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A comparison study on the effects of...

Huh, Jin.

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A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds./
Author:	Huh, Jin.
Description:	267 p.
Notes:	Adviser: Zena T. Moore.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271050
ISBN:	9780549100850

A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds.
Huh, Jin.

A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds. - 267 p.

Adviser: Zena T. Moore.

Thesis (Ph.D.)--The University of Texas at Austin, 2007.

This study compared two explicit approaches to teaching English pronunciation to Korean adult EFL learners. One approach involved teaching agendas based on the analysis of pronunciation errors that were considered to be typically observed in the target students. The other approach involved rather general teaching agendas that considered no specific L1 background. The experimental group, the error-analysis-based group, was taught by two Korean instructors of English, while the control group was taught by two native English-speaking instructors. The experimental group teachers used an in-house workbook that consisted of segmental sound items from the clinical data obtained from the error analysis. These Korean instructors of English presented short authentic video clips that the researcher edited from feature movies, situational comedies, news casts, etc. to the learners as model L2 utterances. The native English-speaking teachers used a pre-existing pronunciation workbook published by two native English-speaking language practitioners and presented relevant parts of the supplementary tutorial video to their learners. These four 75-minute pronunciation lectures were conducted as a part of an English intensive course at a tertiary institute in Korea. The two groups did not significantly differ in terms of L2 identification improvements. Based on the real-word and fake-word reading-aloud tests, the experimental group indicated a significantly higher production accuracy rate than the accuracy mean score observed in the control group. Mean accuracy scores of the identification and production tests of each individual sound were compared using Post Hoc ANCOVA techniques for any significant mean differences. Qualitative data from relevant surveys were also included.

ISBN: 9780549100850Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds.
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005 20110831
008 110831s2007 ||||||||||||||||| ||eng d
020 $a 9780549100850
035 $a (UMI)AAI3271050
035 $a AAI3271050
040 $a UMI $c UMI
100 1 $a Huh, Jin. $3 1286680
245 1 2 $a A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds.
300 $a 267 p.
500 $a Adviser: Zena T. Moore.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2368.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2007.
520 $a This study compared two explicit approaches to teaching English pronunciation to Korean adult EFL learners. One approach involved teaching agendas based on the analysis of pronunciation errors that were considered to be typically observed in the target students. The other approach involved rather general teaching agendas that considered no specific L1 background. The experimental group, the error-analysis-based group, was taught by two Korean instructors of English, while the control group was taught by two native English-speaking instructors. The experimental group teachers used an in-house workbook that consisted of segmental sound items from the clinical data obtained from the error analysis. These Korean instructors of English presented short authentic video clips that the researcher edited from feature movies, situational comedies, news casts, etc. to the learners as model L2 utterances. The native English-speaking teachers used a pre-existing pronunciation workbook published by two native English-speaking language practitioners and presented relevant parts of the supplementary tutorial video to their learners. These four 75-minute pronunciation lectures were conducted as a part of an English intensive course at a tertiary institute in Korea. The two groups did not significantly differ in terms of L2 identification improvements. Based on the real-word and fake-word reading-aloud tests, the experimental group indicated a significantly higher production accuracy rate than the accuracy mean score observed in the control group. Mean accuracy scores of the identification and production tests of each individual sound were compared using Post Hoc ANCOVA techniques for any significant mean differences. Qualitative data from relevant surveys were also included.
590 $a School code: 0227.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0279
690 $a 0516
710 2 $a The University of Texas at Austin. $b Curriculum and Instruction. $3 1022076
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0227
790 1 0 $a Moore, Zena T., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271050