Term
2013
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
The purpose of this study is to determine whether explicit instruction on rhoticity, that is the pronunciation of syllable-final /r/, improves listening comprehension of international varieties of English. This study involves seven English learners in the South East of England. The participants were divided into a treatment group and a control group. The treatment group received explicit instruction on rhoticity. The pre- and post-tests, as well as pre- and post-test surveys, were analyzed and compared. The results of this study show that listening comprehension of non-rhotic varieties improves with explicit instruction and that participants find explicit instruction of rhoticity useful.
Recommended Citation
Jenkins, Jessica L., "Explicit instructions of rhoticity: teaching the phonological features of international varieties of English to improve the listening comprehension of English learners" (2013). School of Education and Leadership Student Capstone Theses and Dissertations. 528.
https://digitalcommons.hamline.edu/hse_all/528
