NON-NATIVE CHILDREN SPEECH RECOGNITION THROUGH TRANSFER LEARNING
Table 8: WERs obtained with mono- and multi-lingual acoustic models adapted to non-native speech using the three modalities m1,m2,m3.
['speakers ∖ language', 'German', 'English']
Indeed, also in this case, the multi-lingual system exhibits a better behavior, allowing to produce more effective models for non-native speech: the WERs related to Italian students speaking in both German and English decrease from 11.1% to 9.6% and from 16.0% to 15.4%, respectively; larger gain is observed in case of Germans speaking in English (WER from 18.3% to 15.2%).