Impact of visual based prosody training on listening micro-skills.

dc.contributorRodríguez, Clara Eunice
dc.creatorErazo Avendaño, Raúl Alfonso
dc.date.accessioned2016-06-09T21:17:32Z
dc.date.available2016-06-09T21:17:32Z
dc.date.created2016-06-09T21:17:32Z
dc.identifierhttps://hdl.handle.net/10901/8574
dc.identifierinstname:Universidad Libre
dc.identifierreponame:Repositorio Institucional Universidad Libre
dc.description.abstractEl fomento de la habilidad de escucha en el aprendizaje del idioma inglés ha sido directamente acercado al desarrollo de estrategias para mejorar la escucha comprensión. Sin embargo, incluso abrazar tal habilidad receptiva en clase, el lenguaje educadores han prestado poca atención al desarrollo de las habilidades de escucha micro necesaria para permitir la comunicación genuina. Como Ylinen (2010) sostiene, la correcta la comprensión del habla idioma extranjero requiere un reconocimiento adecuado de los sonidos del habla. Con esto en mente, este estudio trata de determinar hasta qué punto formación basada visual en la prosodia de la lengua facilitaría escucha los alumnos el desarrollo de micro-habilidades. Esta investigación involucró a 29 pre-servicio de idiomas Inglés profesores de una universidad pública que se inscribieron en la fonética y por supuesto fonología. Dentro de la clase de instrucción y actividades fuera de clase eran implementado por implique la utilización del software de análisis de realimentación visual acústico.
dc.description.abstractFostering the listening skill in English language learners has been directly approached to the development of strategies for enhancing listening comprehension. However, even embracing such receptive skill in class, language educators have paid scant regard to the development of listening micro-skills needed to enable genuine communication. As Ylinen (2010) contends, the correct comprehension of foreign language speech requires an adequate recognition of the speech sounds. With this in mind, this study sought to determine to what extent visual based training in prosody of the language would facilitate learners’ listening micro-skills development. This research involved 29 pre-service English language teachers from a public university who were enrolled in the Phonetics and Phonology course. In-class instruction and outside class activities were implemented by entailing the use of the acoustic analysis software visual feedback.
dc.languagespa
dc.relationAkker, E., & Cutler, A. (2003). Prosodic cues to semantic structure in native and nonnative listening. Bilingualism: Language and Cognition, 6(2), 81–96
dc.relationAliaga C., & Mora, J. C. (2007). Assessing the Effects of Phonetic Training on L2 Sound Perception and Production. Quarterly Journal in Modern Foreign Literatures.
dc.relationAnderson, J. (1998). Interpreting Visual feedback On Suprasegmentals In Computer Assisted Pronunciation Instruction. CALICO Journal,, 11(4), 5–22
dc.relationAnderson, P. (1993). Defining intelligibility parameters: The secret of sounding native. XXVII TESOL Annual Convention, Atlanta
dc.relationBatova, N. (2013). International Journal of Education and Research. Vol. 1 No. 4
dc.relationBoutsen , F. (2003, March 04). Prosody: The Music of Language and Speech. The ASHA Leader
dc.relationBrown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.
dc.relationBuck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.
dc.relationBurns, A., & Richards, J. (2009). The Cambridge Guide to Second Language
dc.relationBurns, A., & Richards, J. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press
dc.relationBradlow, A. R., Akahane-Yamada, R., Pisoni, D. B., & Tohkura, Y. (1999). Training Japanese listeners to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception & Psychophysics, 61, 977– 985.
dc.relationBrovchenko, T. (1964).“English Phonetics” (a contrastive study of English and Ukrainian pronunciation). Linguistics Journal. Vol.12 No 1
dc.relationBrown, H. D. (2004). Language assessment:principles and classroom practices. New York,USA: Pearson Education.
dc.relationBrown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman
dc.relationByrnes, H. (1984). The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals 17:317-29
dc.relationCarrier, K. 2003. Improving high school English language learners’ second language listening through strategy instruction. In Bilingual Research Journal, vol.27 No.3, pp. 383-408.
dc.relationCassady, J. C., Smith, L. L., & Huber, L. K. (2005). Enhancing Validity in Phonological Awareness Assessment through Computer-Supported Testing. Practical Assessment, Research & Evaluation, 10(18)
dc.relationCatts, H., & Kamhi, A. (Eds.). (2005). The connections between language and reading disabilities. Mahwah, NJ: Erlbaum.
dc.relationDeCasper, A., & Fifer, W. (1980). Of human bonding: Newborns prefer their mothers’ voices. Science, 208, 1174–1176.
dc.relationDe Rodriguez, C. (1993). On the acquisition of English rhythm: Theoretical and practical issues. Lenguas Modernas, 20, 151-164
dc.relationD’Autilia, R. (2004). The prosody and the music of the human speech. arXiv, physics.bi, 8. Retrieved from http://arxiv.org/abs/physics/0401100
dc.relationDowd, A., Smith, J., & Wolfe, J. O. E. (1998). Learning to pronounce vowel sounds in a foreign language using acoustic measurements of the vocal tract as feedback in real time . Key words. Sciences-New York, 20, 1–17
dc.relationFlowerdew, J., & Miller, L. (2006). Second language listening: Theory and practice. (p. 30).Cambridge: Cambridge University Press.
dc.relationGagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers
dc.relationGauthier, B., Shi, R., & Yi, X. (2009). Learning prosodic focus from continuous speech input: A neural network exploration. Language Learning and Development, 5(2), 94-114.
dc.relationGillon, G. T. (2004). Phonological awareness: From research to practice. New York: Guilford Press
dc.relationKamps, S. (2010). The word Brain. Paris: Flying Publisher & Kamps.
dc.relationKumaravadivelu, B. (2006). Understanding Language Teaching From Method to Post Method:Lawrence Erlbaum Associates
dc.relationKuzla, C., Ernestus, M., & Mitterer, H. (2006). Prosodic structure affects the production and perception of voice-assimilated German fricatives. In R. Hoffmann, & H. Mixdorff (Eds.), Speech prosody 2006. Dresden: TUD Press.Ladefoged, P. (2001). A course in Phonetics. Forth Worth: Harcourt College Publishers
dc.relationLado, Robert. 1957. Linguistics across cultures: Applied linguistics for language 61 teachers. Ann Arbor, MI: University of Michigan Press.
dc.relationLave, J., & Wenger E. (1991). Situated Learning. Cambridge: Cambridge University Press.
dc.relationLively, S. E., Logan, J. S., & Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/ II: The role of Phonetic environment and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94, 1242-1255
dc.relationLynch, T. (1998). Theoretical perspectives on listening. In Annual Review of Applied Linguistics, vol. 18, pp. 3-19.
dc.relationMcBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179–192.
dc.relationMcMullen & Erin, Saffran, J. (2004). Music and Language: A Developmental Comparison, 21(3), 289–311.
dc.relationMannell, R. (2007). INtroduction to Prosody Theories and Models. Retrieved from http://clas.mq.edu.au/Phonetics/phonology/intonation/prosody.html
dc.relationMendelsohn, D. (1998). Teaching Listening. Annual Review of Applied Linguistics 18:81-101.
dc.relationMerrill, M. D., Drake, L., Lacy, M. J., & Pratt, J. (1966). Reclaiming Instructional Design. Educational Technology, 36
dc.relationMinisterio de Eucacion Nacional, (2012), Resultados Diagnostico 2012 del nivel de 62 ingles. Retrieved from http://www.colombiaaprende.edu.co/html/micrositios/ 1752/w3-article-318161.html
dc.relationMorley, J. 1991. ‘Listening Comprehension in Second/Foreign Language Instruction’, in M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed.). Boston: Heinle and Heinle.
dc.relationNunan D. (1997). Listening in Language Learning. The Language Teacher. The Japan Association of Language Learning. Vol. 21 No.9, pp 47-51
dc.relationOsada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53–66.
dc.relationÖster, A-M. 1989. Applications and experiences of computer-based speech training, STL-QPSR 1, 59- 62
dc.relationPetrić, B. (2000). The effect of listening instruction on the development of listening skills of university students of English. Novelty, 7(3), 15-29
dc.relationRichards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESO
dc.relationRichards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17, 219-239
dc.relationRichards, J. C. (2005) “Second thoughts on teaching listening” En RELC Journal. Vol. 36. March, N° 1. 85-92.
dc.relationRichards, J. & Rodgers, T. (1986). Approaches and methods in language teaching : a description and analysis. Cambridge New York: Cambridge University Press
dc.relationSchmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11, 129-158.
dc.relationSodoro, J. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14, 223-260
dc.relationThomson, R. I. (2007). Modeling L1/L2 interactions in the perception and production of English vowels by Mandarin L1 speakers: A training study. Unpublished doctoral dissertation, University of Alberta.
dc.relationTOEFL Homepage, (2014). Retrieved from https://www.ets.org/toefl/ibt/about?WT. ac=toeflhome_ibtabout2_121127
dc.relationTsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451
dc.relationTsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451
dc.relationVenkatagiri, H. S., & Levis, J. M. (2007). Phonological Awareness and Speech Comprehensibility: An Exploratory Study. Language Awareness, 16(4), 263– 277
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectConocimiento fonológico
dc.subjectHabilidades de escucha
dc.subjectEducación
dc.titleImpact of visual based prosody training on listening micro-skills.


Este ítem pertenece a la siguiente institución