Effects of L2 English Intonation on the Development of Second Language Pronunciation: Relations between Form-meaning Associations and Access to Meaning
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This study investigates the effects of English intonation on development of second language pronunciation in response to relations between form-meaning associations and access to meaning. Sixty-five Korean adult EFL learners read a vocabulary and sentence-level list and their recordings were analyzed via Praat (De Jong & Wempe, 2009). Two groups, that is, a beginning-level learner group and an intermediate-level learner group were instructed L2 pronunciation regarding intonation for four weeks. From the recorded data, the measurement of duration, intensity, and pitch (Beckman ＆ Pierrehumbert, 1986) were analyzed into a pretest and a posttest. Results showed that a beginning-level learner group and an intermediate-level learner group produced different aspects of duration, F0 range (i.e., intensity and pitch). The effects on L2 intonation revealed the contributions of L2 pronunciation by Korean adult learners of English.
Abstract
This study investigates the effects of English intonation on development of second language pronunciation in response to relations between form-meaning associations and access to meaning. Sixty-five Korean adult EFL learners read a vocabulary and sentence-level list and their recordings were analyzed via Praat (De Jong & Wempe, 2009). Two groups, that is, a beginning-level learner group and an intermediate-level learner group were instructed L2 pronunciation regarding intonation for four weeks. From the recorded data, the measurement of duration, intensity, and pitch (Beckman ＆ Pierrehumbert, 1986) were analyzed into a pretest and a posttest. Results showed that a beginning-level learner group and an intermediate-level learner group produced different aspects of duration, F0 range (i.e., intensity and pitch). The effects on L2 intonation revealed the contributions of L2 pronunciation by Korean adult learners of English.
참고문헌 (28)
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