Articlediamond2009

The Effects of Computer-assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility

106 citations0/0 files storedLanguage learning & technology

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Phonetics and Phonology Research EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

With research showing the benefits of pronunciation instruction aimed at suprasegmentals (Derwing, Munro, & Wiebe, 1997, 1998;Derwing & Rossiter, 2003;Hahn, 2004;McNerney and Mendelsohn, 1992), more materials are needed to provide learners opportunities for self-directed practice.A 13-week experimental study was performed with 75 ESL learners divided into control and treatment groups.The treatment group was exposed to 11 weeks of self-directed computer-assisted practice using Cued Pronunciation Readings (CPRs).In the quasi-experimental pre-test/post-test design, speech perception and production samples were collected at Time 1 (week one of the study) and Time 2 (week 13).Researchers analyzed the treatment's effect on the learners' perception and production of key suprasegmental features (pausing, word stress, and sentence-final intonation), and the learners' level of perceived comprehensibility.Results from the statistical tests revealed that the treatment had a significant effect on learners' perception of pausing and word stress and controlled production of stress, even with limited time spent practicing CPRs in a self-directed environment.

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References

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Cited by

2013Reliably Biased: The Role of Listener Expectation in the Perception of Second Language Speech 2020Assessing Pronunciation Improvement in Students of English Using a Controlled Computer-Assisted Pronunciation Tool 2019Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach 2013A PRELIMINARY STUDY OF APPLYING SHADOWING TECHNIQUE TO ENGLISH INTONATION INSTRUCTION

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