Presentation

The Effects of Self-Monitoring Strategy Use on the Pronunciation of Learners of English

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Abstract

This paper describes preliminary results of a classroom-based study on the effectiveness of training advanced second language learners to monitor and correct their non-target use of English suprasegmental features. The independent variables were three levels of self-monitoring [listening only (L), listening + transcription (LT), and listening + transcription + annotation of corrections (LTA)] and rehearsal (R). The dependent variable was an accuracy score for three suprasegmental features: message unit boundaries, primary phrase stress, and intonation. After 16 weeks of pronunciation and self-monitoring instruction, 15 international graduate students at a U.S. university produced a 5-minute mini-lecture, and then used each self-monitoring strategy for a different segment of the lecture. After self-monitoring, participants orally produced the corrected version three times. Rehearsals were recorded and the first and third were analyzed. Preliminary data analysis for seven participants indicates that learner accuracy scores increased following self- monitoring; the greatest improvements occurred after one rehearsal; L was most useful for primary phrase stress accuracy; LTA was best for message unit boundaries and LT for intonation. Accuracy scores improved the most for primary phrase stress, though individual differences were found in learners_ performance following use of a particular strategy.

How to Cite:

Ingels, S., (2009) “The Effects of Self-Monitoring Strategy Use on the Pronunciation of Learners of English”, Pronunciation in Second Language Learning and Teaching Proceedings 1(1).