Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’ programme turning mundane homework into an engaging hobby

2019 ◽  
pp. 136216881989448
Author(s):  
Art Tsang
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Empirical Studies ◽  
Reading Aloud ◽  
Control Group ◽  
First Year ◽  
Tertiary Level ◽  
Group A ◽  
Esl Learners

While most empirical studies have investigated the improvement of learners’ L2 spoken proficiency via speaking-related interventions, the present study examined the same topic through a different modality: listening. Ninety-five first-year tertiary-level students of English as a second language (ESL) in Hong Kong participated in this three-month experiment. They were separated randomly into three groups: (A) narrow listening with latitude for learners to choose their own materials; (B) narrow listening without such latitude; and (C) a control group without narrow listening. All participants attended a compulsory course on English phonology. Narrow listening was set as homework for the two experimental groups A and B. The overall results indicated that groups A and B improved significantly more than group C in pronunciation and fluency in reading aloud, performing a dialogue, and free production. There were also differences between group A and B in these tasks. The participants were generally highly positive about the narrow listening set as homework. This article ends with a discussion of the findings from theoretical and pedagogical perspectives.

scholarly journals The efficacy of a reading aloud task in the teaching of pronunciation

2014 ◽  
Vol 12 ◽  
pp. 95 ◽  
Author(s):  
María Martínez Adrián
Keyword(s):  
Basque Country ◽  
Empirical Studies ◽  
Reading Aloud ◽  
Learning Task ◽  
First Year ◽  
English Studies ◽  
First Year Students ◽  
Oral Production ◽  
Two Phases ◽  
The University

Empirical studies have shown that explicit instruction leads to the improvement of perception (e.g. Strange and Dittman 1984; Jamieson and Morosan 1986; Cenoz and García Lecumberri 1999) and oral production (e.g. Couper 2003; Derwing and Munro 2005; Smith and Beckman 2005). Nonetheless, it is necessary to test different types of activities intended for the explicit teaching of pronunciation. This action-research study aims to test the efficacy of a reading aloud task with a noticing and an awareness component in the teaching of pronunciation, and to gauge learners’ beliefs regarding the use of this learning tool. Twenty first-year students of the BA in English Studies at the University of the Basque Country participated in the investigation. Ten written texts were selected by the instructors in order to practice reading aloud for ten weeks. Students went through two phases when doing this task in class: noticing and awareness. They were tested on articulation of sounds, stress placement and intonation through two different texts at two different times. Students were also administered a questionnaire to analyze their opinions regarding the usefulness of this learning task. The assessment of the recordings revealed that learners obtained better means in the case of the second text analyzed. Similarly, the analysis of the responses given to the questionnaire indicated that students considered the reading aloud task a good instrument to improve their pronunciation in English.

scholarly journals Politeness in Business Communication: Investigating English Modal Sequences in Chinese Learners’ Letter Writing

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 20-36 ◽  
Author(s):  
David D. Qian ◽  
Mingwei Pan
Keyword(s):  
Hong Kong ◽  
Language Learners ◽  
English Learners ◽  
Second Language Learners ◽  
First Language ◽  
Letter Writing ◽  
Epistemic Modality ◽  
Cultural Tradition ◽  
Tertiary Level ◽  
Esl Learners

Politeness has been a source of inspiration for research in pragmatics and inter- and intra-cultural communication. However, the existing literature focusses more on how politeness is realized in the context of first language use. Few studies have investigated the issue related to the use of English by second language learners from varying subcultures within the same cultural tradition. The present study examines how Hong Kong and Shanghai tertiary-level learners of English convey politeness in their business letter writing, as reflected in the use of modal sequences. Three hundred business letters were collected from students in Hong Kong and another 300 from students in Shanghai. Majoring in various disciplines, these students were all in their final year of study, and their English proficiency level was generally scored at B2, as compared with the Common European Framework of Reference for Languages. Following a mixed-methods approach, the study tracked a rather complex distribution of politeness realizations by different modal sequences. The findings were that Hong Kong ESL learners appeared to be more strategic users of modal sequences as evidenced by a variety of usage examples from the two purpose-built learner corpora, which were developed to monitor and compare English learners’ business writing at the tertiary level. Another finding was that epistemic modality tended to better preserve politeness in the writing.

Second language articulatory training and computer-generated feedback in L2 pronunciation improvement

2016 ◽  
Vol 167 (2) ◽  
pp. 190-209
Author(s):  
Meisam Rahimi
Keyword(s):  
Second Language ◽  
Generalization Test ◽  
Control Group ◽  
Acoustic Feedback ◽  
Computer Based ◽  
Group 2 ◽  
Manner Of Articulation ◽  
Esl Learners ◽  
Experimental Group ◽  
Group 1

This paper investigates the efficacy of articulatory training and acoustic feedback on Persian L2 learners’ production of English segmental (/ɒ/). A sample of 30 Persian ESL learners was recruited- 10 learners were randomly assigned to the experimental group 1, 10 to the experimental group 2, and 10 to the control group. Over a five-week period, the experimental group 1 received training on the manner of articulation of the segment, the experimental group 2 received acoustic-articulatory training and was exposed to CALL software for receiving feedback, and the control group was only exposed to auditory input. The groups were given a pretest, an immediate posttest, and a generalization test. The results of the study showed a significant improvement in the performance of the participants in both the posttest and the generalization test in the experimental group 2. These findings suggest the inefficiency of the mere knowledge of the manner of articulation of the segment and lend support to the feasibility of using acoustic features of sounds and computer-based, learner-centred programs for second language segmental acquisition.

The Acquisition of English Word-Final Consonants by Cantonese ESL Learners in Hong Kong

2007 ◽  
Vol 52 (3) ◽  
pp. 231-253 ◽  
Author(s):  
Alice Y.W. Chan
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Native Speakers ◽  
Word List ◽  
English Word ◽  
Relative Difficulty ◽  
Second Language Phonology ◽  
Hong Kong Cantonese ◽  
Esl Learners

AbstractThis study investigates the acquisition of English word-final consonants by Hong Kong Cantonese learners of English as a second language and assesses the validity of the Markedness Differential Hypothesis for second language phonology acquisition by these learners. Twelve participants and three native speakers performed four speech tasks: reading a word list, reading three passages, describing pictures, and participating in a conversational interview. The results show that: (i) word-finally, more non-target laterals were produced than voiceless obstruents; and (ii) non-target productions of voiced obstruents were the highest. We argue that the Markedness Differential Hypothesis does not explain the acquisition of English word-final singleton consonants by Cantonese ESL learners in Hong Kong. We conclude that markedness alone cannot be used as a predictor for the relative difficulty of acquiring the target segments of a second language.

Characteristics of Child Battering in Hong Kong: A Controlled Study

1983 ◽  
Vol 142 (1) ◽  
pp. 89-94 ◽  
Author(s):  
F. Lieh-Mak ◽  
S. Y. Chung ◽  
Y. W. Liu
Keyword(s):  
Hong Kong ◽  
Social Class ◽  
Psychiatric Disorder ◽  
Unwanted Pregnancy ◽  
Cultural Factors ◽  
Controlled Study ◽  
Control Group ◽  
First Year ◽  
Older Children ◽  
First Year Of Life

SummaryThe characteristics in Hong Kong of 37 cases of child battering and their families compared to a control group matched for age of child and social class of family revealed that the families of battered children had significantly more problems, with a higher prevalence of psychiatric disorder among the parents. The victims were usually the product of unwanted pregnancy and had been separated from their parents in the first year of life. In Hong Kong older children rather than infants were at risk of being battered. The cultural factors in operation are discussed.

scholarly journals Malaysian Undergraduates’ Perceptions of Online Approach via Skype in Developing Speaking Skills

2021 ◽  
Vol 15 (18) ◽  
pp. 168
Author(s):  
Sarala Thulasi Palpanadan ◽  
Iqbal Ahmad ◽  
Tamil Selvan A/L Subramaniam
Keyword(s):  
Second Language ◽  
Structured Interview ◽  
First Year ◽  
Online Platform ◽  
Reflective Journals ◽  
Speaking Proficiency ◽  
Speaking Skill ◽  
Technical Division ◽  
Esl Learners ◽  
Speaking Skills

Speaking skill pedagogy has always remained a huge enigma for English as a Second Language (ESL) educators. Despite the challenges, the need to master the skills prevail in academia. The undergraduates especially those from the technical division seem to grapple with the ability to perform well in their studies and market their products upon employment due to the inability to communicate well in English. Nowadays, there are numerous platforms available for ESL learners to improve their speaking proficiency. Thus, this paper intended to study the effectiveness of using Skype as an online platform to help students enhance their confidence in speaking in English. 100 reflective journals of first year undergraduates who enrolled in an English course were collected. Meanwhile, 10 undergraduates were randomly selected to participate in the semi-structured interview. All the participants’ reflections and views were analyzed and thematized using Transana software. Four main themes emerged: account possession; familiarity; challenges; and features. It was found that many participants were aware of Skype but did not have the account prior to the study. Majority of the participants admitted that Skype activities helped them to converse better which enhanced their motivation to speak in English more confidently and fluently.

scholarly journals SCENARIO BASED INSTRUCTION: A REVERSE APPROACH FOR CONCEPTUAL LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Komal Meshram ◽  
Lalit Waghmare ◽  
Ajay Meshram ◽  
Tripti Waghmare
Keyword(s):  
Intervention Group ◽  
Conceptual Learning ◽  
Control Group ◽  
First Year ◽  
Traditional Lecture ◽  
Feedback Analysis ◽  
Post Test ◽  
Group A ◽  
Based Instruction ◽  
Group B

To evaluate the gain in knowledge of first year MBBS students with the use of scenario-based teaching a reverse approach for conceptual learning in physiology a prospective interventional study was carried out in department of physiology. Methodology: 200 first year MBBS students participated in the study. 100 students (Group-A) were taken as control group to them the topic of physiology was taught by didactic method and another 100 students (Group-B) were taken as intervention group, where the same topic was taught with scenario-based instruction a reverse approach for conceptual learning in physiology. For each lecture pre and post test was taken. Five consecutive lectures were planned with this intervention. At the same time feedback forms were given to intervention group for purpose of analyzing the results qualitatively. After this intervention crossover of groups were done only for the sake of getting benefits of intervention. Results: Data obtained was analyzed statically. Pre and post test mean were taken. The results of post test (p<0.05) were found to be statistically significant when compared with pretest. As per the results of feedback forms, 90% (n=100) students agreed that the scenario based teaching is a powerful tool to understand the topic as it improves knowledge and makes learning more interesting. Conclusion: According to the MCQ and feedback analysis, the results showed that teaching topic with scenario based instruction is the better approach for making the students to learn, understand and to gain the knowledge of physiology lectures rather than by traditional lecture alone.

MEASURING UNIVERSITY-LEVEL L2 LEARNERS’ IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE

2014 ◽  
Vol 37 (3) ◽  
pp. 457-486 ◽  
Author(s):  
Runhan Zhang
Keyword(s):  
Second Language ◽  
Explicit Knowledge ◽  
Empirical Studies ◽  
Linguistic Knowledge ◽  
First Year ◽  
L2 Acquisition ◽  
Two Factors ◽  
University Level ◽  
Implicit And Explicit ◽  
Language Context

Although many theoretical issues revolving around implicit and explicit knowledge in second language (L2) acquisition hinge on the ability to measure these two types of knowledge, few empirical studies have attempted to do so. However, R. Ellis (2005) did develop a battery of tests intended to provide relatively separate measures. This study aims to validate the use of Ellis’s test battery in an English as a foreign language context and to investigate the extent of Chinese first-year university students’ implicit and explicit L2 knowledge. Test scores loaded on two factors, as in R. Ellis (2005), thus demonstrating construct validity for the tests as measures of implicit and explicit knowledge in a population of Chinese university-level learners of English in a Chinese (as opposed to English as a second language) context. These learners were found to have higher scores on measures of explicit knowledge than on those of implicit knowledge because of the instruction they had received and their English learning environment.

Reducing Implicit Bias Toward Non-Native Speakers of English Via Perspective Taking

2019 ◽  
Vol 41 (4) ◽  
pp. 542-549
Author(s):  
James Weyant
Keyword(s):  
Second Language ◽  
Perspective Taking ◽  
Implicit Association Test ◽  
Native Speakers ◽  
Implicit Bias ◽  
Control Group ◽  
Implicit Association ◽  
Significant Bias ◽  
Group A ◽  
Native Speakers Of English

Using an independent groups design, an experiment was performed to test the hypothesis that a perspective taking exercise would reduce implicit bias against individuals who speak English as a second language. The dependent variable was a brief implicit association test, designed to detect bias against people who are Hispanic. Compared with a no-perspective taking control group, a perspective taking group showed no significant bias on the measure. Implications about how a perspective taking exercise might be applied more broadly are discussed.

scholarly journals Do Wikis Affect Grammatical Aspects of Second Language Writing

2011 ◽  
Vol 41 (1) ◽  
pp. 90-107
Author(s):  
Ulf Schuetze
Keyword(s):  
Second Language ◽  
Word Order ◽  
Second Language Writing ◽  
Control Group ◽  
First Year ◽  
Writing Assignments ◽  
Complex Syntax ◽  
Language Class ◽  
Language Writing ◽  
Writing Task

This paper reports on a study that investigated the use of wikis in a first-year German as a second language class. The focus of the study was to analyze students’ use of grammar. Three classes of 24 students each participated in the study: one class using wikis and one class not using wikis to collaborate on two writing assignments; and one control group. Descriptive statistics as well as ANOVA were used to analyze the assignments as well as the writing components of two tests. Results showed the class using wikis benefited in their writing assignments regarding complex syntax (word order) but encountered problems with the same structures in a test. In addition, a short survey was carried out, asking students of the class using wikis about their experience, attitude and anxiety towards such a technology. Most students felt comfortable participating in a shared online writing task and thought that it helped their writing.

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