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ERIC Number: ED574579
Record Type: Non-Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
Reference Count: 36
The Perception of Prosodically Ambiguous Intonation Patterns by L2 English Learners and the Effects of Instruction
Gokgoz Kurt, Burcu; Medlin, Julie; Tessarolo, Ashley
Online Submission, Paper presented at the International Symposium on the Acquisition of Second Language Speech (2014)
Considering the contradictory research on explicit teaching of suprasegmentals, the present study aims to investigate the effects of explicit instruction of L2 English learners' perception of prosodically ambiguous intonation patterns, as well as the possible effects of reported musical familiarity on intonation acquisition. A control group and a treatment group of low-intermediate international English students were asked to judge the meaning of three types of sentence-final intonation patterns: declarative sentences, tag questions, and wh- questions. Overall, the group that received explicit instruction during the four-week treatment phase scored higher on the perception post-test than those who received no treatment, although the improvement was not found to be statistically significant. A small number of learners with self-reported musical familiarity in the experimental group did not significantly improve in their perception of intonation patterns compared to their peers. [This paper was published in: "Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics. Volume 5" (pp. 353-372). COPAL, 2014.]
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina