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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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INGLIZ VA O'ZBEK TILLARIDA SINONIM SO'ZLARINING QIYOSIY TAXLILI ASNOSIDA LUG'AVIY ZAXIRANI RIVOJLANTIRISH ...
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Variation in Spanish/s: Overview and New Perspectives
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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INNOVATIVE TEACHING METHODS TO DEVELOP CHINESE STUDENTS' ABILITY TO LEARN RUSSIAN PHONETICS ...
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THE ROLE OF INNOVATIVE TECHNOLOGIES IN TEACHING PHONETIC EXERCISES IN PRIMARY SCHOOL ...
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THE ROLE OF INNOVATIVE TECHNOLOGIES IN TEACHING PHONETIC EXERCISES IN PRIMARY SCHOOL ...
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| 11 |
Individual Differences in Singing Behavior during Childhood Predicts Language Performance during Adulthood
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In: Languages; Volume 7; Issue 2; Pages: 72 (2022)
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Hypercorrection as a Symptom of Language Change: Majorcan Catalan Standard Pronunciation
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In: Languages; Volume 7; Issue 1; Pages: 57 (2022)
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An Empirical Performance Analysis of the Speak Correct Computerized Interface
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In: Processes; Volume 10; Issue 3; Pages: 487 (2022)
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| 18 |
The impact of self-reflection and integrated pronunciation instruction on the intelligibility of Generation Z learners of French: A mixed methods study
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El andaluz en la publicidad: niveles de lengua y contenido del mensaje ; The andalusian language in advertising: language levels and message content
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In: Pragmalingüística, (29), 227-244 (2022)
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“A better me”: Using acoustically modified learner voices as models
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Henderson, Alice J.; Skarnitzl, Radek. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
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Abstract:
This paper presents the results of a brief mixed-methods intervention which sought to modify the production of prominence-related features in L2 English by four native French-speaking university lecturers, in read-aloud speech. Selected parts of participants’ productions were acoustically modified and then used as the model in a Listen-and-Repeat protocol, where both quantitative (acoustic measures) and qualitative (free comments from discussion) data were collected. Acoustic measures were taken again from productions realized three months after the protocol, to trace longer term retention of modifications; expert listeners compared a selection of these productions to the original, diagnostic renditions, rating the degree of native-like rhythm and melody. Analysis of the quantitative and qualitative results confirm that imitating oneself can help individuals to modify prominence-related features of their pronunciation, that such changes can be retained over a 3-month period, but that people cannot reliably judge what they have modified. New potential is thus shown for Listen-and-Repeat, using one’s own modified voice, as an effective technique in pronunciation instruction.
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Keyword:
L2 English; Prominence; Pronunciation Teaching; PSOLA
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URL: http://hdl.handle.net/10125/73462
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