SlideShare a Scribd company logo
1 of 29
Download to read offline
Imitating English Oral Texts:
       A Useful Tool to
Learn English Pronunciation?



          Presenter: Sze-Chu Liu
          Instructor: Dr. Pi-Ying Teresa Hsu

                                   2013/04/15
                                               1
Citation

Ibarrola , A. L. (2011). Imitating
English oral texts: A useful tool to
learn English pronunciation? Porta
Linguarum,16, 49-63.




                                       2
Outline


Introduction
Literature Review
Method
Results
Conclusions
Reflection


                               3
INTRODUCTION



               4
Introduction

The acknowledgement that good
 pronunciation plays a paramount role in
 the acquisition of a foreign language is
 nowadays undisputed.




                                            5
Introduction

The teaching of pronunciation still remains
 scarce or even consigned to oblivion.
             (Barrera Pardo, 2004; Brown, 1991;
                   Samuda, 1993; Walker, 1999)




                                                  6
Introduction

Reading aloud constitutes a staple of the
 classroom diet.
                         (Gabrielatos, 2002: 1)
Several researchers have recently
 enhanced the value of reading aloud for
 the classroom.
                   (Birch, 2002; Gibson, 2008).




                                                  7
Introduction




               8
LITERATURE REVIEW



                    9
Literature Review

Research data showed that bad
 pronunciation is usually the main reason
 for communication breakdowns among
 EFL students.
                    (Celce-Murcia et al., 1996)




                                              10
Literature Review

Suprasegmental features
 (intonation, rhythm and stress) are more
 crucial to successful communication than
 the segments.
           (Anderson-Hsieh, 1992; Brazil, 1997;
        Dalton & Seidlhofer, 1994; Moyer, 1999;
      Munro & Derwing, 2001; Pennington, 1989)




                                                  11
Literature Review
The Role of Reading Aloud
and of Imitation

            Reading aloud reinforces grapho-
            phonemic correspondences.



            Reading aloud aids the
            acquisition of prosodic features.


            Reading aloud also helps anxious
            students to feel more able to
            speak.
                                                12
Literature Review

Research questions
     Will the students improve their pronunciation
      via reading aloud oral text s from film or TV?
     If the students improve their pronunciation
      when reading, will they be able to transfer the
      improvements to their free speech?
     Will the students find the reading aloud
      activity useful as a tool to improve their
      pronunciation?


                                                        13
METHOD



         14
Method
Participants
 Number      • Total: 15

               • 20-year-old Spanish native
                 speakers
               • Students of Teacher Training
   Profile
                 Programme for EFL Primary
                 School Teachers at a Spanish
                 University
               • 13 females, 2 males

             • B2 level following the Common
Background     European Framework of
               Reference for Languages (2001)
                                                15
Method
  Course Description
             • 14-week Phonology Course
 Period
             • 3 hours for each week

             • Recordings of English oral
Material       texts from videos or TV

              • One hour per week for
                English Phonology
Teaching      • Two hours per week for a
activities      practical workshop, reading
                the texts aloud imitating the
                pronunciation of the original
                recordings
                                                16
Method
          Data Collection

                    Training
    Pre-test                         Post-test
                    Course

                                    Re-read R1           R2
Record one
                               Speak freely about a
extract from a
film or TV series
                               topic of their choice
                               for one minute
                                                         FS
in English
(approx. 1
minute)                        Fill in a questionnaire
                               with their own            QR
       R1                      impressions


                                                              17
Method
       Rating Procedure

                   S1    S2                S15

  Pretest                                        R1




                                                 R2
Posttest

                                                  FS


    The pronunciation quality of each
    utterance is scored by 4 20-year-old
    native English speakers, on a 1-10
                                                       18
Method
       Questionnaires

1-4 scale
     1: not useful
     2: a bit useful
     3: quite useful
     4: very useful




                                 19
RESULTS



          20
Results
1. Will the students improve their
   pronunciation when reading?




     Figure 1: Group results: R1 vs. R2 (1-10 scale)

                                                       21
Results
1. Will the students improve their
  pronunciation when reading?




                       ?
                                           ?
                                                 ?




    Figure 2: Individual results: R1 vs. R2 (1-10 scale)


                                                           22
Results
2. If the students’ pronunciation when
   reading improves, will they be able to
   transfer the improvements to their FS?




      Figure 3: Individual results: FS vs. R2 (1-10 scale)

                                                             23
Results
3. Will the students find the reading aloud
   activity useful as a tool to improve their
   pronunciation?




Figure 4: Individual results: Usefulness survey (1-4 scale).




                                                               24
CONCLUSIONS



              25
Conclusions

 The students’ scores showed only
  moderate improvement in their
  pronunciation.
 The free speeches were more intelligible
  but did not seem to have more English-
  like suprasegmental features.
 The students’ opinions showed that all
  students felt very satisfied with the
  imitation practice.
                                             26
REFLECTION



             27
Reflection

 Weakness of this paper can be found:
     The sample size is not sufficient.
     Lack of control group makes it difficult to
      draw a firm conclusion.
     The materials for pre- and post- tests differ
      from student to student.
     The raters’ reliability was not shown.




                                                      28
Thank you for listening!



                           29

More Related Content

What's hot

Lesson 3 listening to (으)세요 (1)
Lesson 3 listening to  (으)세요 (1)Lesson 3 listening to  (으)세요 (1)
Lesson 3 listening to (으)세요 (1)Sangbok Kim
 
Lesson 3 listening to (으)세요 (2)
Lesson 3 listening to  (으)세요 (2)Lesson 3 listening to  (으)세요 (2)
Lesson 3 listening to (으)세요 (2)Sangbok Kim
 
Winke, gass, and syderenko presentation
Winke, gass, and syderenko presentationWinke, gass, and syderenko presentation
Winke, gass, and syderenko presentationJohn Whalen
 

What's hot (6)

Lesson 3 listening to (으)세요 (1)
Lesson 3 listening to  (으)세요 (1)Lesson 3 listening to  (으)세요 (1)
Lesson 3 listening to (으)세요 (1)
 
Unit plan
Unit planUnit plan
Unit plan
 
Lesson 3 listening to (으)세요 (2)
Lesson 3 listening to  (으)세요 (2)Lesson 3 listening to  (으)세요 (2)
Lesson 3 listening to (으)세요 (2)
 
Winke, gass, and syderenko presentation
Winke, gass, and syderenko presentationWinke, gass, and syderenko presentation
Winke, gass, and syderenko presentation
 
Speaking test evaluation sheet
Speaking test evaluation sheetSpeaking test evaluation sheet
Speaking test evaluation sheet
 
ASSESSING LISTENING
ASSESSING LISTENINGASSESSING LISTENING
ASSESSING LISTENING
 

Viewers also liked

L5 assignment: How to integrate the modern 70 year-old into a connected society.
L5 assignment: How to integrate the modern 70 year-old into a connected society.L5 assignment: How to integrate the modern 70 year-old into a connected society.
L5 assignment: How to integrate the modern 70 year-old into a connected society.Agustín Schelstraete
 
Hopper Elasticsearch Hackathon
Hopper Elasticsearch HackathonHopper Elasticsearch Hackathon
Hopper Elasticsearch Hackathonimotov
 
European union: a quick explaination
European union: a quick explainationEuropean union: a quick explaination
European union: a quick explainationStefan van der Weide
 
áLbum fotográfico EAD
áLbum fotográfico EADáLbum fotográfico EAD
áLbum fotográfico EADjosenagel_34
 
Miguel s anchez
Miguel s anchezMiguel s anchez
Miguel s anchezJa'r R'oz
 
Diapositivas sobre los origenes d ela universidad
Diapositivas sobre los origenes d ela universidadDiapositivas sobre los origenes d ela universidad
Diapositivas sobre los origenes d ela universidadNancy Diazgranados
 
Git - tips and tricks
Git - tips and tricksGit - tips and tricks
Git - tips and tricksWallace Reis
 
Boston elasticsearch meetup October 2012
Boston elasticsearch meetup October 2012Boston elasticsearch meetup October 2012
Boston elasticsearch meetup October 2012imotov
 
Compuestos que dañan el organismo
Compuestos que dañan el organismoCompuestos que dañan el organismo
Compuestos que dañan el organismoKaren Urquijo
 
Money Museums As Tools For Economic Education
Money Museums As Tools For Economic EducationMoney Museums As Tools For Economic Education
Money Museums As Tools For Economic EducationKelvin Kizito Kiyingi
 
Trabalhe de casa, pergunte-me como!
Trabalhe de casa, pergunte-me como!Trabalhe de casa, pergunte-me como!
Trabalhe de casa, pergunte-me como!Wallace Reis
 
Xii promoción
Xii promociónXii promoción
Xii promociónJaz0696
 
week4-measuring data
week4-measuring dataweek4-measuring data
week4-measuring dataispkosova
 
Week10_networking_2
Week10_networking_2Week10_networking_2
Week10_networking_2ispkosova
 
Week3 intro to computer (history of comps, comps in everyday life)
Week3   intro to computer (history of comps, comps in everyday life)Week3   intro to computer (history of comps, comps in everyday life)
Week3 intro to computer (history of comps, comps in everyday life)ispkosova
 
Week8 software (up, pl)
Week8   software (up, pl)Week8   software (up, pl)
Week8 software (up, pl)ispkosova
 
Acción comunicativa no violenta
Acción comunicativa no violentaAcción comunicativa no violenta
Acción comunicativa no violentaAlejandra Giral
 

Viewers also liked (20)

L5 assignment: How to integrate the modern 70 year-old into a connected society.
L5 assignment: How to integrate the modern 70 year-old into a connected society.L5 assignment: How to integrate the modern 70 year-old into a connected society.
L5 assignment: How to integrate the modern 70 year-old into a connected society.
 
Hopper Elasticsearch Hackathon
Hopper Elasticsearch HackathonHopper Elasticsearch Hackathon
Hopper Elasticsearch Hackathon
 
European union: a quick explaination
European union: a quick explainationEuropean union: a quick explaination
European union: a quick explaination
 
H6 het parlement
H6 het parlementH6 het parlement
H6 het parlement
 
Ya soy grande
Ya soy grandeYa soy grande
Ya soy grande
 
áLbum fotográfico EAD
áLbum fotográfico EADáLbum fotográfico EAD
áLbum fotográfico EAD
 
Miguel s anchez
Miguel s anchezMiguel s anchez
Miguel s anchez
 
Diapositivas sobre los origenes d ela universidad
Diapositivas sobre los origenes d ela universidadDiapositivas sobre los origenes d ela universidad
Diapositivas sobre los origenes d ela universidad
 
Git - tips and tricks
Git - tips and tricksGit - tips and tricks
Git - tips and tricks
 
Alertamerica2012
Alertamerica2012Alertamerica2012
Alertamerica2012
 
Boston elasticsearch meetup October 2012
Boston elasticsearch meetup October 2012Boston elasticsearch meetup October 2012
Boston elasticsearch meetup October 2012
 
Compuestos que dañan el organismo
Compuestos que dañan el organismoCompuestos que dañan el organismo
Compuestos que dañan el organismo
 
Money Museums As Tools For Economic Education
Money Museums As Tools For Economic EducationMoney Museums As Tools For Economic Education
Money Museums As Tools For Economic Education
 
Trabalhe de casa, pergunte-me como!
Trabalhe de casa, pergunte-me como!Trabalhe de casa, pergunte-me como!
Trabalhe de casa, pergunte-me como!
 
Xii promoción
Xii promociónXii promoción
Xii promoción
 
week4-measuring data
week4-measuring dataweek4-measuring data
week4-measuring data
 
Week10_networking_2
Week10_networking_2Week10_networking_2
Week10_networking_2
 
Week3 intro to computer (history of comps, comps in everyday life)
Week3   intro to computer (history of comps, comps in everyday life)Week3   intro to computer (history of comps, comps in everyday life)
Week3 intro to computer (history of comps, comps in everyday life)
 
Week8 software (up, pl)
Week8   software (up, pl)Week8   software (up, pl)
Week8 software (up, pl)
 
Acción comunicativa no violenta
Acción comunicativa no violentaAcción comunicativa no violenta
Acción comunicativa no violenta
 

Similar to Presentation劉思竹v2 1020414

Proposal ppt trista
Proposal ppt tristaProposal ppt trista
Proposal ppt tristaTsui-Yu Lin
 
Code switching between peers in a project-based English for science course at...
Code switching between peers in a project-based English for science course at...Code switching between peers in a project-based English for science course at...
Code switching between peers in a project-based English for science course at...cahafner
 
PODCASTING; READING 5
PODCASTING; READING 5PODCASTING; READING 5
PODCASTING; READING 5cirauqui
 
Joanna Final Defence
Joanna Final DefenceJoanna Final Defence
Joanna Final DefenceJoanna Yang
 
The effects of explicit instruction in elementary to-intermediate EFL student...
The effects of explicit instruction in elementary to-intermediate EFL student...The effects of explicit instruction in elementary to-intermediate EFL student...
The effects of explicit instruction in elementary to-intermediate EFL student...Maximiliano Ayala
 
Protocolo azahalia santanapool&sandychiblanco
Protocolo azahalia santanapool&sandychiblancoProtocolo azahalia santanapool&sandychiblanco
Protocolo azahalia santanapool&sandychiblancoSandy CB
 
Presentation劉思竹v4.2 10122608
Presentation劉思竹v4.2 10122608Presentation劉思竹v4.2 10122608
Presentation劉思竹v4.2 10122608思竹 劉
 
Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...
Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...
Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...Language Acquisition Resource Center
 
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...Takehiko Ito
 
Challenge to the assessment of speaking (derince cakmak)
Challenge to the assessment of speaking (derince   cakmak)Challenge to the assessment of speaking (derince   cakmak)
Challenge to the assessment of speaking (derince cakmak)eaquals
 
Presentation 1021014(v3)
Presentation 1021014(v3)Presentation 1021014(v3)
Presentation 1021014(v3)思竹 劉
 
Phonology
PhonologyPhonology
Phonologymerve_b
 
Quantitative Journal 3
Quantitative Journal 3Quantitative Journal 3
Quantitative Journal 3amirahjuned
 
The effect of films with and without subtitles on listening
The effect of films with and without subtitles on listeningThe effect of films with and without subtitles on listening
The effect of films with and without subtitles on listeningamirahjuned
 
Apple presentation1
Apple presentation1Apple presentation1
Apple presentation1縈楨 林
 
Early diagnosis of esl learners' reading levels
Early diagnosis of esl learners' reading levelsEarly diagnosis of esl learners' reading levels
Early diagnosis of esl learners' reading levelsRashidah_Rahamat353
 

Similar to Presentation劉思竹v2 1020414 (20)

Proposal ppt trista
Proposal ppt tristaProposal ppt trista
Proposal ppt trista
 
Medium of instruction in the L2 classroom
Medium of instruction in the L2 classroomMedium of instruction in the L2 classroom
Medium of instruction in the L2 classroom
 
Code switching between peers in a project-based English for science course at...
Code switching between peers in a project-based English for science course at...Code switching between peers in a project-based English for science course at...
Code switching between peers in a project-based English for science course at...
 
PODCASTING; READING 5
PODCASTING; READING 5PODCASTING; READING 5
PODCASTING; READING 5
 
Joanna Final Defence
Joanna Final DefenceJoanna Final Defence
Joanna Final Defence
 
Alikarakas elf 5
Alikarakas elf 5Alikarakas elf 5
Alikarakas elf 5
 
The effects of explicit instruction in elementary to-intermediate EFL student...
The effects of explicit instruction in elementary to-intermediate EFL student...The effects of explicit instruction in elementary to-intermediate EFL student...
The effects of explicit instruction in elementary to-intermediate EFL student...
 
Professionaljournal
ProfessionaljournalProfessionaljournal
Professionaljournal
 
Protocolo azahalia santanapool&sandychiblanco
Protocolo azahalia santanapool&sandychiblancoProtocolo azahalia santanapool&sandychiblanco
Protocolo azahalia santanapool&sandychiblanco
 
Presentation劉思竹v4.2 10122608
Presentation劉思竹v4.2 10122608Presentation劉思竹v4.2 10122608
Presentation劉思竹v4.2 10122608
 
Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...
Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...
Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers with D...
 
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...
R221 Okada, Y., Sawaumi, T., & Ito, T. (2018). How do speech model proficienc...
 
Challenge to the assessment of speaking (derince cakmak)
Challenge to the assessment of speaking (derince   cakmak)Challenge to the assessment of speaking (derince   cakmak)
Challenge to the assessment of speaking (derince cakmak)
 
Presentation 1021014(v3)
Presentation 1021014(v3)Presentation 1021014(v3)
Presentation 1021014(v3)
 
Phonology
PhonologyPhonology
Phonology
 
Quantitative Journal 3
Quantitative Journal 3Quantitative Journal 3
Quantitative Journal 3
 
The effect of films with and without subtitles on listening
The effect of films with and without subtitles on listeningThe effect of films with and without subtitles on listening
The effect of films with and without subtitles on listening
 
Reference 1
Reference 1Reference 1
Reference 1
 
Apple presentation1
Apple presentation1Apple presentation1
Apple presentation1
 
Early diagnosis of esl learners' reading levels
Early diagnosis of esl learners' reading levelsEarly diagnosis of esl learners' reading levels
Early diagnosis of esl learners' reading levels
 

Presentation劉思竹v2 1020414

  • 1. Imitating English Oral Texts: A Useful Tool to Learn English Pronunciation? Presenter: Sze-Chu Liu Instructor: Dr. Pi-Ying Teresa Hsu 2013/04/15 1
  • 2. Citation Ibarrola , A. L. (2011). Imitating English oral texts: A useful tool to learn English pronunciation? Porta Linguarum,16, 49-63. 2
  • 5. Introduction The acknowledgement that good pronunciation plays a paramount role in the acquisition of a foreign language is nowadays undisputed. 5
  • 6. Introduction The teaching of pronunciation still remains scarce or even consigned to oblivion. (Barrera Pardo, 2004; Brown, 1991; Samuda, 1993; Walker, 1999) 6
  • 7. Introduction Reading aloud constitutes a staple of the classroom diet. (Gabrielatos, 2002: 1) Several researchers have recently enhanced the value of reading aloud for the classroom. (Birch, 2002; Gibson, 2008). 7
  • 10. Literature Review Research data showed that bad pronunciation is usually the main reason for communication breakdowns among EFL students. (Celce-Murcia et al., 1996) 10
  • 11. Literature Review Suprasegmental features (intonation, rhythm and stress) are more crucial to successful communication than the segments. (Anderson-Hsieh, 1992; Brazil, 1997; Dalton & Seidlhofer, 1994; Moyer, 1999; Munro & Derwing, 2001; Pennington, 1989) 11
  • 12. Literature Review The Role of Reading Aloud and of Imitation Reading aloud reinforces grapho- phonemic correspondences. Reading aloud aids the acquisition of prosodic features. Reading aloud also helps anxious students to feel more able to speak. 12
  • 13. Literature Review Research questions  Will the students improve their pronunciation via reading aloud oral text s from film or TV?  If the students improve their pronunciation when reading, will they be able to transfer the improvements to their free speech?  Will the students find the reading aloud activity useful as a tool to improve their pronunciation? 13
  • 14. METHOD 14
  • 15. Method Participants Number • Total: 15 • 20-year-old Spanish native speakers • Students of Teacher Training Profile Programme for EFL Primary School Teachers at a Spanish University • 13 females, 2 males • B2 level following the Common Background European Framework of Reference for Languages (2001) 15
  • 16. Method Course Description • 14-week Phonology Course Period • 3 hours for each week • Recordings of English oral Material texts from videos or TV • One hour per week for English Phonology Teaching • Two hours per week for a activities practical workshop, reading the texts aloud imitating the pronunciation of the original recordings 16
  • 17. Method Data Collection Training Pre-test Post-test Course Re-read R1 R2 Record one Speak freely about a extract from a film or TV series topic of their choice for one minute FS in English (approx. 1 minute) Fill in a questionnaire with their own QR R1 impressions 17
  • 18. Method Rating Procedure S1 S2 S15 Pretest R1 R2 Posttest FS The pronunciation quality of each utterance is scored by 4 20-year-old native English speakers, on a 1-10 18
  • 19. Method Questionnaires 1-4 scale  1: not useful  2: a bit useful  3: quite useful  4: very useful 19
  • 20. RESULTS 20
  • 21. Results 1. Will the students improve their pronunciation when reading? Figure 1: Group results: R1 vs. R2 (1-10 scale) 21
  • 22. Results 1. Will the students improve their pronunciation when reading? ? ? ? Figure 2: Individual results: R1 vs. R2 (1-10 scale) 22
  • 23. Results 2. If the students’ pronunciation when reading improves, will they be able to transfer the improvements to their FS? Figure 3: Individual results: FS vs. R2 (1-10 scale) 23
  • 24. Results 3. Will the students find the reading aloud activity useful as a tool to improve their pronunciation? Figure 4: Individual results: Usefulness survey (1-4 scale). 24
  • 26. Conclusions  The students’ scores showed only moderate improvement in their pronunciation.  The free speeches were more intelligible but did not seem to have more English- like suprasegmental features.  The students’ opinions showed that all students felt very satisfied with the imitation practice. 26
  • 28. Reflection  Weakness of this paper can be found:  The sample size is not sufficient.  Lack of control group makes it difficult to draw a firm conclusion.  The materials for pre- and post- tests differ from student to student.  The raters’ reliability was not shown. 28
  • 29. Thank you for listening! 29