"The Effects of Computer-Assisted Pronunciation Readings on ESL Learner" by Mark W. Tanner and Melissa M. Landon
 

Keywords

suprasegmentals, pronunciation instruction, ESL

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.

Original Publication Citation

Tanner, M. and Landon, M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning and Technology, 13(3), 51-65.

Document Type

Peer-Reviewed Article

Publication Date

2009

Permanent URL

http://hdl.lib.byu.edu/1877/8689

Publisher

Language Learning & Technology

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Assistant Professor

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