SUPRASEGMENTALS AND COMPREHENSIBILITY: A COMPARATIVE STUDY IN ACCENT MODIFICATION A Dissertation by Christine Barb MA, Wichita State University, 2002 BA, University of Kansas, 1994 Submitted to the College of Health Professions and the faculty of the Graduate School of Wichita State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2005 SUPRASEGMENTALS AND COMPREHENSIBILITY: A COMPARATIVE STUDY IN ACCENT MODIFICATION I have examined the final copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirement for the degree of Doctor of Philosophy with a major in Communication Sciences and Disorders. ______________________________________ Anthony DiLollo, Committee Chair We have read this dissertation and recommend its acceptance: ______________________________________ Peggy J. Anderson, Committee Member ______________________________________ Julie A. Scherz, Committee Member ______________________________________ Kathy H. Strattman, Committee Member ______________________________________ Marilyn Turner, Committee Member Accepted for the College of Health Professions ______________________________________ Peter A. Cohen, Dean Accepted for the Graduate School ______________________________________ Susan K. Kovar, Dean ii DEDICATION Mom and Dad Tootsie Sandy Dr. E iii ACKNOWLEDGMENTS I would like to thank my dissertation chairman, Dr. Anthony DiLollo, for his extraordinary patience, guidance, and humor throughout this unique experience. I have tremendous gratitude for helping me across the finish line under the most exceptional of circumstances. For any doctoral students to follow, you can thank me for making your experiences seem smooth by comparison. My gratitude extends to all members of my committee, past and present. Thank you, Dr. Peggy Anderson, for providing inspiration and motivation to combine my interests in speech-language pathology and English as a second language. I am most grateful for the opportunity to connect with a mentor in terms of colors and brushstrokes where others see print-type. Your suggestions helped color and shape my world. Dr. Julie Scherz provided support in so many ways, for so long, that she was always a part of my committee in one form or another. Sometimes hugs in the hallway were the kind of support that got me further than anything else. Thank you for stepping in during the final stages of this journey. Dr. Kathy Strattman, I would not be writing this dissertation today if I weren(cid:146)t inspired by the work you and Dr. Edwards have done throughout the years. I am honored to be able to contribute to it. Thank you for your insight and patience as I shared my ideas with you. I am very grateful for Dr. Marilyn Turner(cid:146)s expertise in psychology and enthusiastic support as guiding influences in my research. When I think of Dr. Turner(cid:146)s suggestions, what comes to mind immediately is, (cid:147)That(cid:146)s interesting! Go with it!(cid:148) That(cid:146)s the best advice I ever heard for research and life. It reminds me of Dr. Edward(cid:146)s outlook. iv Dr. Harold T. Edwards, you did help me across the finish line whether you were here or not. If there were a better word than thank you I(cid:146)d use it but for the first time in my life, words escape me. Thank you for the encouragement to always seek the questions. Without your support, humor, and individuality, I never would have started this process and if you weren(cid:146)t such a wonderful mentor none of that would have carried on without you. You are. It did. Thank you, Dr. E, for everything. For all the professors who contributed to my committee(s), including Dr. Kenn Apel, Dr. Barbara Hodson, and Dr. Ro Scudder, thank you for your time, suggestions, and guidance. You proved that it really does take a village. Dr. Ray Hull, thank you for sharing in all my joys and trials throughout my graduate career. I could always count on you for an uplifting spin on the day(cid:146)s events. Johanna Hutmacher, you(cid:146)ve seen it all. I don(cid:146)t know if it(cid:146)s possible to pay back as much as Johanna has given, but I(cid:146)m sure it will all come back to her bigger and better than she can imagine, and that says a lot. Jaymie Faust, thanks for all your patience with me over the years. I(cid:146)m glad I(cid:146)m leaving before you because I can(cid:146)t imagine not sharing a smile and laugh with you when I walk into the office. I would like to thank all the students who have inspired me throughout the years by their dedication, kindness, and unique perspectives of the world. Without them, not only would my research not have been possible, but my future would not be calling out for me to join it. Thank you to all of the participants who were so patient and hard- working during the accent modification classes. v I am grateful to the doctoral students in this program who have shared the triumphs and tribulations as only other doc students can truly fathom. Thank you for all your cards, notes, gifts, words, and cocktails of encouragement. I(cid:146)ll let the Dropkick Murphys sing here, (cid:147)Times were tough, But the memories remain, Situations rough, But we overcame, Side by side, One for all, Together we grew, Cause when it’s said and done, I’ll look back on friends like you.(cid:148) I have the best family and friends in the world. If they(cid:146)re still my friends after this, I(cid:146)m sure they(cid:146)re friends for life. My parents made this possible, in many ways, and I(cid:146)m eternally grateful for the inspiration and support I(cid:146)ve always received in my educational career from my whole family. I couldn(cid:146)t have done this without my sister(cid:146)s extreme patience and the countless hours spent reading e-mails and talking on the phone. Thanks for providing the soundtrack to my life. It kept me going when I didn(cid:146)t think I could take another step. Adrienne and Greg, thank you not only for catching me when I got too close to the edge, but for helping me realize that it(cid:146)s a good place to be. I send my sincere gratitude to TLG, especially Doug and Sandy who are masters of mental theater sent via e-mail. You(cid:146)re not really alone if someone can make you laugh from a thousand miles away. Thanks to my best girls, Sandy and Kimi, for all the reasons I don(cid:146)t have to say. I can(cid:146)t forget to mention my unconditional pals, Archie, Stedo, Angel, and Dottie, thank you guys for teaching me about the joy found in a good sunbeam. Finally, thanks to everyone at Kirby(cid:146)s and The Anchor for the support shared one pint at a time. Cheers! vi ABSTRACT This study investigated the effectiveness of two methods of accent modification instruction. Thirty nonnative English speakers received an intonational-based instruction method for the pronunciation of American English. Half of those speakers received additional instruction and activities that were based on theories of cognitive processing of language. Three expert listeners evaluated pre- and post-instruction recordings of each speaker. Listeners were asked to rate the use of speech characteristics determined to be instrumental for intelligible speech on a 5-point Likert scale and three yes/no responses. As a whole, the intonational-based instruction method resulted in significant increases in the use of positive speech characteristics. A modification of that method did not result in significant differences in any of the speech characteristics. Findings of this study support the focus on suprasegmentals in pronunciation training of English as a second language and may lead to more diverse methods and designs for accent modification research. vii TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 II. REVIEW OF LITERATURE 5 Accentedness 5 Accent Modification 7 Terminology 7 Objectives 7 Learners 8 Teachers 9 Teachers of English to Speakers of Other Languages 9 Speech-Language Pathologists 10 Voice Coaches 11 Instruction Format 12 Historical Framework of Pronunciation Pedagogy 12 Language Production, Processing, and Acquisition 16 Speech vs. Language 16 Multilingual Speech Production Models 17 Theories of Accented Speech 18 Language Mode 19 L1 and L2 Acquisition 20 Facilitation and Constraints of L2 Learning 21 Memory 22 Attention and Capacity 23 Emotion 24 Context 25 Communicative Approach 26 Methods of Accent Modification 27 Edwards and Strattman Method 27 The Modified Method 28 Reconceptualzing L2 Teaching 29 Facilitating Language Production 31 Statement of Purpose and Research Questions 33 III. METHOD 34 Participants 34 Speakers 34 Experimental Group 35 Control Group 37 Listener-Raters 39 Procedures 39 viii Edwards and Strattman Method 39 Modified Method 42 Preliminary 42 Modifications to Manual 43 Additions to Manual 44 Data Collection 46 Preparation of Evaluation Material 47 Rating the Speech Samples 48 Data Analysis 53 IV. RESULTS 55 The Edwards and Strattman Method 56 The Modified Method 58 V. DISCUSSION 63 Summary 64 Question 1: The Edwards and Strattman Method 65 Assessment 64 Instruction 66 Prosodic Variables 67 Linking 68 Pitch Control 68 Future Research 70 Question 2: The Modified Method 71 Archived Speech Samples 72 Practice Effect 73 Future Research 74 Qualitative Research 75 Additional Activities 76 Conclusion 79 REFERENCES 80 APPENDIXES 95 A. Student Questionnaire 96 B. Consent Form 99 C. Exit Interview Questions 100 D. Rating Rubric 101 E. Listener-Rater Form 102 F. Mean Scores 103 ix LIST OF TABLES Table Page 1. Experimental Group Demographics 36 2. Control Group Demographics 38 3. Comparison of Traditional and Modified Accent Modification Course Structures 41 4. Intercorrelations Between Posttest Speech Variables (N=30) 56 5. Stepwise Multiple Regression Analysis Between the Criterion Variable h (Overall Perception of Comprehensibility) and Four Speech Characteristics Variables (N = 30) 57 6. Comparison of Binary Variables 58 7. Descriptive Statistics of Language-Related Demographics 59 8. Analyses of Covariance for the Influence of Pretest Scores and Language-Related Demographic Variables on Posttest Scores 60 9. Analyses of Covariance for the Influence of Pretest Scores on Posttest Scores 61 10. Descriptives of the Control and Experimental Groups on Binary Variables 62 11. Chi Square Analysis 62 12. Rating Rubric 101 13. Mean Scores 103 x
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