Improving fossilized English pronunciation by simultaneously viewing a video footage of oneself on an ICT self-learning system
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Yuri Nishio
Abstract
Teaching pronunciation by using the names of the letters of the alphabet can contribute to accurate pronunciation, as half of all English phonemes are included when the letters of the alphabet are pronounced (e.g., /b/+/iː/ for B). However, when pronouncing the names of the letters, Japanese learners tend to replace some English sounds with similar Japanese ones, and this can lead to fossilization of incorrect pronunciation. This paper thus examined whether an Information and Communication Technology (ICT) self-learning system is effective in improving the fossilized sounds found in learners’ pronunciation of the names of the alphabet letters in English. This system offers learners an opportunity to view real-time videos of themselves. The approach was found to improve fossilized English pronunciation, especially with consonants.
Abstract
Teaching pronunciation by using the names of the letters of the alphabet can contribute to accurate pronunciation, as half of all English phonemes are included when the letters of the alphabet are pronounced (e.g., /b/+/iː/ for B). However, when pronouncing the names of the letters, Japanese learners tend to replace some English sounds with similar Japanese ones, and this can lead to fossilization of incorrect pronunciation. This paper thus examined whether an Information and Communication Technology (ICT) self-learning system is effective in improving the fossilized sounds found in learners’ pronunciation of the names of the alphabet letters in English. This system offers learners an opportunity to view real-time videos of themselves. The approach was found to improve fossilized English pronunciation, especially with consonants.
Chapters in this book
- Frontmatter I
- About the Authors V
- Contents XI
- Introduction 1
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Part I: Pronunciation development and intelligibility: Implications for teaching and training studies
- Plural formation in English: A Brazilian Portuguese case study 13
- Effect of task, word length and frequency on speech perception in L2 English: Implications for L2 pronunciation teaching and training 41
- L2 accented speech measured by Argentinian pre-service teachers 85
- Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese 107
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Part II: L2 pronunciation teaching
- A dynamic account of the development of English (L2) vowels by Brazilian learners through communicative teaching and through explicit instruction 147
- An extra layer of support: Developing an English-speaking consultation program 167
- Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation 197
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Part III: L2 pronunciation training: Implications for the classroom
- Orthographic interference in the acquisition of English /h/ by Francophones 229
- Improving fossilized English pronunciation by simultaneously viewing a video footage of oneself on an ICT self-learning system 249
- Speech technologies and pronunciation training: What is the potential for efficient corrective feedback? 287
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Part IV: Pronunciation in the laboratory: High variability phonetic training
- On the robustness of high variability phonetic training effects: A study on the perception of non-native Dutch contrasts by French-speaking learners 315
- Effects of perceptual training in the perception and production of heterotonics by Brazilian learners of Spanish 345
- Assessing the robustness of L2 perceptual training: A closer look at generalization and retention of learning 369
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Conclusion
- An overview of pronunciation teaching and training 399
- Index 413
Chapters in this book
- Frontmatter I
- About the Authors V
- Contents XI
- Introduction 1
-
Part I: Pronunciation development and intelligibility: Implications for teaching and training studies
- Plural formation in English: A Brazilian Portuguese case study 13
- Effect of task, word length and frequency on speech perception in L2 English: Implications for L2 pronunciation teaching and training 41
- L2 accented speech measured by Argentinian pre-service teachers 85
- Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese 107
-
Part II: L2 pronunciation teaching
- A dynamic account of the development of English (L2) vowels by Brazilian learners through communicative teaching and through explicit instruction 147
- An extra layer of support: Developing an English-speaking consultation program 167
- Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation 197
-
Part III: L2 pronunciation training: Implications for the classroom
- Orthographic interference in the acquisition of English /h/ by Francophones 229
- Improving fossilized English pronunciation by simultaneously viewing a video footage of oneself on an ICT self-learning system 249
- Speech technologies and pronunciation training: What is the potential for efficient corrective feedback? 287
-
Part IV: Pronunciation in the laboratory: High variability phonetic training
- On the robustness of high variability phonetic training effects: A study on the perception of non-native Dutch contrasts by French-speaking learners 315
- Effects of perceptual training in the perception and production of heterotonics by Brazilian learners of Spanish 345
- Assessing the robustness of L2 perceptual training: A closer look at generalization and retention of learning 369
-
Conclusion
- An overview of pronunciation teaching and training 399
- Index 413
