Teaching dark /l/ with ultrasound technology
Refereed conference paper presented and published in conference proceedings

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AbstractThis study examined the efficacy of ultrasound technology for teaching L2 English “dark /l/”, [ɫ], to L1 Cantonese students. In a pre-test reading, eight Hong Kong students, aged 15-16 (mean age: 15 years, 9 months), were
scanned with ultrasound while reading short token sentences containing wordfinal [ɫ] tokens in three vowel contexts: /iː/, /ɔ/, and /uː/. Students were then divided into two groups of four, and given a short lesson on the articulation of
[ɫ]. The two lessons were identical in every respect except for one: Group 1 received visual feedback from the ultrasound scanner, but Group 2 did not. Finally, in a post-test immediately after the lesson, the students were scanned
reading the token sentences a second time. Results from the pre-test indicated that all students except for one in group 2 articulated [ɫ] with a back tongue gesture, but no subsequent front gesture. The resulting sound was vocalized,
and more akin to a back vowel than [ɫ]. In the post-test, 3 out of 4 students from Group 1 added a front tongue gesture to [ɫ]; however, in Group 2 there were no major differences between the pre-test and post-test results. The changes in Group 1 occurred across vowel contexts, with somewhat different effects from vowel to vowel.
All Author(s) ListWhite, D., Gananathan, R., Mok, P.
Name of ConferenceThe 8th Pronunciation in Second Language Learning and Teaching Conference (PSLLT)
Start Date of Conference12/08/2016
End Date of Conference13/08/2016
Place of ConferenceCalgary
Country/Region of ConferenceCanada
Proceedings TitleProceedings of the 8th Pronunciation in Second Language Learning and Teaching Conference (PSLLT)
Pages155 - 175
LanguagesEnglish-United States

Last updated on 2018-22-01 at 09:15