Can TTS Help L2 Learners Develop Their Phonological Awareness? [Konferenzbericht] Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018).

Autor/inn/en	de Araújo Gomes, Almir Anacleto; Cardoso, Walcir; de Lucena, Rubens Marques
Titel	Can TTS Help L2 Learners Develop Their Phonological Awareness? [Konferenzbericht] Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018).
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Assistive Technology; Audio Equipment; Technology Uses in Education; Second Language Learning; English (Second Language); Phonological Awareness; Adult Students; Auditory Perception; Morphemes; Pronunciation; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Audio-CD; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Morphem; Aussprache; Ausland; Brasilien
Abstract	Text-To-Speech synthesizers (TTS) have raised the interest of researchers and teachers for their ability to enhance foreign/second language (L2) learning, particularly with regards to the development of pronunciation skills (Liakin, Cardoso, & Liakina, 2017). Despite some optimistic results, there are no studies that investigate TTS's pedagogical potential to enhance L2 Phonological Awareness (PA), especially in "foreign" language contexts, where access to rich aural input is limited in terms of both quantity and quality. The present study examines TTS's pedagogical potential as a tool to assist English L2 learners develop their PA, focusing on the morphophonological alternations that characterize regular past tense marking in English (past -ed). Results show that TTS contributed positively for the auditory perception and controlled (but not spontaneous) production of the targeted phenomenon. [For the complete volume of short papers, see ED590612.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01