Freiburg Institute for Musicians' Medicine, Medical Faculty of the Albert-Ludwigs-University Freiburg, University of Music Freiburg, 79110 Freiburg, Germany.
Int J Environ Res Public Health. 2022 Jul 22;19(15):8929. doi: 10.3390/ijerph19158929.
(1) Objective: Teaching is a particularly voice-demanding occupation. Voice training provided during teachers' education is often insufficient and thus teachers are at risk of developing voice disorders. Vocal demands during teaching are not only characterized by speaking for long durations but also by speaking in noisy environments. This provokes the so-called Lombard effect, which intuitively leads to an increase in voice intensity, pitch and phonation time in laboratory studies. However, this effect has not been thoroughly investigated in realistic teaching scenarios. (2) Methods: This study thus examined how 13 experienced, but vocally untrained, teachers behaved when reading in a noisy compared to quiet background environment. The quiet and noisy conditions were provided by a live audience either listening quietly or making noise by talking to each other. By using a portable voice accumulator, the fundamental frequency, sound pressure level of the voice and the noise as well as the phonation time were recorded in both conditions. (3) Results: The results showed that the teachers mainly responded according to the Lombard effect. In addition, analysis of phonation time revealed that they failed to increase inhalation time and appeared to lose articulation through the shortening of voiceless consonants in the noisy condition. (4) Conclusions: The teachers demonstrated vocally demanding behavior when speaking in the noisy condition, which can lead to vocal fatigue and cause dysphonia. The findings underline the necessity for specific voice training in teachers' education, and the content of such training is discussed in light of the results.
(1) 目的：教学是一种特别依赖嗓音的职业。教师教育中提供的嗓音训练通常是不足的，因此教师有患嗓音障碍的风险。教学中的嗓音需求不仅表现为长时间讲话，还表现为在嘈杂的环境中讲话。这引发了所谓的“隆巴德效应”，在实验室研究中，这直观地导致嗓音强度、音高和发音时间增加。然而，这一效应在现实教学场景中尚未得到彻底研究。(2) 方法：因此，本研究考察了 13 名有经验但未经嗓音训练的教师在安静和嘈杂背景环境中阅读时的行为。安静和嘈杂条件由现场观众提供，观众要么安静倾听，要么相互交谈制造噪音。通过使用便携式嗓音累加器，在两种条件下记录了基频、嗓音声压级、噪声以及发音时间。(3) 结果：结果表明，教师主要根据隆巴德效应做出反应。此外，发音时间分析表明，他们未能增加吸气时间，并且在嘈杂环境中似乎通过缩短清音的发音而失去了清晰度。(4) 结论：教师在嘈杂环境中讲话时表现出了嗓音需求行为，这可能导致嗓音疲劳并导致发音困难。研究结果强调了教师教育中特定嗓音训练的必要性，并根据结果讨论了这种训练的内容。
