Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 2 (2024)

Teacher-Mediated Pronunciation Instruction: Its Effects on Enhancing the Oral Language Fluency of Seventh-Grade English Students

Jason S. Barrun | Jonald B. Sia

Discipline: Teacher Training

 

Abstract:

This study investigated the effects of teacher-mediated pronunciation instruction on enhancing the oral language fluency of seventhgrade English students. Using a quasi-experimental pretest-posttest non-equivalent groups design, 32 learners served as respondents of the thirteen-session- study in a secondary school in Southern Luzon, Philippines. The student-respondents were tested to find out whether there would be a significant difference in their knowledge and application of the segmentals and suprasegmentals before and after the implementation of the said intervention. In all the instruments, namely the dictation test, pronunciation achievement test, and aural-oral achievement test, the findings revealed that the experimental group performed significantly higher than the control group. Through the independent sample t-test and Analysis of Covariance (ANCOVA), the results revealed that the experimental group had higher mean scores than the control group with tcomputed values exceeding the tabular values affirming that an explicit pronunciation instruction is better in enhancing the oral language fluency of students than only incidental acquisition. The more the learners are exposed to an intervention, the more that they will become intelligible. Other effects also include the more frequently that the teacher conducts various games, the more that the students enjoy and learn pronunciation; and the more refined a learner’s pronunciation skill is, the more improved he/she is when it comes to listening comprehension and spelling. Finally, it is recommended that more and newer interventions regarding second language phonology or any content that focuses on speaking as a macro-strand in English should be delved into.



References:

  1. Bradlow, A., Akahane‐Yamada, R., Pisoni, D., & Tohkura, Y. (1999). Training Japanese lis-teners to identify English /r/and /l/: Long‐term retention of learning in per-ception and production. Percep¬tion and Psychophysics, 61, 977‐985.
  2. Brown, S. (2011). Listening myths: Applying second language research to classroom teaching. Ann Arbor: University of Michi-gan Press.
  3. Celce-Murcia, M 1991, Teaching English as a second or foreign language, Heinle & Heinle, Boston.207
  4. Celce‐Murcia, M., Brinton, D. M., Goodwin, J. M. (with Griner, B.). (2010). Teaching pro-nunciation: A course book and reference guide (2nd ed.). New York, NY: Cam-bridge University Press.
  5. Celce-Murcia, M., & Goodwin, J. M. (1991). Teaching Pronunciation. In M. Celce-Murcia (Ed.) Teaching English as a Sec-ond or Foreign Language, 136-153. New York: Newbury House.
  6. Champagne‐Muzar, C., Schneiderman, E., & Bourdages, J. (1993). Second language accent: The role of pedagogical environ-ment. International Review of Applied Linguistics in Language Teaching, 31, 143-160.
  7. Dan, C 2006, ‘How can I improve my student’s pronunciation?’ Report submitted to Chi-na’s Experimental Centre for Educational Action Research in Foreign Languages Teaching, June 2006, Guyuan, Ningxia.
  8. Derwing, TM, Munro, MJ & Wiebe, G 1998, ’Ev-idence in favor of a broad framework for pronunciation instruction’, Language Learning, vol. 48, no.3, pp. 393-410.
  9. Gilbert, J. (1984). A Clear speech. Pronuncia-tion and listening comprehension in American English. Student’s manual and answer key, Cambridge University Press, Cambridge.
  10. Gilbert, J. (1995). Pronunciation practice as an aid to listening com¬prehension. In D. Mendelsohn & J. Rubin (Eds.), A guide to the teaching of second language listening (pp. 97‐112). San Diego, CA: Dominie Press.
  11. Gordon, J., & Darcy, I. (2016). The develop-ment of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pro-nunciation, 2, 56-92. https://doi.org/10.1075/jslp.2.1.03gor
  12. Harmer, J 2001, The practice of English lan-guage teaching, (3rd ed.), Pearson Edu-cation London.
  13. Krashen, SD 1987, Principles and practices in second language acquisition, Prentice Hall, Englewood Cliffs.
  14. Lee, J., Jang, J., & Plonsky, L. (2015). The effec-tiveness of second lan¬guage pronuncia-tion instruction: A meta-analysis. Ap-plied Lin¬guistics, 36, 345-366.
  15. Linebaugh, G., & Roche, T. (2015). Evidence that L2 production train¬ing can enhance perception. Journal of Academic Lan-guage and Learning, 9, A1-A17.
  16. Morley, J 1991, ‘The pronunciation component in teaching English to speakers of other languages’, TESOL Quarterly, vol. 25, no.1, pp. 51-74.
  17. Morley, J. (1994). A Multidimensional Curricu-lum Design for Speech-pronunciation In-struction. In J. Morley (Ed.), Pronuncia-tion Theory and Pedagogy: New Views, New Directions (64-91). Alexandria, VA: TESOL.
  18. Morley, J 1998, ‘Trippingly on the tongue: Put-ting serious speech/pronunciation in-struction back in the TESOL equation’, ESL Magazine, issue January/ February, pp. 20-23.
  19. Noteboom, S 1983, ‘Is Speech Production con-trolled by Speech Perception?’In VD Broecke et al. (ed.), Sound structure, stud-ies for Antonie Cohen, Foris, Dordrecht, pp. 183-94.
  20. Nurhayati, D. A. W. (2008a). Improving Stu-dents’English Vocabulary Mastery through Games (A Classroom Action Re-search in the Islam Kindergarten of Al-Irsyad Madiun in the Academic Year 2007/2008). Graduate School of Sebelas Maret University.
  21. Nurhayati, D. A. W. (2015). Improving Stu-dents’ English Pronunciation Ability through Go Fish Game and Maze Game). Vol.15, No.2
  22. Pennington, M (1996), Phonology in English language teaching, Addison Wesley Longman, London
  23. Pourhosein Gilakjani, A. (2012). A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the Strate-gies for Instruction. International Journal of Humanities and Social Science, 2(3), 119-128.
  24. Richard-Amato, P 1988, Making it happen: In-teraction in the second language class-room from theory to practice, Longman, New York.
  25. Ruellot, V. (2011). Computer‐assisted pronun-ciation learning of French /u/ and /y/at the intermediate level. In J. Levis & K. Le-Velle (Eds.), Proceedings of the 2nd Pro-nunciation in Second Lan¬guage Learning and Teaching Conference (pp. 199 213). Ames: Iowa State University.
  26. Saito, K. (2012). Effects of instruction on L2 pronunciation develop¬ment: A synthesis of 15 quasi‐experimental inter-vention studies. TESOL Quarterly, 46(4), 842‐854. https://doi.org/10.1002/tesq.67
  27. Scovel, T. (1988). A Time to Speak: A Psycho-linguistic Inquiry into the Critical Period for Human Speech. New York: Newbury House.
  28. Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pro¬nunciation in-struction: A narrative review. Applied Linguistics, 36, 326-344. https://doi.org/10.1093/applin/amu076
  29. Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H. (2009). Comprehension based practice. Studies in Second Language Ac¬quisition, 31, 609‐639. https://doi.org/10.1017/S0272263109990040
  30. Wang, W., Jongman, A., & Sereno, J. A. (2003). Acoustic and percep¬tual evaluations of Mandarin tone productions before and after perceptual training. Journal of the Acoustical Society of America, 113, 1033‐1043.
  31. Yates, L., & Zielinski, B. (2009). Give It a Go: Teaching Pronunciation to Adults. Syd-ney, Australia: AMEPRC. Available: http://www.ameprc.mq.edu.au/resources/classroom_resources/give_it_a_go.
  32. Yule, G., Hoffman, P., & Damico, J. (1987). Pay-ing attention to pro¬nunciation: The role of self-monitoring in perception. TESOL Quarterly, 21(4), 765‐768. https://doi.org/10.2307/3586994

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic