Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice

Yenkimaleki, Mahmood; Heuven, Vincent J. van

doi:10.1016/j.system.2021.102557

Cited by 16 publications

(9 citation statements)

References 33 publications

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“…In a recent publication, we used the TOEFL test as means of testing how much prosodic properties of the spoken items contribute to the overall test results. The use of contrastive sentence stresses and deaccentuation of referents introduced in the immediately preceding context are implemented in the TOEFL materials and serve to assess the contribution of sentence prosody to the testee's comprehension of the input speech (see Yenkimaleki & van Heuven, 2021; Yenkimaleki et al, 2023).…”

Section: Methodsmentioning

confidence: 99%

“…From the 1980s onward, researchers have been interested in changing the traditional way of teaching listening comprehension skills, moving away from a product‐oriented approach toward one which targets instruction for listening subskills and metacognition, including strategies (Graham, 2017; Vandergrift & Goh, 2012; Yenkimaleki, 2021; Yenkimaleki & van Heuven, 2021). The dominant pedagogical activity in the product‐oriented listening classroom includes listening to extended spoken texts, answering questions that target comprehension of the text, and checking answers for accuracy.…”

Section: Introductionmentioning

confidence: 99%

“…Another perspective to listening comprehension instruction involves the integration of a method that targets specific linguistic features of the L2 (e.g., prosodic features). Scholars and curriculum designers who favor this perspective, point out that prosody is crucial for listening comprehension skills (Cauldwell, 2013; Yenkimaleki & van Heuven, 2021). When the aim of training is communicative competence, students should be proficient enough in making associations between prosodic forms and meanings in the L2 and integrate those meanings into overall listening comprehension processes.…”

Section: Introductionmentioning

confidence: 99%

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The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

Yenkimaleki,

van Heuven,

Hosseini

2023

Foreign Language Annals

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The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

Yenkimaleki,

van Heuven,

Hosseini

2023

Foreign Language Annals

Self Cite

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“…The skills cover pronunciation, discursive, cultural, and strategic dimensions of the speaker, in other words, the dimensions of communicative competence which help their integration through both specialized and strategic phonetic skills (Dias et al, 2021). Phonetic skills in spoken language exchange are specifically and strategically in accordance with productive, perceptive, mediating, and interactive skills (Yenkimaleki & van Heuven, 2021).…”

Section: Spoken Language Exchangementioning

confidence: 99%

From Interference to Fluency: Analyzing Indonesian Students' Progress in English Oral Communication

Susanto

Nanda²,

Rafik-Galea³

et al. 2023

Elsya

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This study examines the progress of Indonesian students in spoken English through a task-based approach in an EFL classroom. The aim of the study is to identify communication strategies and linguistic aspects used by the students during oral interaction and production. The data collected from 50 Indonesian students attending a Phonetics and Phonology course at Universitas Bandar Lampung were analyzed using triangulation with class diary and self-assessment questionnaires. The findings show significant improvements in oral interaction and production, including negotiation, cooperation, mediation, intonation, fluency, pronunciation, and rhythm. However, the students made less effort to intervene in the spoken code of the interlocutor and their own interlanguage. The study recommends training tasks that emphasize paraphrasing and self-improvement of oral discourse to enhance their overall oral proficiency in English. The findings of this study have important implications and provide a promising framework for improving students' communication strategies and linguistic aspects. Therefore, these findings suggest that effective language teaching should prioritize not only linguistic aspects but also communication strategies that enable effective oral interaction. This study's recommendations could be useful for language educators worldwide seeking to enhance their students' overall oral proficiency in English.

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“…Second, only word stress is handled as the suprasegmental pronunciation feature on the website. Considering the significance of both segmental and suprasegmental features of pronunciation in terms of effective communication (Pennington, 2021;Suzukida & Saito, 2022;Yenkimaleki & van Heuven, 2021), YouGlish might be claimed to require reconsideration and improvement in its content, such as the addition of new features and the teaching of both pronunciation features.…”

Section: Pedagogical Considerationsmentioning

confidence: 99%

YouGlish: A web-sourced corpus for bolstering L2 pronunciation in language education

Topal

2023

Journal of Digital Educational Technology

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Manifold methods of applying technology for the teaching and learning of pronunciation have been advocated by scholars and researchers. With the advancement of technology, novel applications and software continue to be added to the list. In this regard, this paper deals with one of the recent websites primarily dedicated to pronunciation instruction through authentic and natural speech samples from various contexts. YouGlish is a web-sourced tool to access quick and unbiased answers to the colloquial use of foreign languages by real speakers across various contexts (Miller, 2019). Grounded on a number of theoretical rationales, YouGlish is a website that endorses data-driven learning, which fosters learner autonomy and discovery learning that hopefully contributes to the linguistic performances of its users. With this in mind, this review intended to explicate YouGlish along with its characteristics, specify the theoretical principles underlying it, outline its applications in language education settings and list some considerations for its use.

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Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice

Cited by 16 publications

References 33 publications

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

From Interference to Fluency: Analyzing Indonesian Students' Progress in English Oral Communication

YouGlish: A web-sourced corpus for bolstering L2 pronunciation in language education

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