Effect of Training Japanese L1 Speakers in the Production of American English /r/ Using Spectrographic Visual Feedback

Autor/inn/en	Patten, Iomi; Edmonds, Lisa A.
Titel	Effect of Training Japanese L1 Speakers in the Production of American English /r/ Using Spectrographic Visual Feedback
Quelle	In: Computer Assisted Language Learning, 28 (2015) 3, S.241-259 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2013.839570
Schlagwörter	Japanese; English (Second Language); Second Language Instruction; Visual Stimuli; Feedback (Response); Teaching Methods; Phonology; Phonemes; Articulation (Speech); Cues; Adults; Training; Pronunciation; Audio Equipment; Pretests Posttests; Oral Reading; Repetition; Prompting; Listening; Instructional Effectiveness; Scores; Comparative Analysis; Accuracy + Suchen Sie Ihr Suchwort? Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fonologie; Fonem; Stichwort; Ausbildung; Aussprache; Audio-CD; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wiederholung; Benutzerführung; Hörvorgang; Zuhören; Unterrichtserfolg
Abstract	The present study examines the effects of training native Japanese speakers in the production of American /r/ using spectrographic visual feedback. Within a modified single-subject design, two native Japanese participants produced single words containing /r/ in a variety of positions while viewing live spectrographic feedback with the aim of producing /r/ with a third formant (F3) frequency of less than 2300 Hz (upper threshold for identifiable /r/). Feedback was gradually reduced to promote independent production and monitoring. Both participants showed improvement in /r/ production in trained and untrained single words as indicated by percentage increases and effect sizes. Blind ratings by independent experts indicated significant /r/ production improvements during the reading of the Rainbow Passage. Perceptual distinction of /r/ and /l/ in minimal pairs also showed an upward trend. These findings suggest that spectrographic visual feedback is a promising method for training /r/ to Japanese-speaking English language learners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01