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Title:The Persistence of Learned Primary Phrase Stress Patterns Among Learners of English
Author(s):Hahn, Mary Katherine
Doctoral Committee Chair(s):Wayne B. Dickerson
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Language and Literature
Abstract:This study investigates the persistence of learning of the production of nine primary phrase stress (PPS) patterns among international students who successfully completed the pronunciation course ESL 110/410, English Pronunciation for Academic Purposes at University of Illinois at Urbana-Champaign. Data were collected from oral tests administered before instruction (T1), after instruction (T2), and from an oral test conducted after the completion of the course (T3), specifically between three and 13 semesters. A written questionnaire containing questions related to amount of English study, and opinions on pronunciation ability, pronunciation rules, and practice was also given at T3. Thirty-six subjects participated, representing eight different native languages. Each had placed into and successfully completed ESL 110/410. Four research questions were investigated concerning instructed learning from T1 to T2, persistence of learning from T1 to T3, differences between 'high' and 'low' entering proficiency groups, and differences in persistence across the nine PPS patterns. The results reveal that all subjects clearly showed instructed learning of the PPS patterns from T1 to T2. The thirty-six subjects as a group, and twenty-eight individuals showed persistence of learning, although the degree of persistence was less than the instructed learning achieved at T2. The high proficiency group consistently performed higher than the low proficiency group. The subjects showed persistence of learning for six of the nine PPS patterns. The findings suggest that students in ESL 110/410 learn to produce the PPS patterns, and that learning persists long after completion of the course. The degree of the persistence suggests the possible need for changes in instruction, and follow-up work with students after the course is completed, as well as further research into the effects of pronunciation instruction and the persistence of pronunciation learning.
Issue Date:2002
Description:257 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002.
Other Identifier(s):(MiAaPQ)AAI3044101
Date Available in IDEALS:2015-09-25
Date Deposited:2002

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