The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models

Abstract

The teaching of intonation to learners of a second language (L2) tends to be an arduous and often neglected task even in specialized phonetic classes. This difficulty generally increases in a distance learning environment where students have to approach prosodic issues in an autonomous way. This paper tests the advantages and disadvantages of using a new model to teach English intonation to Spanish speakers in a self-tuition context, called TL_ToBI (Teaching and Learning ToBI), and compares the benefits of this proposal with the traditional methodologies. Two groups of Spanish students of English phonetics in a distance learning environment took part in this study. Each group was trained with a different methodology: 1) the British School of intonation and 2) TL_ToBI, which involves an adaptation of the ToBI conventions for teaching purposes. The intonation of four sentence types was assessed: declarative, yes-no question, wh-question, and imperative, produced both with neutral and marked readings. The results showed that those speakers trained with TL_ToBI produced more native-like intonation patterns than those instructed with the other model. These findings suggest that a system based on tonal targets and their association to the metrical structure has more benefits for the acquisition of the L2 prosody in a distance learning setting.

Cross-Platform Mobile CALL Environment for Pronunciation Teaching and Learning

“…Our research continues the works (see, for example, the extensive studies [35], [36]) on developing approaches to extending audio perception by using visual perception channels represented as pitch graphs demonstrated to learners. Intelligent CALL using ASR algorithms becomes one of key innovations in language learning requiring more personalized and flexible tools for perceptual training [37].…”

Speech Processing for Language Learning: A Practical Approach to Computer-Assisted Pronunciation Teaching

“…Particularly, an idea to make use of visual input to extend the audio perception process has become easier to implement using mobile personalized solutions harnessing the power of modern portable devices which have become much more than simply communication tools. It has led to language learning environments which widely incorporate speech technologies [5], visualization and personalizing based on mobile software and hardware designs [19,61], which include our own efforts [21,22,62].…”