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No Fear Here: The Authentic Performance of ShakespeareBusler, Marcia L. 17 December 2018 (has links)
No description available.
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An Experimental Study of the Relationship Between Speech Sound Discrimination Ability and Intelligibility of the Speech of Students with Foreign AccentsAlberts, Lois C. January 1953 (has links)
No description available.
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An Experimental Study of the Relationship Between Speech Sound Discrimination Ability and Intelligibility of the Speech of Students with Foreign AccentsAlberts, Lois C. January 1953 (has links)
No description available.
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THE EFFECTS OF TRAINING ON THE PRONUNCIATION OF MANDARINHARRIS, DAWN FAIRLEY 11 June 2002 (has links)
No description available.
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Processing of intonation patterns in Japanese: implications for Japanese as a foreign languageEda, Sanae 18 June 2004 (has links)
No description available.
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66 |
Pronunciation Modeling in Spelling Correction for Writers of English as a Foreign LanguageBoyd, Adriane 24 June 2008 (has links)
No description available.
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67 |
Production of English /r/ and /w/ by Cantonese L1 speakers in Hong KongLing, Hiu-yan., 凌曉欣. January 2010 (has links)
published_or_final_version / Linguistics / Master / Master of Arts
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Development and assessment of an acoustics-based multisensory accent reduction systemZhang, Lan, 章澜 January 2012 (has links)
Technological advancements in the recent past have provided new methods for learning to speak English as a second language (ESL). The majority of accent reduction training regimes nowadays involve the use of different media as teaching and learning cues such as video or audio signals. However, few such programs have been proven to actually provide efficient and useful feed back to ESL learners, and few offers evidence proving that such multisensory approach of accent reduction is superior to traditional unisensory (auditory-only) approach. The present study intended to design and assess the effectiveness and efficacy of a multisensory, acoustics-based accent reduction training system that is capable of training foreign speakers to correctly produce English vowels by providing instantaneous auditory and visual feedback to the users. The study also validated the system against traditional accent modification regimes by objectively comparing the efficacy of such system with traditional accent reduction training. Results indicate that multimedia-based training with instantaneous visual and auditory feedback yielded significant improvement in accent reduction. / published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy
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An investigation into the perception (and production) of English word-initial consonants by native speakers of CantoneseChan, Pik-ha., 陳碧霞 January 1999 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
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Une comparaison du français parlé des enfants en immersion et des enfants francophones: étude syntaxique de plusieurs aspects de la langue parlée, dont les ratés de la communicationSanten, Marcia-Ellen 05 1900 (has links)
Following a review of the literature on French immersion, this thesis considers the
implications of the systematic transcription of oral texts for linguistic analysis. In
transcribing a corpus of spoken French by children attending a French immersion school
and a corpus of children from Quebec (both from tape recordings and included in the
appendice), the transcription conventions proposed by the Groupe Aixois de Recherche en
Syntaxe were applied.
In chapter III, some of the most common deviations from the norm that occur in
the French immersion corpus are discussed, and for the most part these aberrations reflect
the results of previous error analyses done on second language learners.
In chapters IV and V, a study of "slip-ups" is undertaken. Slip-ups are repetitions
or self-corrections, referred to as "rates" in this thesis. They occur frequently both in the
Francophone and French immersion corpus.
The purpose of this study is to analyse the intrinsic structure of these hesitations
(that were previously brushed off as un-grammatical) and to discover whether the
repetitions or self-corrections produced by the French immersion speakers share
characteristics with or differ from the slip-ups identified in the Francophone corpus.
Whereas an enumeration of grammatical errors will almost always show that the
French spoken by French immersion pupils is not as "good" as that spoken by
Francophone children, the analysis of slip-ups is a more objective endeavor. And indeed,
the study reveals some unpredicted results. On certain parts of the sentence, such as the
predicate, French native speakers surprisingly slip up more often than French immersion children, while the latter tend to hesitate more often on subjects and indirect objects.
Further analysis reveals that native French speakers almost always repeat (or
correct) entire word groups, or syntagms, although they don't always complete such
groups. The French immersion children, on the other hand, do not always repeat the
entire word group when they slip up, but they do seem to finish their construction (or
sentence), once it has started.
Finally, the situation (formal or informal) appeared to only affect the speakers in
the Francophone corpus: they hesitated slightly more often in a formal setting, whereas
the situation did not seem to affect the results for the French immersion speakers.
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