The Effect Of Input Modality On Pronunciation Accuracy Of English Language Learners

The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditoryorthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R 2 = .108, adjusted R 2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R 2 = .101, adjusted R 2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp iv increasing the predictive power by 3%; (b) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R 2 = .112, adjusted R 2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R 2 = .114, adjusted R 2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached

The working relationship of international teaching assistants and undergraduate students

The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike