Влијанието на фонетската обука врз перцепцијата на англиските вокали
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Published:
Jun 13, 2024
Keywords:
перцептивна обука, дискриминација и идентификација на вокали, критичко слушање, корективен коментар, комуникативни вежби
Main Article Content
Abstract
Предмет на проучување на овој труд е влијанието на фонетската обука врз перцепцијата на англиските вокали /iː, ɪ, e, æ/ од страна на македонските изучувачи на англискиот јазик. Oбуката е осмислена така што обединува традиционални и комуникативно-когнитивни техники за изучување изговор на странски јазик, коишто се фокусираат на подигнување на свеста за англискиот изговор преку максимална перцептивна изложеност на изучувачите на автентичен говор, наспроти минималниот обид за вежбање на изговорот. Во истражувањето учествуваа 62 испитаника, поделени во две групи: експериментална (n = 31) и контролна (n = 31). Само експерименталната група беше подложена на перцептивна обука. Сите испитаници сработија четири тестови за идентификација на вокалите, еден пред обуката и три теста по обуката. Со помош на статистичка анализа на одговорите, се тестираше ефектот на перцептивната обука врз перцепцијата на испитаниците. Резултатите укажуваат на индикативно подобрување на перцепцијата на тестираните фонетски контрасти, веројатно поради сѐ уште присутната нестабилност на новиот фонолошки систем кај изучувачите.
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Киркова-Наскова, Анастазија. 2024. “Влијанието на фонетската обука врз перцепцијата на англиските вокали”. Journal of Contemporary Philology 7 (1), 47–70. https://doi.org/10.37834/JCP2471047kn.
Section
Linguistics
Copyright © 2014 Blaže Koneski Faculty of Philology, Skopje
Journal of Contemporary Philology (JCP)
Современа филологија
References
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Cenoz, J. and García Lecumberri, M. L. (1999). The effect of training on the discrimina¬tion of English vowels. International Review of Applied Linguistics in Language Teaching, 37: 261–275.
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
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Derwing, T. M. and Rossiter, M. J. (2003). The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning 13 (1): 1–17.
Derwing, T. M., Munro, M. J. and Wiebe, G. (1998). Evidence in favour of a broad frame¬work for pronunciation instruction. Language Learning, 48 (3), 393–410.
Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (ed.), Speech perception and linguistic experience: Issues in cross-language research 233–277. Timonium, MD: York Press.
Flege, J. E. and Bohn, O-S. (2021). The Revised Speech Learning Model (SLM-r). In R. Wayland (ed.) Second language speech learning: Theoretical and empirical progress, 3–83. Cambridge: Cambridge University Press.
Fraser, H. (2006). Helping teachers help students with pronunciation. Prospect: A Journal of Australian TESOL 21 (1): 80–94.
Gómez-Lacabex, E. and Gallardo-del-Puerto, F. (2014). Raising perceptual phonemic awareness in the EFL classroom. Concordia Working Papers in Applied Linguistics, 5: 203–215.
Gordon, J., Darcy, I. and Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis and K. LeVelle (eds.) Pronunciation and Assessment: Proceedings of the 4th Annual Pronunciation in Second Language Learning and Teaching Conference Vancouver, British Columbia, August 24–25 2012 194–206. Ames, IA: Iowa State University.
Hancock, M. (2010). Pronunciation games. Cambridge: Cambridge University Press.
Hardison, D. M. (2003). Acquisition of second-language speech: Effects of visual cues, context and talker variability. Applied Psycholinguistics 26 (4): 495–522.
Hazan, V., Sennema, A., Iba, M., and Faulkner, A. (2005). Effect of audiovisual perceptual training on the perception and production of consonants by Japanese learners of English. Speech Communication, 47 (3): 360–378.
Hewings, M. (2011). Pronunciation practice activities: A resource book for reaching English pronunciation. Cambridge: Cambridge University Press.
Kelly, G. (2003). How to teach pronunciation. Harlow: Longman.
Lee, J., Jang, J. and Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36 (3): 345–366.
Lee, B., Plonsky, L., and Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88, Article 102185.
Levis, J. and Cortes, V. (2008). Minimal pairs in spoken corpora: Implications for pronun¬ciation assessment and teaching. In C. A. Chapelle, Y.-R. Chung, and J. Xu (eds.) Towards Adaptive CALL: Natural language processing for diagnostic language assessment 197–208. Ames, IA: Iowa State University.
Lively, S.E., Logan, J. S. and Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/: II. The role of phonetic environment and talker variability in learn¬ing new perceptual categories. Journal of the Acoustical Society of America, 94: 1242–1255.
Lively, S. E., Pisoni, D. B., Yamada, R., Tohkura, Y., and Yamada, T. (1994). Training Japanese listeners to identify English /r/ and /l/. III. Long-term retention of new phonetic categories. Journal of the Acoustical Society of America, 96: 2076–2087.
Lowie, W., and Seton, B. (2013). Essential statistics for applied linguistics. Basingstoke: Palgrave Macmillan.
Maeda, M. (2010) English vowel production for Japanese adults: Comparison of two training methods. In Proceedings of the 6th Annual Symposium: Graduate and Research Scholarly Projects, April 23 2010 145–146. Wichita KS: Wichita State University.
Mańkowska, A., Nowacka, M., and Kłoczowska, M. (2009). “How Much Wood Would a Woodchuck Chuck?”: English pronunciation practice book. Kraków-Rzeszów-Zamość: Konsorcjum Akademickie.
Marković, M. (2007). Kontrastivna analiza akustičkih i artikulacionih karakteristika vokalskih sistema engleskog i srpskog jezika. Doktorska disertacija. Novi Sad: Univerzitet u Novom Sadu.
McCrocklin, S. (2012). Effect of audio vs. video listening exercises on aural discrimination of vowels. In. J. Levis and K. LeVelle (eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Ames, IA, September 16–17 2011 178–186. Ames, IA: Iowa State University.
Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. Studies in Second Language Acquisition 21: 81–108.
Rasmussen, J. and Zampini, M. L. (2010) The effects of phonetic training on the intelligi¬bility and comprehensibility of native Spanish speech by second language learners. In J. Levis and K. LeVelle (eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Ames, Iowa, September 17–19 2009, 38–52. Ames, IA: Iowa State University.
Rogerson-Revell, P. (2011). English phonology and pronunciation teaching. London: Continuum Press.
Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation in EFL settings: The case of English vowels and Japanese learners of English. The Linguistics Journal, 3 (3): 16–41.
Saito, K. (2021) Effects of corrective feedback on second language pronunciation develop¬ment. In H. Nassaji and E. Kartchava (eds.), The Cambridge handbook of corrective feedback in second language learning and teaching, 407–428. Cambridge: Cambridge University Press.
Sardegna, V. G. (2022) Evidence in favor of a strategy-based model for English pronuncia¬tion instruction. Language Teaching, 55 (3): 363–378.
Sato, M. and Lyster, R. (2012) Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34: 591–626.
Strange, W. (1995). Cross-language study of speech perception: An historical review. In W. Strange (ed.), Speech perception and linguistic experience: Issues in sross-language research, 3–45. Timonium, MD: York Press.
Strange, W. (2006). Second-language speech perception: The modification of automatic selective perceptual routines. Journal of the Acoustical Society of America 120: 3137.
Strange, W. (2011). Automatic selective perception (ASP) of first and second language speech: A working model. Journal of Phonetics, 39 (4): 456–466.
Strange, W. and Shafer, V. L. (2008). Speech perception in second language learners: The re-education of selective perception. In J. Hansen and M. L. Zampini (eds.) Phonology and second language Acquisition 153–191. Amsterdam: John Benjamins.
Thomson, R. I. (2018). High variability [pronunciation] training (HVPT): A proven tech¬nique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 4 (2) 208–231.
Thomson, R. I. and Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruc¬tion: A narrative review. Applied Linguistics, 36 (3): 326–344.
Venkatagiri, H. S. and Levis, J. M. (2007). Phonological awareness and speech comprehen¬sibility. Language awareness 16 (4): 263–277.
Wang, X. (2002). Training Mandarin and Cantonese speakers to identify English vowel contrasts: Long-term retention and effects on production. Doctoral dissertation. Simon Fraser University.
Wang, X., and Munro, M. J. (2004). Computer-based training for learning English vowel contrasts. System, 32: 539–552.
Baker, A. (2006). Ship or Sheep? An intermediate pronunciation course (3rd edn.). Cambridge: Cambridge University Press.
Best, C. T. (1995). A direct realist view of cross-language speech perception. In W. Strange (ed.), Speech perception and linguistic experience: Issues in cross-language research 171–203. Timonium, MD: York Press.
Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., and Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America 101 (4): 2299–2310.
Cebrian, J. and Carlet, A. (2014). Second-language learners’ identification of target-language phonemes: A short-term phonetic training study. The Canadian Modern Language Review, 70 (4): 484–499.
Cenoz, J. and García Lecumberri, M. L. (1999). The effect of training on the discrimina¬tion of English vowels. International Review of Applied Linguistics in Language Teaching, 37: 261–275.
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Couper, G. (2003) The value of an explicit pronunciation syllabus in ESOL teaching. Prospect 18 (3): 53–70.
Couper, G. (2009) Teaching and learning L2 pronunciation: Understanding the effective¬ness of socially-constructed metalanguage and critical listening in terms of a cogni¬tive phonology framework. PhD dissertation. University of New England.
Derwing, T. M. and Rossiter, M. J. (2003). The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning 13 (1): 1–17.
Derwing, T. M., Munro, M. J. and Wiebe, G. (1998). Evidence in favour of a broad frame¬work for pronunciation instruction. Language Learning, 48 (3), 393–410.
Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (ed.), Speech perception and linguistic experience: Issues in cross-language research 233–277. Timonium, MD: York Press.
Flege, J. E. and Bohn, O-S. (2021). The Revised Speech Learning Model (SLM-r). In R. Wayland (ed.) Second language speech learning: Theoretical and empirical progress, 3–83. Cambridge: Cambridge University Press.
Fraser, H. (2006). Helping teachers help students with pronunciation. Prospect: A Journal of Australian TESOL 21 (1): 80–94.
Gómez-Lacabex, E. and Gallardo-del-Puerto, F. (2014). Raising perceptual phonemic awareness in the EFL classroom. Concordia Working Papers in Applied Linguistics, 5: 203–215.
Gordon, J., Darcy, I. and Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis and K. LeVelle (eds.) Pronunciation and Assessment: Proceedings of the 4th Annual Pronunciation in Second Language Learning and Teaching Conference Vancouver, British Columbia, August 24–25 2012 194–206. Ames, IA: Iowa State University.
Hancock, M. (2010). Pronunciation games. Cambridge: Cambridge University Press.
Hardison, D. M. (2003). Acquisition of second-language speech: Effects of visual cues, context and talker variability. Applied Psycholinguistics 26 (4): 495–522.
Hazan, V., Sennema, A., Iba, M., and Faulkner, A. (2005). Effect of audiovisual perceptual training on the perception and production of consonants by Japanese learners of English. Speech Communication, 47 (3): 360–378.
Hewings, M. (2011). Pronunciation practice activities: A resource book for reaching English pronunciation. Cambridge: Cambridge University Press.
Kelly, G. (2003). How to teach pronunciation. Harlow: Longman.
Lee, J., Jang, J. and Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36 (3): 345–366.
Lee, B., Plonsky, L., and Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88, Article 102185.
Levis, J. and Cortes, V. (2008). Minimal pairs in spoken corpora: Implications for pronun¬ciation assessment and teaching. In C. A. Chapelle, Y.-R. Chung, and J. Xu (eds.) Towards Adaptive CALL: Natural language processing for diagnostic language assessment 197–208. Ames, IA: Iowa State University.
Lively, S.E., Logan, J. S. and Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/: II. The role of phonetic environment and talker variability in learn¬ing new perceptual categories. Journal of the Acoustical Society of America, 94: 1242–1255.
Lively, S. E., Pisoni, D. B., Yamada, R., Tohkura, Y., and Yamada, T. (1994). Training Japanese listeners to identify English /r/ and /l/. III. Long-term retention of new phonetic categories. Journal of the Acoustical Society of America, 96: 2076–2087.
Lowie, W., and Seton, B. (2013). Essential statistics for applied linguistics. Basingstoke: Palgrave Macmillan.
Maeda, M. (2010) English vowel production for Japanese adults: Comparison of two training methods. In Proceedings of the 6th Annual Symposium: Graduate and Research Scholarly Projects, April 23 2010 145–146. Wichita KS: Wichita State University.
Mańkowska, A., Nowacka, M., and Kłoczowska, M. (2009). “How Much Wood Would a Woodchuck Chuck?”: English pronunciation practice book. Kraków-Rzeszów-Zamość: Konsorcjum Akademickie.
Marković, M. (2007). Kontrastivna analiza akustičkih i artikulacionih karakteristika vokalskih sistema engleskog i srpskog jezika. Doktorska disertacija. Novi Sad: Univerzitet u Novom Sadu.
McCrocklin, S. (2012). Effect of audio vs. video listening exercises on aural discrimination of vowels. In. J. Levis and K. LeVelle (eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Ames, IA, September 16–17 2011 178–186. Ames, IA: Iowa State University.
Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. Studies in Second Language Acquisition 21: 81–108.
Rasmussen, J. and Zampini, M. L. (2010) The effects of phonetic training on the intelligi¬bility and comprehensibility of native Spanish speech by second language learners. In J. Levis and K. LeVelle (eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Ames, Iowa, September 17–19 2009, 38–52. Ames, IA: Iowa State University.
Rogerson-Revell, P. (2011). English phonology and pronunciation teaching. London: Continuum Press.
Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation in EFL settings: The case of English vowels and Japanese learners of English. The Linguistics Journal, 3 (3): 16–41.
Saito, K. (2021) Effects of corrective feedback on second language pronunciation develop¬ment. In H. Nassaji and E. Kartchava (eds.), The Cambridge handbook of corrective feedback in second language learning and teaching, 407–428. Cambridge: Cambridge University Press.
Sardegna, V. G. (2022) Evidence in favor of a strategy-based model for English pronuncia¬tion instruction. Language Teaching, 55 (3): 363–378.
Sato, M. and Lyster, R. (2012) Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34: 591–626.
Strange, W. (1995). Cross-language study of speech perception: An historical review. In W. Strange (ed.), Speech perception and linguistic experience: Issues in sross-language research, 3–45. Timonium, MD: York Press.
Strange, W. (2006). Second-language speech perception: The modification of automatic selective perceptual routines. Journal of the Acoustical Society of America 120: 3137.
Strange, W. (2011). Automatic selective perception (ASP) of first and second language speech: A working model. Journal of Phonetics, 39 (4): 456–466.
Strange, W. and Shafer, V. L. (2008). Speech perception in second language learners: The re-education of selective perception. In J. Hansen and M. L. Zampini (eds.) Phonology and second language Acquisition 153–191. Amsterdam: John Benjamins.
Thomson, R. I. (2018). High variability [pronunciation] training (HVPT): A proven tech¬nique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 4 (2) 208–231.
Thomson, R. I. and Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruc¬tion: A narrative review. Applied Linguistics, 36 (3): 326–344.
Venkatagiri, H. S. and Levis, J. M. (2007). Phonological awareness and speech comprehen¬sibility. Language awareness 16 (4): 263–277.
Wang, X. (2002). Training Mandarin and Cantonese speakers to identify English vowel contrasts: Long-term retention and effects on production. Doctoral dissertation. Simon Fraser University.
Wang, X., and Munro, M. J. (2004). Computer-based training for learning English vowel contrasts. System, 32: 539–552.