{"title":"Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom","authors":"Ying Li","doi":"10.1177/13621688231219773","DOIUrl":null,"url":null,"abstract":"The present study aimed to investigate the effectiveness of an audio-visual high variability phonetic training (AV-HVPT) approach in improving the pronunciation of English interdental sounds /θ, ð/ and vowel /ɪ/ among a group of Chinese graduates. A total of 70 participants were randomly assigned to two groups: one received AV-HVPT instruction (Class 1) and the other one received traditional teacher-led instruction (Class 2). The overall findings showed that Class 1 significantly improved /θ, ð/ pronunciation but Class 2 did not. No improvement in /ɪ/ pronunciation was observed in either group. This may suggest that the effectiveness of the AV-HVPT approach in the classroom might be limited in the learning of sounds with salient articulatory gestures.","PeriodicalId":3,"journal":{"name":"ACS Applied Electronic Materials","volume":null,"pages":null},"PeriodicalIF":4.3000,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Electronic Materials","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/13621688231219773","RegionNum":3,"RegionCategory":"材料科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ENGINEERING, ELECTRICAL & ELECTRONIC","Score":null,"Total":0}
引用次数: 0
Abstract
The present study aimed to investigate the effectiveness of an audio-visual high variability phonetic training (AV-HVPT) approach in improving the pronunciation of English interdental sounds /θ, ð/ and vowel /ɪ/ among a group of Chinese graduates. A total of 70 participants were randomly assigned to two groups: one received AV-HVPT instruction (Class 1) and the other one received traditional teacher-led instruction (Class 2). The overall findings showed that Class 1 significantly improved /θ, ð/ pronunciation but Class 2 did not. No improvement in /ɪ/ pronunciation was observed in either group. This may suggest that the effectiveness of the AV-HVPT approach in the classroom might be limited in the learning of sounds with salient articulatory gestures.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
