The Effectiveness of Direct Articulatory-Abdominal Pronunciation Instruction for English Learners in Hong Kong

Autor/inn/en	Yeldham, Michael; Choy, Vincent
Titel	The Effectiveness of Direct Articulatory-Abdominal Pronunciation Instruction for English Learners in Hong Kong
Quelle	In: Language, Culture and Curriculum, 35 (2022) 2, S.184-199 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeldham, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1978476
Schlagwörter	Pronunciation; Task Analysis; Second Language Learning; Second Language Instruction; Pronunciation Instruction; Phonemes; Foreign Countries; English (Second Language); Sino Tibetan Languages; Native Language; Instructional Effectiveness; Direct Instruction; Comparative Analysis; Vowels; Oral Reading; Articulation (Speech); Curriculum Development; Teaching Methods; Community Colleges; Two Year College Students; Hong Kong + Suchen Sie Ihr Suchwort? Aussprache; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausspracheübung; Fonem; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Community college; Community College; Hongkong
Abstract	The main purpose of this study was to examine the effectiveness for L2 English learners of a new direct approach to segmental pronunciation instruction that combined articulatory instruction with abdominal enhancement techniques. The participants were Cantonese speakers in Hong Kong, where the school curriculum relies chiefly on indirect instruction within a task-based language teaching (TBLT) framework. Thus a second purpose of the study was to examine whether the direct approach may be a useful addition to the Hong Kong curriculum. Randomly-assigned experimental and comparison groups of recent school graduates completed pronunciation tasks embedded within a TBLT framework. However, the experimental group had direct attention drawn to the segmental sounds, including advice and feedback on how to produce them, while the comparison group did not. Both groups completed a pretest/posttest reading-aloud task. The segments targeted in this test (and in the instruction) involved selected long vowel/diphthong sounds, voiced fricative consonants, and /t/ and /d/ in syllable-final consonant clusters. Results showed the experimental group significantly outperformed the comparison group overall and in each of these segmental categories, highlighting the importance of the direct articulatory-abdominal instruction. The results also suggested such instruction should be given greater attention in the Hong Kong curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01