork for a model of Mandarin tones based on both native speakers' and non-native speakers' perception and production. It demonstrates that there is variability in non-native speakers' tone productions and that there are differences in the perceptual boundaries in native speakers and non-native speakers. There are four experiments in this study. Experiment 1 utilizes native speakers' production data from a published speech database to explore the features of tone production by native speakers. Inter-speaker normalization is used to analyze the data. Experiment 2 synthesizes 81 tones that are carried by four sentences to measure perception by native and non-native speakers. The intra-speaker and inter-speaker normalization is used to investigate the perceptual space of T1, T2, T3, and T4. The researcher also explores the salient features distinguish native speakers' and non-native speakers' perception of the four principal tones. Experiment 3 uses both synthesized tones and natural tones that are carried by sentences to explore how pitch values of tones create overlapping areas in the perceptual map. Experiment 4 examines tone production by non-native speakers to identify the differences between native speakers' perception and non-native speakers' production; and the differences between non-native speakers' perception and their production of tones. The results of the perception and production experiments with native speakers show the perceptual boundaries and tonal categories in the perceptual space and the production space. The difference of native speakers' perception and production shows us the perceptual cue for perception. Meanwhile, the similarities of native speakers' perception and production reveal the acoustic cues, including register and contour, for tone perception and production. The results of the perception experiments with non-native speakers indicate that there are no clear boundaries, and that tone overlap in the perceptual space. Register plays an important role in the perception of tones by non-native speakers. The results of non-native speaker production also show overlapping tones in the acoustic space. The non-native speaker production appears to be determined by the contour of the tones in contrast both the contour and register determine the tonal categories of native speaker.

The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'biliterate' (Chinese and English) society laborious. The perception that Chinese proficiency is waning has led to criticisms of the quality of language teachers and language teacher education in the community. Hence, a study of the problems in Chinese language teacher education in Hong Kong is an indispensable step in improving the quality of Chinese language education in Hong Kong. This study takes pre-service teachers' (PST) perceptions as the predomhant factor in understanding how they learn to become a teacher of Chinese. As both students and teachers, the PSTs in this study provide insights into learning, teaching, and learning to teach, the Chinese language. Famous for its cultural tradition, Chinese teaching is typically transmissive. In particular, teachers of Chinese are expected to teach with a missionary zeal for 'educating' students by acting as exemplars. As a result, how a teacher teaches is often determined by how he or she was taught to interpret the nature of Chinese Language. The use of texts written by distinguished authors as teaching materials further encourages language teachers to give higher priority to literature, culture and moral education than language use. Inheriting such a tradition, modem Chinese language teacher education is faced with multiple challenges: to promote cognitive developments in teachers and cognitive teaching approaches to meet the needs of rapidly developing society, and to prepare teachers to maintain a proper balance between moral education and appreciation of culture and literature on the one hand, and teaching language use on the other. This study draws on the literature on Chinese language education, TESOL (teaching English to speakers of other languages), learning to teach, teacher knowledge, beliefs and perceptions, and develops a conceptual framework to interpret the relationships between perceptions and practices as a reciprocal cycle. Perceptions of self as a teacher, the subject matter, and teaching and learning of the subject matter are inseparable from the beliefs and knowledge of the PSTs, which affect how they prepare lesson plans to teach and actually teach in the classrooms. Planning and classroom practices are realised in teaching objectives, instructional strategies and evaluation of teaching effectiveness, which then reinforce knowledge, beliefs and perceptions. The cycle goes on as the PSTs learn more about teaching and accumulate teaching experiences. From this recurring cycle, the PSTs generate personal theories of teaching a specific subject. This study is longitudinal in design, which follows a logical procedure of inquiry. It first examines the PSTs' perceptions of teaching and learning Chinese on entry to, during and on exit from a.two-year teacher education program. Then it turns to the perceptual development and the sources of perceptions and perceptual changes, and how they impact on the PSTs. Finally, the complex relationship between perceptions, lesson planning and classroom practices are elaborated. In particular, data collected in some stages were dependent on the findings of the preceding stage. This adds complexity to the overall research desip of the study. This study uses a multimethod approach with two research populations -the questionnaire surveys of the entire cohort and qualitative data collection from twelve sub-sample participants. Because of the lack of well-established research instruments in the Chinese research context, all methods of inquiry have been revised according to the results of pilot studies. The multimethod approach in this study demonstrates how questionnaire surveys, repertory grids, individual interviews, focus groups, classroom observations and the analyses of lesson plans and reflective journals can be used in a complementary manner to assure the validity of the research. Questionnaire surveys yield the overall perceptions of the cohort on entry to and exit from the teacher education program. The perceptual development of the entire cohort is understood by the findings of the two surveys. Against the backdrop of the overall perceptions of the cohort, the qualitative methods are used to study the sub-sample. Repertory grids reveal the participants' views of teachers of Chinese from different perspectives, whereas individual interviews and focus group discussions tap more deeply into the participants' thinking about how they have learned to teach Chinese. Other qualitative methods such as classroom observation and the analyses of lesson plans and reflective journals provide compelling evidence for indicating the extent that the participants have grasped the craft of teaching. This study suggests from the persistent perceptions and perceptual development of the PSTs that Chinese language education in Hong Kong has been ineffective. Ineffective Chinese language education has a long-lasting negative impact on students including the PSTs. The strong emphasis on literature, culture and moral education, and the knowledge telling and teacher-led traditions have led to a low level of cognitive demand in Chinese teaching. The procedures recommended for teaching a text in Chinese and the assessment criteria of the teacher education program have encouraged the,PSTs to become more didactic in teaching, although they themselves are aware that they should pay more attention to the needs of students. This study argues that student teachers' perspectives form a critical element in reforming Chinese language teacher education in Hong Kong, and that language teacher education should first be ameliorated before language education can be effectively improved. Not only should PSTs of Chinese Language be equipped with better subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge, but Chinese language teacher educators should also be cognisant of the necessity for change. Because learning to teach is often discipline-based, it is more cost-effective and consistent if the teacher educators' Chinese language classes also emphasise cognitive development in the PSTs. To be real exemplars for the PSTs, the Chinese language teacher educators should be involved in continuing critical evaluation of their own practices.