Virtual PSLLT最新文献_第4页

Mobile-Assisted Pronunciation Training With Adult Esol Learners: Background, Acceptance, Effort, and Accuracy 成人英语学习者的移动辅助发音训练:背景，接受，努力和准确性

Virtual PSLLT Pub Date : 2022-09-16 DOI: 10.31274/psllt.13272

K. Hirschi, Okim Kang, John Hansen, C. Cucchiarini, H. Strik

{"title":"Mobile-Assisted Pronunciation Training With Adult Esol Learners: Background, Acceptance, Effort, and Accuracy","authors":"K. Hirschi, Okim Kang, John Hansen, C. Cucchiarini, H. Strik","doi":"10.31274/psllt.13272","DOIUrl":"https://doi.org/10.31274/psllt.13272","url":null,"abstract":"This study investigates the relationships of learner background variables of adult English for Speakers of Other Languages (ESOL) learners and a mobile App designed to promote pronunciation skills targeting features known to contribute to intelligibility. Recruited from free evening classes for English learners, 34 adult ESOL learners of mixed ESOL learning experiences, ages, lengths of residency, and first languages (L1s) completed six phoneme pair lessons on a mobile App along with a background questionnaire and technology acceptance survey (Venkatesh et al ., 2012). A series of Linear Mixed-Effect Model (LMEM) analyses were performed on learner background variables, technology acceptance, learner effort, and accuracy. The results found a minimal relationship between age, technology acceptance, and effort (7.68%) but a moderate to large relationship between age, technology acceptance and accuracy of consonants (39.70%) and vowels (64.26%). The implications are that learner use of mobile devices for L2 pronunciation training is moderated by various learner-related factors and the findings offer supportive evidence for designing mobile-based applications for a wide variety of backgrounds.","PeriodicalId":405918,"journal":{"name":"Virtual PSLLT","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131106485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reverse Linguistic Stereotyping in On-Line Processing: Word Recognition of Minimal Pitch-Accent Pairs in Tokyo Japanese 在线加工中的反向语言刻板印象:东京日语最小音高-重音对的词识别

Virtual PSLLT Pub Date : 2022-09-16 DOI: 10.31274/psllt.13349

H. Nishizawa

引用次数: 0

Technology Review: The Perfect Accent App 技术评论:完美的口音应用程序

Virtual PSLLT Pub Date : 2022-09-16 DOI: 10.31274/psllt.14315

Zoe Zawadzki

引用次数: 0

Pause for Thought (Groups): Non-native Pausing Behavior and Ease of Processing of L2 Speech 思考停顿(组):非母语停顿行为与二语言语加工的容易程度

Virtual PSLLT Pub Date : 2022-09-16 DOI: 10.31274/psllt.13355

Sadi Phillips, Alejandra Aguilar, Hannah Alt, Isabelle Darcy

{"title":"Pause for Thought (Groups): Non-native Pausing Behavior and Ease of Processing of L2 Speech","authors":"Sadi Phillips, Alejandra Aguilar, Hannah Alt, Isabelle Darcy","doi":"10.31274/psllt.13355","DOIUrl":"https://doi.org/10.31274/psllt.13355","url":null,"abstract":"Features of prosodic phrasing in English are difficult to acquire even for advanced learners. One notably difficult prosodic feature is \"thought-grouping\", or pausing to delineate meaningful word groups. Learners may split clauses unpredictably or skip prosodic boundaries, creating “run-on” sentences. Either pausing pattern may impede processing of non-native speech, but it is unclear how much they impact processing difficulty. We used a tone detection task as an indirect measure of how split and run-on sentences impact processing difficulty of L2 speech. Thirty-four native English listeners responded to short tones semi-randomly inserted in sentences spoken with target-like or non-target-like thought-grouping. Listeners also judged each sentence as true or false, ensuring they processed them for meaning (not listening for tones alone). Tone detection reaction times (RTs) were compared in three pausing conditions: Original (pause at clause boundary); Run-on (pause absent); Split (additional pause mid-clause). As predicted, non-target-like pausing increased processing difficulty as evidenced by RTs in Run-on or Split conditions being slower than in the Original condition. No clear difference emerged between Run-on and Split conditions. These findings provide corroborating evidence with a processing task that non-target-like pausing results in increased processing difficulty. We discuss the implications of these findings for language pedagogy.","PeriodicalId":405918,"journal":{"name":"Virtual PSLLT","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116238202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Glottodrama for Teaching Final Intonation in English 运用外语戏剧进行英语最后语调教学

Virtual PSLLT Pub Date : 2022-09-16 DOI: 10.31274/psllt.13364

Tarık Uzun, Exgi Celik Uzun

引用次数: 0

The Effects of Self-Assessment Activities on Accuracy and Awareness in ESL Pronunciation Classes 自我评价活动对英语语音课堂准确性和认知度的影响

Virtual PSLLT Pub Date : 2022-09-16 DOI: 10.31274/psllt.13262

K. Brannen, Emily Rosales, Isabelle Wouters, P. John

{"title":"The Effects of Self-Assessment Activities on Accuracy and Awareness in ESL Pronunciation Classes","authors":"K. Brannen, Emily Rosales, Isabelle Wouters, P. John","doi":"10.31274/psllt.13262","DOIUrl":"https://doi.org/10.31274/psllt.13262","url":null,"abstract":"In self-assessment activities, learners judge their performance in their second language (L2) with the goal of improving learning outcomes. Research has shown that these activities can have a positive impact. However, few studies have examined the effects of self-assessment on pronunciation, especially regarding segmentals. The present study focuses on some typically problematic sounds: /θ/, /ð/ and /h/. Learners tend to substitute /t, d/ or /s, z/ for /θ, ð/ ( I th ink th at → t ink d at/ s ink z at ) and speakers of certain native languages (L1s) tend to delete and, in some cases, epenthesize /h/ ( h eart → _ eart; apple → h apple ). Adult learners (18F; 11M) from different L1 backgrounds and proficiency levels read short phrases aloud in the pre-/post-tests to establish progress in the pronunciation of these sounds. Test groups, with self-assessment, were compared to control groups in equivalent courses without self-assessment. Qualitative data were gathered from interviews with a subset of the test group participants. Preliminary results from quantitative data do not indicate significant differences between the test and control groups. However, interviews reveal that self-assessments improved learners’ awareness of their errors and provided self-assurance in addressing them, a necessary first step to eventual improvement.","PeriodicalId":405918,"journal":{"name":"Virtual PSLLT","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134550935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mastering EFL Pronunciation in North Macedonia and Poland: A Quantitative Questionnaire Approach 掌握北马其顿和波兰的英语发音:定量问卷调查方法

Virtual PSLLT Pub Date : 2022-09-16 DOI: 10.31274/psllt.13351

Marta A. Nowacka

{"title":"Mastering EFL Pronunciation in North Macedonia and Poland: A Quantitative Questionnaire Approach","authors":"Marta A. Nowacka","doi":"10.31274/psllt.13351","DOIUrl":"https://doi.org/10.31274/psllt.13351","url":null,"abstract":"This paper examines the issue of the mastering of EFL pronunciation among 144 students of English studies in North Macedonia (n=34) and Poland (n=110) by means of a questionnaire consisting of: 23 scalar judgments and 4 closed questions. The responses to the questions provide information on: the best place to study pronunciation, the preferred English accent, the types of communication problems and the general awareness of the informants’ own pronunciation problems. The results of the judgments confirm a very traditional approach to the notion of accent in a FL in which close proximity to a native speaker norm is regarded as an ideal and passing for a native-speaker is aspired to. These findings shed some light on university students’ phonetic priorities and might be significant for teachers of phonetics in these two European countries and beyond them. at the University of Rzeszów in Poland. Her research concentrates on Polish-accented speech of university students of English and methodology of teaching phonetics to adults in EFL context. She has co-authored two course-books on English pronunciation: How Much Wood Would a Woodchuck Chuck? : English pronunciation practice book (Mańkowska et al., 2009) and Sally Meets Harry: Primer to English Pronunciation and Spelling (Nowacka et al., 2011).","PeriodicalId":405918,"journal":{"name":"Virtual PSLLT","volume":"162 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129216320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘THE COURSE SHOULD BE OBLIGATORY!’: ATTITUDES OF POLISH FUTURE EFL TEACHERS TOWARDS A COURSE ON PRONUNCIATION TEACHING “这门课应该是必修课!”:波兰未来英语教师对语音教学课程的态度

Virtual PSLLT Pub Date : 2022-09-14 DOI: 10.31274/psllt.13260

Małgorzata Baran-Łucarz

{"title":"‘THE COURSE SHOULD BE OBLIGATORY!’: ATTITUDES OF POLISH FUTURE EFL TEACHERS TOWARDS A COURSE ON PRONUNCIATION TEACHING","authors":"Małgorzata Baran-Łucarz","doi":"10.31274/psllt.13260","DOIUrl":"https://doi.org/10.31274/psllt.13260","url":null,"abstract":"To help EFL students reach a level of international comfortable intelligibility, we need teachers who know how to teach pronunciation during integrated-skills courses of English at all levels of education. Several observations, however, show that teachers do not feel confident and competent in this area. It seems that general courses of FL teaching are insufficient, and classes focusing exclusively on pronunciation teaching are necessary for teachers to gain adequate knowledge and skills to be able to teach pronunciation to their learners. Next to objective data verifying the effectiveness of such training, we should also examine future teachers’ perceptions of such courses, i.e. whether they consider them helpful and needed. As a response to this need, the paper presents results of a study exploring the opinions and attitudes of Polish teacher trainees towards an on-line course on pronunciation teaching they participated in. With the use of a draw-a-picture technique, questionnaires and interviews, qualitative and quantitative data were gathered among BA and MA students. They supported the fact that prior to the course, the participants' confidence and competence in pronunciation teaching was (very) low. Their knowledge related to and attitudes towards pronunciation teaching improved significantly after the classes. Many of the subjects claimed that such courses should be obligatory for all FL (future) teachers.","PeriodicalId":405918,"journal":{"name":"Virtual PSLLT","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121667447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Italian Phonetics: Dental Affricates’ Production by Irish English Speakers 学习意大利语音学:爱尔兰英语使用者的非发音发音

Virtual PSLLT Pub Date : 2022-09-14 DOI: 10.31274/psllt.13343

C. Meluzzi, Francesca Nicora, Lucia Sbacco

引用次数: 0

SalukiSpeech: Integrating a New ASR Tool Into Students’ English Pronunciation Practice salukisspeech:将一个新的ASR工具整合到学生的英语发音练习中

Virtual PSLLT Pub Date : 2022-09-14 DOI: 10.31274/psllt.13342

Shannon McCrocklin, Claire Fettig, Simon Markus

引用次数: 1