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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 31 1 The effects of self-monitoring strategy use on the pronunciation of learners of English Ingels, Sue A.. - 2011 Abstract: Language learning strategy (LLS) research has provided a large body of evidence for the effectiveness of strategy-based instruction (SBI), though the evidence is very limited for pronunciation strategy instruction. For both general and pronunciation LLSs, most research has focused on identifying the strategies used by successful learners. When strategy instruction has been investigated, in most cases the strategies that were taught were not directly linked to specific tasks, learners were not observed using the strategies, and measures of strategy effectiveness often were holistic and did not reveal improvements in specific pronunciation features. The goal of this study was to extend our understanding of the role of strategy use in L2 (second language) pronunciation learning by investigating the effectiveness of training future international teaching assistants (ITAs) to critically listen to, transcribe, mark corrections (annotate), and orally rehearse English suprasegmental features in their own speech. The suprasegmental features investigated were message unit boundaries, primary phrase stress, intonation, vowel reduction in content and function words, linking, word stress, and multiword construction stress. Fifteen graduate-level learners of English (14 Mandarin speakers, 1 Korean speaker) from an intact English as a Second Language (ESL) pronunciation class at a Midwestern university were solicited to participate in a repeated-measures design, in which the independent variables were 3 levels of self-monitoring (listening only [L], listening + transcription [LT], and listening + transcription + annotation [LTA]) and rehearsal (R). The strategies were examined in the following combinations: LR-LR-LR, LT-RRR, and LTA-RRR. The dependent variable was the change in suprasegmental accuracy following self-monitoring and rehearsal. Speech data resulting from strategy use were gathered at the beginning and end of a 16-week semester in order to determine the extent to which strategy use corresponded to improved suprasegmental accuracy. Key findings include the following: (a)All participants made meaningful improvements in suprasegmental accuracy for at least some of the targets following self-monitoring; (b) the LT-RRR combination was most effective for lower proficiency learners and LTA-RRR was most effective for higher proficiency learners; (c) starting proficiency and size of accuracy gains following self-monitoring were negatively correlated; (d) self-monitoring had differential effects on accuracy for the suprasegmental features, with message units, linking, and function words showing the greatest improvement;(e) and observation of individual task performance provided useful insights into how effectively adult L2 learners utilize self-monitoring strategies. Implications for language teaching and learning, limitations of the study, and future research opportunities are explored. Keyword: English pronunciation; international teaching assistants; L2 phonological acquisition; L2 suprasegmentals; language learner strategies; pronunciation pedagogy; rehearsal; Second Language (L2); second language acquisition; self-monitoring; transcription URL: http://hdl.handle.net/2142/26259 BASE Hide details 2 Explicitness in CALL Feedback for Enhancing Advanced ESL Learners' Grammar Skills Kim, Doe-Hyung. - 2009 BASE Show details 3 Extensive Focus on Form, Text -Based Online Chat, and Second Language Learning Cho, Young Woo. - 2008 BASE Show details 4 The Influence of Pretask Instructions and Pretask Planning on Learners' Focus on Form During Task -Based Interaction Park, Sujung. - 2006 BASE Show details 5 Construct Validation of an Integrated, Process-Oriented, and Computerized English for Academic Purposes (Eap) Placement Test: A Mixed Method Approach Lee, Young-Ju. - 2005 BASE Show details 6 Second-Language Speech Learning: An Investigation of Auditory Word Priming Trofimovich, Pavel. - 2003 BASE Show details 7 Examining a Process -Oriented Writing Assessment in a Large -Scale ESL Testing Context Cho, Yeonsuk. - 2001 BASE Show details 8 Processing Kanji characters in reading Japanese as a Foreign Language Chiba, Hiroko Moriyama. - 1995 BASE Show details 9 Beyond computation in mathematics: An instructional study with third-grade bilingual Mexican American students Montes, Jane Ann. - 1994 BASE Show details 10 Effects of discourse signals and a structural advance organizer on Indonesian EFL learners' comprehension of expository texts Ridwan, Evy Chrysanti. - 1993 BASE Show details 11 Second language acquisition as the control of non-primary linguistic perception: A critique of research and theory Judd, Joel Bennett. - 1992 BASE Show details 12 A review of the state-process and punctual-nonpunctual distinctions in children's acquisitions of verbs Cziko, Gary A. In: First language. - London [u.a.] : SAGE Publ. 9 (1989) 25, 1-31 BLLDB Show details 13 Of verbs, universals and language acquisition research : a reply to Bickerton, Kuczaj and Weist Cziko, Gary A. In: First language. - London [u.a.] : SAGE Publ. 9 (1989) 25, 51-56 BLLDB Show details 14 An application of item response theory to language testing: Model-data fit studies Choi, Inn-Chull. - 1989 BASE Show details 15 Sammelaufnahme (Collective entry) Galligan, Roslyn (Mitarb.); Golinkoff, Roberta Michnick (Mitarb.); Hirsh-Pasek, Kathy (Mitarb.)... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 14 (1987) 1, 1-56, 79-200 BLLDB Show details 16 Testing the language bioprogram hypothesis : a review of children's acquisition of articles Cziko, Gary A. In: Language. - Washington, DC : Linguistic Society of America 62 (1986) 4, 878-898 BLLDB Show details 17 Determining the reliability, validity, and scalability of the graduated dictation test Fouly, Kamal A.; Cziko, Gary A. In: Language learning. - Hoboken, NJ : Wiley 35 (1985) 4, 555-566 BLLDB Show details 18 Some problems with empirically-based models of communicative competence Cziko, Gary In: Applied linguistics. - Oxford : Oxford Univ. Press 5 (1984) 1, 23-38 BLLDB Show details 19 The construction and analysis of short scales of language proficiency : classical psychometric, latent trait, and nonparametric approaches Cziko, Gary A.; Lin, Nien-Hsuan Jennifer In: Teachers of English to Speakers of Other Languages. TESOL quarterly. - Hoboken, NJ : Wiley 18 (1984) 4, 627-647 BLLDB Show details 20 Some Problems with Empirically-based Models of Communicative Competence CZIKO, GARY. - : Oxford University Press, 1984 BASE Show details Page: 1 2

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