Portmann, Lara and Leemann, Adrian (2018) Visual input trumps auditory input : teaching English intonation. In: Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13) :. Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13) . Leibniz-Zentrum Allgemeine Sprachwissenschaft, pp. 149-152.
Full text not available from this repository.Abstract
Audio-visual input has long been reported to be effective for teaching second language (L2) intonation. An examination of visual-only input, however, has not been conducted yet. Using a between-subjects design, we investigated the effectiveness of auditory-only and visual-only input for teaching English intonation to speakers of Bernese Swiss German. Our results indicate that speakers who receive visual-only input improve intonation more than speakers who receive auditory-only input. This finding is in line with research which showed that audio-visual input is more effective for teaching intonation than auditory-only input. Our findings are new, however, as they indicate that also visual input alone can lead to substantial improvement in attaining target intonation.