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An examination of the accuracy and intelligibility of consonant production by English language learners
Descriptive
TitleInfo
Title
An examination of the accuracy and intelligibility of consonant production by English language learners
Name
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Conway
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Elizabeth
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1970-
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Elizabeth Conway
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author
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Flores
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Nydia
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Nydia Flores
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Advisory Committee
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chair
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Curran
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Mary
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Mary Curran
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Advisory Committee
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internal member
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(type = personal)
NamePart
(type = family)
Mangual-Figueroa
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(type = given)
Ariana
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Ariana Mangual-Figueroa
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Advisory Committee
Role
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(authority = RULIB)
internal member
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(type = personal)
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(type = family)
McLean
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(type = given)
Cheryl
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Cheryl McLean
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Yu Cho
NamePart
(type = given)
Young-mee
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Young-mee Yu Cho
Affiliation
Advisory Committee
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outside member
Name
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Rutgers University
Role
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degree grantor
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Graduate School - New Brunswick
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Text
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theses
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2016
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2016-05
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2016
Place
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xx
Language
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eng
Abstract
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English language learners (ELLs) may find that their accents can obscure communication in English. As a result of this potential communication barrier, pronunciation classes are often offered by different community resources to promote improved English pronunciation. While the existing literature regarding ELL pronunciation instruction has investigated the effects of instruction using either a quantitative analysis of production accuracy or a qualitative assessment of ELLs’ intelligibility, the present study advances the field by employing a mixed-methods approach to investigate the effects of instruction on both production accuracy and intelligibility of ELLs. Twenty-eight ELLs were recruited from two different oral communication courses at a community college. Their speech samples were collected at three different instructional intervals: prior to instruction, upon course completion, and six weeks after course completion. These speech samples were analyzed for production accuracy of word-initial and word-final consonants across the instructional intervals and between the two instructional cohorts, one that focused on explicit pronunciation instruction and the other on fluency-building communicative instruction. The quantitative analyses revealed that the production accuracy of the two cohorts improved from the pre-instructional to the initial post-instructional interval; however, their accuracy destabilized at the delayed post-instructional interval. Another finding was uncovered; the participants’ intelligibility as evaluated by native and non-native English speaking raters steadily improved from the pre-instructional interval to the delayed post-instructional interval. The qualitative results revealed that six participant case studies exhibited differences in their metalinguistic awareness from pre- to post-instructional intervals which appeared to be influenced by the instructional cohort in which they were enrolled. The study also discusses how English exposure both in and outside of the classroom conditioned participants’ intelligibility and confidence in English.
Subject
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Topic
Education
Subject
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Topic
English language--Study and teaching
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
Identifier
ETD_7102
Identifier
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doi:10.7282/T3668GBB
PhysicalDescription
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electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 233 p. : ill.)
Note
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Ph.D.
Note
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Includes bibliographical references
Note
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by Elizabeth Conway
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Genre
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ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Conway
GivenName
Elizabeth
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2016-04-02 15:24:54
AssociatedEntity
Name
Elizabeth Conway
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime
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(qualifier = exact);
(point = start)
2016-05-31
DateTime
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2018-05-31
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 31st, 2018.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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ETD
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windows xp
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1.5
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2016-04-04T19:39:28
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2016-04-04T19:39:28
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Microsoft® Word 2013
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