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The effect of phonological instruction on L2 Spanish pronunciation and listening : = Data from high school learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of phonological instruction on L2 Spanish pronunciation and listening :/
其他題名:	Data from high school learners.
作者:	Biles, Melissa Jimenez.
面頁冊數:	1 online resource (95 pages)
附註:	Source: Masters Abstracts International, Volume: 73-09.
Contained By:	Masters Abstracts International73-09.
標題:	Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1506276click for full text (PQDT)
ISBN:	9781267175779

The effect of phonological instruction on L2 Spanish pronunciation and listening : = Data from high school learners.
Biles, Melissa Jimenez.

The effect of phonological instruction on L2 Spanish pronunciation and listening :Data from high school learners. - 1 online resource (95 pages)

Source: Masters Abstracts International, Volume: 73-09.

Thesis (M.A.)--Northern Illinois University, 2011.

Includes bibliographical references

In the traditional L2 language classroom, pronunciation and listening are often the most difficult and underdeveloped skills. Furthermore, there may be a correlation between the development of native quality pronunciation with listening skills. It may be that learners with higher level listening skills hear and differentiate native sound patterns and are thus able to imitate and produce them in their speech as well. This thesis investigated if phonological instruction and awareness improved second language students' native-like pronunciation as well as listening abilities. In order to test the hypotheses, learners from two fourth year Advanced Placement Spanish language classes were recruited. Learners completed three pre-test and post-test tasks which included: (1) a multiple-choice test of their general grammatical knowledge to be used as a control factor in order to determine Spanish linguistic abilities, (2) a contextualized sentence reading task in which participants read prepared test sentences aloud; and (3) a listening comprehension task with authentic sources followed by comprehension questions. There was an experimental and control group. The experimental group received specific phonology instruction during normal class time three times a week for about twenty minutes each instructional session over the course of three weeks. The control group attended regular class sessions, but did not receive phonological instruction during the experimental timeframe. After the experimental period of time, both groups of learners were re-tested with the same grammar, pronunciation, and listening evaluations. The results of this thesis show that direct phonological instruction is beneficial to L2 pronunciation development. There was a slight increase in L2 listening skills but further research is needed to make clear conclusions of the benefit of direct phonological instruction for L2 listening comprehension.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781267175779Subjects--Topical Terms:

3434595
Foreign Language.
Subjects--Index Terms:

Direct phonologic instructionIndex Terms--Genre/Form:

542853
Electronic books.

The effect of phonological instruction on L2 Spanish pronunciation and listening : = Data from high school learners.
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500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Henriksen, Nicholas.
502 $a Thesis (M.A.)--Northern Illinois University, 2011.
504 $a Includes bibliographical references
520 $a In the traditional L2 language classroom, pronunciation and listening are often the most difficult and underdeveloped skills. Furthermore, there may be a correlation between the development of native quality pronunciation with listening skills. It may be that learners with higher level listening skills hear and differentiate native sound patterns and are thus able to imitate and produce them in their speech as well. This thesis investigated if phonological instruction and awareness improved second language students' native-like pronunciation as well as listening abilities. In order to test the hypotheses, learners from two fourth year Advanced Placement Spanish language classes were recruited. Learners completed three pre-test and post-test tasks which included: (1) a multiple-choice test of their general grammatical knowledge to be used as a control factor in order to determine Spanish linguistic abilities, (2) a contextualized sentence reading task in which participants read prepared test sentences aloud; and (3) a listening comprehension task with authentic sources followed by comprehension questions. There was an experimental and control group. The experimental group received specific phonology instruction during normal class time three times a week for about twenty minutes each instructional session over the course of three weeks. The control group attended regular class sessions, but did not receive phonological instruction during the experimental timeframe. After the experimental period of time, both groups of learners were re-tested with the same grammar, pronunciation, and listening evaluations. The results of this thesis show that direct phonological instruction is beneficial to L2 pronunciation development. There was a slight increase in L2 listening skills but further research is needed to make clear conclusions of the benefit of direct phonological instruction for L2 listening comprehension.
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650 4 $a Foreign language instruction. $3 3541319
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653 $a Fonetics
653 $a Linguistics
653 $a Listening comprehension
653 $a Phonetics
653 $a Pronunciation
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