An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction

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An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction

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dc.contributor.advisor Sardegna, Veronica G.
dc.creator Smith, Kathleen Christian
dc.date.accessioned 2012-07-19T20:28:03Z
dc.date.available 2012-07-19T20:28:03Z
dc.date.created 2012-05
dc.date.issued 2012-07-19
dc.date.submitted May 2012
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2012-05-5808
dc.description.abstract Though communicative methodologies have been preeminent over the past several decades, the skill of L2/FL pronunciation instruction has remained in the shadows, having been relegated to the sidelines along with the outdated methodologies with which it was taught. The purpose of this study was to gan insight into the efficacy of one types of second language pronunciation instruction: Individualized English pronunciation instruction under the Covert Rehearsal Model (Dickerson, 1989). To this end, seventeen university ESL students from various degree programs were recruited to receive six hours of English pronunciation tutoring spread out across six to eight weeks. Instruction was provided by eleven MA student-teachers (tutors), who concurrently received instruction in applied linguistics and pronunciation pedagogy. To evaluate the actual and perceived efficacy of the model. this study drew upon multiple instruments, such as recorded pre- and post-student-assessments, student and tutor questionnaires, and tutor portfolios. Study results indicated that (a) the individualized pronunciation instruction provided by graduate student-teachers was effective in improving tutees' reading of English reduced vowels, contracted words, intonation contours, and primary phrasal stress, and (b) tutees perceived their instruction as both effective and personally empowering.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Pronunciation
dc.subject Second language
dc.subject Tutoring
dc.title An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction
dc.date.updated 2012-07-19T20:28:10Z
dc.identifier.slug 2152/ETD-UT-2012-05-5808
dc.contributor.committeeMember Horwitz, Elaine K.
dc.description.department Foreign Language Education
dc.type.genre thesis
dc.type.material text
thesis.degree.department Foreign Language Education
thesis.degree.discipline Foreign Language Education
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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