The role of self -judgment and other -perception in English pronunciation attainment by adult speakers of Spanish.
Item
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Title
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The role of self -judgment and other -perception in English pronunciation attainment by adult speakers of Spanish.
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Identifier
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AAI3159215
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identifier
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3159215
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Creator
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Hanlon, Eleanor H.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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2005
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Language and Literature
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Abstract
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This study examined a causal model of second language pronunciation acquisition based on Zimmerman's (2000) model of self-regulatory skill development. The roles of other-perception and self-judgment in learning to produce a nonnative phoneme contrast were experimentally manipulated and the effect on production was measured. Participants were adult native speakers of Spanish who were living in the United States and learning English. Forty participants were randomly assigned to one of five groups: perception training and self-judgment, perception training and no self-judgment, no perception training and self-judgment, no perception training and no self-judgment and a no-treatment control group. Pretest and posttest measures included an elicited production task and identification perception tasks of a native English speaker's (other-perception) and participants' own productions (self-judgment). An imitative measure of production was also obtained from participants. It was hypothesized that perception training was a necessary component of developing accurate self-judgment skill that would then lead to improvements in production skill. Posttest results showed significant differences among the perception training groups on the phoneme identification task (when spoken by a native speaker of English) but not on the measures of production or self-judgment. Results on the imitative production task showed a significant effect of perception training and self-judgment conditions. Educational implications discussed include the use of classroom time for pronunciation instruction that emphasizes the development of phonetic categories and having students judge their own attempts at pronouncing nonnative phoneme contrasts.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
