The Effects of Computer-Assisted Pronunciation Training in the Production of English Coda Consonants and Consonant Clusters
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This study is designed to investigate Korean speakers’ error patterns in English coda consonant and consonant cluster production, and the effects of a Computer-Assisted Pronunciation Training (CAPT) system. In addition, this study examines the learners’ perception of the CAPT program. For these purposes, this study compares the results of the pretest and those of the posttest after a two-week pronunciation training session using Dr. Speaking. A questionnaire is used to gauge participants’ reactions to the CAPT system. The results showed that in both the pretest and posttest the majority of errors were made when consonant clusters occurred in the coda position, and vowel insertion errors were predominant. Further, participants showed considerable progress in the pronunciation of English coda consonants and consonant clusters after a short-term training program. The participants’ responses to the CAPT system, with respect to the grades and feedback they received, were very positive. These results suggest that a CAPT system providing automatic corrective feedback can be a useful pedagogical tool. However, more individually tailored feedback is needed in place of repetitive and standardized feedback in order to improve the effectiveness of the system.
Abstract
This study is designed to investigate Korean speakers’ error patterns in English coda consonant and consonant cluster production, and the effects of a Computer-Assisted Pronunciation Training (CAPT) system. In addition, this study examines the learners’ perception of the CAPT program. For these purposes, this study compares the results of the pretest and those of the posttest after a two-week pronunciation training session using Dr. Speaking. A questionnaire is used to gauge participants’ reactions to the CAPT system. The results showed that in both the pretest and posttest the majority of errors were made when consonant clusters occurred in the coda position, and vowel insertion errors were predominant. Further, participants showed considerable progress in the pronunciation of English coda consonants and consonant clusters after a short-term training program. The participants’ responses to the CAPT system, with respect to the grades and feedback they received, were very positive. These results suggest that a CAPT system providing automatic corrective feedback can be a useful pedagogical tool. However, more individually tailored feedback is needed in place of repetitive and standardized feedback in order to improve the effectiveness of the system.
참고문헌 (21)
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