Term
2013
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
Many literacy level English Level (EL) teachers struggle to incorporate pronunciation instruction into their classrooms in an effective and systematic manner, and they are uncertain what instruction will be the most effective in improving their learners' intelligibility. In order to begin to address these concerns, this study asked how explicit pronunciation instruction in the primary area of voice quality settings impacts low-literacy level learners' perceived intelligibility by native English speakers, and how low-literacy learners respond to this type of instruction. Thirteen adult literacy level learners participated in the study, recording speech samples before and after an eight-week classroom intervention during which they were explicitly taught pronunciation with a focus on voice quality settings. The intervention incorporated theater voice training exercises and drama activities, as well as specific phoneme formation and communicative practice. The pre- and post-intervention speech samples were then listened to and rated by native English speakers on the areas of intelligibility, comprehensibility, and perceived accentedness. The results of the listening sessions were analyzed by the researcher, and they showed an overall increase in all three areas. The researcher also maintained a teaching journal throughout the classroom intervention, and shares the successes and challenges faced during the pronunciation instruction.
Recommended Citation
Echelberger, Andrea D, "Explicit pronunciation instruction and its impact on the intelligibility of literacy level adult EL learners" (2013). School of Education and Leadership Student Capstone Theses and Dissertations. 508.
https://digitalcommons.hamline.edu/hse_all/508