The Effects of Pronunciation Instruction Using Duration Manipulation on the Perception of English Vowel Sounds
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A common misconception by many EFL learners is that English /i/ as in heed is the same as /I/ as in hid, and /u/ as in who’d is the same as /Ʊ/ as in hood, and that the former sounds, /i/ and /u/ are just longer than the latter sounds,/I/ and /Ʊ/. In order to correct this problem, the researcher designed a teaching method using English words containing vowels with manipulated durations and investigated the effect of formal pronunciation instruction using this method on the acquisition of the four English vowel sounds by Korean EFL learners. While listening to the target vowels with various durations, the participants were instructed that the durations of vowels could be changed into various lengths in order to shift their focus from duration to the quality differences. One control (N=25) and one experimental (N=49) group with two thirty minute classroom instruction sessions and a forty minute individual practice session took a pre-test, post-test, and generalization test on the perception of the four English vowels. The results show that the experimental group’s test scores in all target sounds significantly improved. These findings suggest that this pronunciation instruction with manipulated vowel duration is highly effective for EFL learners to improve their perception of the four English vowel sounds.
Abstract
A common misconception by many EFL learners is that English /i/ as in heed is the same as /I/ as in hid, and /u/ as in who’d is the same as /Ʊ/ as in hood, and that the former sounds, /i/ and /u/ are just longer than the latter sounds,/I/ and /Ʊ/. In order to correct this problem, the researcher designed a teaching method using English words containing vowels with manipulated durations and investigated the effect of formal pronunciation instruction using this method on the acquisition of the four English vowel sounds by Korean EFL learners. While listening to the target vowels with various durations, the participants were instructed that the durations of vowels could be changed into various lengths in order to shift their focus from duration to the quality differences. One control (N=25) and one experimental (N=49) group with two thirty minute classroom instruction sessions and a forty minute individual practice session took a pre-test, post-test, and generalization test on the perception of the four English vowels. The results show that the experimental group’s test scores in all target sounds significantly improved. These findings suggest that this pronunciation instruction with manipulated vowel duration is highly effective for EFL learners to improve their perception of the four English vowel sounds.
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