The Impact of Automatic Speech Technology on Contrastive Stress among Adult EFL Learners
陳美、曹秀蓉
E-mail: [email protected]
ABSTRACT
The study aimed to explore the impact of Automatic Speech Recognition System (ASRS) on the development of English oral abilities including pronunciation, pitch, timing and emphasis for EFL college students in Taiwan. It is used ASRS—MyET to increase students’ opportunities of after-class oral practice and training in virtual learning communities. The participants were 40 freshmen at the English Department of DaYeh University in Taiwan. They were assigned into a control group and an experiment group. Each group contains 20 students, including 10 English low-proficient and 10 English high-proficient students according to their English scores of the pretest. The control group received the lecture on contrastive stress in a classroom. In addition to the lecture in a classroom as the control group, the experiment group was required after the class to practice contrastive stress with an ASRS for six weeks. After six-week treatment, all participants did a posttest. The main findings are: (1) The ASRS helps students improve their pronunciation, pitch and timing. (2) The ASRS helps low-proficient students improve their pronunciation, pitch and timing more than high-proficient students. (3) Most students held positive attitudes toward the use of ASRS. Based on the findings, some discussion of the results, pedagogical implications and suggestions for further study are proposed.
Keywords : Computer-Assisted Language Learning (CALL) ; Automatic Speech Recognition System (ASRS) ; Oral Abilities Table of Contents
TABLE OF CONTENTS 封面內頁 簽名頁 授權書 iii 中文摘要 iv ABSTRACT………
… v ACKNOWLEDGEMENT………vi TABLE OF CONTENTS………
………vii LIST OF FIGURES………xi LIST OF TABLES ………
………xiii Chapter I. INTRODUCTION 1.1 Background of the Study………1 1.2 Motivation of the Study………4 1.3 Purpose of the Study……… 5 1.4 Research Questions……… 5 1.5 Significance of the Study………6 1.6 Limitations of the Study……… 7 1.7 Definition of Terms………8 1.8 Organization of the Study……
………11 Chapter II. LITERATURE REVIEW 2.1 Pronunciation Teaching……… 12 2.2 Application of CALL………14 2.2.1 History of CALL………14 2.2.2 Application of CALL………16 2.2.3 Characteristics of CALL………17 2.2.4 Learning Methods in CALL……… 18 2.3 ASRS on Oral Ability Development……… 21 2.3.1 Types of ASRS…
………21 2.3.2 Principles of ASRS……… 22 2.3.3 Current Application of ASRS………23 2.3.4 Studies on ASRS for Oral Development………… 24 2.4 Behaviorist Methods of Instruction…
……… 28 2.4.1 Classical Conditioning……… 28 2.4.2 Operant Conditioning ………
…30 2.4.3 Mastery Learning……… 31 Chapter III. METHODOLOGY 3.1 The Experimental Design of the Study……… 33 3.2 Participants……… 34 3.3 Experimental Materials and
Instruments………… 35 3.3.1 Handouts of Contrastive Stress……… 35 3.3.2 Pretest and Posttest………
……… 36 3.3.3 Questionnaire………37 3.3.4 Online ASRS………
……38 3.4 Procedure………45 3.5 Data Analysis………
…47 Chapter IV. RESULTS AND DISCUSSION 4.1 Investigation of Students’ Progress……… 48 4.2 Comparison between High-Proficient and Low- Proficient Group……… 53 4.3 Students’ Attitudes toward ASRS
……… 57 4.3.1 About Practicability of ASRS……… 59 4.3.2 About Opportunity Increase of Oral Practice with ASRS………60 4.3.3 About Effectiveness of ASRS………61 4.3.4 About Difficulty of Using ASRS……… 62 4.3.5 About Future Application of ASRS……… 63 Chapter V.
CONCLUSIONS AND SUGGESTIONS 5.1 Summary of the Findings………64 5.2 Conclusions…………
………66 5.3 Pedagogical Implications……… 67 5.4 Suggestions for Further Research……… 68 REFERENCES Chinese References……… 70 English References…
……… 73 APPENDIX A THE ORAL PRETEST..………80 APPENDIX B
THE ORAL POSTTEST A……… 82 THE ORAL POSTTEST B………86 THE ORAL POSTTEST C………89 THE ORAL POSTTEST D………
…………92 APPENDIX C QUESTIONNAIRE……… 95 REFERENCES
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