speech production

英 [spiːtʃ prəˈdʌkʃn]

美 [spiːtʃ prəˈdʌkʃn]

网络  言语生成; 言语传达; 言语产生; 语言的产生; 语言产生

英英释义

noun

• the utterance of intelligible speech
  Synonym:speaking

双语例句

• The interaction between semantics and phonology in the speech production of Chinese
  汉语词汇产生中语义、语音层次之间的交互作用
• In the studies of speech production, there are different views, whole-word representation or decomposed-morphological representation, of compounds in lexical access.
  言语产生研究对于复合词的通达形成什么表征存在分歧。
• Review of Features and Feature Hierarchies; Feature Geometry and its Relation to Speech Production.
  回顾特征系数和特征系数阶层：特征系数的几何性以及其和产生语音的关系。
• The Lexical Access Theory In Speech Production
  言语产生中的词汇通达理论
• The DIVA speech production model is then introduced, including the basic concepts of the DIVA model, the structural framework, the status and inadequacies of the model.
  然后对DIVA语音生成与获取模型进行了介绍，包括DIVA模型的基本概念，结构框架以及模型的现状和不足之处。
• At present, the analysis and prediction of speech signal are all using linear theory and linear prediction technique, but the speech production system is complicated nonlinear and has chaotic property as well as fractal feature, so linear methods are inadequate.
  目前语音信号的分析与预测都是采用线性理论和线性预测技术，而语音信号的产生系统是一个复杂的非线性时变系统，而且具有混沌性和分形特征，所以采用线性方法是不够的。
• English-Chinese Chinese-English Translation In this paper, the writer makes an effort to discuss the significance of this new area of study for psycholinguistics and introduce the computational models of the grammatical processes in both language comprehension and speech production.
  本文讨论了计算心理语言学与心理语言学之间的关系，并分别对语言理解和言语产生过程中句法处理和句法编码的计算心理语言学模式进行了评述。
• Previous studies have found that the process of lexical access in bilingual speech production, non-target language vocabulary has also been activated.
  以往的研究发现，双语者言语产生的词汇通达过程中，非目标语言的词汇也得到了激活。
• Objective To observe the abnormalities of speech production when developmental stutterers reading four-character Chinese words aloud and to discuss its etiology mechanisms.
  目的观察发展性口吃者朗读汉语四字词时的言语产出异常并初步探讨其发生机制。
• Language teachers in their everyday teaching practice frequently observe self-repair behavior of L2 learners in their L2 speech production.
  语言教师在日常教学活动中经常会发现学习者在二语产出时的自我纠正行为。