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Improving the Pronunciation of English Language Learners

Improving the Pronunciation of English Language Learners

Authors :
Stephanie Calo
Source :
ProQuest LLC. 2021Ph.D. Dissertation, University of Florida.
Publication Year :
2021

Abstract

The dissertation explored the effectiveness of perceptual training with English for Speakers of Other Languages (ESOL), for both the perception and production of three problematic vowel contrasts, /ae/-/[open-mid front unrounded vowel]/, /[near-close near-front unrounded vowel]/-/[open-mid front unrounded vowel]/, /[near-close near-front unrounded vowel]/-/i/. The methodology for the proposed study is based on that of Thorin et al. (2018), which conducted a perception experiment in a laboratory setting. The main goal of the dissertation was to provide a bridge between what has been successful in laboratory settings and what could realistically be offered in a more traditional classroom setting. The study compared three groups: Treatment 1 received a weekly 15-minute pronunciation lesson and a 10-minute perceptual training session for six weeks, Treatment 2 received a weekly 25-minute pronunciation lesson for six weeks, and the control group and did not receive any instruction. There were two main forms of assessment utilized throughout the study: identification tasks and recordings. The identification tasks assessed students' ability to perceive different vowel sounds. The recordings were used to assess students' gains in production. Praat, a computer software package for speech analysis, was used to obtain the formant measures of the pre- and post-test production data. The results showed that Treatment 1 led to the improvement and retention of participants' perception of the three vowel contrasts. However, neither treatment group showed retained improvement in vowel production over the course of the semester. Therefore, it can be concluded that six weekly sessions of training focused on three vowel contrasts may facilitate long-term gains in perception, but not in production. Learners may require exposure to longer and more intense training sessions, which may not be possible to replicate in a typical classroom. Therefore, more research needs to be conducted to find treatment that is not only effective but could realistically be completed in a classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Details

Language :
English
ISBN :
979-88-02-70733-3
ISBNs :
979-88-02-70733-3
Database :
ERIC
Journal :
ProQuest LLC
Publication Type :
Dissertation/ Thesis
Accession number :
ED643265
Document Type :
Dissertations/Theses - Doctoral Dissertations