Text-to-Speech Software Incorporated into the ESL C.A.L.L.
Environment with a Focus on Integration of Language Learning Skills
Concept and Standards Addressed:
Language teachers have progressively more diverse computer-assisted
learning mechanisms for their students. In a typical classroom there are numerous
students with countless variations of capabilities, distinctive learning styles,
social and linguistic challenges, and barriers which stand between the students
and fluency, such as fossilization. New technologies such as text reading devices
or text-to-speech software have made quantum strides towards enhancing natural
sounding speech.
What is text-to-speech? It is a facility which comes with
most basic operating systems today or software programs such as “Text
Aloud” which reads digitized text and reproduces it as sound files in
a variety of extensions: mpeg, wav, wma.
General Goal(s):
This C.A.L.L. lesson plan incorporates text-to-speech capabilities
into a standard writing assignment prompted by a content-based reading. Along
with a center-generated dictation activity, this lesson can touch on all four
skill areas: reading, writing, listening and pronunciation (speaking) The digitized
text, written by a student, can be read back to the student, first as written
by the student with grammatical, syntactical and many other linguistic flaws.
A teacher can quickly correct the errors, reproduce the corrected
version in a digital format, and the student can then hear error correction
rather than try to make sense of errors marked off and categorized with red
ink, i.e. sp, caps, word
choice, etc.
Specific Objectives:
To incorporate reading, writing, listening and pronunciation
skills into a single lesson.
Required Materials: A personal computer, text-to-speech software,
headsets, a content-based reading
Anticipatory Set (Lead-In): Content-based readings demonstrates
usage of phrases, the basic academic English composition components such as
introduction, body, conclusion, transitional phrases, synonymous terms to avoid
repetition, etc.
Additional Uses: Preparation
for the Next Generation TOEFL which will use integrated listening and
writing tasks because they more closely reflect how we use real language.
"This integrated approach will also help students prepare
for success in the real academic environments they will face once they begin
their coursework."
The example included here uses a free voice and therefore
sounds a bit robotic. Improved, natural sounding voices can be added to any
text-to-speech program for a small fee. For examples of more natural sounding
voices visit the following sites:
Begin with a teacher guided discussion. For the following
example, "happiness" as the topic. The discussion can begin with
a general Q and a about what happiness is. This can be followed
by a reading or two on the subject. For this demonstration, I've selected
a high school student essay on happiness from the web site"Essay
Depot". The Essay is called "Happiness", written
by a second language speaker from Pakistan, Mohammed Zuhair. I have chosen
his introductory paragraph.
The teacher can also draw students' attention to academic
English collocations such as quoted attributions: (Mr. Francis H) argues; Let's
consider these factors; In my opinion, Schopenhauer
rightly noticed; etc.
Have the students write their own essay on the topic and
save it to a diskette.
At this point, using a text-to-speech software replaces
the more traditional and often not very effective error correction, that
is, the teacher reads the assignment and draws the students attention to
errors. This may be sufficient for a native speaker, but for the second language
learner there is little acquisition or language production involved. Having
said that, an error- corrected copy should be returned to pont out punctuation
and formatting.
The teacher then rewrites and saves to diskette substantial
portions of the students essay, time permitting--as much as possible--although
a paragraph or two in most cases would suffice.
The text of both the original and the revised versions
are copied and pasted into a text-to-speech program where it is read, recorded
as an MP3 and returned to the student to listen to at home or in a a computer
lab.
The student hears both versions of the assignment.
The first version is a student's with all errors read
back to him/her.
The second version which has been corrected by a teacher
is also listened to several times.
In order to reinforce the correct form, the student must
type the corrected copy, then must read and re-read it along with the correct
pronunciation generated by the software.
Students learn vocabulary and how to use common phrases
to introduce or transition from one topic or sub-topic to another.
No doubt the student will take make interest in this assignment
as he/she has played a major role is producing the textual concepts.
Here is version on by a student.
Listen to the revised paragraph and type it into
the space below.
