This paper presents a linguistic revision process of a speech corpus of Portuguese broadcast news focusing on metadata annotation for rich transcription, and reports on the impact of the new data on the performance for several modules. The main focus of the revision process consisted on annotating and revising structural metadata events, such as disfluencies and punctuation marks. The resultant revised data is now being extensively used, and was of extreme importance for improving the performance of several modules, especially the punctuation and capitalization modules, but also the speech recognition system, and all the subsequent modules. The resultant data has also been recently used in disfluency studies across domains.

We present a corpus of European Portuguese spoken by teenagers and adults in school context, CPE-FACES, with an overview of the differential characteristics of high school oral presentations and the challenges this data poses to automatic speech processing. The CPE-FACES corpus has been created with two main goals: to provide a resource for the study of prosodic patterns in both spontaneous and prepared unscripted speech, and to capture inter-speaker and speaking style variations common at school, for research on oral presentations. Research on speaking styles is still largely based on adult speech. References to teenagers are sparse and cross-analyses of speech types comparing teenagers and adults are rare. We expect CPE-FACES, currently a unique resource in this domain, will contribute to filling this gap in European Portuguese. Focusing on disfluencies and phrase-final phonetic-phonological processes we show the impact of teenage speech on the automatic segmentation of oral presentations. Analyzing fluent final intonation contours in declarative utterances, we also show that communicative situation specificities, speaker status and cross-gender differences are key factors in speaking style variation at school.

This paper presents the annotation guidelines applied to naturally occurring speech, aiming at an integrated account of contrast and parallel structures in European Portuguese. These guidelines were defined to allow for the empirical study of interactions among intonation and syntax-discourse patterns in selected sets of different corpora (monologues and dialogues, by adults and teenagers). In this paper we focus on the multilayer annotation process of left periphery structures by using a small sample of highly spontaneous speech in which the distinct types of topic structures are displayed. The analysis of this sample provides fundamental training and testing material for further application in a wider range of domains and corpora. The annotation process comprises the following time-linked levels (manual and automatic): phone, syllable and word level transcriptions (including co-articulation effects); tonal events and break levels; part-of-speech tagging; syntactic-discourse patterns (construction type; construction position; syntactic function; discourse function), and disfluency events as well. Speech corpora with such a multi-level annotation are a valuable resource to look into grammar module relations in language use from an integrated viewpoint. Such viewpoint is innovative in our language, and has not been often assumed by studies for other languages.

This paper describes the corpus of university lectures that has been recorded in European Portuguese, and some of the recognition experiments we have done with it. The highly specific topic domain and the spontaneous speech nature of the lectures are two of the most challenging problems. Lexical and language model adaptation proved difficult given the scarcity of domain material in Portuguese, but improvements can be achieved with unsupervised acoustic model adaptation. From the point of view of the study of spontaneous speech characteristics, namely disflluencies, the LECTRA corpus has also proved a very valuable resource.