The Effects of L2 Pronunciation Instruction on EFL Learners’ Intelligibility and Fluency in Spontaneous Speech

Tuc Chau, Amanda Huensch, Yen K. Hoang, H. T. Chau
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引用次数: 1

Abstract

This study investigated the effects of L2 pronunciation instruction on speech intelligibility and fluency, the relationship between intelligibility and fluency, and the extent to which utterance fluency can predict perceived fluency. Participants were 30 beginning adult EFL learners who received either segmental or suprasegmental instruction. Oral data included monologues recorded at the beginning and end of an 8-week course. Speech segments were transcribed for intelligibility and rated on a 1000-point scale for fluency by 11 native speakers. They were also coded and analyzed for transcription errors and utterance fluency measures. Quantitative analyses did not reveal significant changes in intelligibility or perceived fluency as the result of instruction. However, the suprasegmental group seemed to show an upward trend in speech rate, which was found to strongly predict perceived fluency. The findings further our understanding of the effectiveness of pronunciation instruction based on an understudied population and a free response outcome measure.
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二语语音教学对英语学习者自发言语的可理解性和流畅性的影响
本研究探讨了二语发音指导对言语可理解性和流利性的影响,可理解性和流利性之间的关系,以及话语流利度对感知流利度的预测程度。参与者为30名初学英语的成人学习者,他们接受分段或超分段教学。口头资料包括在为期8周的课程开始和结束时录制的独白。11位母语人士对演讲片段的可理解性进行了转录,并对流利程度进行了1000分的评分。他们也被编码和分析转录错误和话语流畅性的措施。定量分析并没有显示教学结果在可理解性或感知流畅性方面的显著变化。然而,超片段组似乎在语速上表现出上升趋势,这被发现有力地预测了感知的流畅性。研究结果进一步加深了我们对发音教学有效性的理解,这是基于未充分研究的人群和自由反应结果测量。
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