Visual input trumps auditory input:teaching English intonation

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.

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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.

Item Type:
Contribution in Book/Report/Proceedings
ID Code:
125721
Deposited By:
Deposited On:
06 Jun 2018 08:10
Refereed?:
Yes
Published?:
Published
Last Modified:
20 Jun 2020 00:09