scholarly journals Destabilizing effects of L2 explicit pronunciation instruction on L1 speech:

Author(s):  
Felipe Flores Kupske

Anchored in a Complex Dynamic perspective on language development, this study explores the effects of L2 explicit pronunciation instruction on L2 English and L1 Brazilian Portuguese VOT production. To this end, 16 Brazilian intermediate users of L2 English were investigated. Volunteers were divided into control and experimental groups. The latter received explicit pronunciation instruction on the production of the English voiceless stops. The study included three data collections, a pre-test, an immediate post-test and a delayed post-test. An acoustic analysis of VOT duration is reported. The results revealed that the control group did not produce the expected VOT pattern for L2 English at any time of the study. No alterations in the L1 were reported. On the other hand, after the instruction, the experimental group produced higher L2 English VOT values. First language attrition was reported since the L1 BP VOT durations also increased after instruction. In addition to highlighting the effects of explicit instruction on L2 development and L1 attrition, this study confirms that language development is constant, and that even L1 adult grammars are not rigid, with potential to change due to the perception and processing of novel nonnative phonetic-phonological categories.

2016 ◽  
Vol 6 (7) ◽  
pp. 113
Author(s):  
Mohammadreza Khodareza ◽  
Maryam Kaviani

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>


Author(s):  
Bei Yang ◽  
Nuoyi Yang

AbstractTones are the most challenging aspect of learning Chinese. We study tonal acquisition for American learners of Chinese in three learning contexts: study-abroad, at-home and immersion programs. This paper explores whether and how tone production is improved in these contexts. Fifteen learners of Chinese participated in this study. They took a pre-test and a post-test. The control group contained ten native speakers. The task was a read-aloud test in Chinese. Additionally, learners filled out a language contact form. To assess students’ tonal accuracy, we conducted two kinds of analysis: a perception assessment by native Mandarin speakers and an acoustic analysis of pitch track comparison. Contextual data were coded based on the length of language contact with native speakers of Chinese. The results indicate that difficult tone combinations are context sensitive. It also reveals what strategies learners of Chinese use to produce tones similar to native speakers’ production.


2021 ◽  
Vol 33 ◽  
pp. 11-25
Author(s):  
Lisa C. Wagner ◽  
Mónica Rodríguez-Castro ◽  
André Zampaulo

The development of oral communication competence is acknowledged as generally overlooked or misunderstood in the literature. The aim of this article is to discuss results from an investigation into the use of explicit instruction as a pedagogical approach to mitigate pronunciation interference among third-year university students learning Spanish as a second-language. Two groups were formed: an experimental group, which received explicit phonetic instruction, and a second group, which served as the control group. Three raters independently evaluated phonetic accuracy in pretest and post-test sessions. Results suggest that pronunciation instruction leads to statistically significant improvement with regard to syllabification, prosodic stress, natural reading speed, intonation patterns, and the pronunciation of rhotic, voiced stop, approximant, and fricative consonants. Results also indicate that the assessment tools developed in this study are appropriate for measuring the overall enhancement of Spanish pronunciation accuracy, and could therefore be used in the foreign language classroom.


Author(s):  
Seyed Saber Alavi ◽  
Thomas Chow Voon Foo ◽  
Mansour Amini

This experimental study investigated the relationship between noticing of corrective feedback and L2 development considering the learners’ perspective on error correction. Specifically, it aimed to uncover the noticeability and effectiveness of recasts, prompts, a combination of the two, to determine a relationship between noticing of CF and learning of the past tense. The participants were four groups of college ESL learners (n = 40). Each group was assigned to a treatment condition, but the researcher taught the control group. CF was provided to learners in response to their mistakes in forming the past tense. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured through picture description administered via pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no significant differences between the groups. Finally, in relation to the beliefs about CF, the participants’ responses centered on the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF, two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.


2020 ◽  
Vol 18 (3) ◽  
pp. 319-328
Author(s):  
Farzane Rezaiyan ◽  
◽  
Guita Movallali ◽  
Narges Adibsereshki ◽  
Enayatollah Bakhshi ◽  
...  

Objectives: The present study aimed to investigate the effectiveness of an online dialogic storytelling program on vocabulary skills (picture, relative, and oral vocabulary skills) of hard of hearing children. Methods: In this experimental study with pre-test-post-test and a control group design, 34 mothers of hard of hearing children participated. Children’s ages range from 4 to 6 years and they were selected from aural rehabilitation centers in Tehran. They were assigned randomly into the experimental (n=17) and control (n=17) groups that were matched for age and sex. Before starting the online dialogic storytelling program, the children took the Test Of Language Development (TOLD-P: 3). The online dialogic storytelling was done 20 minutes a day, 3 days a week for 12 weeks for mothers and their children. After completion of the program, the language development test was administered to both groups as the post-test. The data were analyzed by 1-way Analysis of Covariance (ANCOVA). Results: The results showed that the vocabulary skills, picture, relative and oral vocabulary of the experimental group significantly improved after participating in the online dialogic storytelling sessions (P<0.001) Discussion: Storytelling is one of the most effective ways to improve the vocabulary skills of hearing-impaired children and it seems that storytelling needs to be included in their rehabilitation programs.


2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Laili Hajriah Simamora ◽  
Humaidah Br. Hasibuan ◽  
Zulfahmi Lubis

<em>This study aims to determine: 1) the effect of the application of the game magic box on the language development of children aged 5-6 years; 2) the effect of the quiz / question and answer method on language development of children aged 5-6 years; 3) differences in the application of the game  magic box  with question and answer method for language development of children aged 5-6 years at RA Al-Fajar Medan Denai. The method used is quantitative research, the type of research is quasi experimental design using post-test design control group design (non equivalent control group design).  The population is 26,  namely 13 children of class B1 (experimental class) and 13 children of class B2 (control class). The results of this study are 1) The influence of the application of the game magic box on language development of children aged 5-6 years, seen from the calculated value = 10.2700&gt; table = 2.064; 2) The influence of the question and answer method on the development  the language of children aged 5-6 years, seen from the calculated value = 8.6782&gt; table = 2.064; 3) There are differences in the influence of the application of the magic box (mystery box) with the quiz / question and answer method on the language development of children aged 5-6 years in  RA Al-Fajar Medan Denai, seen from the calculated value = 2.7458 and table = 2.064.</em>


2021 ◽  
Vol 3 (3) ◽  
pp. 01-06
Author(s):  
Benard Angatia Mudogo

The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya.  In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.


2018 ◽  
Vol 2 (1) ◽  
pp. 18
Author(s):  
Ketut Mendri ◽  
Atik Badi'ah

ABSTRAKLatar Belakang : Gangguan pendengaran yang terjadi pada anak perlu untuk dilakukan deteksi seawal mungkin mengingat peranan pendengaran dalam proses perkembangan bicara sangatlah penting. Fungsi pendengaran dan juga perkembangan bicara sudah termasuk ke dalam program evaluasi perkembangan anak secara umum yang biasa dilakukan mulai dari tingkatan Posyandu oleh profesi di bidang kesehatan khususnya profesi perawat. Perkembangan bahasa anak tunarungu pada awalnya tidak berbeda dengan perkembangan bahasa anak normal karena bahasa sangat dipengaruhi oleh pendengarannya sehingga perkembangannya terhambat.Pada awalnya perkembangan bahasa anak tuna rungu tidak berbeda dengan anak normal, pada usia awal bayi akan menangis jika lapar, haus, buang air besar, buang air kecil, atau sakit. Tujuan : Diketahuinya pengaruh Auditory Visual Therapy (AVT) terhadap perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Metode : Jenis penelitianQuasi eksperiment dengan rancangan“Pre test Post test with Control Group Design“. Rancangan ini ada kelompok pembanding (kontrol), observasi dilakukan dua kali. Observasi pertama untuk mengetahui perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 tahun) sebelum diberikan Auditory Visual Therapy (AVT) dan observasi kedua sesudah diberikan Auditory Visual Therapy (AVT). Pengambilan sampel dilakukan secara purposive sampling dengan kriteria anak gangguan pendengaran usia sekolah (6-12 tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Data hasil pemeriksaan dianalisis secara diskriptif  dan secara analitik dengan bantuan program SPSS for windows versi 16.0 menggunakan uji pair t-test, wilcoxon, mann whitney dan uji beda delta dengan taraf signifikan 0,05.  Hasil : Perkembangan bahasa anak dengan gangguan pendengaran pada kelompok eksperimen kategori kurang dan pada kelompok kontrol kategori kurang. Nilaipre test dan post test dengan p (sig) 0,000 < 0,05 berarti ada perbedaan antara pre test dan post test pada kelompok eksperimen. Nilaipre test dan post test dengan p (sig) 0,001 < 0,05 berarti ada perbedaan antara kelompok eksperimen pre test dan post test. Hasil uji beda delta pada kelompok eksperimen dan kontrol p (sig), 0,05. Kesimpulan : Ada peningkatan pengaruh pemberian Auditory Visual Therapy (AVT) Terhadap Perkembangan Bahasa Anak Gangguan Pendengaran Usia Sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY) dengan nilai p (sig)< 0,05 berarti Ha diterima dan Ho ditolak.Kata Kunci : Auditory Visual Therapy (AVT), perkembangan bahasa, anak gangguan pendengaran, usia sekolahABSTRACTBackground : Hearing loss that occurs in children needs to be done as early as possible in view of the role of detection of hearing the speech development process is very important. Hearing and speech development is already included in the evaluation program of child development in general is usually done from IHC levels by profession in the field of health, especially in the nursing profession. Language development of deaf children at first no different from normal children's language development because the language is strongly influenced by his hearing so that its development is hampered. At first the language development of deaf children are no different from normal children, at an early age the baby will cry when hungry, thirsty, defecation, urination or pain. Objective : Knowing the influence of Auditory Visual Therapy ( AVT ) on the development of hearing impaired children's language school age ( 6-12 years ) in SLB Special Region of Yogyakarta (DIY). Method: Quasi experiment with the draft "Pre test Post test with Control Group Design". This design is no comparison group (control), observations made twice. The first observation to determine the child's language development of hearing impaired school age (6-12 years) before being given Auditory Visual Therapy (AVT) and a second observation post given Auditory Visual Therapy (AVT). Sampling was done by purposive sampling with criteria for hearing impaired children of school age (6-12 years) in SLB Special Region of Yogyakarta (DIY). Data examination results were analyzed descriptively and analytically with SPSS for Windows version 16.0 using test pair t -test, Wilcoxon, Mann Whitney and different test deltawith significance level of 0,05.Results : The development of children's language with a hearing loss in the experimental group category is less and less in the control group category. Value pre-test and post- test with p (sig) 0,000 < 0.05 means there is a difference between pre-test and post-test in the experimental group. Value pre-test and post- test with p (sig) 0,001 < 0,05 means that there is a difference between the experimental group pre-test and post test. Different test results delta in the experimental group and control p ( sig)  0,05. Conclusion :There is an increasing influence of Auditory Visual Therapy (AVT) On Language Development Hearing Impaired School-Age Children (6-12 Years) in SLB Special Region of Yogyakarta (DIY), with p (sig) <0,05 means that Ha accepted and Ho rejected.Keywords :Auditory Visual Therapy (AVT), language development, hearing impaired children, school age


Author(s):  
Phung Dao ◽  
Mai Xuan Nhat Chi Nguyen ◽  
Ngoc Bao Chau Nguyen

Abstract This study explored the potential impact of pronunciation instruction on L2 listening comprehension. Seventy-two intermediate Vietnamese EFL university learners formed two groups. The pronunciation group (n = 35) received seven weekly 45-minute pronunciation instruction sessions targeting segmental and suprasegmental features of English. The control group (n = 37) did not receive any pronunciation instruction. Weekly reflections, an exit questionnaire and focus group interviews were used to investigate learners’ perceptions of the impact of the pronunciation instruction. Results showed that the two groups’ immediate listening post-test scores did not differ significantly after the first two sessions on syllables and consonants/vowels. However, the pronunciation group outperformed the control group after three further pronunciation sessions on word stress, thought groups and sentence focus, but these differences disappeared on subsequent immediate and delayed post-tests. Self-report data indicated learners’ positive perceptions of the helpfulness of the pronunciation instruction and how the gained pronunciation knowledge helped improve their listening comprehension.


Author(s):  
Xinchun Wang

This study explores the effect of two training paradigms for learning Mandarin tones in pedagogical contexts. Eighteen beginning learners of Chinese with different first language background received three weeks of training as extra curriculum CALL activities. Based on learners’ choices, one group (the A Group, n=10) received perceptual training only with auditory input involving four-way forced choice identification tasks with immediate feedback. A second group (the AV Group, n=8) received perceptual and production training with auditory and visual input. At post test, both groups improved significantly in perceptual accuracy of Mandarin tones as compared with a control group (the C Group, n=10) and perceptual learning also generalized to new stimuli by a new speaker. Both training groups’ production accuracy of Mandarin tones also improved significantly at post test. The findings show that both training paradigms are effective and laboratory based training techniques can be implemented in CALL contexts.


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