Taiwan EFL Learners' Pronunciation Strategies in Two Learning Contexts.

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Bibliographic Details
Title:	Taiwan EFL Learners' Pronunciation Strategies in Two Learning Contexts.
Authors:	Ting Fang¹ B93102115@ntu.edu.tw, Chih-Cheng Lin¹ cclin@ntnu.edu.tw
Source:	Journal of Language Teaching & Research. Sep2012, Vol. 3 Issue 5, p888-897. 10p. 3 Charts.
Subject Terms:	English as a foreign language, Computer assisted instruction, *Educational surveys, Pronunciation, Questionnaires
Geographic Terms:	Taiwan
Abstract:	The study investigate the nature of two learning contexts, computer-assisted pronunciation training (CAPT) and classroom-based pronunciation training (CBPT), and learners' strategies in them. 120 valid questionnaires were collected from college students who learned in CAPT and CBPT at one university in Taiwan. The results showed firstly, pronunciation learning activities are distributed differently in CAPT and CBPT. More learning activities are used in CBPT than in CAPT, and this may be related to teachers' help in the classroom. Students in CAPT used more activities related to suprasegments than segments (minimal pair drills). In CBPT, learners used activities related to both segments and suprasegments often. In both contexts, learners often relied on teachers' demonstration and their imitation, but seldom received explicit strategy teaching. These activities employed may affect learners' strategy choice. Secondly, learners in either CAPT or CBPT showed similar performance in strategy use. In both learning contexts, learners relied on memory and imitation very much, but rarely noticed different qualities of sounds. When learning in both contexts simultaneously, learners' use of strategies increased obviously. It is possible that this increase results from more opportunities for learners in both contexts to notice and practice. Implications are discussed in the paper. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The study investigate the nature of two learning contexts, computer-assisted pronunciation training (CAPT) and classroom-based pronunciation training (CBPT), and learners' strategies in them. 120 valid questionnaires were collected from college students who learned in CAPT and CBPT at one university in Taiwan. The results showed firstly, pronunciation learning activities are distributed differently in CAPT and CBPT. More learning activities are used in CBPT than in CAPT, and this may be related to teachers' help in the classroom. Students in CAPT used more activities related to suprasegments than segments (minimal pair drills). In CBPT, learners used activities related to both segments and suprasegments often. In both contexts, learners often relied on teachers' demonstration and their imitation, but seldom received explicit strategy teaching. These activities employed may affect learners' strategy choice. Secondly, learners in either CAPT or CBPT showed similar performance in strategy use. In both learning contexts, learners relied on memory and imitation very much, but rarely noticed different qualities of sounds. When learning in both contexts simultaneously, learners' use of strategies increased obviously. It is possible that this increase results from more opportunities for learners in both contexts to notice and practice. Implications are discussed in the paper. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.4304/jltr.3.5.888-897