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Does Pronunciation Instruction Promote Intelligibility and Comprehensibility?
- 1. Does Pronunciation Instruction Promote Intelligibility and Comprehensibility? ÖZGÜR PARLAK NORTHERN ARIZONA UNIVERSITY
- 3. Rationale for the study / Research Questions
- 4. Participants
- 6. Materials
- 7. Procedure
- 8. Scoring
- 9. Results
- 16. a useful and realistic goal: intelligibility and comprehensibility, not native-like speech(Derwing & Munro, 2005; Scales, Wennerstrom, Richard, & Wu, 2006)
- 22. Proficiency
- 23. 32-44 iBT: 2 / 45-57 iBT: 7 / 57-69 iBT: 16
- 24. L1: Mandarin, Cantonese, Japanese, Korean
- 25. PPI: 10
- 27. Age : 18-19 (m= 18.17)
- 28. L1 : English=17, English-Spanish Bilingual=1
- 29. L2 : Spanish= 10 German=1 Navajo= 1 Italian=2 French=1 No L2=5
- 31. dependent variable: intelligibility, comprehensibility
- 34. aspiration
- 35. voicing
- 36. vowel length
- 37. word stress
- 38. vowel reduction
- 41. rhythm
- 42. intonation
- 45. recording length: 8-12 sec (m=9.52, SD=1.01)
- 49. Results: Intelligibility Scores interrater reliability : r= .76 with Fisher Z transformation (as recommended in Hatch & Lazaraton, 1991) Treatment group t(12)= -3.54, p<.05 Control group t(11)= 1.02, p>.05
- 51. Results: Comprehensibility Ratings interrater reliability : r= .76 with Fisher Z transformation (as recommended in Hatch & Lazaraton, 1991) Treatment group t(12)= -4.30, p<.05 Control group t(11)= .45, p>.05
- 53. Discussions & Implications pronunciation instruction increased intelligibility and comprehensibility (Derwing, Munro & Wiebe, 1998; Field, 2005; Hanh, 2004; Jenkins, 2004; Munro & Derwing, 1995; Perlmutter, 1989) explicit attention on both effective and beneficial segmentals and for learners suprasegmentals (Couper, 2003; Derwing, Munro & Wiebe, 1998)