• The Journal of the Acoustical Society of Korea
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• v.24 no.2E
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• pp.71-76
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• 2005

Compared to normal speech, distant-talking speech is characterized by the acoustic effect due to interfering sound and echoes as well as articulatory changes resulting from the speaker's effort to be more intelligible. In this paper, the acoustic features for distant-talking speech due to the articulatory changes will be analyzed and compared with those of the Lombard effect. In order to examine the effect of different distances and articulatory changes, speech recognition experiments were conducted for normal speech as well as distant-talking speech at different distances using HTK. The speech data used in this study consist of 4500 distant-talking utterances and 4500 normal utterances of 90 speakers (56 males and 34 females). Acoustic features selected for the analysis were duration, formants (F1 and F2), fundamental frequency, total energy and energy distribution. The results show that the acoustic-phonetic features for distant-talking speech correspond mostly to those of Lombard speech, in that the main resulting acoustic changes between normal and distant-talking speech are the increase in vowel duration, the shift in first and second formant, the increase in fundamental frequency, the increase in total energy and the shift in energy from low frequency band to middle or high bands.

• Phonetics and Speech Sciences
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• v.8 no.4
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• pp.115-122
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• 2016

This study investigates the acoustic-phonetic features and speech intelligibility of Lombard speech in children with intellectual disability, by examining the effect of Lombard speech at 3 levels of non-noise, 55dB, and 65dB. Eight children with intellectual disability read sentences and played speaking games, and their speech were analyzed in terms of intensity, pitch, vowel space of /a/, /i/, and /u/, VAI(3), articulation rate and speech intelligibility. Results showed, first, that intensity and pitch increased as noise level increased; second, that VAI(3) increased as the noise level increased; third, that articulation rate decreased as noise intensity increased; finally, that speech intelligibility increased as noise intensity increased. The Lombard speech changed the VAI(3), vowel space, articulation rate, speech intelligibility of the children with intellectual disability as well. This study suggests that the Lombard speech will be clinically useful for the persons who have intellectual disability and difficulties in self-control.

• Speech Sciences
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• v.6
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• pp.197-217
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• 1999

In a noisy class, the acoustic-phonetic features of the teacher and the perceptual features of learners are changed comparison with a quiet environment. Acoustical analyses were carried out on a set of French monosyllables consisting of 17 consonants and three vowel /a, e, i/, produced by 1 male speaker talking in quiet and in 50, 60 and 70 dB SPL of masking noise on headphone. The results of the acoustic analyses showed consistent differences in energy and formant center frequency amplitude of consonants and vowels, $F_1$ frequency of vowel and duration of voiceless stops suggesting the increase of vocal effort. The perceptual experiments in which 18 undergraduate female students learning French served as the subjects, were conducted in quiet and in 50, 60 dB of masking noise. The identification scores on consonants were higher in Lombard speech than in normal speech, suggesting that the speaker's vocal effort is useful to overcome the masking effect of noise. And, with increased noise level, the perceptual response to the French consonants given had a tendency to be complex and the subjective reaction score on the noise using the vocabulary representative of 'unpleasant' sensation to be higher. And, in the point of view on the L2(second language) acquisition, the influence of L1 (first language) on L2 examined in the perceptual result supports the interference theory.