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postgraduate thesis: An investigation of the effectiveness of explicit phonetic instruction on Cantonese EFL learners’ segmental pronunciation

TitleAn investigation of the effectiveness of explicit phonetic instruction on Cantonese EFL learners’ segmental pronunciation
Authors
Issue Date2018
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Choy, Y. [蔡裕恆]. (2018). An investigation of the effectiveness of explicit phonetic instruction on Cantonese EFL learners’ segmental pronunciation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
Abstract This study examines the effectiveness of explicit phonetic instruction on Cantonese EFL learners’ segmental pronunciation. The study is motivated by the lack of evidence on whether Cantonese EFL learners would gain a greater improvement when they are taught under explicit phonetic instruction. This research was conducted primarily: 1) to provide theoretical insights into the effect of Consensus Model of Second Language Acquisition (Ellis, 1999) with the embedded explicit phonetic instruction, and 2) to establish an effective instructional framework for the pedagogical development in English pronunciation class in Hong Kong. To achieve these outcomes, an experimental study was conducted to examine how the Cantonese EFL learners progress under different approaches of English pronunciation teaching. Thirty-eight Cantonese EFL learners were randomly assigned to either an experimental group (n = 18) or a control group (n = 20). Each group attended a four-hour English pronunciation workshop. One particular difference between the two groups was the experimental group received explicit phonetic instruction regarding the English segmental sounds whereas the control group did not receive such instruction. For the data collection of the study, a pretest and a posttest were conducted in the classroom setting in which the participants were invited to complete a reading aloud task. The audio-recorded speech samples by participants were analyzed for a further examination. Results revealed that the experimental group significantly outperformed the control group in the posttest at the end of the workshop. In view of the findings, this study concluded with the suggestion that the implementation of explicit phonetic instruction in Hong Kong English curriculum should be fostered.
DegreeMaster of Arts in Applied Linguistics
SubjectCantonese dialects - Pronunciation
Study and teaching - Cantonese dialects - Foreign speakers
Dept/ProgramApplied English Studies
Persistent Identifierhttp://hdl.handle.net/10722/265917

 

DC FieldValueLanguage
dc.contributor.authorChoy, Yu-hang-
dc.contributor.author蔡裕恆-
dc.date.accessioned2018-12-11T05:53:35Z-
dc.date.available2018-12-11T05:53:35Z-
dc.date.issued2018-
dc.identifier.citationChoy, Y. [蔡裕恆]. (2018). An investigation of the effectiveness of explicit phonetic instruction on Cantonese EFL learners’ segmental pronunciation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/265917-
dc.description.abstract This study examines the effectiveness of explicit phonetic instruction on Cantonese EFL learners’ segmental pronunciation. The study is motivated by the lack of evidence on whether Cantonese EFL learners would gain a greater improvement when they are taught under explicit phonetic instruction. This research was conducted primarily: 1) to provide theoretical insights into the effect of Consensus Model of Second Language Acquisition (Ellis, 1999) with the embedded explicit phonetic instruction, and 2) to establish an effective instructional framework for the pedagogical development in English pronunciation class in Hong Kong. To achieve these outcomes, an experimental study was conducted to examine how the Cantonese EFL learners progress under different approaches of English pronunciation teaching. Thirty-eight Cantonese EFL learners were randomly assigned to either an experimental group (n = 18) or a control group (n = 20). Each group attended a four-hour English pronunciation workshop. One particular difference between the two groups was the experimental group received explicit phonetic instruction regarding the English segmental sounds whereas the control group did not receive such instruction. For the data collection of the study, a pretest and a posttest were conducted in the classroom setting in which the participants were invited to complete a reading aloud task. The audio-recorded speech samples by participants were analyzed for a further examination. Results revealed that the experimental group significantly outperformed the control group in the posttest at the end of the workshop. In view of the findings, this study concluded with the suggestion that the implementation of explicit phonetic instruction in Hong Kong English curriculum should be fostered. -
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshCantonese dialects - Pronunciation-
dc.subject.lcshStudy and teaching - Cantonese dialects - Foreign speakers-
dc.titleAn investigation of the effectiveness of explicit phonetic instruction on Cantonese EFL learners’ segmental pronunciation-
dc.typePG_Thesis-
dc.description.thesisnameMaster of Arts in Applied Linguistics-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineApplied English Studies-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2018-
dc.identifier.mmsid991044057361503414-

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