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Taiwan EFL Learners’
Pronunciation Strategies in
Two Learning Contexts
NA2C0003 傅學琳
Motivation

Learners’ strategic awareness in
pronunciation may facilitate their
acquisition of comprehensible
pronunciation, and thus decrease the
opportunities of being in placed
unequally in L2 societies because of
their strong accents.
Purpose

The study investigate the learners’
pronunciation strategies of two learning
contexts, CBPT (computer-assisted)
and CAPT (classroom-based)
Literature Review
A. Foci of Pronunciation Teaching
Scarcella & Oxford (1994)
Learners’ awareness plays a role in
pronunciation learning. Learners’ no or
few responsibility in pronunciation
improvement has now been replaced by
their self-monitoring, awareness, and
strategies.
Literature Review
B. Learners’ Strategic Awareness in
Pronunciation Learning
Derwing & Rossiter (2002)
When learners are misunderstood in
communication, the top five common
strategies are paraphrase, self-repetition,
writing/spelling, volume adjustment,
speaking clearly
Literature Review
C. Computer-assisted Pronunciation
Training (CAPT)
Pennington(1999)
CAPT provides immediate feedback, its
analysis is also repeatable, so as to
increase its reliability. There learners
may reach automaticity of pronunciation
after practice.
Research Questions
1.Is there any significant correlation
between learners’ pronunciation
activities employed in CAPT and CBPT?
2.Are there any significant differences in
learners’ strategies between learning
contexts of CAPT and CBPT?
Research Questions
3.Are there any significant differences in
strategy use between learners studying
in either context and learners studying in
both contexts?
Method - Participant
120 college students who attended
pronunciation training classes and who
used the computer-assisted pronunciation
training program at one university in
Taiwan.
 Based on participants’ English grades and
their percentile rank, only students before
25% were chosen.

Method - Participant
CAPT (n=30) : computer-based
learn pronunciation two hours a week
 CBPT (n=30) : classroom-based
attending classes two hours a week
 Both-A (n=30) : CAPT+CBPT
only collect responses in CAPT class
 Both-B (n=30) : CAPT+CBPT
only collect responses in CBPT class

Method - Instrument
CAPT
Different English learning software can
be used freely in the labs by students.
 CBPT
Students are taught by professors for two
semesters, two hours a week. In the
classroom, teacher would follow teaching
materials and textbook.

Method - Instrument
Pronunciation Strategies Survey
A questionnaire of 5-point Likert scales,
containing eight most commonly used
pronunciation strategies found in Osburne’s
(2003) study.
 List of Pronunciation Learning Activities
To analyze how often certain pronunciation
activities appear in different contexts.

依變項與自變項來源
自變項: two learning contexts
CAPT: computer-assisted
pronunciation training
CBPT: classroom-based
pronunciation training
 依變項:learning activities
learners’ strategies

Data Analysis – pronunciation activity
Pronunciation Activity
Computer-based
Classroom-based
Picture/video
33.3%
66.7%
Teacher’s demonstration
50.5%
49.5%
Imitation
45.7%
54.3%
Minimal-pair drills
17.9%
82.1%
Intonation, stress, or rhythm practice
40.8%
59.2%
Activities based on different levels
37.9%
62.1%
Activities based on different topics
44.3%
55.7%
One on one interaction
41.1%
58.9%
Pronunciation strategies by teacher
32.7%
67.3%
Data Analysis – pronunciation activity
Computerbased
Classroombased
Total
Picture/video
6.9%
9.1%
8.2%
Teacher’s demonstration
19.9%
12.9%
15.7%
Imitation
15.5%
12.2%
13.5%
Minimal-pair drills
4.3%
13.1%
9.6%
Intonation, stress, or rhythm practice
14.4%
13.8%
14.1%
Activities based on different levels
7.9%
8.6%
8.3%
Activities based on different topics
14.1%
11.7%
12.6%
One on one interaction
10.8%
10.3%
10.5%
Pronunciation strategies by teacher
6.1%
8.4%
7.5%
Pronunciation Activity
Data Analysis – pronunciation activity
Value
df
Asymp. Sig (2-sided)
Chi-Square
22.973
8
.003*
Likelihood Ratio
24.434
8
.002
Linear by linear
association
0.467
1
.494
Number of valid cases
696
1. The distribution of pronunciation activities
between two learning contexts are different.
2. Learning context and pronunciation activities
are related.
Data Analysis – learners’ strategy
Group
Mean
SD
CAPT (n=30)
3.62
.69
CABT (n=30)
3.55
.81
Both-A (n=30)
4.08
.59
Both-B (n=30)
4.08
.56
Total (n=120)
3.83
.71
1.No significant difference was found between the
two learning contexts.
2.Significant differences between CAPT and
Both-A, and between CBPT and Both-B
Discussion
A. Comparison of Learning Activities
between CAPT and CBPT
More learning activities are used in CBPT
than in CAPT. It may be easier for
learners to notice different activities in the
classroom with the help of teachers.
Discussion
B. Learners’ Strategy Use between
CAPT and CBPT
There is no significant difference. In both
learning contexts, they showed similar
performance in strategy use and the
learners relied on memory and imitation
very much, but rarely noticed different
qualities of sounds.
Discussion
C. Learners’ strategy Use in both
CAPT and CBPT
Significant differences were observed
when learners had learned pronunciation
in both contexts. Students are more
aware of specific needs for each learning
context, and have opportunities to
compare their learning strategies.
Conclusion

Learning in both contexts
simultaneously, learners’ use of
pronunciation strategies increase
obviously, it may effectively raise
learners’ awareness of opportunities to
practice for the final autonomous stage.
Limitations
Participants are English high achievers,
and thus may have some effects on the
results.
 Sample size is limited for the reason of
availability.

Future Study
Investigate learners’ strategic knowledge
more deeply through face-to-face
interviews.
 Larger sample size.
 Mix levels of participants.
 Different pronunciation training programs
can be analyzed.

Contributions
The finding of this study help
researchers to have clearer picture of
parallel between language learning
strategy and second language
development.
 The finding also helps teachers explore
strategies that are appropriate for their
students according to their proficiency.

專題的相關性
導讀論文
我的專題
自變項
Computer-assisted
Classroom-based
Computer-assisted
Classroom-based
依變項
Learners’ strategy
Pronunciation activities
Phonemic awareness
spelling
教學內容
pronunciation
pronunciation
樣本
120 top 25%
College students
120 mixed level
Elementary school
students