Capstone/Dissertation Title
Explicit instructions of rhoticity: teaching the phonological features of international varieties of English to improve the listening comprehension of English learners
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