1887
  1. Home
  2. e-Journals
  3. Pedagogical Linguistics
  4. Online First Articles
  5. Online First Article
image of The efficacy of lexical stress diacritics on the English comprehensibility and accentedness of Korean speakers
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The purpose of the study was to examine the efficacy of lexical stress diacritics on the English comprehensibility and accentedness of Korean speakers. To this end, 30 native Korean participants read aloud 15 English sentences without diacritics in the pretest. Then, they were given explicit instructions on the production of higher pitch and extended duration as a marker of English stress with musical notation provided. In the posttest, the participants read aloud the same sentences as were in the pretest but which had diacritics indicating stress placement. In the delayed posttest, two days after the pretest and the posttest, the participants read 15 sentences without diacritics again to see if the effects of the treatment were retained. Randomized speech samples were rated by three native speakers of English in relation to comprehensibility and accentedness. Findings showed that significant improvements were observed after the treatment in both comprehensibility and accentedness.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/pl.22001.kim
2022-09-29
2023-09-24

  • From This Site

    /content/journals/10.1075/pl.22001.kim
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Abercrombie, D.
    (1949) Teaching Pronunciation. ELT Journal, 3(5), 113–122. 10.1093/elt/III.5.113
     https://doi.org/10.1093/elt/III.5.113 [Google Scholar]
  2. Archibald, J., O’Brien, M. G., & Sewell, A.
    (2021) Editorial: L2 Phonology Meets L2 Pronunciation. Frontiers in Communication, 10.3389/fcomm.2021.804062
     https://doi.org/10.3389/fcomm.2021.804062 [Google Scholar]
  3. Boersma, P. & Weenink, D.
    (2019) Praat: Doing phonetics by computer [Computer program]. Version 6.0.45. Retrieved fromwww.fon.hum.uva.nl/praat/
     [Google Scholar]
  4. Celce-Murcia, M., Brinton, D., & Goodwin, J. M. (with Griner, B.
    ) (2010) Teaching pronunciation: A course book and reference guide (2nd ed.). New York, NY: Cambridge University Press.
     [Google Scholar]
  5. Cutler, A., & Norris, D.
    (1988) The role of strong syllables in segmentation for lexical access. Journal of Experimental Psychology: Human Perception and Performance, 14(1), 113–121.
     [Google Scholar]
  6. Cutler, A.
    (2015) Lexical stress in English pronunciation. InReed, M., & Levis, J. (Eds.), The handbook of English pronunciation (pp.106–124). Malden, MA: Wiley Blackwell. 10.1002/9781118346952.ch6
     https://doi.org/10.1002/9781118346952.ch6 [Google Scholar]
  7. Cutler, A. & Carter, D. M.
    (1987) The predominance of strong initial syllables in the English vocabulary. Computer Speech & Language, 2, 133–142. 10.1016/0885‑2308(87)90004‑0
     https://doi.org/10.1016/0885-2308(87)90004-0 [Google Scholar]
  8. De Bot, K.
    (1983) Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26(4), 331–350. 10.1177/002383098302600402
     https://doi.org/10.1177/002383098302600402 [Google Scholar]
  9. Derwing, T. M., & Munro, M. J.
    (2015) Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Philadelphia, PA: John Benjamins Publishing Company. 10.1075/lllt.42
     https://doi.org/10.1075/lllt.42 [Google Scholar]
  10. Derwing, T. M., & Rossiter, M. J.
    (2003) The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13(1), 1–17.
     [Google Scholar]
  11. Dupoux, E., Peperkamp, S., & Sebastián-Gallés, N.
    (2001) A robust method to study stress “deafness”. Journal of Acoustical Society of America, 110(3), 1606–1618. 10.1121/1.1380437
     https://doi.org/10.1121/1.1380437 [Google Scholar]
  12. Dupoux, E., Sebastián-Gallés, N., Navarrete, E., & Peperkamp, S.
    (2008) Persistent stress “deafness”: The case of French learners of Spanish. Cognition, 106(2), 682–706. 10.1016/j.cognition.2007.04.001
     https://doi.org/10.1016/j.cognition.2007.04.001 [Google Scholar]
  13. Escudero, P., Hayes-Harb, R., & Mitterer, H.
    (2008) Novel second-language words and asymmetric lexical access. Journal of Phonetics, 36(2), 345–360. 10.1016/j.wocn.2007.11.002
     https://doi.org/10.1016/j.wocn.2007.11.002 [Google Scholar]
  14. Field, J.
    (2005) Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–424. 10.2307/3588487
     https://doi.org/10.2307/3588487 [Google Scholar]
  15. Flege, J. E., Munro, M. J., & MacKay, I. R. A.
    (1995) Factors affecting strength of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 97(5), 3125–3134. 10.1121/1.413041
     https://doi.org/10.1121/1.413041 [Google Scholar]
  16. Foote, J., Holtby, A., & Derwing, T.
    (2011) Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. 10.18806/tesl.v29i1.1086
     https://doi.org/10.18806/tesl.v29i1.1086 [Google Scholar]
  17. Fry, D. B.
    (1958) Experiments in the perception of stress. Language and Speech, 1(2), 126–152. 10.1177/002383095800100207
     https://doi.org/10.1177/002383095800100207 [Google Scholar]
  18. Gluszek, A., & Dovidio, J. F.
    (2010) The way they speak: A social psychological perspective on the stigma of nonnative accents in communication. Personality and Social Psychology Review, 14(2), 214–237. 10.1177/1088868309359288
     https://doi.org/10.1177/1088868309359288 [Google Scholar]
  19. Guion, S.
    (2005) Knowledge of English word stress patterns in early and late Korean-English bilinguals. Studies in Second Language Acquisition27(4), 503–533. 10.1017/S0272263105050230
     https://doi.org/10.1017/S0272263105050230 [Google Scholar]
  20. Hahn, L. D.
    (2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. 10.2307/3588378
     https://doi.org/10.2307/3588378 [Google Scholar]
  21. van Heuven, V. J.
    (2008) Making sense of strange sounds: (mutual) intelligibility of related language varieties. A review. International Journal of Humanities and Arts Computing, 2(1–2), 39–62. 10.3366/E1753854809000305
     https://doi.org/10.3366/E1753854809000305 [Google Scholar]
  22. Jenkins, J.
    (2000) The Phonology of English as International Language. Oxford: Oxford University Press.
     [Google Scholar]
  23. Jun, S.
    (1995) A phonetic study of stress in Korean. The Journal of the Acoustical Society of America, 98(5), 2893–2893. 10.1121/1.414317
     https://doi.org/10.1121/1.414317 [Google Scholar]
  24. (1996) The phonetics and phonology of Korean prosody: Intonational phonology and prosodic structure. New York, NY: Garland Pub.
     [Google Scholar]
  25. (1998) The accentual phrase in the Korean prosodic hierarchy. Phonology, 15(2), 189–226. 10.1017/S0952675798003571
     https://doi.org/10.1017/S0952675798003571 [Google Scholar]
  26. (2005) Korean intonational phonology and prosodic transcription. InS.-A. Jun (ed.), Prosodic typology: The phonology of intonation and phrasing (pp.201–229). Oxford: Oxford University Press. 10.1093/acprof:oso/9780199249633.003.0008
     https://doi.org/10.1093/acprof:oso/9780199249633.003.0008 [Google Scholar]
  27. Kim, H.-S., & Han, J.-I.
    (1998) Vowel length in modern Korean: An acoustic analysis. InB.-S. Park & J. H. Yoon (Eds.), Proceedings of the 11th International Conference on Korean linguistics (pp.412–418). Seoul: Hanshin.
     [Google Scholar]
  28. Kang, O.
    (2010) Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System, 38(2), 301–315. 10.1016/j.system.2010.01.005
     https://doi.org/10.1016/j.system.2010.01.005 [Google Scholar]
  29. Kim, K.
    (2019) The efficacy of lexical stress diacritics in the English comprehensibility and accentedness of Korean speakers [Master’s thesis, University of Victoria], UVicSpace.
     [Google Scholar]
  30. Lee, J.-A.
    (2001) Korean speakers. InM. Swan & B. Smith (Eds.), Learner English: A Teacher’s Guide to Interference and Other Problems (2nd ed.) (pp.325–342). Cambridge: Cambridge University Press. 10.1017/CBO9780511667121.023
     https://doi.org/10.1017/CBO9780511667121.023 [Google Scholar]
  31. Lee, S., & Huang, H.
    (2008) Visual input enhancement and grammar learning: a meta-analytic review. Studies in Second Language Acquisition, 30(3), 307–331. 10.1017/S0272263108080479
     https://doi.org/10.1017/S0272263108080479 [Google Scholar]
  32. Levis, J. M.
    (2006) Pronunciation and the assessment of spoken language. InR. Hughes (Ed.), Spoken English, TESOL and applied linguistics: Challenges for theory and practice (pp.245–270). New York: Palgrave Macmillan. 10.1057/9780230584587_11
     https://doi.org/10.1057/9780230584587_11 [Google Scholar]
  33. Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A.
    (2016) Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894–931. 10.1002/tesq.272
     https://doi.org/10.1002/tesq.272 [Google Scholar]
  34. Levis, J. M., & Levis, G. M.
    (2018) Teaching High-Value Pronunciation Features: Contrastive Stress for Intermediate Learners. CATESOL Journal, 30(1), 139–160.
     [Google Scholar]
  35. Lima, E. F.
    (2020) The Supra Tutor: Improving speaker comprehensibility through a fully online pronunciation course. Journal of Second Language Pronunciation, 6(1), 39–67. 10.1075/jslp.18031.lim
     https://doi.org/10.1075/jslp.18031.lim [Google Scholar]
  36. Lin, C., Wang, M., Idsardi, W., & Xu, Y.
    (2014) Stress processing in mandarin and Korean second language learners of English. Bilingualism-Language and Cognition, 17(2), 316–346. 10.1017/S1366728913000333
     https://doi.org/10.1017/S1366728913000333 [Google Scholar]
  37. Lippi-Green, R.
    (2012) English with an accent: Language, ideology and discrimination in the United States (2nd ed.). New York, NY: Routledge. 10.4324/9780203348802
     https://doi.org/10.4324/9780203348802 [Google Scholar]
  38. Leustek, J.
    (2017) Demand Characteristics. InAllen, M. (Ed.), Encyclopedia of Communication Research Methods (pp.371–373). Thousand Oaks, CA: SAGE Publications.
     [Google Scholar]
  39. Ministry of Education
    Ministry of Education (2015) The national curriculum of English, Seoul: Ministry of Education.
     [Google Scholar]
  40. Munro, M. J., & Derwing, T. M.
    (1995) Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97. 10.1111/j.1467‑1770.1995.tb00963.x
     https://doi.org/10.1111/j.1467-1770.1995.tb00963.x [Google Scholar]
  41. (1999) Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 49(supplement 1), 285–310. 10.1111/0023‑8333.49.s1.8
     https://doi.org/10.1111/0023-8333.49.s1.8 [Google Scholar]
  42. Munro, M. J.
    (2008) Foreign accent and speech intelligibility. InEdwards, J. G. H., & Zampini, M. L. (Eds.) Phonology and second language acquisition (pp.193–218), Amsterdam: John Benjamins Publishing Company. 10.1075/sibil.36.10mun
     https://doi.org/10.1075/sibil.36.10mun [Google Scholar]
  43. Munro, M. J., & Derwing, T. M.
    (2015) Intelligibility in research and practice: teaching priorities. In: Reed, M., & Levis, J. (Eds.) The handbook of English pronunciation (377–396). Malden, MA: Wiley Blackwell. 10.1002/9781118346952.ch21
     https://doi.org/10.1002/9781118346952.ch21 [Google Scholar]
  44. Nelson, C. L., & Kang, S. Y.
    (2015) Pronunciation and world Englishes. InReed, M., & Levis, J. (Eds.) The handbook of English pronunciation (pp.320–329). Malden, MA; Wiley Blackwell. 10.1002/9781118346952.ch18
     https://doi.org/10.1002/9781118346952.ch18 [Google Scholar]
  45. Norouzian, R. & Plonsky, L.
    (2018) Eta- and partial eta-squared in L2 research: A cautionary review and guide to more appropriate usage. Second Language Research, 34(2), 257–271. 10.1177/0267658316684904
     https://doi.org/10.1177/0267658316684904 [Google Scholar]
  46. Saito, & Saito, K.
    (2017) Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners. Language Teaching Research: LTR, 21(5), 589–608. 10.1177/1362168816643111
     https://doi.org/10.1177/1362168816643111 [Google Scholar]
  47. Schmidt, R.
    (2001) Attention. InP. Robinson (Ed.), Cognition and second language instruction (pp.3–32), New York: Cambridge University Press. 10.1017/CBO9781139524780.003
     https://doi.org/10.1017/CBO9781139524780.003 [Google Scholar]
  48. Segalowitz, N., & Hulstijn, J.
    (2005) Automaticity in Bilingualism and Second Language Learning. InJ. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp.371–388). New York, NY: Oxford University Press.
     [Google Scholar]
  49. Setter, J., & Jenkins, J.
    (2005) Pronunciation: State-of-the-art review article. Language Teaching, 38(1), 1–17. 10.1017/S026144480500251X
     https://doi.org/10.1017/S026144480500251X [Google Scholar]
  50. Sicola, L. and Darcy, I.
    (2015) Integrating pronunciation into the language classroom. InReed, M., & Levis, J. (Eds.) The handbook of English pronunciation (pp.471–487). Malden, MA; Wiley Blackwell. 10.1002/9781118346952.ch26
     https://doi.org/10.1002/9781118346952.ch26 [Google Scholar]
  51. Smith, M. S.
    (1981) Consciousness-raising and the second language learner. Applied Linguistics, 2(2), 159. 10.1093/applin/2.2.159
     https://doi.org/10.1093/applin/2.2.159 [Google Scholar]
  52. Szpyra-Kozłowska, J.
    (2015) Pronunciation in EFL instruction: A research-based approach. Buffalo, NY: Multilingual Matters.
     [Google Scholar]
  53. Thomson, R. I., & Derwing, T. M.
    (2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. 10.1093/applin/amu076
     https://doi.org/10.1093/applin/amu076 [Google Scholar]
  54. Timming, A. R.
    (2017) The effect of foreign accent on employability: A study of the aural dimensions of aesthetic labour in customer-facing and non-customer-facing jobs. Work, Employment & Society, 31(3), 409–428. 10.1177/0950017016630260
     https://doi.org/10.1177/0950017016630260 [Google Scholar]
  55. Trofimovich, P., & Isaacs, T.
    (2012) Disentangling accent from comprehensibility. Bilingualism-Language and Cognition, 15(4), 905–916. 10.1017/S1366728912000168
     https://doi.org/10.1017/S1366728912000168 [Google Scholar]
  56. Zatorre, & Baum, S. R.
    (2012) Musical melody and speech intonation: singing a different tune. PLoS Biology, 10(7), e1001372–e1001372. 10.1371/journal.pbio.1001372
     https://doi.org/10.1371/journal.pbio.1001372 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/pl.22001.kim
Loading
The efficacy of lexical stress diacritics on the English comprehensibility and accentedness of Korean speakers
John Benjamins ; https://doi.org/10.1075/pl.22001.kim
/content/journals/10.1075/pl.22001.kim
/content/journals/10.1075/pl.22001.kim
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: comprehensibility ; lexical stress ; Korean speakers ; accentedness ; Pronunciation

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error