Document Type : Research Paper
Authors
Vali-e-Asr University of Rafsanjan
Abstract
Nowadays there are several challenges for English teachers as well as researchers regarding how to teach foreign language pronunciation more effectively. The current study aimed to explore the effect of computer-assisted pronunciation teaching (CAPT) on Persian monolinguals and Turkmen- Persian and also Baloch- Persian bilinguals’ pronunciation considering production and perception. A sample of 48 female mono and bilingual 7th-grade students participated in this study and made the experimental and comparison groups. All the participants took the Oxford Placement Test and accordingly were in the beginner level of English language proficiency (95.83% of the participants’ scores ranged from 0 to 15). The experimental group experienced a technology-based instruction while the comparison group benefited from traditional listen and repeat method of pronunciation teaching. Two Two-way between-group ANOVAs were used to define the influence of CAPT on pronunciation production and perception of the mono and bilingual participants. The results of the study indicated that CAPT had a significant effect on pronunciation production while pronunciation perception was comparatively more enhanced through the traditional method. Regarding mono and bilingualism, it was also found that bilinguals significantly outperformed monolinguals in pronunciation production in both groups while there was no significant difference between them in pronunciation perception. There were also no interaction effects for pronunciation perception or production scores. The results generally showed that CAPT can be beneficial specifically when it is used along with traditional methods at schools in beginner levels.
Keywords
Afsharrad, M., & Sadeghi Benis, A. R. (2017). Differences between monolinguals and bilinguals/males and females in English reading comprehension and reading strategy use. International Journal of Bilingual Education and Bilingualism, 20(1), 34-51.
Alghazo, S. M. (2015). Advanced EFL Learners' Beliefs about Pronunciation Teaching. International Education Studies, 8(11), 63-76.
Appel, R., & Muysken, P. (1987). Bilingualism and language contact. London: Edward Arnold, 18.
Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. Tesol Quarterly, 48(1), 136-163.
Breitkreutz, J., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 51-61.
Brown, G., Brown, G. D., Brown, G. R., Gillian, B., & Yule, G. (1983). Discourse analysis: Cambridge university press.
Busà, M. G., & Stella, A. (2014). The acquisition of english l2 prosody by italian native speakers: Experimental data and pedagogical implications. Paper presented at the Pronunciation in Second Language Learning and Teaching Conference (ISSN 2380-9566).
Butler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and teaching English language learners: Allyn and Bacon Boston.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational psychology review, 3(3), 149-210.
Clark, R. E. (2001). Learning from media: Arguments, analysis, and evidence: IAP.
del Pilar Agustín-Llach, M. (2017). The impact of bilingualism on the acquisition of an additional language: Evidence from lexical knowledge, lexical fluency, and (lexical) cross-linguistic influence. International Journal of Bilingualism, 1367006917728818.
Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2012). How well do general-skills ESL textbooks address pronunciation? TESL Canada Journal, 22-22.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. Tesol Quarterly, 39(3), 379-397.
Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language teaching, 42(4), 476-490.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (Vol. 42): John Benjamins Publishing Company.
Florez, M. C. (1998). Improving adult ESL learners' pronunciation skills: ERIC, National Clearinghouse for ESL Literacy Education.
Foote, J. A., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34-56.
Fouz-González, J. (2019). Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features. ReCALL, 31(2), 150-169.
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language: DETYA (ANTA Innovative project).
Fricke, M., Kroll, J. F., & Dussias, P. E. (2016). Phonetic variation in bilingual speech: A lens for studying the production–comprehension link. Journal of memory and language, 89, 110-137.
Gilakjani, P., & Rahimy, R. (2019). Factors influencing Iranian teachers’ use of computer assisted pronunciation teaching (CAPT). Education and Information Technologies, 24(2), 1715-1740.
Gooniband Shooshtari, Z., Mehrabi, K., & Mousavinia, S. (2013). A call for teaching pronunciation in Iranian schools. International Journal of Academic Research in Progressive Education and Development, 2(1), 454-465.
Grim, F., & Sturm, J. L. (2015). Where does pronunciation stand in the 21st century foreign language classroom? Educators’ and learners’ views. Paper presented at the Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, Dallas, TX.
Hinton, M. (2013). An aptitude for speech: The importance of mimicry ability in foreign language pronunciation. In Teaching and researching English accents in native and non-native speakers (pp. 103-111): Springer.
Inceoglu, S. (2014). AUDIOVISUAL AND AUDITORY-ONLY PERCEPTUAL TRAINING: EFFECTS ON THE PRONUNCIATION OF FRENCH NASAL VOWELS. Paper presented at the PRONUNCIATION IN SECOND LANGUAGE LEARNING AND TEACHING CONFERENCE (ISSN 2380-9566).
Izadi, M., & Yarahmadzehi, N. (2018). The metalinguistic awareness of bilingual (Persian-Baluchi) and monolingual (Persian) learners of English language. Linguistic Approaches to Bilingualism.
Kalantari, R. (2015). The Dillemas of multilingualism in Iran. English Review: Journal of English Education, 1(1), 6-16.
Kelly, L. G. (1969). 25 Centuries of Language Teaching.
Kenworthy, J. (1987). Teaching english pronunciation.
Keshavarz, M. H., & Ghamoushi, M. (2014). A comparative study of metacognitive awareness of reading strategies among monolingual and bilingual Iranian EFL learners. Advances in Language and Literary Studies, 5(4), 25-32.
Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218.
Kim, I.-S. (2006). Automatic speech recognition: Reliability and pedagogical implications for teaching pronunciation. Educational Technology & Society, 9(1), 322-334.
Korkut, P., & Çelik, Ö. (2018). Developing pronunciation through creative drama. The Language Learning Journal, 1-13.
Kuo, L.-J., & Anderson, R. C. (2010). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading, 14(4), 365-385.
Lane, S. D., & Critchfield, T. S. (1998). Classification of vowels and consonants by individuals with moderate mental retardation: Development of arbitrary relations via match‐to‐sample training with compound stimuli. Journal of Applied Behavior Analysis, 31(1), 21-41.
Levy, M., & Stockwell, G. (2013). CALL dimensions: Options and issues in computer-assisted language learning: Routledge.
Li, Y., & Somlak, T. (2019). The effects of articulatory gestures on L2 pronunciation learning: A classroom-based study. Language Teaching Research, 23(3), 352-371.
Liu, Y. (2008). The effectiveness of integrating commercial pronunciation software into an ESL pronunciation class.
Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer assisted language learning, 29(3), 451-476.
Mayer, R., & Mayer, R. E. (2005). The Cambridge handbook of multimedia learning: Cambridge university press.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist, 32(1), 1-19.
Neri, A., Cucchiarini, C., & Strik, H. (2001). Effective feedback on L2 pronunciation in ASR-based CALL.
Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer assisted language learning, 15(5), 441-467.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language learning, 50(3), 417-528.
Olson, D. J. (2014). Phonetics and technology in the classroom: A practical approach to using speech analysis software in second-language pronunciation instruction. Hispania, 47-68.
Pennington, M. C. (1989). Teaching proununciation from the top down. RELC journal, 20(1), 20-38.
Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: Promise, limitations, directions. Computer assisted language learning, 12(5), 427-440.
Pirasteh, P. (2014). The effectiveness of computer-assisted language learning (CALL) on learning grammar by Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1422-1427.
Rogerson, P., & Gilbert, J. B. (1990). Speaking Clearly Teacher's Book: Pronunciation and Listening Comprehension for Learners of English (Vol. 2): Cambridge University Press.
Sa'di, J. a. G., Sa'di, M. S., & Shoja, E. Z. (2013). A comparative study of bilingual and monolingual students In language learning strategy use. Enjoy Teaching Journal, 1(1).
Saito, K. (2011). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language awareness, 20(1), 45-59.
Schmidt, E., & Post, B. (2015). The development of prosodic features and their contribution to rhythm production in simultaneous bilinguals. Language and speech, 58(1), 24-47.
Schroeder, S. R., & Marian, V. (2014). Bilingual episodic memory: How speaking two languages influences remembering. In Foundations of bilingual memory (pp. 111-132): Springer.
Seifi, A., & Abdolmanafi Rokni, S. (2013). Do intermediate monolinguals and bilinguals use different learning strategies. International Journal of English Language Education, 2(1), 57-70.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Wang, N. (2018). Research on the Multimedia Assisted English Teaching Mode Based on the Computer Platform. Paper presented at the International Conference on Frontier Computing.
Wylie, R. E., & Durrell, D. D. (1970). Teaching vowels through phonograms. Elementary English, 47(6), 787-791.
Xodabande, I. (2017). The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners. Cogent education, 4(1), 1347081.
Yamchi, R., & Kumar, V. (2016). Comparison of Iranian Monolingual and Bilingual EFL Students' Listening Comprehension in Terms of Watching English Movie with Latinized Persian Subtitles. English language teaching, 9(5), 65-76.
Yan, H., Lin, J., & Liu, Y. (2018). EFL Pronunciation Training with Computer-Assisted Adaptive Peer Review. English language teaching, 11(11), 74-82.
Young, S. S.-C., & Wang, Y.-H. (2014). The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239-251.
Zare, M., & Mobarakeh, S. D. (2013). Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners. GEMA Online® Journal of Language Studies, 13(1).
Zhang, K. (2018). Research on the Design of the Multimedia Intelligence Teaching System Based on the Oral English Curriculum. Paper presented at the International Conference on Frontier Computing.
', './data/jtls/coversheet/cover_en.jpg'))