互动式教学对中国大学英语学习者的语音学习的效果检验.pdfVIP

Cross-cultural Communication Copyright 2008 by the 2008,Vol.4,No.1,90-103 Canadian Academy of Oriental and Occidental Culture The Effectiveness of Interactive Instruction on the Intonation Learning of Chinese College Learners EFFICACITÉ DE L’INSTRUCTION INTERACTIVE DANS L’APPRENTISSAGE DE L’INTONATION DES APPRENANTS DES UNIVERSITÉS CHINOISES 互動式教學對中國大學英語學習者的語音學習的效果檢驗 Liu Yanli 劉豔麗 Received 20 December 2007; accepted 15 February 2008 Abstract: The paper reported the findings from the study on the different effects of two form-focused instructional techniques on the EFL learner’s learning of English intonation. The purposes are to investigate: 1) do the intonation instructions reset EFL leaner’s interlanguage phonology, e.g., improving their intonation ？; and 2) if there were some improvements of the interlanguage phonology through the pronunciation instruction, do two types of explicit instruction, differing in the manner of instruction, have the same or different effects on EFL leaner’s learning of English intonation? To which extent, the instruction is better than the other. The examination of F0 range and pitch contour in the study indicated that 1) most of the Chinese test subjects could improve their intonation performance after the instructions; 2) the experimental group input plus interaction(II) outperformed the experimental group input plus explanation(IE). The gain in intonation awareness leads to their (II group) significant im