LINGUIST List 14.2420

Sat Sep 13 2003

Diss: Phonology/Phonetics/Lang Acquisition: Carey

Editor for this issue: Naomi Fox <>


  1. michael, An L1-specific CALL pedagogy...

Message 1: An L1-specific CALL pedagogy...

Date: Thu, 11 Sep 2003 09:04:25 +0000
From: michael <>
Subject: An L1-specific CALL pedagogy...

Institution: Macquarie University
Program: Speech, Hearing and Language Research Centre, Department of Linguistics
Dissertation Status: Completed
Degree Date: 2002

Author: Michael David Carey 

Dissertation Title: An L1-specific CALL pedagogy for the instruction
of pronunciation with Korean learners of English

Dissertation URL:

Linguistic Field: 	Phonology 
			Language Acquisition 

Subject Language:	Korean (code: KKN)
			English (code: ENG)

Dissertation Director 1: Robert H Mannell

Dissertation Abstract: 

This thesis aims to examine the pedagogical practice of pronunciation
modification and to add a computer-based pedagogy to the growing body
of literature on the subject. The methodological approach in this
thesis is interdisciplinary, implementing the quantitative research
methods of speech science and also the qualitative methods of action
research that are commonly used in pedagogy development and
analysis. Through a literature review, acoustic phonetic and
perceptual analyses, an intervention and action research using
pronunciation software, a pedagogy is developed that can assist in the
modification of Korean English learners' pronunciation.

Chapter 1 introduces the background and justification for the
research, the experimental paradigm, and the scope and potential
contribution of the research.

In Chapter 2, the historical development of pronunciation pedagogy and
its place within English language acquisition is reviewed. Traditional
classroom methods and theoretical models are outlined.

Chapter 3 begins with a review of the literature regarding Korean and
Australian English (AE) phonetics and phonology. The features of both
languages are compared by applying some of the procedures of
Contrastive Analysis. From this contrastive analysis of the phonology
literature, pronunciation difficulties are predicted.

Chapter 4 examines the literature on Error Analysis to determine what
constitutes a pronunciation "error", starting with the most common
cause, interlanguage transfer. Errors may also be attributed to
several other inter and intra speaker causes and these are also
discussed. The chapter then closes with a discussion of the most
significant errors within the framework of a controversial new
paradigm "English as an International Language".

Chapter 5 presents the first of four scientifically conducted
experiments with an examination of KE interlanguage vowel quality. KE
vowel quality is examined acoustically in contrast with Australian
English (AE) vowel quality through an analysis of KE vowels produced
by 40 Koreans. The results are analysed on an individual speaker basis
due to the amount of individual variation in the data. From this
analysis, an inventory of equivalently produced and deviant acoustic
vowel quality is reported.

Chapter 6 contains an acoustic study of interlanguage vowel
quantity. The duration of KE vowels is contrasted with that of a model
AE speaker. KE vowels produced in a hVd context show a tendency to be
produced with an intrinsic duration that differs significantly from AE
for certain vowel categories. For vowels produced in a CVC context, KE
speakers do not produce an appropriate phonetic distinction for vowels
with post-vocalic voiced/voiceless obstruents. The problem of
measuring vowel quantity more accurately with respect to the
confounding variable of speech rate is identified as an issue for
further research.

Chapter 7 examines the AE native speaker perception of KE through a
controlled perception experiment conducted under laboratory
conditions. The experiments analyse the way in which the cues encoded
in KE and AE vowels are decoded by Korean and AE listeners during
perception. A new statistical model for determining perceptual cue
weighting from acoustic vowel data is presented.

In Chapter 8 current technological approaches to pronunciation
modification are assessed through an impressionistic review of 23
pronunciation CD-ROMs that have been marketed over the past seven
years. The various methods of visual feedback and the underlying
pedagogy for the modification of vowels are critiqued and a new visual
feedback and pedagogical model is suggested.

In Chapter 9, a more in-depth examination of one criterion-selected
visual feedback based program is undertaken by way of a trial of this
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