The Influence of Pronunciation Instruction through Multimedia on Speaking Proficiency
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The purpose of this study is to see if drill-based pronunciation instruction which focus on listening discrimination and speaking practice has any effects on the improvement of English proficiency. To that end, a small scale experiment was conducted, where 24 Korean college students and 2 native English speakers participated as subjects and assessors respectively. The assessors rated the oral production of the subjects at two points to compare the progress of accuracy and fluency. For the experiment, the subjects were instructed how to produce and perceive English segmental and suprasegmental features of pronunciation. They practiced in producing these features for 12 weeks with two 75-minute sessions per week. The results indicate that the subjects’ pronunciation has changed over 12 weeks (t=0.012, p<0.5). Particularly, consonant pronunciation (t=0.015, p<0.5) and intonation (t=0.050, p<0.5) have changed statistically significantly but vowel pronunciation and stress have not. Of importance is that overall fluency including comprehensibility and intelligibility has not improved significantly (t=0.398, p<0.5). Another statistical analysis was used to find any correlations between the subcomponents of pronunciation. Multiple correlation analyses show that overall fluency ratings are highly correlated with intonation(r=0.84 on pre-test, r=0.81 on post-test), followed by stress(r=0.69 on pre-test, r=0.80 on post-test). This finding confirms previous research arguing for the primacy of prosodies affecting proficiency (Derwing & Rossiter, 2003; Hardison, 2004).
Abstract
The purpose of this study is to see if drill-based pronunciation instruction which focus on listening discrimination and speaking practice has any effects on the improvement of English proficiency. To that end, a small scale experiment was conducted, where 24 Korean college students and 2 native English speakers participated as subjects and assessors respectively. The assessors rated the oral production of the subjects at two points to compare the progress of accuracy and fluency. For the experiment, the subjects were instructed how to produce and perceive English segmental and suprasegmental features of pronunciation. They practiced in producing these features for 12 weeks with two 75-minute sessions per week. The results indicate that the subjects’ pronunciation has changed over 12 weeks (t=0.012, p<0.5). Particularly, consonant pronunciation (t=0.015, p<0.5) and intonation (t=0.050, p<0.5) have changed statistically significantly but vowel pronunciation and stress have not. Of importance is that overall fluency including comprehensibility and intelligibility has not improved significantly (t=0.398, p<0.5). Another statistical analysis was used to find any correlations between the subcomponents of pronunciation. Multiple correlation analyses show that overall fluency ratings are highly correlated with intonation(r=0.84 on pre-test, r=0.81 on post-test), followed by stress(r=0.69 on pre-test, r=0.80 on post-test). This finding confirms previous research arguing for the primacy of prosodies affecting proficiency (Derwing & Rossiter, 2003; Hardison, 2004).
참고문헌 (32)
- Anderson, R. W., "Teaching text and context through multimedia", Language Learning & Technology, 2(2), pp.31~42 (1999)
- Buck, K., "ACTFL oral proficiency interview tester training manual" (1999), The American Council on the Teaching of Foreign Languages
- Celce-Murcia, M., "Teaching pronunciation: A course book and reference guide" (2010), Cambridge University Press
- Celce-Murcia, M., "Teaching pronunciation: A reference book for teachers of English to speakers of other languages" (1996), Cambridge University Press
- Cynthia Daugherty, "Movies for EFL Language, Content and Literature Classes: Showcasing The Devil Wears Prada", 영상영어교육(STEM Journal), 11(1), pp.271~298 (2010), 영상영어교육학회
- DeKeyser, R., "The complexities of defining complexity", Paper presented at AAAL 2008 (2008)
- Derwing, T., "Accent, comprehensibility, and intelligibility: Evidence from four L1s", Studies in Second Language Acquisition, 19(1), pp.1~16 (1997)
- Derwing, T., "The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech", Applied Language Learning, 13(1), pp.1~17 (2003)
- Derwing, T., "Second language accent and pronunciation teaching: A research based approach", TESOL Quarterly, 39(3), pp.379~397 (2005)
- Derwing, T. M., "longitudinal study of ESL learners’ fluency and comprehensibility development", Applied Linguistics, 29(3), pp.359~380 (2007)
- Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
- Ellis, R., "The study of second language acquisition" (2008), Oxford University Press
- Field, J., "Intelligibility and the listener: The role of lexical stress", TESOL Quarterly, 39(3), pp.399~423 (2005)
- Hahn, L. D., "Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals", TESOL Quarterly, 38(2), pp.201~223 (2004)
- Hardison, D., "Generalization of computer-assisted prosody training: Quantitative and qualitative findings", Language Learning and Technology, 8(1), pp.34~52 (2004)
- Hilton, H., "The link between vocabulary knowledge and spoken L2 fluency", Language Learning Journal, 36(20), pp.153~66 (2008)
- Housen, A., "Complexity, accuracy, and fluency in second language acquisition", Applied Linguistics, 30(4), pp.461~473 (2009)
- Kim, Y. S. L., "A study on the practical use of multimedia in English language learning", STEM Journal, 2(1), pp.26~64 (2001)
- Kormos, J., "Exploring measures and perceptions of fluency in the speech of second language learners", System, 32(2), pp.145~164 (2004)
- Kozyrev, J. R., "Sound bites: Pronunciation activities" (2003), Houghton Mifflin
- 권청자, "A Study on Using Video in English Classroom.", 영상영어교육(STEM Journal), 7(2), pp.75~95 (2006), 영상영어교육학회
- Larsen-Freeman, D., "The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English", Applied Linguistics, 27(4), pp.590~619 (2006)
- Lee, H. M., "Rethinking multimedia-assisted language education in Korean context", STEM Journal, 5(1), pp.115~128 (2004)
- Lennon, P., "Investigating fluency in EFL: A quantitative approach", Language Learning, 40, pp.387~417 (1990)
- Munro, M., "Foreign accent, comprehensibility and in the speech of second language learners", Language Learning, 45(1), pp.73~97 (1995)
- Eric D. Reynolds, "Can Wikis Aid University EFL Students in Building Vocabulary Intuition?", 영상영어교육(STEM Journal), 11(1), pp.173~200 (2010), 영상영어교육학회
- Riggenbach, H., "Perspectives on fluency" (2000), The University of Michigan Press
- Robinson, P., "Task complexity, task difficulty and task production: Exploring interactions in a componential framework", Applied Linguistics, 22, pp.27~57 (2001)
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- 서성식, "영상 매체를 이용한 수업의 장점과 한계", 영상영어교육(STEM Journal), 8(2), pp.153~166 (2007), 영상영어교육학회
- "TOEFL iBT test: Independent speaking rubrics (scoring standards)" (2008)[URL]
- Wu, C. H., "The evaluation of second language fluency and foreign accent", 박사, pp.2011