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The effectiveness of explicit, implicit, and noticing instruction: Mandarin speakers' perceptions and production of English sentence stress
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The effectiveness of explicit, implicit, and noticing instruction: Mandarin speakers' perceptions and production of English sentence stress
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Dissertation
The effectiveness of explicit, implicit, and noticing instruction: Mandarin speakers' perceptions and production of English sentence stress
2007
Overview
The problem. The purpose of this study was to investigate the effectiveness of explicit, implicit, and noticing instruction on Mandarin speakers' learning of English sentence stress. Method. An action research was conducted to test these instructional methods. Participants consisted of 86 students chosen from the advanced levels of an English as a Foreign Language program, as defined by their academic achievement of English courses within Shin-Min High School in Taiwan. Three intact classes were each taught 1 of 3 different methods regarding sentence stress placement by the researcher. Pre, post, and delayed posttests were administered to assess participants' production. Participants were also administered a post-treatment questionnaire after the instruction to assess participants' perceptions towards different methods. Results. The quantitative analysis demonstrated that the mean learning outcomes of all 3 groups slightly decreased from the pre to posttest, but were not significantly different. The mean performance of the noticing group on the posttest was found significantly higher than that of the implicit group, but not the explicit group. However, since they also scored the highest on the pretest, this was not indicative of greater learning outcomes, as shown by the non-significant differences among the gain scores. Results of the study also showed that the explicit group's performance was significantly higher than the noticing group from the post to delayed posttest. This showed that explicit instruction led to higher scores from the post to delayed posttest, which indicates greater sustained learning. The qualitative results showed that the participants in all 3 groups perceived the instruction as somewhat helpful towards their learning of sentence stress. Among the 3 groups' responses to 2 open-ended questions, the practice session and improving intonation were cited with greatest frequency as the most helpful in improving pronunciation.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
0549308571, 9780549308577
