Automatic Speech Recognition to Assist in Awareness of Segmental Pronunciation Deviations in Learning Bulgarian as a Foreign Language

The article examines the use of a technological tool based on automatic speech recognition in teaching Bulgarian as a foreign language. A teaching practice with Chinese students who are learning Bulgarian and, despite their efforts, have serious pronunciation difficulties. The practice aims to present the awareness of pronunciation deviations when reading a text in E2 using speech transcription technology. Students compare the recording of their own reading with the original text, note the deviations and try to summarize them and explain the reasons for their occurrence. The benefits of the technology are emphasized, such as real-time feedback, reducing students‘ dependence on the teacher’s corrections, the possibility of repeated exercises without embarrassment in front of the group, and a personalized approach to individual difficulties. Corrective work in several areas is offered, as well as tasks for awareness and automatisaton of correct pronunciation.