We believe that the challenge of limited resources for atypical voices is similar to the case of under-resourced languages: it is costly and time-consuming to gather and process speech material in both cases, which is one of the major limiting factors for speech-enabled application development [21].
With colleagues and students, he has been developing scalable methods for working with under-resourced languages in indigenous communities.
We provide a brief overview of related data collection strategies, highlighting some of the salient issues pertaining to collecting ASR data for under-resourced languages.
In this paper, we study methods to discover words and extract their pronunciations from audio data for non-written and under-resourced languages.
Acoustic data collection for automatic speech recognition (ASR) purposes is a particularly challenging task when working with under-resourced languages, many of which are found in the developing world.
Three reasons make plagiarism across languages to be on the rise: (i) speakers of under-resourced languages often consult documentation in a foreign language, (ii) people immersed in a foreign country can still consult material written in their native language, and (iii) people are often interested in writing in a language different to their native one.
The difficulties of building large-scale speech corpora are more serious in under-resourced languages.
To alleviate the data sparsity problem in under-resourced languages, speaker and language factorization (SLF) technique can be used [34].
Nevertheless, there exist a great number of under-resourced languages (such as Persian) for which only limited amount of data are available.
However, working with average voice models is difficult for under-resourced languages since building such general model needs remarkable efforts to design, record, and transcribe a thorough multi-speaker speech database [3].
Acquisition of academic literacy is often a difficult process for students, and in South Africa this is compounded by the fact that education for most secondary school pupils takes place in a second language at under-resourced schools.
