Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Sue Ann Rawlins
The purpose of this study was to assess whether teaching adult English Language Learners (ELLs) to listen for new information spoken with prominence on the target new information increased their ability to make inferences about meaning. Data collected included: a pre and post-test to assess students’ learning during the intervention; an uptake sheet to solicit students’ self-perception of their learning about pronunciation and placement of new information; and a Likert scale to elicit participants’ self-assessment of their ability to identify and use prominence. While results of the post-test on selecting the correct inference were inconclusive, quantitative and qualitative data indicated gains in hearing prominence.
Genereux, Margaret, "Teaching Listening For Prominence In Combination With Reading To Help Students Determine New Information" (2017). School of Education Student Capstone Theses and Dissertations. 4294.