Improving students' pronunciation through accent reduction software
This study aimed to find out whether integrating accent reduction software in advanced English language classes at the university level would result in improvements in students’ pronunciation at the segmental and sup‐rasegmental levels. The study made use of a quasi‐experimental research design. Two...
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| Published in | British journal of educational technology Vol. 36; no. 2; pp. 303 - 316 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.03.2005
Blackwell Publishing Blackwell |
| Subjects | |
| Online Access | Get full text |
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| Abstract | This study aimed to find out whether integrating accent reduction software in advanced English language classes at the university level would result in improvements in students’ pronunciation at the segmental and sup‐rasegmental levels. The study made use of a quasi‐experimental research design. Two classes at the Department of Foreign Language Education at Middle East Technical University in Turkey participated in the study. Whilst one class (the control group) followed traditional instruction, the other class (experimental group) followed instruction which integrated use of accent reduction software in a multimedia language laboratory. Based on the results of the study, it is suggested that especially in English as a Foreign Language (EFL) settings where natural target language input is scarce, technology has a lot to offer, and EFL learners may be provided with exposure and practice/interaction opportunities in the target language through specifically designed software programs. |
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| AbstractList | This study aimed to find out whether integrating accent reduction software in advanced English language classes at the university level would result in improvements in students' pronunciation at the segmental and sup-rasegmental levels. The study made use of a quasi-experimental research design. Two classes at the Department of Foreign Language Education at Middle East Technical University in Turkey participated in the study. Whilst one class (the control group) followed traditional instruction, the other class (experimental group) followed instruction which integrated use of accent reduction software in a multimedia language laboratory. Based on the results of the study, it is suggested that especially in English as a Foreign Language (EFL) settings where natural target language input is scarce, technology has a lot to offer, and EFL learners may be provided with exposure and practice/interaction opportunities in the target language through specifically designed software programs.[PUBLICATION ABSTRACT] This study aimed to find out whether integrating accent reduction software in advanced English language classes at the university level would result in improvements in students pronunciation at the segmental and sup-rasegmental levels. The study made use of a quasi-experimental research design. Two classes at the Department of Foreign Language Education at Middle East Technical University in Turkey participated in the study. Whilst one class (the control group) followed traditional instruction, the other class (experimental group) followed instruction which integrated use of accent reduction software in a multimedia language laboratory. Based on the results of the study, it is suggested that especially in English as a Foreign Language (EFL) settings where natural target language input is scarce, technology has a lot to offer, and EFL learners may be provided with exposure and practice/interaction opportunities in the target language through specifically designed software programs. This study aimed to find out whether integrating accent reduction software in advanced English language classes at the university level would result in improvements in students' pronunciation at the segmental & suprasegmental levels. The study made use of a quasi-experimental research design. Two classes at the Department of Foreign Language Education at Middle East Technical University in Turkey participated in the study. While one class (the control group) followed traditional instruction, the other class (experimental group) followed instruction which integrated use of accent reduction software in a multimedia language laboratory. Based on the results of the study, it is suggested that especially in English as a Foreign Language (EFL) settings where natural target language input is scarce, technology has a lot to offer, & EFL learners may be provided with exposure & practice/interaction opportunities in the target language through specifically designed software programs. 3 Tables, 5 Figures, 27 References. Adapted from the source document |
| Audience | Higher Education |
| Author | Seferoğlu, Gölge |
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| Cites_doi | 10.2307/3586981 10.1111/j.1467-1770.1991.tb00674.x 10.1093/elt/52.2.119 10.1017/S0261444800012970 10.1111/1467-8535.00268 10.1076/call.12.5.427.5693 10.1177/026553229501200102 10.1558/cj.v9i4.5-19 |
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| Keywords | Language Teaching Pronunciation Educational Technology Accent Software Student Language Laboratory |
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| Notes | istex:CDDEBBB00E7B25DB810FAA245359C96B84E420C5 ArticleID:BJET459 ark:/67375/WNG-MDX4S6XT-M Gölge Seferoğlu is a teacher educator in the Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey. She has a doctorate in Applied Linguistics from Teachers College,Columbia University. Her research interests include using technology in language teaching, preservice teacher education, and pronunciation teaching. SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23 |
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| References | Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers' Journal 53, 61-67. Pennington, M. C. (1996). Phonology in English language teaching. London: Longman. Jenkins, J. (1998). Which pronunciation norms and models for English as an international language? ELT Journal 52, 119-126. Bronstein, A. (1960). The pronunciation of American English. New York, NY: Appleton-Century-Crofts. Inc. Harmer, J. (1993). The practice of English language teaching. New York, NY: Longman. Rostron, A. & Kinsella, P. (1995). Learning pronunciation using CALL: some experimental evidence. ReCALL Newsletter 5, 1. Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: promise, limitations, directions. Computer Assisted Language Learning 12, 427-440. Koch, A. (1998). Speaking with a purpose. MA: Allyn & Bacon. Warschauer, M. & Healey, D. (1998). Computers and language learning: an overview. Language Teaching 31, 57-71. Parker, M. (2000). Pronunciation & grammar: using video and audio activities. Forum 38, 24. Kayfetz, J. & Stice, R. (1987). Academically speaking. Boston, MA: Heinle & Heinle. Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly 25, 481-520. Sullivan, K. & Czigler, P. (2002). Maximising the educational affordances of a technology supported learning environment for introductory undergraduate phonetics. British Journal of Educational Technology 33, 333-343. Kreidler, C. (1989). The pronunciation of English. New York, NY: Basil Blackwell. Stenson, S., Downing, B., Smith, J. & Smith, K. (1992). The effectiveness of computer-assisted pronunciation training. CALICO Journal 9, 5-20. Kenworthy, J. (1987). Teaching English pronunciation. New York, NY: Longman. Chalhoub-Deville, M. (1995). Deriving oral assessment scales across different tests and rater groups. Language Testing 12, 16-30. Hadden, B. (1991). Teacher and nonteacher perceptions of second-language communication. Language Learning 41, 1-24. 1992; 9 1991; 25 2000; 38 1997; 21 1991; 41 1995; 12 2003, October 2002; 33 2000; 53 1998 1987 1996 1995 1998; 3 1960 1993 1992 1991 2002 1998; 31 1989 1999 Kenworthy J. (e_1_2_9_10_1) 1987 Bronstein A. (e_1_2_9_2_1) 1960 Harmer J. (e_1_2_9_7_1) 1993 Rostron A. (e_1_2_9_21_1) 1995 Parker M. (e_1_2_9_16_1) 2000; 38 Pennington M. C. (e_1_2_9_17_1) 1996 e_1_2_9_15_1 Koch A. (e_1_2_9_11_1) 1998 e_1_2_9_14_1 e_1_2_9_18_1 McDonough J. (e_1_2_9_13_1) 1999 e_1_2_9_20_1 Kreidler C. (e_1_2_9_12_1) 1989 e_1_2_9_22_1 Price P. (e_1_2_9_19_1) 1998 e_1_2_9_23_1 e_1_2_9_8_1 Celce‐Murcia M. (e_1_2_9_3_1) 1991 e_1_2_9_6_1 e_1_2_9_5_1 e_1_2_9_4_1 Warschauer M. (e_1_2_9_26_1) 2000; 53 e_1_2_9_25_1 e_1_2_9_28_1 Stenson S. (e_1_2_9_24_1) 1992; 9 e_1_2_9_27_1 Kayfetz J. (e_1_2_9_9_1) 1987 |
| References_xml | – reference: Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers' Journal 53, 61-67. – reference: Koch, A. (1998). Speaking with a purpose. MA: Allyn & Bacon. – reference: Kenworthy, J. (1987). Teaching English pronunciation. New York, NY: Longman. – reference: Kayfetz, J. & Stice, R. (1987). Academically speaking. Boston, MA: Heinle & Heinle. – reference: Parker, M. (2000). Pronunciation & grammar: using video and audio activities. Forum 38, 24. – reference: Rostron, A. & Kinsella, P. (1995). Learning pronunciation using CALL: some experimental evidence. ReCALL Newsletter 5, 1. – reference: Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: promise, limitations, directions. Computer Assisted Language Learning 12, 427-440. – reference: Hadden, B. (1991). Teacher and nonteacher perceptions of second-language communication. Language Learning 41, 1-24. – reference: Sullivan, K. & Czigler, P. (2002). Maximising the educational affordances of a technology supported learning environment for introductory undergraduate phonetics. British Journal of Educational Technology 33, 333-343. – reference: Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly 25, 481-520. – reference: Warschauer, M. & Healey, D. (1998). Computers and language learning: an overview. Language Teaching 31, 57-71. – reference: Kreidler, C. (1989). The pronunciation of English. New York, NY: Basil Blackwell. – reference: Pennington, M. C. (1996). Phonology in English language teaching. London: Longman. – reference: Chalhoub-Deville, M. (1995). Deriving oral assessment scales across different tests and rater groups. Language Testing 12, 16-30. – reference: Stenson, S., Downing, B., Smith, J. & Smith, K. (1992). The effectiveness of computer-assisted pronunciation training. CALICO Journal 9, 5-20. – reference: Harmer, J. (1993). The practice of English language teaching. New York, NY: Longman. – reference: Bronstein, A. (1960). The pronunciation of American English. New York, NY: Appleton-Century-Crofts. Inc. – reference: Jenkins, J. (1998). Which pronunciation norms and models for English as an international language? ELT Journal 52, 119-126. – volume: 9 start-page: 5 year: 1992 end-page: 20 article-title: The effectiveness of computer‐assisted pronunciation training publication-title: CALICO Journal – year: 1960 – year: 1995 end-page: 1 article-title: Learning pronunciation using CALL: some experimental evidence publication-title: ReCALL Newsletter 5 – year: 1987 – volume: 38 year: 2000 end-page: 24 article-title: Pronunciation & grammar: using video and audio activities publication-title: Forum – start-page: 136 year: 1991 end-page: 153 – year: 1989 – year: 1996 – volume: 33 start-page: 333 year: 2002 end-page: 343 article-title: Maximising the educational affordances of a technology supported learning environment for introductory undergraduate phonetics publication-title: British Journal of Educational Technology – year: 2003, October – year: 1992 – year: 1998 – volume: 21 year: 1997 – start-page: 119 year: 1998 end-page: 126 article-title: Which pronunciation norms and models for English as an international language publication-title: ELT Journal 52 – volume: 41 start-page: 1 year: 1991 end-page: 24 article-title: Teacher and nonteacher perceptions of second‐language communication publication-title: Language Learning – volume: 25 start-page: 481 year: 1991 end-page: 520 article-title: The pronunciation component in teaching English to speakers of other languages publication-title: TESOL Quarterly – start-page: 427 year: 1999 end-page: 440 article-title: Computer‐aided pronunciation pedagogy: promise, limitations, directions publication-title: Computer Assisted Language Learning 12 – start-page: 265 year: 1999 end-page: 267 – year: 2002 – start-page: 163 year: 1998 end-page: 166 – volume: 53 start-page: 61 year: 2000 end-page: 67 article-title: The death of cyberspace and the rebirth of CALL publication-title: English Teachers’ Journal – volume: 31 start-page: 57 year: 1998 end-page: 71 article-title: Computers and language learning: an overview publication-title: Language Teaching – start-page: 81 year: 1998 end-page: 86 – volume: 3 year: 1998 – volume: 12 start-page: 16 year: 1995 end-page: 30 article-title: Deriving oral assessment scales across different tests and rater groups publication-title: Language Testing – year: 1993 – ident: e_1_2_9_15_1 doi: 10.2307/3586981 – year: 1995 ident: e_1_2_9_21_1 article-title: Learning pronunciation using CALL: some experimental evidence publication-title: ReCALL Newsletter 5 – ident: e_1_2_9_14_1 – volume: 53 start-page: 61 year: 2000 ident: e_1_2_9_26_1 article-title: The death of cyberspace and the rebirth of CALL publication-title: English Teachers’ Journal – ident: e_1_2_9_28_1 – start-page: 136 volume-title: Teaching english as a second language year: 1991 ident: e_1_2_9_3_1 – ident: e_1_2_9_20_1 – ident: e_1_2_9_6_1 doi: 10.1111/j.1467-1770.1991.tb00674.x – start-page: 265 volume-title: Encyclopedic dictionary of applied linguistics year: 1999 ident: e_1_2_9_13_1 – volume-title: Teaching English pronunciation year: 1987 ident: e_1_2_9_10_1 – volume-title: Speaking with a purpose year: 1998 ident: e_1_2_9_11_1 – volume-title: Phonology in English language teaching year: 1996 ident: e_1_2_9_17_1 – ident: e_1_2_9_8_1 doi: 10.1093/elt/52.2.119 – ident: e_1_2_9_5_1 – volume-title: The pronunciation of English year: 1989 ident: e_1_2_9_12_1 – volume-title: Academically speaking year: 1987 ident: e_1_2_9_9_1 – start-page: 81 volume-title: Proceedings of ESCA Workshop on Speech Technology in Language Learning (STiLL 98), Marholmen Conference Centre, Sweden, May 24–27, 1998 year: 1998 ident: e_1_2_9_19_1 – ident: e_1_2_9_27_1 doi: 10.1017/S0261444800012970 – ident: e_1_2_9_25_1 doi: 10.1111/1467-8535.00268 – ident: e_1_2_9_18_1 doi: 10.1076/call.12.5.427.5693 – ident: e_1_2_9_22_1 – ident: e_1_2_9_23_1 – volume-title: The pronunciation of American English year: 1960 ident: e_1_2_9_2_1 – volume-title: The practice of English language teaching year: 1993 ident: e_1_2_9_7_1 – volume: 38 year: 2000 ident: e_1_2_9_16_1 article-title: Pronunciation & grammar: using video and audio activities publication-title: Forum – ident: e_1_2_9_4_1 doi: 10.1177/026553229501200102 – volume: 9 start-page: 5 year: 1992 ident: e_1_2_9_24_1 article-title: The effectiveness of computer‐assisted pronunciation training publication-title: CALICO Journal doi: 10.1558/cj.v9i4.5-19 |
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| Title | Improving students' pronunciation through accent reduction software |
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