suprasegmentals, pronunciation instruction, ESL
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.
BYU ScholarsArchive Citation
Tanner, Mark W. and Landon, Melissa M., "The Effects of Computer-Assisted Pronunciation Readings on ESL Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility" (2009). Faculty Publications. 5960.
Language Learning & Technology
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