Comparing two types of explicit pronunciation instructions on second language accentedness
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초록
This study aims to compare the effect of two types of explicit pronunciation instructions, i.e., explicit prosody (EP) instruction and explicit segmental (ES) instruction, on second language (L2) accentedness. This study used a pretest-treatment-posttest design. Sixty two Korean EFL 5th and 6th graders of comparable English proficiency were randomly assigned into three groups (i.e., EP instruction group, ES instruction group, and Control group). Prior to pronunciation-focused activities, English teachers taught explicit linguistic information to the EP instruction group and the ES instruction group. The control group participated in a meaning-oriented activity in which explicit linguistic instruction was not provided. The instructions lasted for five weeks. The improvement of accentedness by each group was estimated by the performance of a reading task in which participants were asked to read aloud a series of narrative sentences. From the recorded data of the learners, foreign accents and pitch accents were analyzed into the sequential phases: a pretest, an immediate posttest, and a delayed posttest. Repeated measure ANOVA analyses revealed that the EP instruction group yielded a strong improvement of L2 accentedness (i.e., foreign accent and prosodic grouping with accent types: pitch accent, phrase accent, and intonational boundary) while the ES instruction group showed the positive results in relation to L2 accentendess as well.
Abstract
This study aims to compare the effect of two types of explicit pronunciation instructions, i.e., explicit prosody (EP) instruction and explicit segmental (ES) instruction, on second language (L2) accentedness. This study used a pretest-treatment-posttest design. Sixty two Korean EFL 5th and 6th graders of comparable English proficiency were randomly assigned into three groups (i.e., EP instruction group, ES instruction group, and Control group). Prior to pronunciation-focused activities, English teachers taught explicit linguistic information to the EP instruction group and the ES instruction group. The control group participated in a meaning-oriented activity in which explicit linguistic instruction was not provided. The instructions lasted for five weeks. The improvement of accentedness by each group was estimated by the performance of a reading task in which participants were asked to read aloud a series of narrative sentences. From the recorded data of the learners, foreign accents and pitch accents were analyzed into the sequential phases: a pretest, an immediate posttest, and a delayed posttest. Repeated measure ANOVA analyses revealed that the EP instruction group yielded a strong improvement of L2 accentedness (i.e., foreign accent and prosodic grouping with accent types: pitch accent, phrase accent, and intonational boundary) while the ES instruction group showed the positive results in relation to L2 accentendess as well.
참고문헌 (24)
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