Global ETD Search

11	Estudio de una intervención pedagógica para la enseñanza de la pronunciación inglesa en 4º curso de la E.S.O. Martínez Asís, Francisco 15 October 2004 (has links) Con esta investigación se pretende validar la hipótesis de que un tratamiento innovador de la pronunciación inglesa, que incluye enseñanza explícita y práctica de materiales comunicativos, puede ayudar a restablecer un equilibrio entre las destrezas escritas y orales de nuestros alumnos así como mejorar la competencia lingüística global de éstos en lengua inglesa. Para ello se realizó un estudio cuasi-experimental con grupo control y experimental en el 4º nivel de la E.S.O. El grupo experimental recibió el tratamiento innovador de la pronunciación inglesa y el grupo control recibió un tratamiento tradicional de contenidos de pronunciación inglesa según lo establecido en el Programación Didáctica Anual del Centro. Después de nueve meses de tratamiento, los resultados obtenidos mostraron para las destrezas lingüísticas orales una mejora estadísticamente significativa del grupo experimental con respecto del grupo control, sin que esto supusiera ninguna pérdida para el grupo experimental en las destrezas lingüísticas escritas. / This investigation has tried to validate the hypothesis that an innovative teaching course of treatment in English pronunciation, which includes implicit and explicit learning practice of communicative pronunciation materials, can help to restore an equal balance between the oral and written linguistic skills of our secondary education students in Spain, and also help to improve their global linguistic competence in the English language. To achieve this, a quasi-experimental study with a control and an experimental group was undertaken on the 4th level of E.S.O. (Compulsory Secondary Education in Spain). The experimental group received an innovative teaching treatment of English pronunciation, whereas the group control received a traditional treatment of pronunciation contents as established on the school's official educational programme for the subject of English in the 4th level E.S.O. After nine months of pronunciation teaching treatment, the results obtained showed for the two oral linguistic skills (speaking and listening skills) a significant statistical improvement on the part of the experimental group with respect to those of the control group, this not implying any backwardness on the written linguistic skills performance for the experimental group. Read more communicative materials suprasegmental aspects teaching of English pronunciation teaching of languages applied linguistics enseñanza de lenguas Lingüística aplicada Didáctica de la Lengua Inglesa 37 373 8 81
12	The vowels of South African English / Ian Bekker Bekker, Ian January 2008 (has links) This thesis provides a comparative analysis of vowel quality in South African English (SAE) using the following data: firstly, the existing impressionistic literature on SAE and other relevant accents of English, the former of which is subject to a critical review; secondly, acoustic data from a similar range of accents, including new SAE data, collected and instrumentally analyzed specifically for the purposes of this research. These various data are used to position, on both a descriptive and theoretical level, the SAE vowel system. In addition, and in the service of providing a careful reconstruction of the linguistic history of this variety, it offers a three-stage koin´eization model which helps, in many respects, to illuminate the respective roles played by endogenous and exogenous factors in SAE’s development. More generally, the analysis is focussed on rendering explicit the extent to which the synchronic status and diachronic development of SAE more generally, and SAE vowel quality more particularly, provides support for a number of descriptive and theoretical frameworks, including those provided in Labov (1994), Torgersen and Kerswill (2004), Trudgill (2004) and Schneider (2003; 2007). With respect to these frameworks, and based on the results of the analysis, it proposes an extension to Schneider’s (2007) Dynamic Model, shows Trudgill’s (2004) model of new-dialect formation to be inadequate in accounting for some of the SAE data, provides evidence that SAE is a possibly imminent but ‘conservative’ member of Torgersen and Kerswill’s (2004) SECS-Shift and uses SAE data to question the applicability of the SECS-Shift to FOOT-Fronting. Furthermore, this thesis provides evidence that SAE has undergone an indexicallydriven arrestment of the Diphthong and Southern Shifts and a subsequent and related diffusion of GenSAE values at the expense of BrSAE ones. Similarly, it shows that SAE’s possible participation in the SECS-Shift constitutes an effective chain-shift reversal ‘from above’. It stresses that, in order to understand such phenomena, recourse needs to be made to a theory of indexicality that takes into account the unique sociohistorical development of SAE and its speakers. Lastly, the adoption of the three-stage koin´eization model mentioned above highlights the merits of considering both endogenous and exogenous factors in the historical reconstruction of new-dialect formation and, for research into SAE in particular, strengthens the case for further investigation into the possible effects of 19th-century Afrikaans/Dutch, Yiddish and north-of-English dialects on the formation of modern SAE. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009. Read more South African English SAE Vowels Vowel quality English pronunciation English accents Sociophonetics Phonetics Acoustic phonetics Acoustic analysis New-dialect formation Koinéization Southern Hemisphere Englishes Diphthong shift Southern shift Indexicality
13	The vowels of South African English / Ian Bekker Bekker, Ian January 2008 (has links) This thesis provides a comparative analysis of vowel quality in South African English (SAE) using the following data: firstly, the existing impressionistic literature on SAE and other relevant accents of English, the former of which is subject to a critical review; secondly, acoustic data from a similar range of accents, including new SAE data, collected and instrumentally analyzed specifically for the purposes of this research. These various data are used to position, on both a descriptive and theoretical level, the SAE vowel system. In addition, and in the service of providing a careful reconstruction of the linguistic history of this variety, it offers a three-stage koin´eization model which helps, in many respects, to illuminate the respective roles played by endogenous and exogenous factors in SAE’s development. More generally, the analysis is focussed on rendering explicit the extent to which the synchronic status and diachronic development of SAE more generally, and SAE vowel quality more particularly, provides support for a number of descriptive and theoretical frameworks, including those provided in Labov (1994), Torgersen and Kerswill (2004), Trudgill (2004) and Schneider (2003; 2007). With respect to these frameworks, and based on the results of the analysis, it proposes an extension to Schneider’s (2007) Dynamic Model, shows Trudgill’s (2004) model of new-dialect formation to be inadequate in accounting for some of the SAE data, provides evidence that SAE is a possibly imminent but ‘conservative’ member of Torgersen and Kerswill’s (2004) SECS-Shift and uses SAE data to question the applicability of the SECS-Shift to FOOT-Fronting. Furthermore, this thesis provides evidence that SAE has undergone an indexicallydriven arrestment of the Diphthong and Southern Shifts and a subsequent and related diffusion of GenSAE values at the expense of BrSAE ones. Similarly, it shows that SAE’s possible participation in the SECS-Shift constitutes an effective chain-shift reversal ‘from above’. It stresses that, in order to understand such phenomena, recourse needs to be made to a theory of indexicality that takes into account the unique sociohistorical development of SAE and its speakers. Lastly, the adoption of the three-stage koin´eization model mentioned above highlights the merits of considering both endogenous and exogenous factors in the historical reconstruction of new-dialect formation and, for research into SAE in particular, strengthens the case for further investigation into the possible effects of 19th-century Afrikaans/Dutch, Yiddish and north-of-English dialects on the formation of modern SAE. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009. Read more South African English SAE Vowels Vowel quality English pronunciation English accents Sociophonetics Phonetics Acoustic phonetics Acoustic analysis New-dialect formation Koinéization Southern Hemisphere Englishes Diphthong shift Southern shift Indexicality
14	THE EFFECT OF VISUAL FEEDBACK ON VOICE ONSET TIME (VOT) OF SPANISH LEARNERS OF ENGLISH Santiago Parra (15338446) 21 April 2023 (has links) <p>While pronunciation has previously been described as a neglected skill in the second language classroom, a growing body of literature has demonstrated that pronunciation training improves students’ productions (Derwing & Munro, 2005). Mispronunciations have been shown to impact comprehensibility, intelligibility, and accentedness (Derwing & Munro, 2009). As pronunciation instruction methods have begun to be the subject of empirical research, Visual Feedback (VF) has begun to emerge as a novel method for teaching pronunciation. This method has been shown to be particularly effective for teaching voice onset time (VOT), a characteristic of voiceless stop consonants (e.g., /p, t, k/). Worth noting, English and Spanish differ concerning VOT, with English employing long VOTs (30-100ms) and Spanish short VOTs (0-30ms) (Lisker & Abramson’s, 1964). Previous research has focused exclusively on employing VF for shortening VOT, although there are some compelling reasons to question whether the size and nature of the effect would be similar for lengthening VOT. The present study examines the potential effectiveness of VF as a means of lengthening the VOT of Spanish learners of English.</p> <p>The participants of the study were twenty-six students from a large Colombian university. The experiment design consisted of a pretest, three VF interventions, a posttest, and a delayed posttest. The tests were composed of two tasks, differing in their complexity: recording words in isolation and words in utterances. Stimuli consisted of English words (n= 4266) with word-initial voiceless stops (/p, t, k/). Stimuli were controlled for stress, following vowel, and word familiarity and were measured for VOT using Praat (Boersma & Weenink, 2022).</p> <p>Results from statistical analysis coupled with a visual inspection of the data indicated that the experimental group performed similarly in the three stages of the study and that the visual feedback paradigm did not result in changes in VOT. However, some degree of variation was found among the participants concerning their average VOTs. While some participants showed an overall increase (i.e., improvement) in English VOTs for the three phonemes /p/, /t/, and /k/ over time, other participants did not. In general, most of the participants produced English-like VOTs in the pretest, constituting a degree of ceiling effects. The rate of exposure to the target language and the saliency of English are factors that could have played a role in the development of the VOT scores of the participants before the study. Therefore, the discussion focuses on both the nature of the individual variability and the theoretical implications of ceiling effects found in the current study versus the lack of ceiling effects in other studies with similar populations.</p> Read more Phonetics and speech science visual feedback (VF) phonetics and phonology voice onset time (VOT) Second language learning strategies English pronunciation instruction English voiceless stop consonants
15	Examination of the (si) and (ʃi) confusion by Japanese ESL learners Nogita, Akitsugu 30 August 2010 (has links) It is a general belief in Japan that the English /s/ and /ʃ/ before high front vowels (as in "see" and "she") are problematic for Japanese ESL (English-as-a-second-language) learners. Some research has also reported the /s/ and /ʃ/ confusion by Japanese ESL learners. Their pronunciation errors are often explained based on phonetics, but there are reasons to believe that the learners’ knowledge of the phonemes of the target words is at fault. This study examines 1) whether monolingual Japanese speakers distinguish the [si] and [ʃi] syllables in both perception and production in the Japanese contexts and 2) what would be the sources of Japanese speakers’ challenges in mastering the distinction between [si] and [ʃi] in their English production if Japanese speakers can produce and perceive the difference between these syllables. This study conducted two experiments. In the first experiment, 93 monolingual Japanese speakers between the ages of 17 and 89 in and around Tôkyô read aloud the written stimuli that had [si] and [ʃi] in the Japanese contexts, repeated the sound stimuli that had [si] and [ʃi] in the Japanese contexts, and listened to the [si:] and [ʃi:] syllables in isolation recorded by a native speaker of Canadian English. The results showed that the participants all distinguished [si] and [ʃi] in both perception and production regardless of their ages. Based on these results, I hypothesized that the [s] and [ʃ] confusion by Japanese ESL learners is caused by misunderstanding, rather than an inability to articulate these sounds. In the second experiment, 27 Japanese ESL students were recorded reading an English passage. The passage contains /s/ (7 times) and /ʃ/ (11 times) before high front vowels. After the reading, the participants were taught the basic English phonological system and the symbol-sound correspondence rules such as “s”-/s/ and “sh”-/ʃ/. The lesson lasted 40 minutes during which the participants were also interviewed to find out their awareness of the symbol-sound correspondence. No articulation explanations were given during the lesson. After the lesson, the participants read the same passage. The results showed that /s/ and /ʃ/ were mispronounced 39 and 67 times respectively in total by the 27 participants before the lesson, but only 7 and 19 times after the lesson. These changes are statistically significant. Moreover, the interview during the lesson revealed that the participants lacked phonological awareness in English as well as the knowledge of the symbol-sound correspondence rules. This study concluded that many of the mispronunciations by Japanese ESL learners, including /s/ and /ʃ/, can be solved by teaching the English phonics rules and some basic phonological rules without teaching the articulation of these sounds. Read more Japanese EFL post alveolar fricative palato alveolar fricative alveo palatal fricative [ʃ] s and sh s vs sh [s] and [ʃ] confusion distinction between [s] and [ʃ] L2 phonology second language phonology pronunciation problem ESL pronunciation orthography spelling rule phonics 42 sounds katakana English phoneme awareness Japanese pronunciation English pronunciation s vs ʃ before i orthographic interference loanword interference palatalization depalatalization hyper correction phonological awareness hypercorrection overgeneralization pronunciation rule orthographic s and ʃ s-sh s-ʃ spelling acquisition phonics for adult

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