聴覚障害者が読みやすい英語音声認識字幕呈示の改行条件に関する研究  [in Japanese] English Real-Time Speech Recognition Captions: Easy-to-Read Line Breaks for Learners of English as a Foreign Language Who are Deaf and/or Hard of Hearing  [in Japanese]

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Abstract

本研究は、聴覚障害者にとって読みやすい英語の音声認識字幕の改行について知見を得るための研究である。日本人の先天性重度聴覚障害者と聴者を対象とし、理解・生成の意味単位であるチャンクに基づいて1行あたりの平均単語数が異なる5つの改行条件で字幕文章を呈示し、読みやすさの主観的評価と字幕読解時の眼球運動測定を行った。その結果、聴覚障害者・聴者ともに、ピリオドやカンマで改行する呈示文で読みやすさの評価が高かった。また、聴覚障害対象者において、サッカード距離と平均注視時間が長く逆行回数の少ない対象者では、ピリオドでの改行条件の評価が高く、サッカード距離と平均注視時間が短く逆行回数の多い対象者では、カンマとピリオドでの改行条件の評価が高かった。以上の結果から1)読みのストラテジーの違いによって読みやすいと感じる改行位置が異なる、2)読み返しのしやすさが読みやすさの目安のひとつになることが示唆された。

The present study aimed to obtain information about easy-to-read line breaks in English real-time speech recognition captions for Japanese learners of English as a foreign language (EFL) who were deaf and/or hard of hearing. The participants were Japanese learners of English who were congenitally deaf and/or hard of hearing. Patterns of their eye movements occurring at line breaks were identified and examined. In the caption texts used, the line breaks were selected to occur at pre-determined locations, depending on the chunks. Participants also reported their evaluation of the ease with which they could negotiate such line breaks. Both the participants who were deaf and/or hard of hearing and the participants without hearing impairments evaluated the line breaks that were designed to make punctuation easier for them to read. The results from those evaluations indicated that participants who were deaf and/or hard of hearing and who showed long reading spans and low regression rates preferred the text to be presented such that the periods appeared at the ends of the caption lines, immediately before the line breaks, whereas the other deaf and/or hard of hearing participants preferred the text to be presented such that the commas, as well as the periods, appeared at the ends of the caption lines, immediately before the line breaks.

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 52(4), 275-285, 2014

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    130005110561
  • NII NACSIS-CAT ID (NCID)
    AN00172513
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • NDL Article ID
    026289586
  • NDL Call No.
    Z7-314
  • Data Source
    NDL  J-STAGE 
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