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The current study was designed to explore whether taking English pronunciation classes could improve the realization of English rhythm by Korean learners of English. Specifically, this study used various rhythm metrics to examine the extent to which the learners’ speech became rhythmically similar to the target language after taking classes that focused on English pronunciation. Sixteen learners who took a 15-week English pronunciation course at a university read an English passage twice (at the beginning and the end of the semester). The rhythm metrics such as Deltas, Varcos, and Pairwise Variability Indices were calculated for the learners’ speech, as well as that of 8 native speakers of English. The results demonstrated that the learners’ speech was slower, and they put more frequent within-sentence pauses than the native speakers even after the classes. The analyses also indicated that the speech recorded at the beginning of the semester was rhythmically much more different from the target language than at the end of the semester. After the classes, however, the learners’ consonantal intervals became much more target-like, while the vocalic intervals were rhythmically even further from those in the target language. Overall, the findings suggested that the pronunciation classes helped the learners to produce English speech that was rhythmically similar to the native speakers.
목차
Abstract
1. Introduction
2. Methods
3. Results
4. Discussion and Conclusion
References
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UCI(KEPA) : I410-ECN-0101-2022-700-001554091