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When you do a single reading passage and answer 14 questions about it, you are reflecting on the entire experience, a 20-minute reading exercise, instead of a single question. Practice alone is not enough to help you improve, you must also reflect. Improvement comes when you reflect on your answers and identify why you did something wrong. Practicing for the test and replicating the conditions will help you prepare for the format of the TOEFL, but it will not help you increase your reading comprehension or English fluency. You want to read a 700-word passage and answer 14 TOEFL reading questions in less than 20 minutes. Finally, empirical results for SpeechRater 5.0 (operationally deployed in 2016) are provided.If you’re like most students, then you want to practice in a way that looks exactly like the test. Furthermore, new types of filtering models for flagging nonscorable spoken responses are described, as is our new hybrid way of building linear regression scoring models with improved feature selection. After a brief review of recent related work by other institutions, we summarize the main features and feature classes that have been developed and introduced into SpeechRater in the past 10 years, including features measuring aspects of pronunciation, prosody, vocabulary, grammar, content, and discourse. While most aspects of this R&D work have been published in various venues in recent years, no comprehensive account of the current state of SpeechRater has been provided since the initial publications following its first operational use in 2006. This research report provides an overview of the R&D efforts at Educational Testing Service related to its capability for automated scoring of nonnative spontaneous speech with the SpeechRaterSM automated scoring service since its initial version was deployed in 2006. We discuss implications for forensic phonetics, language and cognition, and automatic speech recognition. how the sentences differ in segmental and prosodic make-up. Further results revealed that (a) superimposing the prosodic structure of one dialect (Bern Swiss German) onto another (Valais Swiss German) caused greater variability across some listeners than the other way around and that (b) identification performance varies as a function of sentence material used, i.e.
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The experiment showed that exchanging speech rhythm alone or speech rhythm combined with intonation had very little effect on the listeners' dialect identification performance: listeners appear to use primarily segmental information in the identification process. In condition two, 20 different listeners had to identify the same two dialects but with swapped speech rhythm, and in condition three, 21 different listeners had to identify the same dialects with swapped speech rhythm and intonation. In a between-subjects design using three conditions, we tested 62 listeners (Zurich Swiss German) in a two-alternative-forced choice dialect identification experiment: in condition one, 21 listeners were asked to identify two dialects (Valais and Bern Swiss German) in unmorphed form. The objective of this study is to investigate the role of segments, rhythm, and rhythm combined with intonation in the identification of a speaker's dialect.