The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation and overall comprehensibility

The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation and overall comprehensibility. Tanner, M. and Landon, M. Language Learning & Technology, 13(3):51-65.
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_2009,
	Author = {Tanner, Mark and Landon, Melissa},
	Date = {2009},
	Date-Modified = {2016-09-24 18:56:16 +0000},
	File = {Attachment:files/10897/Tanner, Landon - 2009 - The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation and.pdf:application/pdf},
	Journal = {Language Learning \& Technology},
	Keywords = {CAPT, EFL, L2, L2 teaching, lexical stress, phonetics, pronunciation teaching, prosody},
	Number = {3},
	Pages = {51-65},
	Title = {The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation and overall comprehensibility},
	Volume = {13},
	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.},
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