Presentation

Ultrasound Imaging in the Foreign Language Classroom: Outcomes, Challenges, and Students’ Perceptions

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Abstract

Recent years have witnessed an increase in the use of ultrasound imaging as a technology to provide visual biofeedback in L2 speech training. Despiteshowing promising effects, most of the past studies have been conducted in laboratory settings on a small group of learners (Blisset al., 2018), and little is known about the use of ultrasound technology in real classroom settings.The current studyexplored the benefits as well asstudents’ perceptionsof using ultrasound biofeedback to teach the French /y/-/u/intwointact French pronunciation classes. Thirty-one learnerscompleted oral assessment tasks before and after ultrasound activities, and reported their impressions in reflective journals. Group 1 was first trainedon the /y/-/u/contrast while Group 2 first received feedback on the /e/-/ɛ/contrast.Each learner received in-class ultrasound visual feedback on their articulation of the vowels while practicing a list of #CV# words in facilitating and difficult consonantal contexts. F2 mid-point measurements of /y/ and /u/ were extracted from target words. Resultsrevealed an overall significant improvement in /u/—although not directly linked to the ultrasound practice, and native-like F2 values for /y/.The findings also highlighted learners’ overwhelming positive perceptions and attitudes towards their experience.

How to Cite:

Inceoglu, S. & Gnevsheva, K., (2019) “Ultrasound Imaging in the Foreign Language Classroom: Outcomes, Challenges, and Students’ Perceptions”, Pronunciation in Second Language Learning and Teaching Proceedings 11(1).