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研究生： 何馬龍
Hernandez Del Cid, Marlon
論文名稱： 以明確教學結合顯性改正回饋措施指導濁音詞尾輔音群之正確發音
An Explicit Instruction on Accurate Pronunciation of Voiced Coda Clusters with Explicit Corrective Feedback
指導教授： 張寶玉
Vongpumivitch, Viphavee
口試委員: 羅文杏
Luo, Wen-Hsing
簡靜雯
Chien, Chin-Wen
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 外國語文學系
Foreign Languages and Literature
論文出版年： 2018
畢業學年度： 106
語文別： 英文
論文頁數： 213
中文關鍵詞： 濁音詞尾輔音
外文關鍵詞： Coda Cluster
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    • 中文摘要
    本研究透過雙子音之濁音詞尾輔音群的發音教學，結合顯性改正回饋措施，以教授複數形之濁音詞尾輔音群發音法，如 cubs、bags、rams等等。
    本研究證明對英語所知極有限之年輕學習者可藉此方法改善其對詞尾輔音群的發音，尤其是雙子音之濁音詞尾群。透過前述之方法，本研究顯示若年輕學習者能依其需求接受詳盡之指導（旁證將於文獻回顧一節提出），便可達成清晰正確之英語發音。
    本研究之發音教學採用Celce-Murcia等人（2010）之「溝通架構」（Communicative Framework）與Pawlak（2015）之「顯性改正回饋」（Explicit Corrective Feedback）方法。「溝通架構」計有五大步驟，本研究採用其中四項步驟教導前述詞彙形式的發音法︰描述與分析（Description and Analysis）、聽力意識（Listening Awareness）、控制性練習（Controlled Practice）與指導練習（Guided Practice）。Pawlak之「顯性改正回饋」則用以示範不正確的發音，並於必要時協助實驗組成員正音。
    口說後測與延後測的成果指出實驗組部分成員於接受此教學法指導後能順利發出詞尾輔音群，故其成效優於控制組。皮爾森卡方檢定的結果顯示，實驗組與控制組在口說後測的40個目標詞彙中，有29個詞彙的發音正確性達到顯著差異。即便兩組於口說延後測時少有詞彙達顯著差異（40個中僅7個），部分實驗組成員仍能正確發音。反之，控制組成員於後測與延後測中皆未能正確發音任何一個目標詞彙。此結果證明本教學法有效，為濁音詞尾輔音群的發音教學做出理論與教學法上的貢獻。

    This thesis aimed to implement a pronunciation instruction about double consonant voiced coda clusters, including explicit corrective feedback. This study attempted to teach voicing in target voiced coda clusters used in plural forms, e.g. cubs, bags, rams.
    This study was used to provide an evidence that young learners with limited knowledge of English, can improve coda clusters pronunciation, specifically double consonant voiced coda clusters. This study’s methodology wants to show that when young learners receive a detailed instruction based on their needs (supported in the Literature Review), they can reach an accurate and intelligible English pronunciation.
    The results of the Speaking Posttest and a Speaking Delayed Posttest demonstrated that some participants from the EG, could voice coda clusters after receiving an instruction, showing better results than the CG. Using Pearson-Chi Square Analysis to evaluate results, 29 out of 40 target words showed significant difference in correct pronunciation between the groups in the Speaking Posttest. Although in the Delayed Posttest, few target words showed significant difference between groups, 7 out of 40, some EG participants could still pronounce the words correctly. On the other hand, the CG did not produce any correct voiced coda cluster pronunciation in the posttest and delayed posttest. This outcome shows the effectiveness of the instruction, and provides theoretical and pedagogical contributions to pronunciation instruction on voiced coda clusters.
    This research implemented Celce-Murcia et al.’s (2010) Communicative Framework with Pawlak’s (2015) Explicit Corrective Feedback for its pronunciation instruction. This research used 4 out of 5 steps from the Communicative Framework: Description and Analysis, Listening Awareness, Controlled Practice and Guided Practice, to teach the voicing from the target forms. Pawlak’s Explicit Corrective Feedback was used to describe the incorrect pronunciation and help the EG participants reach the correct pronunciation when needed.

    中文摘要 i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS v LIST OF TABLES viii LIST OF FIGURES ix CHAPTER ONE INTRODUCTION 10 1.1 Background of the Problem 10 1.2 Purpose of the study 11 1.3 Contributions of this study 13 1.4 Definition of Terms 13 1.5 Outline of this Study 15 CHAPTER 2 LITERATURE REVIEW 16 2.1 Specific Issues with Mandarin Chinese Speakers 16 2.1.1 Devoicing 17 2.1.2 Deletion 18 2.1.3 Epenthesis 20 2.2 Constraints Causing Coda Inaccurate Oral Production 22 2.2.1 Transfer and L1 Influences 23 2.2.2 Linguistic Environment 25 2.2.3 Markedness 26 2.2.4 Lack of Perception 27 2.2.5 Lack of Exposure 28 2.2.6 Learners’ Age 30 2.3 Effective Methods for Pronunciation Instruction 32 2.3.1 Communicative Framework for Teaching English Pronunciation 33 2.3.2 Phase One: Description Analysis 34 2.3.3. Phase Two: Listening Discrimination 43 2.3.4 Phase Three: Controlled Practice 48 2.3.5 Phase Four: Guided Practice 51 2.3.6 Phase Five: Communicative Practice 52 2.3.7 Corrective Feedback 53 2.3.8 Tools for Teaching Target Features 56 2.4 Review of Empirical Studies Showing Effective Pronunciation Instruction 57 2.4.1 Pronunciation Instructions on Target Forms 60 2.4.2 Teaching Specific Clusters 64 2.4.3 Pronunciation Instruction on Corrective Feedback 66 2.5 The Link between Literature Review and this study 69 CHAPTER THREE METHODOLOGY 71 3.1 Research Design 71 3.2 Research Hypotheses 71 3.3 Participants 72 3.4 Instruments 73 3.4.1 Listening Discrimination Test 75 3.4.2 Reading Aloud Pretest 75 3.4.3 Speaking Tests 76 3.4.5 Statistical Analysis 76 3.5 Pronunciation Instruction of Coda Clusters 76 3.5.1 Teaching Schedule and Lesson Planning 77 3.6 Coda Clusters Teaching Method 78 3.7 Tools for Teaching Coda Clusters 88 3.7.1 Visual Aids 88 3.7.2 Audio-Visual Aids 88 3.7.3 Props 89 CHAPTER FOUR RESULTS 90 4.1 Pretest Results 90 4.1.1 Listening Discrimination Results 90 4.1.2 Diagnostic Reading Aloud Test 94 4.1.3 Devoicing Speaking Pretest Results 100 4.2 Posttest Results 107 4.3 Delayed Posttest Results 114 CHAPTER FIVE DISCUSSION 122 5.1 Summary 122 5.2 Binding Findings with Literature Review 124 5.3 Filling The Gap 127 5.4 Contributions and Implications 128 5.5 Limitations of The Research 129 5.6 Future Research 130 REFERENCES 132 Appendix A. Letter to Participants’ Parents 137 Appendix B. List of Coda Clusters. 139 Appendix C. Pretests 140 Appendix C.1 Diagnostic Reading Aloud Test 145 Appendix D. Devoicing Speaking Pretest 146 Appendix E. Posttest 168 Appendix E.1 Speaking Posttest Questions 169 Appendix F. Delayed Posttests 190 Appendix F.2 Speaking Delayed Posttest Questions 191

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