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The Effect of Computer-Assisted Pronunciation Training on Iranian EFL Learners’ Pronunciation and its Relationship with their Attitudes towards Pronunciation and CALL

Name: The Effect of Computer-Assisted Pronunciation Training on Iranian EFL Learners' Pronunciation and its Relationship with their Attitudes towards Pronunciation and CALL
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M.A. Thesis

In Teaching English as a Foreign Language

The Effect of Computer-Assisted Pronunciation Training on Iranian EFL Learners’ Pronunciation and its Relationship with their Attitudes towards Pronunciation and CALL

This study aimed to investigate whether the introduction of accent reduction software in conversation classes at the university level would result in developments in EFL learners’ pronunciation. It also intended to examine EFL learners’ attitudes toward pronunciation and CALL before and after experiencing CAPT activities for learning English pronunciation. The design of the study was quasi-experimental intervention which consisted of control and experimental groups. Two classes at the Department of Foreign Languages and Linguistics at Shiraz University, Iran participated in the study. While the control group followed traditional pronunciation training, the experimental group attended the pronunciation instruction which integrated Farsi edition of the Accent Master software. Results of the study suggest that especially in EFL settings where exposure to target language is quite rare, software programs are perfect options to compensate the limitation of pronunciation training and to foster positive attitudes in learners. In conclusion, EFL learners can be provided with extra exposure to target language input and practice in target language with the gift of specifically designed CAPT programs.

Key words: Computer-assisted Pronunciation Training; pronunciation training; Accent Reduction Software; Attitudes toward pronunciation; Attitudes towards CALL; CAPT

دسته: زبان خارجه, زبان خارجه برچسب: Key words: Computer-assisted Pronunciation Training; pronunciation training; Accent Reduction Software; Attitudes toward pronunciation; Attitudes towards CALL; CAPT

توضیحات

ABSTRACT IV

TABLE OF CONTENTS V

LIST OF TABLES IX

LIST OF FIQURES XI

CHAPTER ONE: Introduction 1

1.0 Preliminaries 1

1.1 Pronunciation Training 1

1.2 Learner and Pronunciation Training 3

1.2.1 Learners’ Age 3

1.2.2 Learners’ Target Language Exposure 4

1.2.3 Learners’ Attitude 4

1.2.4 Learners’ Anxiety 6

1.3 Computer-Assisted Pronunciation Training (CAPT) 6

1.4 Attitudes toward Foreign Language Pronunciation

and CALL 7

1.5 Objectives of the Study 8

1.5.1 Research Questions 9

1.6 Significance of the Study 10

CHAPTER TWO: Literature Review 11

2.0 Introduction 11

2.1 Definition and Importance of Pronunciation 11

2.1.1 Components of Pronunciation 12

2.1.1.1 Segmental Features of Pronunciation 12

2.1.1.2 Suprasegmental Features of Pronunciation 12

2.1.1.3 Research on Pronunciation Components 14

2.1.3 Stress-timed and Syllable-timed Languages 18

2.2 Pronunciation and English Language Teaching (ELT) 19

2.2.1 History of Pronunciation Training 21

2.2.1.1 The Direct Method 21

2.2.1.2 The Reform Movement 22

2.2.1.3 Audiolinguism and the Oral Approach 22

2.2.1.4 The Cognitive Approach 22

2.2.1.5 The Silent Way 23

2.2.1.6 The Communicative Approach 23

2.2.2 Why was Pronunciation Training Marginalized? 24

2.2.3 The role of First Language 24

2.2.4 Which English should be Taught? 25

2.2.5 Pronunciation Teaching Approaches 27

2.2.5.1 A communicative Framework of Pronunciation

Training 27

2.2.6 Pronunciation Teaching Techniques, Tools and

Technology 28

2.3 Research on CAPT 32

2.3.1 Pronunciation Software Programs 33

2.4 Learners’ Attitudes toward Pronunciation 36

2.5 Learners’ Attitudes towards CALL 37

CHAPTER THREE: Method 40

3.0 Introduction 40

3.1 Participants 40

3.2 Materials 41

3.2.1 Accent Master English Pronunciation

Software (Farsi Edition) 41

3.3 Instruments 45

3.3.1 A-CALL Questionnaire 45

3.3.2 Pronunciation Attitude Inventory (PAI) 45

3.3.3 Pronunciation Test Battery 46

3.3.3.1 Validity and Reliability of the Pronunciation

Test-Battery 47

3.4 Data Collection Procedures 47

3.5 Data Analysis 48

CHAPTER FOUR: Results and Discussion 50

4.0 Introduction 50

4.1 Results of the Quantitative Data Analysis 50

4.1.1 Results of the Analysis of Pronunciation Scores 50

4.1.2 Results of the Analysis of A-CALL Questionnaires 54

4.1.3 Results of the Analysis of PAI Questionnaires 56

4.2 Discussion of the Quantitative Data Analysis 59

4.2.1 Discussion on the Analysis of the PTB Scores 59

4.2.1.1 Is Computer-assisted pronunciation

training effective? Will the Iranian EFL

learners’ pronunciation skills (vowels,

consonants, word stress, linking, etc.)

improve after a period of CAPT? 59

4.2.1.2 In which traits of the pronunciation

skill (i.e. vowel sounds, diphthongs, linking,

intonation, etc.) do the Iranian EFL learners

perform better after the CAPT intervention? 61

4.2.2 Discussion on the Analysis of

Attitude Questionnaires 62

4.2.2.1 What are Iranian EFL learners’ attitudes

towards CALL before experiencing CAPT

activities for learning English pronunciation?

What are Iranian EFL learners’ attitudes

towards CALL after experiencing CAPT

activities for learning English pronunciation? 62

4.2.2.2 What are Iranian EFL learners’

attitudes towards pronunciation before

experiencing CAPT activities for learning

English pronunciation? What are Iranian

EFL learners’ attitudes towards pronunciation

after experiencing CAPT activities for

learning English pronunciation? 63

CHAPTER FIVE: Summary, Conclusions and Implications 65

5.0 Introduction 65

5.1 Summary 65

5.2 Conclusion 67

5.3 Pedagogical Implications 67

5.4 Limitations of the Study 69

5.5 Suggestions for Further Research 69

REFERENCES 71

APPENDICES 75

Appendix A: Attitudes towards CALL Questionnaire 75

Appendix B: Pronunciation Attitude Inventory (PAl) 77

Appendix C: Pronunciation Test Battery 79

Appendix D: Moodle Pronunciation Rubric 81

Appendix E: Pronunciation program syllabus 82

ABSTRACT IN PERSIAN

LIST OF TABLES

Table 2.1. Intelligibility, Comprehensibility and

Accentedness 26

Table 2.2. A communicative framework for teaching

English pronunciation 28

Table 2.3. Drama techniques for teaching English

Pronunciation 31

Table 4.1. Descriptive statistics for PTB pre-test

and post-test scores 50

Table 4.2. Independent-samples t-test results of the

experimental and control groups on the

PTB pre-test 51

Table 4.3. Independent-samples t-test results

comparing experimental and control

groups’ PTB post-test 51

Table 4.4. Paired-samples t-test results for

experimental and control group

PTB pre- and post-tests 52

Table 4.5. Multivariate test of significance for

the two groups PTB pre and post-tests

for the eight pronunciation traits 52

Table 4.6. One-way MANOVA on tests of

between-subjects effects for the

experimental group on PTB pre-test

and post-test scores 53

Table 4.7. Descriptive statistics for ACALL and

PAI pre- and post-tests 54

Table 4.8. Independent-samples t-test results

comparing experimental and control

group on A-CALL pre-tests 54

Table 4.9. Independent-samples t-test for

experimental and control groups

on A-CALL post-test 55

Table 4.10. Paired-samples t-tests comparing

experimental and control groups’

A-CALL pre- and post-tests 55

Table 4.11. Descriptive statistics for PAI

pre- and post-tests 56

Table 4.12. Independent-samples t-test results

comparing experimental and control

group on PAI pre-tests 56

Table 4.13. Independent-samples t-test for

experimental and control groups

on PAI post-test 57

Table 4.14. Paired-samples t-tests comparing

experimental and control groups’

PAI pre- and post-tests 57

LIST OF FIGURES

Figure 1.1. The Interface of Attitude, Motivation,

and Pronunciation Training 5

Figure 3.1. Main Menu of the software 42

Figure 3.2. Basic Lessons on problematic sounds 42

Figure 3.3. Front and side views of mouth pronouncing

selected sound along with explanation on

placement, voicing and manner of

articulation 43

Figure 3.4. Visual comparison of waveforms of

each sound or word with those of model 43

Figure 3.5. Advanced Lessons on suprasegmentals 44

Figure 3.6. Interactive listening and speaking games 44

Figure 4.1. Casewise scores of the learners on PAI

pre- and post-tests 58

Figure 4.2. Groupwise mean scores on PAI

administered as a pre- and post-test s 59