초록 열기/닫기 버튼
This study investigates the effectiveness of a short-term pronunciation program for Korean learners of English, exploring the effects of such a program for pronunciation improvement, as well as for motivation. Possible benefits of group and inductive learning are also examined for learning outcomes and motivation. Initial and post-surveys probed participants’ self-efficacy, motivation, and relevant personality factors. Pretest and post-test recordings were rated by experienced raters for pronunciation accuracy. In between were three classroom sessions involving group exercises on particular vowels, consonants, and aspects of prosody, such as lexical stress, rhythm, and linking. The sessions involved group learning, with some groups also experiencing more inductive style lessons. The results showed some modest improvement in pronunciation, as well as in self-efficacy, despite the limited time frame of the program. Some motivational factors and one personality factor (openness to new experiences) were correlated with their improvements. The more inductive style approach had no effect on outcomes, at least over the short term of this study. Implications for pronunciation pedagogy will be discussed, e.g., for interactive learning, and instruction oriented toward affective factors.
키워드열기/닫기 버튼
발음, 음운론, EFL, 귀납적 학습, 동기부여
