Making sense of speech : a practical approach to pronunciation assessment
| dc.contributor.advisor | Garza, Thomas J. | |
| dc.creator | Kroman, Steven Andrew | en |
| dc.date.accessioned | 2015-01-20T19:02:26Z | en |
| dc.date.accessioned | 2018-01-22T22:27:13Z | |
| dc.date.available | 2018-01-22T22:27:13Z | |
| dc.date.issued | 2014-12 | en |
| dc.date.submitted | December 2014 | en |
| dc.date.updated | 2015-01-20T19:02:26Z | en |
| dc.description | text | en |
| dc.description.abstract | Recent research has shifted the focus of pronunciation instruction from achieving native-like speech in learners to correcting issues that affect the intelligibility of the learners’ speech. Research also suggests that suprasegmental features of pronunciation, such as intonation, rhythm, and stress, have a considerable influence on intelligibility. By using Dickerson’s (1989) Covert Rehearsal Model, which includes predictive strategies that encourage learner autonomy, instructors have the tools necessary to effectively help learners improve their intelligibility. However, the question as to which instructional targets should be taught in the classroom still remains. This report outlines one way in which instructors can use a diagnostic assessment in order to discover which instructional targets are most appropriate for their learners. | en |
| dc.description.department | Foreign Language Education | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/2152/28124 | en |
| dc.language.iso | en | en |
| dc.subject | Pronunciation | en |
| dc.subject | Assessment | en |
| dc.subject | Diagnostic | en |
| dc.subject | Suprasegmentals | en |
| dc.subject | Intelligibility | en |
| dc.title | Making sense of speech : a practical approach to pronunciation assessment | en |
| dc.type | Thesis | en |