Computer Assisted Pronunciation Training of Spanish Rhotics
Document Type
Paper Presentation
Presenter Language
English
Research Area
Phonetics & Phonology
Location
MBSC Gallery Room 308
Start Date
18-10-2024 12:30 PM
End Date
18-10-2024 1:00 PM
Abstract
Spanish rhotics training is suitable for any level (Johnson, 2008; Reeder, 1998). By drawing attention to perceptual cues and articulatory techniques, L2 learners can acquire the tools to produce rhotics (Schmeiser, 2019). One route is through Computer Assisted Language Learning (CALL), which provides technological and pedagogical materials that individualize instruction (Derwing & Munro, 2005). Computer Assisted Pronunciation Teaching (CAPT), a subset of CALL, allows students to receive training on oral production (Lord, 2019; Moedjito, 2016). Considering the limited development of CAPT tools, particularly accompanied by empirical studies, a week-long computer assisted training was created, testing its utility and effects on the phonetic production of taps [ɾ] and trills [r] through a quasi-experimental design.
The training contained five modules built in the learning management system CANVAS, following Mellado’s (2012) six-step pedagogical design (i.e., sensitization, explanation, re-educating the ear, imitation, controlled and free practice). Learners completed one module per day, each of which lasted 30-40 minutes. The first part encouraged learners to notice the differences and similarities of the Spanish tap [ɾ] in relation to American English; for example, learners compared the retroflex sound [ɹ] of English (e.g., ‘car’) and the English flap/tap (e.g., ‘butter’ [ˈbʌ.ɾɚ]). The second part offered explicit articulatory techniques to facilitate the production of the Spanish trill by focusing learners’ attention to the relationship between the speed and pressure needed to produce the trill, also known as the Bernoulli effect (Martínez Celdrán, 1997).
Learners from university-level Spanish courses (n=13) completed oral production tasks containing rhotics before and after the training. Tokens were acoustically analyzed in Praat (Boersma & Weenink, 2022) by measuring their duration and categorizing them following Henriksen’s (2015) scheme. Descriptive and inferential statistics indicated a favorable impact of the training on the pronunciation of Spanish rhotics across tasks at both the individual and group (i.e., by Spanish course) level. Overall, the study incorporated a useful and easily accessible computer tool adaptable to a variety of L2 Spanish courses and beneficial to teachers and learners. The training is available in the CANVAS Commons as an open educational resource.
Computer Assisted Pronunciation Training of Spanish Rhotics
MBSC Gallery Room 308
Spanish rhotics training is suitable for any level (Johnson, 2008; Reeder, 1998). By drawing attention to perceptual cues and articulatory techniques, L2 learners can acquire the tools to produce rhotics (Schmeiser, 2019). One route is through Computer Assisted Language Learning (CALL), which provides technological and pedagogical materials that individualize instruction (Derwing & Munro, 2005). Computer Assisted Pronunciation Teaching (CAPT), a subset of CALL, allows students to receive training on oral production (Lord, 2019; Moedjito, 2016). Considering the limited development of CAPT tools, particularly accompanied by empirical studies, a week-long computer assisted training was created, testing its utility and effects on the phonetic production of taps [ɾ] and trills [r] through a quasi-experimental design.
The training contained five modules built in the learning management system CANVAS, following Mellado’s (2012) six-step pedagogical design (i.e., sensitization, explanation, re-educating the ear, imitation, controlled and free practice). Learners completed one module per day, each of which lasted 30-40 minutes. The first part encouraged learners to notice the differences and similarities of the Spanish tap [ɾ] in relation to American English; for example, learners compared the retroflex sound [ɹ] of English (e.g., ‘car’) and the English flap/tap (e.g., ‘butter’ [ˈbʌ.ɾɚ]). The second part offered explicit articulatory techniques to facilitate the production of the Spanish trill by focusing learners’ attention to the relationship between the speed and pressure needed to produce the trill, also known as the Bernoulli effect (Martínez Celdrán, 1997).
Learners from university-level Spanish courses (n=13) completed oral production tasks containing rhotics before and after the training. Tokens were acoustically analyzed in Praat (Boersma & Weenink, 2022) by measuring their duration and categorizing them following Henriksen’s (2015) scheme. Descriptive and inferential statistics indicated a favorable impact of the training on the pronunciation of Spanish rhotics across tasks at both the individual and group (i.e., by Spanish course) level. Overall, the study incorporated a useful and easily accessible computer tool adaptable to a variety of L2 Spanish courses and beneficial to teachers and learners. The training is available in the CANVAS Commons as an open educational resource.