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南台科技大學20010427
英語聽與說課程的整合
A proposal for the integration of
listening and speaking in EFL
Raung-fu Chung
[email protected]
Outline:
1.
2.
3.
4.
5.
Introduction
What we have now
Listening and speaking in SLA
Theoretical implications
Concluding remarks
Introduction
1. The role of listening in SLA
2. The Role of speaking in SLA
3. Theoretical backgrounds: From CA
(contrastive analysis) to Whole Language
4. What we have: present and future
5. What can be done in the near future?
What we have now: theoretical
perspectives
1. CA and SLM
a. minimal pairs in sound discrimination
b. old or new segments
c. prosody and foreign accents
2. Generative Grammer and cognition
Spech Chain
What we have now:pedogical
perspectives
a. CA and audiolingual Approach
b. Communicative approach
c. Whole language
Problems need thinking
1. Bottom up– from segmental sounds to
sentences or utterances
2. Top-down – intonation, utterances, to the
categories of segments?
3. Emerging theories and L1 acquisition
implications
How to solve the problems
1. Course materials integrating: listening and
speaking are combined
2. Ideas of new pedagogy
Concluding remarks:
1. Sound of recognition and perception
2. Learning speaking in lieu of perception
3. What is implied on the basis of perception
studies
4. Interaction between perception and
produciton
5. Intergrating related course materials
Appendix:
Articulatory phonetics
Nasal cavity
supralrynx
Oral cavity
larynx
lungs
Larynx
Phonation:
vibrationF:\A
nimation1.gif
Sound Waves
0.04391
0
-0.04245
0
0.0942404
Time (s)
Aperiodical waves
0.07706
Aperiodical & periodical waves
0
-0.08569
0
0.0279365
Time (s)
Periodical waves
1. Cycle
2. Frequency
3. Amplitude
0.07706
0
-0.08569
0
0.0279365
Time (s)
Frequency: cycles/time
Hz= cycles/second
Loudness & intensity
Case 1: VOT in EFL
• Topic:
• INTERLANGUAGE PRODUCTION OF
ENGLISH STOP CONSONANTS: A
VOT ANALYSIS
Methodology:
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Subjects:
20 EFL students
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H EFL
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5 girls (the age of 13 to 16)
5 boys (the age of 13 to 16)
In the HEFL group, 9 subjects passed the basic
of GEPT and the other passed Cave.
6 subjects came from the same public junior
high school, 3 subjects came from Kaohsiung,
and the other came from Yunlin.
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L EFL
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5 girls (the age of 15 to 16)
5 boys (the age of 15 to 16)
There is no one passing the GEPT. 9
subjects came from the same public high
school in Yunlin County and the other
came from a public vocational school in
Yunlin County.
•
6 NSEs (Native speaker of American
English)
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–
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3 females (the age of 19 to 24)
3 males (the age of 19 to 24)
3 subjects came from Utah, 2 subjects
came from Ohio, and 1 subject came
from Washington D.C.
They live in Taiwan for 5 months to 19
months, and the mean period is 9.4
months. They are missionaries. They
speak Mandarin.
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Instruments:
Fill in a questionnaire
About subjects linguistic and education
background.
Reading Lists
English list
• 27 words
Mandarin list
• 16 words
– / ph, th, kh, p, t, k/ /i, u, a/
Southern Min list
• 24 words
– /ph, th, kh, p, t, k, b, g/ /i, u, a/
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Sound Record program
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Computer
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Praat
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Data Analysis:
Get the VOT
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Fetching the syllables
Storing to a new “WAV” file
Measuring VOT by Praat
Make Worksheets
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Using Excel program
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mean values
standard deviations (SD)
graphical representation
The VOT values
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The program written by Paul Boersma and David Weenink
SPSS
1. ANOVA tests
Results:
1. VOT production by the NSE group
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The VOT values average 12.3, 22.2, and 36.0 msec
for /p/, /t/, and /k/.
The VOT for /b, d, g/ and /p, t, k/ are similar.
2. VOT production in Mandarin by the EFL group
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/p, t, k/ are short VOT value.
/p h, t h, k h / are long VOT value
/th/ is shorter than /ph/
HEFL group in /p, t, k/ have shorter VOT values
than LEFL group in Mandarin.
3. VOT production in Southern Min by EFL group
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EFL, in Southern Min, are produced with short lag with
voiceless unaspirated.
Aspirated ones are produced with long lag.
There are less obvious between labial and alveolar stop in
Southern Min.
Fast speech rate may get lower VOT value.
4. EFL student’s VOT production in English
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/b/ and /g/ with negative VOT values in English
In HEFL group, voiced and voiceless unaspirated with shorter
VOT values than LEFL.
Voiceless aspirated stops consistently with higher VOT values
by HEFL than LEFL.
Summary:
Implications?
Case study 2: Mandarin fricatives
A peak comparison: American
English and American Chinese
Korean vs. Korean Chinese