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|Title:||Effects of Integrated and Holistic Pronunciation Instruction on Students' Explicit Knowledge about English Phonology and Oral Performance|
Department of English, NTNU
This study addresses the issut: and the need of Pronunciation Instruction (PI) for technology-based college students and provides an integrated and holistic PI approach for learners to become familiar with and acquire both the segmental andsuprasegmental features of the target language. Two hundred forty first-year engineering students at a technology-based college participated in this study. Systematic and structured PI was designed and incorporated into an English listeningand speaking course. In order for the students to receive additional linguistic and cornmunicative exposure, modern technology- computer-assisted pronunciation (CAP), was incorporated by means of CD-ROMs and a self-authored website. Tests and tape recordings were adopted to investigate students' progress, and a questionnaire, administered before and after the experiment, was used to elicit students' knowledge of phonological features. Affective variables related to language learning were also examined. The results showed that students experienced improvements in their oral performance and in their explicit knowledge of English phonology. Their attitude towards English pronunciation was also more positive. Given careful planning, PI can be integrated into a listening and speaking class to help students improve their pronunciation and achieve higher language awareness.
|Appears in Collections:||英語教學|
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