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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14472

Title: Messages behind the Unheard Sounds: Crossing the Word Boundaries through Songs
Authors: Ting, Wen-Ying;Kuo, Feng-Lan
Contributors: 英語學系
Keywords: Reduced forms;Connected speech instruction;Word recognition in listening;Song lyrics dictation
Date: 2012-03
Issue Date: 2012-11-22T04:33:14Z
Publisher: 彰化師範大學文學院
Abstract: The knowledge and application of reduced forms in word recognition is a decisive
factor for English learners to attain a higher language proficiency. Listening
comprehension for non-native English speakers involves aspects of diction, syntax,
grammar and content. Language in the spoken form is more challenging in that learners
have to discern sounds that tend to cross the word boundaries for fluency. Therefore, the
ability to comprehend and identify correctly what is said is the key to understanding
spoken English. To fully comprehend a naturally pronounced sentence well, ESL/EFL
learners need a basic knowledge of reduced forms including C-C linking (elision), C-V
linking, /h/-deletion, contraction, palatalization, flapping, and the like. An appropriate
approach for students to improve listening comprehension is through songs (Crawford,
2006). The present study is a language experiment practiced on two homogeneous groups
of sophomore English majors who aim at passing high-intermediate GEPT in the junior
year. Both groups were given the intermediate GEPT listening test to establish their initial
listening proficiency. The experimental group then underwent a six-session (240 minutes)
training course, in which the afore-mentioned six reduced forms were taught through
twelve songs in Hit Parade Listening (Kumai & Timson, 2003, 2010). The techniques
and knowledge of reduced forms were explicitly taught through lectures and dictation
exercises of song lyrics. Two forms of a dictation test of 17 digitally recorded sentences
of similar reliability coefficient, containing the six targeted connected speech patterns,
were developed as the pretest and the posttest, respectively. The results showed the
subjects of the experimental group made overall significant improvement in recognizing
spoken words than the control group after receiving the explicit connected speech
instruction using the Hit Parade Listening Class CD and Song CD. Regarding the error
types, in the pre-instructional phase, the subjects were found to have major difficulties in
dictating sentences containing contraction and C-V linking; nevertheless, they made
significant progress with these two patterns in the post-instructional phase. In contrast,
the subjects didn’t make progress regarding /h/-deletion and flapping. It’s likely that the
subjects have previously not been exposed enough to these two connected speech
為完全掌握自然語流的口說英語,ESL/EFL 學習者須具備縮減音基本知識,如子音
與子音的連音(C-C linking/elision)、子音與母音的連音(C-V linking)、h 音的省略
歌曲學習縮減音被視為合宜的學習方法(Crawford, 2006)。本研究屬於語言實驗,應
分鐘)的縮減音訓練課程,課程內容為含上述六項縮減音之Hit Parade Listening
(Kumai & Timson, 2003, 2010)12 課教材。縮減音之技巧與知識以明確教學的方式傳
本但信度相當的聽寫測驗,各含以前述六種縮減音類型為測驗目標之17 句數位錄音
的句子。研究結果顯示接受以Hit Parade Listening Class CD 及 Song CD 做為縮減
與母音的連音(C-V linking)。施以教學後,這兩類型均有顯著進步。然而,h 音的省
Relation: 彰化師範大學文學院學報, 5: 75-92
Appears in Collections:[文學院學報] 第五期

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