Monolingual Recognition Research Articles

The bilingual L2 advantage in recognition memory

To better understand the mechanisms by which bilingual proficiency impacts memory processes, two recognition memory experiments were conducted with matched monolingual and bilingual samples. In Experiment 1, monolingual speakers of English and Spanish studied high- and low-frequency words under full attention or cognitive load conditions. In Experiment 2, Spanish-English bilingual participants studied high- and low-frequency words under full-attention conditions in each language. For both monolinguals and bilinguals, low-frequency words were better recognized than high-frequency words. The central new findings were that bilingual recognition was more accurate in the less fluent language (L2) than in the more fluent language (L1) and that bilingual L2 recognition was more accurate than monolingual recognition. The bilingual L2 advantage parallels word frequency effects in recognition and is attributed to the greater episodic distinctiveness of L2 words, relative to L1 words.

Multilingual speech recognition in seven languages

In this study we present approaches to multilingual speech recognition. We first define different approaches, namely portation, cross-lingual and simultaneous multilingual speech recognition. We will show some experiments performed in the fields of multilingual speech recognition. In recent years we have ported our recognizer to other languages than German (Italian, Slovak, Slovenian, Czech, English, Japanese). We found that some languages achieve a higher recognition performance with comparable tasks, and are thus easier for automatic speech recognition than others. Furthermore, we present experiments which show the performance of cross-lingual speech recognition of an untrained language with a recognizer trained with other languages. The substitution of phones is important for cross-lingual and simultaneous multilingual recognition. We compared results in cross-lingual recognition for different baseline systems and found that the number of shared acoustic units is very important for the performance. With simultaneous multilingual recognition, performance usually decreases compared to monolingual recognition. In few cases, like in the case of non-native speech, however, the recognition can be improved.

Etude génétique de la reconnaissance bilingue

Summary Recognition of significant words is tested under 4 conditions of presentation and recognition : 1) French-French (FF) ; 2) English-English (EE) ; 3) English-French (AF) ; 4) French-English (FA). Subjects were selected according to 5 learning levels of the foreign language (English language) : pupils of the 5th, 3rd and lst forms and lst and 3rd year university students majoring in English. Monolingual recognition (FF and AA) is higher than bilingual recognition (AF and FA). Lower level subjects (5th and 3rd forms) performed better than advanced students (5th, 3rd and lstforms are superior to lst and 3rd year university mainly in monolingual situations). The results are interpreted by hypothesizing differential coding in terms of perceptual or semantic cues. Perceptual coding seems to be superior to semantic coding in immediate recognition tasks.