Technology-Assisted Training in L2 Spanish Pronunciation: Evaluation From Phonetic and Psychometric Perspectives

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dc.contributor Cipria, Alicia B.
dc.contributor Koronkiewicz, Bryan J.
dc.contributor Lightfoot, Douglas J.
dc.contributor Griffin, Darrin J.
dc.contributor.advisor O'Rourke, Erin E. Jacobson, Stacey Michelle 2021-11-23T14:35:02Z 2021-11-23T14:35:02Z 2021
dc.identifier.other u0015_0000001_0003991
dc.identifier.other Jacobson_alatus_0004D_14558
dc.description Electronic Thesis or Dissertation
dc.description.abstract Pronunciation is often not given the attention it deserves in the foreign language classroom, especially as research continues to show that poor pronunciation can impede communication (Agostinelli, 2012; Arteaga, 2000). Recent attempts have been made to determine the utility of technology for the purposes of acquiring another language; specifically, speech recognition technology, along with the feedback it can provide, has been found to assist with pronunciation acquisition (Golonka et al., 2014). This study investigated the effects of technology-enhanced Spanish pronunciation training and its potential to improve beginning L2 learners’ accuracy in pronouncing grapheme-phoneme mismatches as well as a decrease in voice onset time (VOT) duration when producing the voiceless stops /p t k/. Over the course of a semester, the pronunciation of learners using an app with speech recognition functionality was compared to that of learners interacting with pronunciation activities in the online companion to the course textbook, and to learners who completed grammar activities with no pronunciation component. Overall, both the grapheme-phoneme mismatch accuracy and VOT duration showed improvement with use of technologies and over time. Beyond the improvement in pronunciation, this study investigated the participants’ opinions regarding the technology they interacted with. The software Linguistic Inquiry and Word Count (LIWC) (Pennebaker, Booth, et al., 2015) was utilized to conduct psychometric analyses of participants’ thoughts and emotions regarding their assigned technology from the language used in the questionnaire responses. Despite participants’ generally positive views of their assigned technology, the findings also supported previous claims that enjoyment does not necessarily translate into improvement (Youngs et al., 2011), and suggest that too much focus on the technology itself may hinder pronunciation improvement.
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 English en_US
dc.subject grapheme-phoneme mismatches en_US
dc.subject L2 acquisition of pronunciation en_US
dc.subject LIWC en_US
dc.subject Spanish en_US
dc.subject voice onset time en_US
dc.title Technology-Assisted Training in L2 Spanish Pronunciation: Evaluation From Phonetic and Psychometric Perspectives en_US
dc.type thesis
dc.type text University of Alabama. Department of Modern Languages and Classics Linguistics The University of Alabama doctoral Ph.D.

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