Perception of Prosodic Speech Features: Final Intonation and Word Stress for EFL Learners

Yıl 2024, Cilt: 7 Sayı: 2, 212 – 223, 30.06.2024

Tarık Uzun

https://doi.org/10.37999/udekad.1449612

Öz

The acquisition of intelligible pronunciation in a second language (L2) hinges on successfully managing the perception and production of speech features. In this regard, prosodic speech features, particularly intonation and word stress are of critical importance. This study investigates the diagnostic perception test results of the learners of English as a Foreign Language (EFL) (N=125) in Turkish higher education context, analyzing their scores on intonation and word stress sections. The results reveal that participants performed better on identifying final intonation patterns compared to word stress items while both areas demonstrated certain challenges. Scores were lower for items with final falling intonation, particularly evident in interrogative wh- / how questions, suggesting complexities in processing this feature. Additionally, word stress accuracy decreased with increasing syllable count. No significant correlation was observed between intonation and word stress scores. These findings highlight the importance of recognizing intonation and word stress as distinct yet interconnected aspects of pronunciation, calling for effective instructional approaches to address these key components of L2 sound system.

Anahtar Kelimeler

prosody, intonation, word stress, diagnostic assessment, English as a foreign language

Kaynakça

• Ali Al-Thalab, H. S., Yap, N. T., Nimehchisalem, V., & Rafik-Galea, S. (2018). Perception of English lexical stress: Some insights for English pronunciation lessons for Iraqi ESL learners. Pertanika Journal of Social Sciences & Humanities, 26, 209-224.
• Alzi’abi, S. E. (2023). Arab learners’ stress perception and production of English multisyllable items. Journal of Experimental Phonetics, 32, 111-130. https://doi.org/10.1344/efe-2023-32-111-130
• Atoye, R. O. (2005). Non-native perception and interpretation of English intonation. Nordic Journal of African Studies, 14(1), 26–42.
• Baker, A. (2006). Ship or sheep? An intermediate pronunciation course. Cambridge University Press.
• Bolinger, D. (1998). Intonation in American English. In D. Hirst, & A. D. Cristo (Eds), Intonation systems: A survey of twenty languages (pp. 45-55). Cambridge University Press.
• Brazil, D. (1997). The communicative value of intonation in English. Cambridge University Press.
• Brinton, D. M. (2023). Effective pronunciation teaching. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 281-295). Routledge.
• Carreão, V. (2023). Using poetry to assess pronunciation and word stress. Speak Out!, 68, 15-24.
• Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2017). Teaching pronunciation: A coursebook and a reference guide (2nd Ed.). Cambridge University Press.
• Chun, D. M., & Levis, J. M. (2020). Prosody in second language teaching: Methodologies and effectiveness. In C. Gussenhhoven & A. Chen (Eds.), The Oxford handbook of language prosody (pp. 619-630). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198832232.013.41
• Cutler, A. (2015). Lexical stress in English pronunciation. In M. Reed & J. M. Levis (Eds), The handbook of English pronunciation (pp. 106-124). Wiley Blackwell.
• Dalton, C., & Seidlhofer, B. (2014). Pronunciation. Oxford University Press.
• Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing Company.
• Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393–410. https://doi.org/10.1111/0023-8333.00047
• Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly 39(3), 399-423. https://doi.org/10.2307/3588487
• Gilbert, J. (2008). Teaching pronunciation: Using the prosody pyramid. Cambridge University Press.
• Goodwin, J. (2013). Pronunciation teaching methods and techniques. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-10). Blackwell Publishing.
• Gordon, J., & Darcy, I. (2016). The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation, 2(1), 56-92. https://doi.org/10.1075/jslp.2.1.03gor
• Grant, L. (2016). Well-said: Pronunciation for clear communication (4th Ed.). Cengage Learning.
• Gussenhoven, C., & Chen, A. (2000). Universal and language-specific effects in the perception of question intonation. In Proceedings of the 6th International Conference on Spoken Language Processing (ICSLP) (pp. 91-94). https://doi.org/10.21437/ICSLP.2000-216
• Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201-223. https://doi.org/10.2307/3588378
• Hişmanoğlu, M. (2012). Teaching word stress to Turkish EFL (English as a foreign language) learners through internet-based video lessons. US-China Education Review, 2(1), 26-40.
• Holub, E. (2010). Does intonation matter? The impact of monotony on listener comprehension. The Interpreters' Newsletter, 15, 117-126.
• Katamba, F. (1996). An introduction to phonology (8th Ed.). Longman.
• Knoch, U. (2017). What can pronunciation researchers learn from research into second language writing? In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 54-71). Multilingual Matters.
• Ladefoged, P., & Johnson, K. (2015). A course in phonetics (7th ed.). Cengage Learning.
• Levis, J. M. (1999). Intonation in theory and practice, revisited. TESOL Quarterly, 33(1), 37-63. https://doi.org/10.2307/3588190
• Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press.
• Levis, J. M. (2022). Teaching pronunciation: Truths and lies. In C. Bardel, C. Hedman, K. Rejman, & E. Zetterholm (Eds.), Exploring language education: Global and local perspectives (pp. 39-72). Stockholm University Press.
• Levis, J. M., & Grant, L. (2011). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13-19. https://doi.org/10.1002/j.1949-3533.2003.tb00125.x
• Levis, J. M., & Wichmann, A. (2015). English intonation – Form and meaning. In M. Reed & J. M. Levis (Eds). The handbook of English pronunciation (pp. 175-189). Wiley Blackwell.
• Lewis, C., & Deterding, D. (2018). Word stress and pronunciation teaching in English as a lingua franca contexts. The CATESOL Journal, 30(1), 161-176.
• Liu, D. (2017). The acquisition of English word stress by Mandarin EFL learners. English Language Teaching, 10(12), 196-201.
• McGregor, A., & Reed, M. (2018). Integrating pronunciation into the language curriculum: A framework for teachers. The CATESOL Journal, 30(1), 69-94.
• Muller Levis, G., & Levis, J. M. (2016). Intonation bridging activities: Meaningful practice for final intonation. In J. M. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds.), Proceedings of the 7th pronunciation in second language learning and teaching conference (pp. 229- 235). Iowa State University.
• Munro, M. J., & Derwing, T. M. (2015). A prospectus for pronunciation research in the 21st century: A point of view. Journal of Second Language Pronunciation, 1(1), 11–42. https://doi.org/10.1075/jslp.1.1.01mun
• Murphy, J. (2004). Attending to word stress while learning new vocabulary. English for Specific Purposes, 23, 67-83. https://doi.org/10.1016/S0889-4906(03)00019-X
• Murphy, J. (2017). Suprasegmentals: Thought groups, prominence, word stress, intonation, and pitch jumps. In J. Murphy (Ed.), Teaching the pronunciation of English: Focus on whole courses (pp. 31-69). The University of Michigan Press.
• Newton, J. M., & Nation, I. S. P. (2021). Teaching ESL/EFL listening and speaking (2nd Ed.). Routledge.
• Özsoy, S. (2004). Türkçe’nin yapısı – I: Sesbilim. Boğaziçi Üniversitesi Yayınları.
• Roach, P. (1992). Introducing phonetics. Penguin.
• Sereno, J., Lammers, L., & Jongman, A. (2015). The relative contribution of segments and intonation to the perception of foreign-accented speech. Applied Psycholinguistics, 37(2), 303-322. https://doi.org/10.1017/S0142716414000575
• Skandera, P., & Burleigh, P. (2005). A manual of English phonetics and phonology. Narr Verlag.
• The Jamovi Project (2022). Jamovi. (Version 2.3) [Computer Software]. https://www.jamovi.org
• Trask, R. L. (2007). Language and linguistics: The key concepts. Routledge.
• Uzun, T. (2022). The salient pronunciation errors and intelligibility of Turkish speakers in English. MEXTESOL Journal, 46(1), 1-15.
• Uzun, T., & Celik Uzun, E. (2022). Using glottodrama for teaching final intonation in English. In J. Levis & A. Guskaroska (Eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference (pp. 1-6). Brock University. https://doi.org/10.31274/psllt.13364

Bürünsel Konuşma Öğelerinin Algılanması: Yabancı Dil Olarak İngilizce Öğrenenler için Sözce Sonu Ezgi ve Sözcük Vurgusu

Yıl 2024, Cilt: 7 Sayı: 2, 212 – 223, 30.06.2024

Tarık Uzun

https://doi.org/10.37999/udekad.1449612

Öz

İkinci dilde (D2) anlaşılabilir bir sesletimin edinilmesi konuşma öğelerine yönelik algı ve üretim süreçlerinin başarılı biçimde yönetilmesini gerekli kılmaktadır. Bu noktada, bürünsel öğelerin, özel olarak da ezgi ve sözcük vurgusu büyük bir öneme sahiptir. Bu çalışma, Türkiye yükseköğretim bağlamında yabancı dil olarak İngilizce öğrenenlerin (N=125) tanılayıcı dinleme algısı testindeki yanıtları üzerinden ezgi ve sözcük vurgusu sonuçlarını incelemektedir. Ulaşılan bulgular, katılımcıların sözce sonu ezgi görünümlerini tanılamada, sözcük vurgusu maddelerine oranla daha başarılı olduklarını ancak her iki alanda da belirli zorluklar yaşadıkları göstermektedir. Sonuçlar, özellikle wh- / how sorularında belirginleşen alçalan ezgi görünümlerinde elde edilen puanların görece daha düşük olduğunu göstermekte ve ezginin işlenmesindeki karmaşık görüntüyü ortaya koymaktadır. Ek olarak, sözcük vurgusu doğruluğunun, seslem sayısı arttıkça azaldığı belirlenmiştir. Ezgi ve sözcük vurgusu puanları arasında anlamlı bir bağıntıya ise ulaşılamamıştır. Sonuçlar, ezgi ve sözcük vurgusunun ayrı ancak bağlantılı boyutlar olduklarını, D2 ses dizgesinin bu önemli bileşenlerinin sağlıklı biçimde ele alınabilmeleri için etkili öğretim yaklaşımlarına gereksinim bulunduğunu göstermektedir.

Anahtar Kelimeler

bürün, ezgi, sözcük vurgusu, tanılayıcı değerlendirme, yabancı dil olarak İngilizce

Etik Beyan

Makalenin kabulü halinde eklenecektir. İlgili dosya eklenmiştir.

Teşekkür

Makalenin kabulü halinde eklenecektir.

Kaynakça

• Ali Al-Thalab, H. S., Yap, N. T., Nimehchisalem, V., & Rafik-Galea, S. (2018). Perception of English lexical stress: Some insights for English pronunciation lessons for Iraqi ESL learners. Pertanika Journal of Social Sciences & Humanities, 26, 209-224.
• Alzi’abi, S. E. (2023). Arab learners’ stress perception and production of English multisyllable items. Journal of Experimental Phonetics, 32, 111-130. https://doi.org/10.1344/efe-2023-32-111-130
• Atoye, R. O. (2005). Non-native perception and interpretation of English intonation. Nordic Journal of African Studies, 14(1), 26–42.
• Baker, A. (2006). Ship or sheep? An intermediate pronunciation course. Cambridge University Press.
• Bolinger, D. (1998). Intonation in American English. In D. Hirst, & A. D. Cristo (Eds), Intonation systems: A survey of twenty languages (pp. 45-55). Cambridge University Press.
• Brazil, D. (1997). The communicative value of intonation in English. Cambridge University Press.
• Brinton, D. M. (2023). Effective pronunciation teaching. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 281-295). Routledge.
• Carreão, V. (2023). Using poetry to assess pronunciation and word stress. Speak Out!, 68, 15-24.
• Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2017). Teaching pronunciation: A coursebook and a reference guide (2nd Ed.). Cambridge University Press.
• Chun, D. M., & Levis, J. M. (2020). Prosody in second language teaching: Methodologies and effectiveness. In C. Gussenhhoven & A. Chen (Eds.), The Oxford handbook of language prosody (pp. 619-630). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198832232.013.41
• Cutler, A. (2015). Lexical stress in English pronunciation. In M. Reed & J. M. Levis (Eds), The handbook of English pronunciation (pp. 106-124). Wiley Blackwell.
• Dalton, C., & Seidlhofer, B. (2014). Pronunciation. Oxford University Press.
• Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing Company.
• Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393–410. https://doi.org/10.1111/0023-8333.00047
• Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly 39(3), 399-423. https://doi.org/10.2307/3588487
• Gilbert, J. (2008). Teaching pronunciation: Using the prosody pyramid. Cambridge University Press.
• Goodwin, J. (2013). Pronunciation teaching methods and techniques. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-10). Blackwell Publishing.
• Gordon, J., & Darcy, I. (2016). The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation, 2(1), 56-92. https://doi.org/10.1075/jslp.2.1.03gor
• Grant, L. (2016). Well-said: Pronunciation for clear communication (4th Ed.). Cengage Learning.
• Gussenhoven, C., & Chen, A. (2000). Universal and language-specific effects in the perception of question intonation. In Proceedings of the 6th International Conference on Spoken Language Processing (ICSLP) (pp. 91-94). https://doi.org/10.21437/ICSLP.2000-216
• Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201-223. https://doi.org/10.2307/3588378
• Hişmanoğlu, M. (2012). Teaching word stress to Turkish EFL (English as a foreign language) learners through internet-based video lessons. US-China Education Review, 2(1), 26-40.
• Holub, E. (2010). Does intonation matter? The impact of monotony on listener comprehension. The Interpreters' Newsletter, 15, 117-126.
• Katamba, F. (1996). An introduction to phonology (8th Ed.). Longman.
• Knoch, U. (2017). What can pronunciation researchers learn from research into second language writing? In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 54-71). Multilingual Matters.
• Ladefoged, P., & Johnson, K. (2015). A course in phonetics (7th ed.). Cengage Learning.
• Levis, J. M. (1999). Intonation in theory and practice, revisited. TESOL Quarterly, 33(1), 37-63. https://doi.org/10.2307/3588190
• Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press.
• Levis, J. M. (2022). Teaching pronunciation: Truths and lies. In C. Bardel, C. Hedman, K. Rejman, & E. Zetterholm (Eds.), Exploring language education: Global and local perspectives (pp. 39-72). Stockholm University Press.
• Levis, J. M., & Grant, L. (2011). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12(2), 13-19. https://doi.org/10.1002/j.1949-3533.2003.tb00125.x
• Levis, J. M., & Wichmann, A. (2015). English intonation – Form and meaning. In M. Reed & J. M. Levis (Eds). The handbook of English pronunciation (pp. 175-189). Wiley Blackwell.
• Lewis, C., & Deterding, D. (2018). Word stress and pronunciation teaching in English as a lingua franca contexts. The CATESOL Journal, 30(1), 161-176.
• Liu, D. (2017). The acquisition of English word stress by Mandarin EFL learners. English Language Teaching, 10(12), 196-201.
• McGregor, A., & Reed, M. (2018). Integrating pronunciation into the language curriculum: A framework for teachers. The CATESOL Journal, 30(1), 69-94.
• Muller Levis, G., & Levis, J. M. (2016). Intonation bridging activities: Meaningful practice for final intonation. In J. M. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds.), Proceedings of the 7th pronunciation in second language learning and teaching conference (pp. 229- 235). Iowa State University.
• Munro, M. J., & Derwing, T. M. (2015). A prospectus for pronunciation research in the 21st century: A point of view. Journal of Second Language Pronunciation, 1(1), 11–42. https://doi.org/10.1075/jslp.1.1.01mun
• Murphy, J. (2004). Attending to word stress while learning new vocabulary. English for Specific Purposes, 23, 67-83. https://doi.org/10.1016/S0889-4906(03)00019-X
• Murphy, J. (2017). Suprasegmentals: Thought groups, prominence, word stress, intonation, and pitch jumps. In J. Murphy (Ed.), Teaching the pronunciation of English: Focus on whole courses (pp. 31-69). The University of Michigan Press.
• Newton, J. M., & Nation, I. S. P. (2021). Teaching ESL/EFL listening and speaking (2nd Ed.). Routledge.
• Özsoy, S. (2004). Türkçe’nin yapısı – I: Sesbilim. Boğaziçi Üniversitesi Yayınları.
• Roach, P. (1992). Introducing phonetics. Penguin.
• Sereno, J., Lammers, L., & Jongman, A. (2015). The relative contribution of segments and intonation to the perception of foreign-accented speech. Applied Psycholinguistics, 37(2), 303-322. https://doi.org/10.1017/S0142716414000575
• Skandera, P., & Burleigh, P. (2005). A manual of English phonetics and phonology. Narr Verlag.
• The Jamovi Project (2022). Jamovi. (Version 2.3) [Computer Software]. https://www.jamovi.org
• Trask, R. L. (2007). Language and linguistics: The key concepts. Routledge.
• Uzun, T. (2022). The salient pronunciation errors and intelligibility of Turkish speakers in English. MEXTESOL Journal, 46(1), 1-15.
• Uzun, T., & Celik Uzun, E. (2022). Using glottodrama for teaching final intonation in English. In J. Levis & A. Guskaroska (Eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference (pp. 1-6). Brock University. https://doi.org/10.31274/psllt.13364

Toplam 47 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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