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Achieving Self-Imitation for English Intonation Learning: The Role of Corrective Feedback

  • Zhongmin Li

    Zhongmin LI is a lecturer at the School of Foreign Languages, Hunan University of Arts and Science. His research efforts have focused on experimental phonetics, computer assisted language learning, and cognitive linguistics.

    and Andrew-Peter Lian

    Andrew-Peter LIAN is a professor of foreign language studies at Suranaree University of Technology, Thailand, a professor of postgraduate studies in English language education at Ho Chi Minh City Open University, Vietnam, a professor emeritus of languages and second language education at the University of Canberra, Australia. He is the current president of Asia Association of Computer-Assisted Language Learning.

Published/Copyright: February 18, 2022
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Abstract

Corrective feedback is crucial for pronunciation teaching. However, in current pronunciation teaching practice, the corrective feedback provided usually fails to locate pronunciation problems and inform learners of the differences between their mispronunciations and the correct form. Based on the motor theory, this study attempted to explore a new way of corrective feedback for pronunciation teaching. Specifically, the learners’ speech output was modified and then was played back to them as an input model for learning. In this way, the learners can imitate the pronunciation model of their own voices, achieving self-imitation. This study included two experiments. The first explored the viability of obtaining one’s self-perceived voice through delayed feedback paradigm. The second experiment examined the effectiveness of self-imitation for English intonation learning. Results showed that imitating the pronunciation model of one’s own voice can reduce the learners’ phonological memory load, assist critical listening and facilitate accurate phonetic realizations of the target intonation.

About the authors

Zhongmin Li

Zhongmin LI is a lecturer at the School of Foreign Languages, Hunan University of Arts and Science. His research efforts have focused on experimental phonetics, computer assisted language learning, and cognitive linguistics.

Andrew-Peter Lian

Andrew-Peter LIAN is a professor of foreign language studies at Suranaree University of Technology, Thailand, a professor of postgraduate studies in English language education at Ho Chi Minh City Open University, Vietnam, a professor emeritus of languages and second language education at the University of Canberra, Australia. He is the current president of Asia Association of Computer-Assisted Language Learning.

Acknowledgments

This work was supported by the PhD research startup foundation of Hunan University of Arts and Science (Grant No. 21BSQD03), and Hunan Province Social Science Achievement Evaluation Committee Project (Grant No. XSP22YBC194).

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Appendix: English Intonation Learning Materials

Instruction: Please produce the underlined sentences with proper intonation according to the contexts.

1 Statements

(1) A: They are waiting outside?

B: No, they aren’t. I think inside.

(2) A: She’ll be coming to dinner with us?

B: Yes, she will. Me, too.

(3) A: He has taken his passport away already?

B: No. I think he forgot.

(4) A: Do you know these numbers?

B: I don’t know. It’s about my blood pressure?

(5) A: We’re going to have to let you go.

B: You are firing me?

A: Yes. You disappointed all of us.

2 Wh-questions

(1) A. This new phone cost me 1,000 dollars.

B: How much?

(2) A: Hurry up. We’ll be late for the meeting.

B: Don’t worry. The meeting starts at 10:00.

A: No. The meeting starts at 8:00.

B: What time?

(3) A: I broke something.

B: What?

A: I said “I broke something.”

(4) A: Ann told me about the tragedy last night.

B: What did you say?

A: I said “Ann told me about the tragedy last night.”

(5) A: I’m going on a cruise.

B: You’re doing what?

A: I said “I’m going on a cruise.”

3 Yes/no-questions

(1) A: Have you finished your essay?

B: Nearly half done.

(2) A: Will you be at the meeting?

B: I’m not sure now.

(3) A: Have you been here long?

B: Almost 3 years.

(4) A: Did you remember to tell her?

B: Don’t worry. I’ve told her already.

(5) A: Was she pleased to see you?

B: Yes, sure she was.

4 Tag-questions

(1) Well it’s not very good, is it?

(Note: the speaker is not sure whether the hearer will agree or not)

(2) It’s snowing, isn’t it?

(Note: the speaker is not sure whether it’s snowing or not.)

(3) We’ve been here before, haven’t we?

(Note: the speaker is not sure whether or not they have been here before)

(4) We didn’t win, did we?

(Note: the speaker is not sure whether they won or not.)

(5) It’s not right, is it?

(Note: the speaker is not sure whether it’s right or not.)

Published Online: 2022-02-18
Published in Print: 2022-02-23

© 2022 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

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