Volume 2, Issue 3 (9-2017)
IJREE 2017, 2(3): 78-85 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Pourhosein Gilakjani A, Sabouri N B. Advantages of Using Computer in Teaching English Pronunciation. IJREE 2017; 2 (3)
URL: http://ijreeonline.com/article-1-67-en.html
URL: http://ijreeonline.com/article-1-67-en.html
Lahijan Branch, Islamic Azad University, Lahijan, Iran
Abstract: (13352 Views)
Pronunciation continues to grow in importance because of its key roles in speech recognition, speech perception, and speaker identity. Computer is being increasingly used in teaching English pronunciation to enhance its quality. The purpose of this paper is to discuss the advantages of using computer in English pronunciation instruction. Understanding the advantages of computer is an important step in the successful use of computer into English language teaching in general and pronunciation instruction in particular. Findings from empirical research, teachers’ roles in using computer, and implications for language teachers and learners are also discussed.
References
1. AbuSeileek, A. F. (2007). Computer-assisted pronunciation instruction as an effective means for teaching stress. The JALT CALL Journal, 3(1-2), 3-14.
2. Al-Qudah, F. (2012). Improving English pronunciation through computer-assisted programs in Jordanian universities. Journal of College Teaching and Learning, 9(3), 201–207. doi: 10.19030/tlc.v9i3.7085 [DOI:10.19030/tlc.v9i3.7085]
3. Baradaran, A. (1999). The impact of CALL technology on improving Iranian EFL learners' pronunciation power. Unpublished doctoral dissertation, Islamic Azad University, Science and Research Branch, Tehran, Iran. http://a-baradaran-english.iauctb.ac.ir/faculty/index.html
4. Baradaran, A., & Davvari, Z. (2010). The impact of utilizing computer assisted language learning on EFL learners' foreign accent reduction. JELS, 1(4), 41-62.
5. Breitkreutz, J., Derwing, T., & Rossiter, M. (2002). Pronunciation teaching practices in Canada. TESL Canada Journal, 19, 51–61. [DOI:10.18806/tesl.v19i1.919]
6. Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education, System, 28(2), 191–215. [DOI:10.1016/S0346-251X(00)00007-5]
7. Butler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and teaching English language learners. MA: Pearson Education, Inc.
8. Cauldwell, R. (2002). Streaming Speech: Listening and advanced pronunciation for advanced learners of English. Talking Computers, Proceedings of the IATEFL Pronunciation and Computer Special Interest Groups, pp. 18–22.
9. Computers in Education Development Unit. (1987). Interactive fiction and computers. Wellington: Department of Education.
10. Coniam, D. (2002). Technology as an awareness raising tool for sensitising teachers to features of stress and rhythm in English. Language Awareness, 11(1), 30–42. doi: 10.1080/09658410208667044 [DOI:10.1080/09658410208667044]
11. Dekaney, E. (2003). The effect of computerized versus classroom instruction on the phonetic pronunciation of English. Journal of Research in Music Education, 51(3), 206-217. [DOI:10.2307/3345374]
12. Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins. [DOI:10.1075/lllt.42]
13. Eskenazi, M. (1999). Using a computer in foreign language pronunciation training: What advantages? CALICO Journal, 16(3), 447-468.
14. Farhat, P. A., & Dzakiria, H. (2017). Pronunciation barriers and computer assisted language learning (CALL): Coping the demands of 21st century in second language learning classroom in Pakistan. International Journal of Research in English Education, 2(2), 53-62. doi: 10.18869/acadpub.ijree.2.2.53 [DOI:10.18869/acadpub.ijree.2.2.53]
15. Gorjian, B., Hayati, A., & Pourkhoni, P. (2013). Using Praat Software in teaching prosodic features to EFL learners. Procedia-Social and Behavioral Sciences, 84(9), 34-40. [DOI:10.1016/j.sbspro.2013.06.505]
16. Graff, M. (2006). A study of Rosetta Stone's effectiveness on improving English pronunciation. Unpublished master's thesis, California State University, California, United States. http://dissexpress.umi.com
17. Haghighi, M., & Rahimy, R. (2017). The effect of L2 minimal pairs practice on Iranian intermediate EFL learners' pronunciation accuracy. International Journal of Research in English Education, 2(1), 42-48. doi: 10.18869/acadpub.ijree.2.1.42 [DOI:10.18869/acadpub.ijree.2.1.42]
18. Hardison, D. (2004a). Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning and Technology, 8(1), 34–52. http://dx.doi.org/10125/25228
19. Hincks, R. (2005). Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism. System, 33(4), 575–591. https://www.researchgate.net/publication/277291948_Measures_and_perception_of_liveness_in_student [DOI:10.1016/j.system.2005.04.002]
20. Hincks, R. (2005). Computer support for learners of spoken English. Unpublished doctoral dissertation, KTH School of Computer Science and Communication, Department of Speech, Music and Hearing, Stockholm, Sweden. http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A13348&dswid=-9456
21. Hincks, R., & Edlund, J. (2009). Promoting increased pitch variation in oral presentations with transient visual feedback. Language Learning and Technology, 13(3), 32–50. http://llt.msu.edu/vol13num3/hincksedlund.pdf
22. Hirata, Y. (2004). Computer-assisted pronunciation training for native English speakers learning Japanese pitch and duration contrasts. Computer Assisted Language Learning, 17(3–4), 357–376. http://dx.doi.org/10.1080/0958822042000319629 [DOI:10.1080/0958822042000319629]
23. Hişmanoğlu, M. (2006). Current perspectives on pronunciation learning and teaching. Journal of Language and Linguistic Studies, 2(1), 101-110.
24. Hismanoglu, M. (2012). Teaching word stress to Turkish EFL (English as a Foreign Language) learners through Internet-based video lessons. US-China Education Review 1, 26–40.
25. Hişmanoğlu, M., & Hişmanoğlu, S. (2011). Internet-based pronunciation teaching: An innovative route toward rehabilitating Turkish EFL learners' articulation problems. European Journal of Educational Studies, 3(1), 23-36.
26. Hutchby, I. (2001). Conversation and technology. Cambridge: Polity Press.
27. Kaltenboeck, G. (2002). Computer-based intonation teaching: Problems and potential. Talking Computers, Proceedings of the IATEFL Pronunciation and Computer Special Interest Groups, 11–17.
28. Kawai, G., & Hirose, K. (2000). Teaching the pronunciation of Japanese double-mora phonemes using speech recognition technology. Speech Communication, 30(2-3), 131–143. [DOI:10.1016/S0167-6393(99)00041-2]
29. Kim, I. S. (2006). Automatic speech recognition: Reliability and pedagogical implications for teaching pronunciation. Educational Technology and Society, 9(1), 322-334.
30. Kohlberg, K., & Mayer, R. (1972). Development as the aim of education. Harvard Educational Review, 42(4), 449-496. [DOI:10.17763/haer.42.4.kj6q8743r3j00j60]
31. Lai, K. W. (1989). Using computer based problem solving software in schools: cognitive and metacognitive outcomes, in J. Collins, N. Estes, W: Gattis, & D. Walker (Eds), Proceedings of the Sixth International Conference on Technology and Education (Vol. 1, pp. 92-95). Orlando: CEP Consultants Ltd.
32. Lai, K. W. (1993). Teachers as facilitators in a computer ‐supported learning environment. Journal of Information Technology for Teacher Education, 2(2), 127-137. doi: 10.1080/0962029930020202 [DOI:10.1080/0962029930020202]
33. Lai, Y. S., Tsai, H. H., & Yu, P. T. (2009). A multimedia English learning system using HMMs to improve phonemic awareness for English learning. Educational Technology and Society, 12(3), 266–281. https://www.learntechlib.org/p/75420/.
34. Levis, J. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27(1), 184-202. doi: [DOI:10.1017/S0267190508070098]
35. Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32(4), 505–524. [DOI:10.1016/j.system.2004.09.009]
36. MacDonald, S. (2002). Pronunciation–views and practices of reluctant teachers. Prospect, 17(3). http://nceltr.edu.au/prospect/17/pros17_3smac.asp
37. MEB. (2008). Teacher qualifications. Ankara: State Books Directorate.
38. Mich, O., Neri, A., & Giuliani, D. (2006). The effectiveness of a computer assisted pronunciation training system for young foreign language learners. Proceedings of CALL (pp. 135–143). Antwerp, Belgium. http://lands.let.ru.nl/literature/neri.2006.4.pdf
39. Mitra, S., Tooley, J., Inamdar, P., & Dixond, P. (2003). Improving English pronunciation: An automated instructional approach. Information Technologies International Development, 1(1), 75–84. doi:10.1162/itid.2003.1.1.75 [DOI:10.1162/itid.2003.1.1.75]
40. Mollaei, F., & Riasati, M. J. (2013). Teachers' perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22. doi: http://dx.doi.org/10.7575/ijalel.v.2n.1p.13 [DOI:10.7575/ijalel.v.2n.1p.13]
41. Neri, A., Cucchiarini, C., & Strik, H. (2002). Feedback in computer assisted pronunciation training: when technology meets pedagogy in Proceedings of CALL Conference. CALL professionals and the future of CALL research (pp. 179-188). Antwerp, Belgium. http://hstrik.ruhosting.nl/wordpress/wp-content/uploads/2013/04/a95.pdf
42. Neri, A., Cucchiarini, C., & Strik, H. (2008). The effectiveness of computer-based speech corrective feedback for improving segmental quality in l2 Dutch. Recall Journal, 20(2), 225–243. doi: [DOI:10.1017/S0958344008000724]
43. Neri, A., Cucchiarini, C., & Strik, H. (2006a). Selecting segmental errors in L2 Dutch for optimal pronunciation training. International Review of Applied Linguistics, 44(4), 357–404. doi: [DOI:10.1515/IRAL.2006.016]
44. Neri, A., Cucchiarini, C., Strik, H., & Boves, L. (2002). The pedagogy-technology interface in computer assisted pronunciation training. Computer Assisted Language Learning, 15(5), 441-467. http://hstrik.ruhosting.nl/wordpress/wp-content/uploads/2013/04/a99.pdf [DOI:10.1076/call.15.5.441.13473]
45. Pourhosein Gilakjani, A. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 1-6. URL: http://ijreeonline.com/article-1-21-en.html
46. Pourhossein Gilakjani, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106. doi:10.5539/ijel.v7n5p95 URL: http://doi.org/10.5539/ijel.v7n5p95
47. Pourhossein Gilakjani, A., & Sabouri, N. B. (2014a). Role of Iranian EFL teachers about using Pronunciation Power Software in the instruction of English pronunciation. English Language Teaching, 7(1), 139-148. doi:10.5539/elt.v7n1p139 URL: http://dx.doi.org/10.5539/elt.v7n1p139
48. Pourhossein Gilakjani, A., & Sabouri, N. B. (2014b). Change of Iranian EFL teachers' traditional pedagogical methods through using Pronunciation Power Software in the instruction of English pronunciation. English Language Teaching, 7(2), 20-29. doi: http://dx.doi.org/10.5539/elt.v7n2p20 URL: http://dx.doi.org/10.5539/elt.v7n2p20
49. Pourhossein Gilakjani, A., Sabouri, N. B., & Zabihniaemran, A. (2015). What are the barriers in the use of computer technology in EFL instruction? Review of European Studies, 7(11), 213-221. doi: http://dx.doi.org/10.5539/res.v7n11p213 [DOI:10.5539/res.v7n11p213]
50. Pronunciation Power. (2000). English computerized learning Inc., Edmonton. Publication Inc.
51. Rostron, A., & Kinsell, P. (1995). Learning pronunciation using CALL: Some experimental evidence. ReCALL Newsletter, 5(1).
52. Ryba, K., & Anderson, B. (1990). Learning with computers: Effective teaching strategies. Eugene, OR: International Society for Technology in Education.
53. Sadeghi, M. R. (2013). Computer assisted language instruction in EFL academic environment: A hindrance or a facilitator. Basic Research Journal of Education Research and Review, 2(6), 93-98.
54. Sadeghi, M., & Mashhadi Heidar, D. (2016). The effect of using phonetic websites on Iranian EFL learners' word level pronunciation. International Journal of Research in English Education, 1(1), 31-37. URL: http://ijreeonline.com/article-1-26-en.html
55. Sefero˘glu, G. (2005). Improving students' pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303–316. doi: 10.1111/j.1467-8535.2005.00459.x [DOI:10.1111/j.1467-8535.2005.00459.x]
56. Simُes, A. R. M. (1996). Assessing the contribution of instructional technology in the teaching of pronunciation. Proceedings of the International Conference on Spoken Language Processing, 1461-1464.
57. Talebi, F., & Teimoury, N. (2013). The effect of computer-assisted language learning on improving EFL learners' pronunciation ability. World Journal of English Language, 3(2), 52-56. doi: [DOI:10.5430/wjel.v3n2p52]
58. Verdugo, D. R. (2006). A study of intonation awareness and learning in non-native speakers of English. Language Awareness, 15(3), 141–159. http://dx.doi.org/10.2167/la404.0 [DOI:10.2167/la404.0]
59. Walker, R. (2005). Using student‐produced recordings with monolingual groups to provide effective individualized pronunciation practice. TESOL Quarterly, 39(3), 550‐558. URL: http://www.jstor.org/stable/3588495 [DOI:10.2307/3588495]
60. Wang, X., & Munro, M. (2004). Computer-based training for learning English vowel contrasts. System, 32(4), 539–552. [DOI:10.1016/j.system.2004.09.011]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
