Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-01-07 DOI:10.1002/tesq.3302

K. Hirschi, Okim Kang

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引用次数: 0

Abstract

Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.

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发音的数据驱动学习：学术英语中词性重音和突出的感知与生成

在北美学术环境中，英语学习者在学习新单词和短语时可能会出现可理解性问题，部分原因可能是学习者可用来理解语言使用模式的语言数据有限。为此，本文研究了在美国学术环境中数据驱动发音学习（DDLfP）对词汇重音和突出的影响。65 名北美大学的英语后学完成了听力和口语项目的诊断和前测，然后完成了四节在线课程以及学术词汇和公式（即多词序列）的后测。实验组学员（n = 40）使用高度熟练的 L2 说话者的音频语料进行练习，而对比组学员（n = 25）则使用教师编写的发音材料进行练习。逻辑回归结果表明，使用语料库的实验组显著提高了对学术公式中突出部分的识别能力。在口语任务中，两组学习者的词汇重音发音都有所提高，但只有 DDLfP 学习者提高了学术公式中突出音的发音。学习者表示，他们重视 DDLfP 在不同语境和说话者的发音学习方面所做的努力。研究结果对第二语言发音教师有一定的启示，并支持在语言教学中使用语料库。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.