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Using Auditory Word Repetition to Improve L2 Pronunciation of English Schwa by Japanese Learners: From the Perspective of Phonological Processing

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This study investigates the effects of immediate repetition of auditory words on L2 pronunciationimprovement of English schwa by Japanese EFL learners. More specifically, the study is concernedwith how the amount of input (i.e., five or ten repetitions) and stimuli characteristics (i.e., the positionof schwa in a word, word familiarity) influences the repetition effect. The study consists of a studyand a test phase: In the study phase, participants listened to and repeated words. In the test phase, theyrepeated spoken stimuli including previously heard as well as new words, both ten minutes and oneweek after the study phase. The auditory materials consisted of 32 real words. The duration ratio ofschwa to a stressed vowel in a word and the quality of the schwa were acoustically examined. Arepetition effect was mainly found in the durational aspect. Repeating the stimuli more than five timesdid not differentiate the effect. One week after the study phase, the effect persisted only for initialschwa, which is weakly represented in the participants’ mental representation. The pedagogicalimplications for L2 pronunciation teaching from the view of language processing are discussed.

Abstract

This study investigates the effects of immediate repetition of auditory words on L2 pronunciationimprovement of English schwa by Japanese EFL learners. More specifically, the study is concernedwith how the amount of input (i.e., five or ten repetitions) and stimuli characteristics (i.e., the positionof schwa in a word, word familiarity) influences the repetition effect. The study consists of a studyand a test phase: In the study phase, participants listened to and repeated words. In the test phase, theyrepeated spoken stimuli including previously heard as well as new words, both ten minutes and oneweek after the study phase. The auditory materials consisted of 32 real words. The duration ratio ofschwa to a stressed vowel in a word and the quality of the schwa were acoustically examined. Arepetition effect was mainly found in the durational aspect. Repeating the stimuli more than five timesdid not differentiate the effect. One week after the study phase, the effect persisted only for initialschwa, which is weakly represented in the participants’ mental representation. The pedagogicalimplications for L2 pronunciation teaching from the view of language processing are discussed.

참고문헌 (65)

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