Factors underlying the improvement of L2 phonological production using technology outside the classroom
Open Access
- Author:
- Botero, Christopher G
- Graduate Program:
- Spanish
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 02, 2011
- Committee Members:
- Chip Gerfen, Dissertation Advisor/Co-Advisor
Chip Gerfen, Committee Chair/Co-Chair
Paola Eulalia Dussias, Committee Chair/Co-Chair
Barry Richard Page Jr., Committee Member
John Andres Ochoa, Committee Member - Keywords:
- teaching with technology
second-language acquisition
phonetics - Abstract:
- When learning a foreign language, it is generally noted that focus on pronunciation is overlooked as curricula are often based on the language’s morphosyntax (Elliot, 1995a; Lord, 2005). The purpose of the dissertation is to determine the effects of using technology outside the classroom to improve abilities in the second language learner's L2 phonological system. It is hypothesized that by completing speech perception exercises outside the classroom with the use of technology, and also by manipulating the variables of metalinguistic explanation and type of feedback in class, the second language learner will be able to improve his/her L2 phonological abilities without having to commit much class time to pronunciation training. This dissertation is based on two studies carried out at Pennsylvania State University. Study 1 took place during Spring semester 2008. All participants were students of Spanish 110 (Intermediate Spanish Conversation). Participants (n=12) were randomly placed into one of three groups; the first group (Group A) received audible examples and metalinguistic explanation of the target sound (the nonvelarization of the Spanish segment [l] in the syllable final position). These examples were provided in tasks that the participants completed online, outside of class. The second group (Group B) received only metalinguistic explanation via the online activity. The third group (Group C) served as the control. Results from both speech perception and production abilities during the posttest indicate an improvement in both abilities. Study 2 consists of 30 participants. Again, all were students of Spanish 110 (Fall 2008 semester), and all were randomly divided into three groups; those who received explicit training, audible examples and metalinguistic explanation (A), those who received explicit training and metalinguistic explanation (B), and a control group (C). During the course of the semester participants in both studies completed weekly exercises in Spanish perception via the internet (using ANGEL, the online course management system at Penn State). The groups in Study 2 received short (approximately ten minutes) periods of explicit instruction (one per week in class, for eight weeks). At the end of the semester the students returned to complete the 'post-treatment' word-naming task. All ‘pre-treatments’ and ‘post-treatments’ were digitally recorded and phonetic analysis was done using Praat Software. Data from both studies show that the groups receiving both metalinguistic explanation and audible input not only improved the ability to discriminate between L1 and L2 sounds, they also improve production of L2 phones. However, it was noted in both studies that exposure to audible examples alone, via ‘at-home’ treatments does not seem to play a role in improvement of Spanish L2 phonology. Most significantly, all groups improved their L2 phonological production when compared to the control groups, supporting the notion that phonology can be introduced at lower levels of language learning without disruption to the curriculum.