auditory repetition priming for English word stress applying auditory priming in teaching English word stress
DOI:
https://doi.org/10.25170/ijelt.v8i2.1524Keywords:
auditory priming, word stress placement, priming effectAbstract
This paper discusses the implications of using the auditory priming method in teaching English word stress to Indonesian university students. In auditory priming experiment, 30 participants had to pronounce 80 English words after hearing the stimuli (i.e. pre-recorded 80 words with correct stress placement). The data was taken from the recordings of the students’ responses, which were transcribed carefully to determine the stress placement. Research revealed that auditory priming effect was achieved although the result was not statistically significant. The result of this study was significant for Indonesian EFL teachers as it give insight for the implementation of the auditory priming method to teach English pronunciation.
References
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Jenkins, J. (1998). Which pronunciation noms and models for English as an international language? ELT Journal 52(2), 119-126.
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Kenworthy, J. (1997). Teaching English pronunciation. London: Longman
Lyster, J. (1998). Negotiation of forms, recasts and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 183-218.
McDonough, K., & Trofimovich, P. (2008). Using priming methods in second language research. New York: Routledge.
Mosheer, A. & Amer, W. (2011). The role of explicit instruction in English word stress pattern in an EFL Arab University context. Indonesian Journal of English Language Teaching, 7(2), 71 - 87.
Papagno, Valentine, & Baddeley. (1991). Phonological short term memory and FL vocabulary learning. Journal Memory and Language vol 30(3), 331 - 347.
Paulston, C.B. (1979). Communicative competence and language teaching. Guidelines, 1, 1-21.
Pennington, M. (1996). Phonology in English language teaching. London: Longman.
Roach, P. (2000). English phonetics and phonology. Cambridge: Cambridge University Press.
Roca, I. & Johnson, W. (1999). A course in phonology. Oxford: Blackwell.
Schneider, W., & Chein, J. (2003). Controlled and automatic processing: Behavior, thoery and biological mechanism. Cognitive Science, 27(3), 525 - 559.
Trofimovich, P. (2005). Spoken word processing in native and second language: an investigation of auditory word priming. Applied Psycholinguistics, 26, 479 - 504.
Trofimovich, P. (2008). What do second language listener know about spoken words? Effects of experience and attention in spoken word processing. Journal of Psycholinguistic Research, 37(5), 309-329.
Trofimovich, P. & Gatbonton, E. (2006). Repetition and focus on form in L2 Spanish words: Implication for pronunciation instruction. The Modern Language Journal, 90(4), 519-535.
Tulving, E., Schachter, D.L., & Stark, H.A. (1982). Priming effects in word fragment completion and independent of recognition of memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 8(4), 336 - 342.
Archibald, J. (1997). The acquisition of English stress by speakers of nonaccentual languages: Lexical storage versus computation of stress. Linguistics 3(1) , 167 - 181.
Benrabah, M. (1997). Word stress—a source of unintelligibility in English. IRAL 35(3), 157 - 165.
Bradlow, A. (2008). Training non-native language sound patterns. In M. Zampini, & J. Edward, Phonology and second language acquisition, (pp. 287 - 308). Philadelphia: John Benjamins.
Bradlow, A.R., Pisoni, D., Ahahane Yamada, R., & Tohkura, Y.I. (1999). Training Japanese listeners to identify English /r/ and /l/: Long term retention of learning in perception and production. Perception and Psychophysics, 61(5), 977 - 985.
Burges, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System 28 (2), 191 - 215.
Carr, P. (1999). English phonetics and phonology. Oxford: Blackwell.
Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
Clark, J. & Yallop, C. (1998). An introduction to phonetics and phonology. Oxford: Blackwell.
Ellis, H., & Ellis, A. (1998). Why we study.. repetition priming. The psychologist 11, 492 - 293.
Gass, S., Mackey, A., Alvarez-Torres, M., & Fernandez-Garcia, M. (1999). The effect of task repetition on linguistic output. Language Learning 49(4), 549 - 581.
Goldsmith, J. (1990). Autosegmental and metrical phonology. Oxford: Blackwell.
Hardison, D.M. (2005). Second language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment. Applied Psycholinguistics, 26(4), 579-596.
Harmer, J. (2007). The practice of English language teaching. Harlow: Pearson Longman.
Iverson, P., Kuhl, P., Akahane-Yamada, R., Diesch, E. Tohkura, Y. I., Kettermann, A., & Siebert, C. (2003). A perceptual inference account of acquisition difficulty for non-native phonemes. Cognition, 87(1), B47—B57.
Jenkins, J. (1998). Which pronunciation noms and models for English as an international language? ELT Journal 52(2), 119-126.
Jones, R.H. (2002). Beyond ‘listen and repeat’ pronunciation teaching materials and theories of second language acquisition. In Renandya, W. & Richards, J. (eds.) Methodology in language teaching: An anthology of current practice. (pp. 178-187). Cambridge: Cambridge University Press.
Kenworthy, J. (1997). Teaching English pronunciation. London: Longman
Lyster, J. (1998). Negotiation of forms, recasts and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 183-218.
McDonough, K., & Trofimovich, P. (2008). Using priming methods in second language research. New York: Routledge.
Mosheer, A. & Amer, W. (2011). The role of explicit instruction in English word stress pattern in an EFL Arab University context. Indonesian Journal of English Language Teaching, 7(2), 71 - 87.
Papagno, Valentine, & Baddeley. (1991). Phonological short term memory and FL vocabulary learning. Journal Memory and Language vol 30(3), 331 - 347.
Paulston, C.B. (1979). Communicative competence and language teaching. Guidelines, 1, 1-21.
Pennington, M. (1996). Phonology in English language teaching. London: Longman.
Roach, P. (2000). English phonetics and phonology. Cambridge: Cambridge University Press.
Roca, I. & Johnson, W. (1999). A course in phonology. Oxford: Blackwell.
Schneider, W., & Chein, J. (2003). Controlled and automatic processing: Behavior, thoery and biological mechanism. Cognitive Science, 27(3), 525 - 559.
Trofimovich, P. (2005). Spoken word processing in native and second language: an investigation of auditory word priming. Applied Psycholinguistics, 26, 479 - 504.
Trofimovich, P. (2008). What do second language listener know about spoken words? Effects of experience and attention in spoken word processing. Journal of Psycholinguistic Research, 37(5), 309-329.
Trofimovich, P. & Gatbonton, E. (2006). Repetition and focus on form in L2 Spanish words: Implication for pronunciation instruction. The Modern Language Journal, 90(4), 519-535.
Tulving, E., Schachter, D.L., & Stark, H.A. (1982). Priming effects in word fragment completion and independent of recognition of memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 8(4), 336 - 342.
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2012-10-31
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