The Effects of a 24-Session EFL Pronunciation Course as Reflected in Learners' Self-Reports
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概要
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２００８年１０月２７日発行・rights：社団法人大学英語教育学会 ・rights：本文データは学協会の許諾に基づきCiNiiから複製したものである・relation：isVersionOf：http：//ci.nii.ac.jp/naid/110007467217The present study examined the effects of a 24-session pronunciation course on participants' beliefs and perceived abilities, through their responses to survey questions. Japanese junior high school students (n = 66) participated in a pronunciation course, the main activity of which was one-on-one performance oaching/testing. A Likert-scale survey of respondents' perceived abilities regarding segmental and suprasegmental features were continually conducted throughout the course. The same survey was also administered to a control group, learning English at the same school but not participating in the course. Sign tests indicated that only in the case of the treatment group did the perceived pronunciation abilities significantly and substantially increase after a year. Rasch analyses of participants' responses indicated that their pre- and post-eourse perceived abilities were markedly different, and that difficulties of different segmental and suprasegmental elements relative to each other were rather stable over time. Qualitative and quantitative analyses of verbal comments collected at the final session revealed that participants were generally highly satisfied with the course mainly because they (a) felt their abilities were improved, (b) enjoyed the one-on-one performance testing, and (c) were convinced of the importance of proper pronunciation.
- 2008-10-27
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関連論文
- Effects of Learning English in Elementary School Days on the Proficiency of, and the Attitude towards, the Language in High School Years (II)
- The Effects of a 24-Session EFL Pronunciation Course as Reflected in Learners' Self-Reports
- 英語教員志望学生における発音指導に関するビリーフと自己評定した発音能力の関係