The Effects of Computer-Assisted Pronunciation Readings on Esl Learners’ Use of Pausing, Stress, Intonation, and Overall Comprehensibility. Tanner, M. & Landon, M. Language Learning. abstract bibtex With research showing the benefits of pronunciation instruction aimed at suprasegmentals (Derwing, Munro, & Wiebe, 1997, 1998; Derwing & Rossiter, 2003; Hahn, 2004; McNerney and Mendelsohn, 1992), more materials are needed to provide learners opportunities for self-directed practice. A 13-week experimental study was performed with 75 ESL learners divided into control and treatment groups. The treatment group was exposed to 11 weeks of self-directed computer-assisted practice using Cued Pronunciation Readings (CPRs). In the quasi-experimental pre-test/post-test design, speech perception and production samples were collected at Time 1 (week one of the study) and Time 2 (week 13). Researchers analyzed the treatment’s effect on the learners’ perception and production of key suprasegmental features (pausing, word stress, and sentence-final intonation), and the learners’ level of perceived comprehensibility. Results from the statistical tests revealed that the treatment had a significant effect on learners’ perception of pausing and word stress and controlled production of stress, even with limited time spent practicing CPRs in a self-directed environment.
@article{tanner_effects_nodate,
title = {The {Effects} of {Computer}-{Assisted} {Pronunciation} {Readings} on {Esl} {Learners}’ {Use} of {Pausing}, {Stress}, {Intonation}, and {Overall} {Comprehensibility}},
abstract = {With research showing the benefits of pronunciation instruction aimed at suprasegmentals (Derwing, Munro, \& Wiebe, 1997, 1998; Derwing \& Rossiter, 2003; Hahn, 2004; McNerney and Mendelsohn, 1992), more materials are needed to provide learners opportunities for self-directed practice. A 13-week experimental study was performed with 75 ESL learners divided into control and treatment groups. The treatment group was exposed to 11 weeks of self-directed computer-assisted practice using Cued Pronunciation Readings (CPRs). In the quasi-experimental pre-test/post-test design, speech perception and production samples were collected at Time 1 (week one of the study) and Time 2 (week 13). Researchers analyzed the treatment’s effect on the learners’ perception and production of key suprasegmental features (pausing, word stress, and sentence-final intonation), and the learners’ level of perceived comprehensibility. Results from the statistical tests revealed that the treatment had a significant effect on learners’ perception of pausing and word stress and controlled production of stress, even with limited time spent practicing CPRs in a self-directed environment.},
language = {en},
journal = {Language Learning},
author = {Tanner, Mark and Landon, Melissa},
pages = {15},
}
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