Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions

Show simple item record

dc.contributor Barry, Mary S.
dc.contributor Picone, Michael
dc.contributor Summers, Robert
dc.contributor Zupancic, Metka
dc.contributor.advisor Drewelow, Isabelle
dc.contributor.author Lepore, Cindy E.
dc.date.accessioned 2017-03-01T17:21:44Z
dc.date.available 2017-03-01T17:21:44Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001761
dc.identifier.other Lepore_alatus_0004D_12146
dc.identifier.uri https://ir.ua.edu/handle/123456789/2207
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study investigated students' motivation to develop pronunciation skills while participating in shared conversations called interpersonal audio discussions because research has suggested that learners desire pronunciation instruction in hopes of achieving native-like pronunciation (Gilakjani & Ahmadi, 2011; Harlow & Muyskens, 1994; Drewelow & Theobald, 2007) and that social environments are useful in developing proficiency in a second language (Atkinson, 2002; Aubry, 2009; Ducate & Lomicka, 2009; Firth & Wagner, 1997; Kramsch & Whiteside, 2007; Lee, 2014; Lord, 2008; Pica, 1994b; Smith, Alvarez-Torres & Zhao, 2003; Warschauer, 1996). Due to the plethora of online learning communities, there is also a need for research-based findings that evaluate emerging pedagogical tools for pronunciation development. Participants in the present study were enrolled in a second-semester French course where they focused on pronunciation skills in a web-based software called VoiceThread. Through two questionnaires, journal entries, and assessment activities, students continuously self-reported about the effects of participation on perceptions of pronunciation and its development. Data was analyzed through a mixed methods approach. Results indicated that students had more positive opinions of performance on pronunciation-related tasks as well as higher L2 self-confidence associated with pronunciation after participation. Furthermore, findings detailed how increased interactivity in VoiceThread influenced students' motivation in pronunciation. The study's conclusions maintain that participation in VoiceThread raises students' awareness of their performance in pronunciation thereby creating a feedback-supported environment conducive not only to pronunciation development but also to self-motivation regarding the skill.
dc.format.extent 328 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Linguistics
dc.subject.other Language
dc.subject.other Foreign language instruction
dc.title Developing pronunciation skills at the introductory level: motivating students through interpersonal audio discussions
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Modern Languages and Classics
etdms.degree.discipline French
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account