臺灣博碩士論文加值系統

摘 要
這是一份關於台灣英語學習者對於英語發音學習認知的研究，其中包含研究
學習者對於以下三方面的看法：（1）學習者對於發音學習的重要性和困難性的察
覺、（2）對於使用接近當地外國人口音（native-like accent）在溝通上所扮演
的角色的看法，以及（3）影響發音學習成就的因素。為了達到以上的目的，總共
有106 位符合資格的英語學習者受邀參加此研究，此外，由於本研究所使用的問
卷是由Cenoz and Lecumberri 在1999 年的研究中所使用的問卷改編的，所以也
想藉由這次的研究了解到兩國的孩子對發音教學或學習的看法是否有雷同的地
方，甚至，為了有更精確的研究結果，在分析完所有資料後，也尊重他們的意願
邀請他們參加面談。研究結果指出，（1）所有的參與者皆認為到英語發音在語言
學習上有其重要性和困難性，也（2）認為多和以英語為母語的外國人（native
speaker）說話是影響英語發音學習成效的因素之一，除此之外，（3）他們也相信
習得接近當地外國人口音，會影響他人對於整個會話內容的理解性，這一點恰好
與參與Cenoz and Lecumberri 研究的參與者有相同的看法，而在其他方面就似乎
沒有較ㄧ致的想法了

Abstract
This study investigated Taiwanese English learners’ perceptions of English pronunciation acquisition, including the awareness of the importance and the difficulty of the pronunciation, the role of pronunciation and a native-like accent in communication, and the
attitude towards factors affecting pronunciation achievement. Moreover, the study also aimed to investigate whether participants in the present study have similar perception of pronunciation learning and factors affecting pronunciation aacquisition with participants in Cenoz and Lecumberri’s study. To do so, one hundred and six Taiwanese English learner participated in the study by completing the questionnaire survey which is adapted from Cenoz and Lecumberri’s research conducted in 1999. The quantitative data elicited via the questionnaire was the major source of data, the results of which were used to address the research questions of the study. Furthermore, qualitative interviews were also conducted to
obtain additional information regarding the participants’ thoughts on English pronunciation learning. The results of the study showed that the participants considered pronunciation teaching/ learning is important and would facilitate their development of communicative competence. The results also indicated that the learners were aware of the difficulty and the importance of English pronunciation, considering speaking to native speakers as one of the factors that
might affect the improvement of pronunciation acquisition. In addition, they believed that acquiring a native-like accent might influence intelligibility. In terms of comparing two groups of participants’ perceptions on pronunciation learning, it could be concluded that participants have diverse views on the important of English pronunciation but agree on the importance of contact with NS for the improvement of pronunciation ability.

TABLE OF CONTENTS

ABSTRACT (CHINESE) iii
ABSTRACT (ENGLISH) v
ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS vii
LIST OF TABLE AND FIGURES xii
LIST OF ABBREVIATIONS………….………………...…………………………….xiii
Chapter One: Introduction
Background 1
Motivation 3
Purpose of the Dissertation and Research Questions 5
Significance of the Study 6
Structure of the Thesis 7
Definition of terms ………………………………………………………………....8
Chapter Two: Literature Review
Taiwanese Learners’ Difficulty in Pronunciation Acquisition 10
The difference between the first language (L1) and the second language (L2). 11
Ways of teaching pronunciation. 15
Controversial Issues in Teaching English Pronunciation 17
The goal of teaching English pronunciation 18
A native accent 18
Intelligibility 21
The focus of teaching English pronunciation 24
The Learner-Centered Approach 27
What is the learner-centered approach 28
The advantages of the learner-centered approach 30
Teaching pronunciation with the learner-centered approach 32
Problems in implementing the learner-centered approach 34
Factors that Affect Pronunciation Acquisition 37
The age of learning a foreign language 37
Amount of exposure 39
Aptitude for oral mimicry 40
Formal instructional factors 41
Chapter Three: Method
Participants 44
Instruments 45
Questionnaire 45
Interviews 48
Data Collection Procedures 49
Questionnaire 50
Interviews 50
Data Analysis 51
Chapter Four: Results
Questionnaire Results …………………………………………………………….52
Participants’ general background 52
Participants’ perception of pronunciation acquisition 53
Participants’ awareness of the role of pronunciation in communication 55
Factors affecting pronunciation acquisition 58
Willingness to take part in the interview 61
Interview Results 62
Pronunciation learning experience 62
The relationships between pronunciation learning, communicative competence and native-like accent 64
Factors in improving pronunciation 68
Chapter Five: Discussion And Pedagogical Implications
Answers to the Research Questions 73
Question One 74
Question Two 74
Question Three 75
Question Four 76
Reviewing the Findings 77
Section Two 77
Section Three 79
Section Four 81
Comparison 83
Pedagogical Implications 85
For Teachers 86
For writers of pronunciation materials 89
For learners who study in self-access centres 90
Chapter Six: Conclusion
Conclusion 91
Limitations of the Study 94
Directions for Further Research 95
References 97
Appendix 1 110
Appendix 2 115
Appendix 3 117

References

Abercrombie, D. (1949). Teaching pronunciation. English Language Teaching. 3, 113-122.
Anderson-Hsieh, J., & Venkatagiri, H. (1994). Syllable duration and pausing in the speech of Chinese ESL speakers. TESOL Quarterly, 28(4), 807-812.
Anderson-Hsieh, J., & Koehler, K. (1988). The effect of foreign accent and speaking rate on native speaker Comprehension. Language Learning, 38(4), 561-613.
Anderson-Hsieh, J., Johnson, R., & Koehler, K. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 42(4), 529-555.
Anton, M. (1999). The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second-language classroom. The Modern Language Journal, 83(3), 303-318.
Aufderhaar, C. (2004). Learner views of using authentic audio to aid pronunciation: "You can just grab some feelings". TESOL Quarterly, 38(4), 735-745.
Avery, P., & Ehrlich, S. (1992a). Problems of Selected Language Groups. In P. Avery, & S. Ehrlich, Teaching American English pronunciation (pp. 111-157). Oxford: Oxford University Press.
Avery, P., & Ehrlich, S. (1992b). Introduction: Preliminary considerations in the teaching of pronunciation. In P. Avery, & S. Ehrlich, Teaching American English pronunciation (pp. xiii-xvi). Oxford: Oxford University Press.
Avery, P., Ehrlich, S., & Jull, D. (1992). Connected speech. In P. Avery, & S. Ehrlich, Teaching American English pronunciation (pp.73-90). Oxford: Oxford University Press.
Bamgbose, A. (1998). Torn between the norms: Innovations in world Englishes. World Englishes, 17, 1-14.
Benson, P., & Nunan, D. (2005). Learners' stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds). (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
Breen, M. (1987). Contemporary paradigms in syllabus design, Part II. Language Teaching, 20(3), 157-174.
Brown, A. (Ed). (1991). Teaching English pronunciation: A book of readings. London: Routledge.
Brown, H. D. (1991). TESOL at twenty-five: What are the issues? TESOL Quarterly, 25(2), 245-260.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). NY: Longman.
Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49-54.
Budd, R., & Wright, T. (1992). Putting a process syllabus into practice. In D. Nunan (Ed). Collaborative language learning and teaching (pp. 208-229). Cambridge: Cambridge University Press.
Campbell, C., & Kryszewska, H. (1992). Learner-based teaching. Oxford: Oxford University Press.
Catford, J. C. (1950). Intelligibility. ELT, 5, 7-15.
Celce-Murcia, M., & Goodwin, J. M. (1991). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English as second or foreign language (pp.16-153). Boston: Heinle & Heinle.
Cenoz, J., & Lecumberri, M. G. (1999). The acquisition of English pronunciation: Learners' views. International Journal of Applied Linguistics, 9(1), 3-17.
Chang, J. (2001). A comparison of three phonic instructional approaches in elementary schools. Papers presented at the Tenth International Symposium on English Teaching. Taipei: Crane.
Chern, C. L. (2003). English language teaching in Taiwan today. In W. K. Ho, & R. Y. Wong (Eds.), English language teaching in east Asia today: Changing policies and practices (pp.427-439). Singapore: Eastern Universities Press.
Crystal, D. (2003). English as the global language. (2nd ed.). Cambridge: Cambridge University Press.
Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
Darden, A. G., & Richardson-Jones, K. (2003). Students learning outcomes in a learner-centered genetics classroom. Education, 124(1), 31-107.
Dean, K. T. H. (2003). Foundations for learner-centered education: A knowledge base. Education, 124(1), 5-16.
Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30, 155-166.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-543.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48(3), 393-410.
Deterding, D. (2005). Listening to estuary English in Singapore. TESOL Quarterly, 39(3), 425-440.
Educational Testing Service (2005). TOEFL Internet-based Test: Score Comparison Tables. Retrieved April 30, 2011, from Educational Testing Service Web site: http://www.ets.org/Media/Tests/TOEFL/pdf/TOEFL_iBT_Score_Comparison_Tables.pdf.
Educational Testing Service (2008). TOEIC Speaking & Writing Tests. Retrieved April 30, 2011, from Educational Testing Service Web site: http://www.ea.etsglobal.org/ea/tests/toeic-speaking-writing-tests/.
Elliott, A. R. (1995). Foreign language phonology: Field independence, attitude, and the success of formal instruction in Spanish pronunciation. The Modern Language Journal, 79(4), 530-542.
Fan, C. Y., Chen, C. F., & Lin, H. P. (1996). Helping Chinese Students to Develop Sensitivity to English Rhythm. Retrieved April 30, 2011, from National Kaohsiung First University of Science and Technology Web site: http://www2.nkfust.edu.tw/~emchen/Home/Chen%20Papers/Rhythm-Fan.pdf.
Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 3(3), 399- 423.
Flege, J. E., Munro, M. J., & MacKay, I. R. A. (1995). Factors affecting strength of perceived foreign accent in a second language. JASA, 97(5), 3125-3134.
Flege, J. E., Frieda, E. M., & Nozawa, T. (1997). Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, 25, 169-186.
Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language (7th ed.). Massachusetts: Heinle.
Griffen, T. (1991) A non-segmental approach to the teaching of pronunciation. In H. D. Brown (Ed.), Teaching by principles: An interactive approach to language pedagogy (2nd ed.) (pp. 178-190). NY: Longman.
Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201- 223.
Harmer, J. (2007). The practice of English language teaching. England: Pearson Education Limited.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Hişmanoğlu, M. (2006). Current perspectives on pronunciation learning and teaching. Journal of Language and Linguistic Studies, 2(1), 101-110.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60-99.
Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk, & H. Widdowosn (Eds), English in the world: Teaching and learning the language and literature (pp.11-30). Cambridge: Cambridge University Press.
Kelly, G. (2000). How to teach pronunciation. England: Pearson Education Limited.
Kendrick, H. (1997). Keep them talking! A project for improving students' L2 pronunciation. System, 25(4), 545- 560.
Kenworthy, J. (1987). Teaching English pronunciation. London: Longman.
Kuo, F. L., Chiang, H. K., &Wang, L. C. (2000). “A Study of the Relationship between Chinese EFL Learners’ Competence and Performance in Interpreting Intonation”. Proceedings of the Seventeenth Conference on English Teaching and Learning in the Republic of China, 353-366. Taipei: The Crane.
Leather, J. (1983). Second-language pronunciation learning and teaching. Language Teaching, 16(3), 198-219.
Lenneberg, E. (1967). Biological foundations of language. New York: Wiley.
Leow, R. (1998). The effects of amount and type of exposure on adult learners' L2 development in SLA. The Modern Language Journal, 82(1), 49-68.
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377.
Lin, H. P., Fan, C. Y., & Chen, C. F. (1995). Teaching pronunciation in the learner-centered Classroom. Retrieved April, 30, 2011, from National Kaohsiung First University of Science and Technology Web site: http://www2.nkfust.edu.tw/~emchen/Pron/papers/paper-1.html .
Linder, P. (2000). Is a negotiated syllabus feasible within a national curriculum? In M. Breen, & A. Littlejohn (Eds), Classroom decision-making: Negotiation and process syllabuses in practice (pp.94-107). Cambridge: Cambridge University Press.
MacKay, A., Oates, K., & Haig, Y. (2000). Negotiated evaluation in a primary ESL context. In M. Breen, & A. Littlejohn (Eds), Classroom decision-making: Negotiation and process syllabuses in practice (pp.44-54). Cambridge: Cambridge University Press.
McAllister, R. (2001). Experience as a factor in L2 phonological acquisition. Lund University, Dept. of Linguistics, Working Paper, 24, 116-119.
McCombs, B. L. (2000) Assessing the role of education technology in the teaching and learning process: A learner-centered perspective. Paper presented on The Secretary's Conference on Educational Technology 2000. Retrieved from: http://www.eu.gov/print/rschstat/eval/tech/techconf00/mccombs_paper.html
McCombs, B. L. (2001). What do we know about learners and learning? The learner-centered framework: Bring the educational system into balance. Educational Horizons, Spring, 182-193.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: JOSSEY-BASS.
Merriam-Webster Online Dictionary (2011). “rhythm”. Retrieved April 30 2011. Merriam-Webster Online. Retrieved from: http://www.merriam-webster.com/dictionary/rhythm
Ministry of Education (2006). General Guidelines of Grades 1-9 Curriculum for Elementary and Junior High School Education (Title translated from Chinese). Retrieved April 30, 2011. Ministry of Education. Retrieved from: http://www.edu.tw/files/site_content/b0056/e14806-2.doc
Ministry of Education (2008). General Guidelines of High School Education (Title translated from Chinese). Retrieved April 30, 2011. Ministry of Education. Retrieved from: http://www.cogsh.tp.edu.tw/970128.pdf
Ministry of Education (2010). Growth Rate of Busiban of Foreign Language Category in Last Ten Years (Title translated from Chinese). Retrieved April 30, 2011. Educational Bureau. Retrieved from: http://bsb.edu.tw/afterschool/html/statistics.html
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481-520.
Moyer, A. (2004). Age, accent and experience in second language acquisition. Clevedon: Multilingual Matters Ltd.
Munro, M. J., & Derwing, T. M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. In J. Leather (Ed.), Phonological issues in language learning (pp. 285-310). Oxford: Blackwell Publishers, Ltd.
Naiman, N. (1992). A communicative approach to pronunciation teaching. In P. Avery, & S. Ehrlich, Teaching American English pronunciation (pp. 163-171). Oxford: Oxford University Press.
Nonkukhetkhong, K., Baldauf Jr., R. B., & Moni, K. (2006 January). Learner-centeredness in teaching English as a foreign language. Paper presented at 26 Thai TESOL International Conference, Chiang Mai, Thailand.
Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
O'Brien, E., & Gakuen, S. (2007). Learner-centeredness in Japanese primary school English classes: An action research report. The East Asian Learner, 3(2), 32-49.
Patkowski, M. (1990). Age and accent in a second language: A reply to James Emil Flege. Applied Linguistics, 11, 73-89.
Pennington, M. (1996). Phonology in English language teaching: An international approach. Essex: Pearson Education Limited.
Pennington, M., & Richards, J. C. (1986). Pronunciation revisited. TESOL Quarterly, 20(2), 207-225.
Piske, T., MacKay, I. R. A., & Flege, J. E. (2001). Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics, 29, 191-215.
Purcell, E. T., & Suter, R. W. (1980). Predictors of pronunciation accuracy: A re-examination. Language Learning, 30, 271-287.
Rajagopalan, K. (2004). The concept of 'world English' and its implications for ELT. ELT Journal, 58(2), 111-117.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
Roach, P. (2000). English phonetics and phonology: A practical course (3rd ed.). Cambridge: Cambridge University Press.
Rubin, H., & Rubin, I. (1995). Qualitative Interviewing: The Art of Hearing Data. Thousand Oaks, CA: Sage.
Scarcella, R., & Oxford, R. L. (1994). Second language pronunciation: State of the art in instruction. System, 22(2), 221-230.
Seidlhofer, S. (2001). 'Pronunciation' In R. Carter, & D. Nunan (Eds.). The Cambridge guide to teaching English to speakers of other languages (56-65). Cambridge: Cambridge University Press.
Smith, K. (2000). Negotiating assessment with secondary-school pupils. In M. Breen, & A. Littlejohn (Eds), Classroom decision-making: Negotiation and process syllabuses in practice (pp.55-62). Cambridge: Cambridge University Press.
Smith, L. E., & Nelson, C. (1985). International intelligibility of English: Direction and resources. World Englishes, 4(3), 333-342.
Spark, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
Streven, P. (1988). ESP after twenty years: A re-appraisal. In M. L. Tickoo, ESP: State of the art (pp. 1-13). Singapore: SEAMEO Regional Language Centre.
Strevens, P. (1974). A rationale for teaching pronunciation: The rival virtues of innocence and sophistication. ELT, 28, 182-189.
Suter, R. (1976). Predicators of pronunciation accuracy in second language learning. Language Learning, 26, 233-253.
Suter, R., & Purcell, E. (1980). Predictors of pronunciation accuracy: A re-examination. Language Learning. 30(2), 271-287.
Swaffar, J. K. (1989). Competing paradigms in adult language acquisition. The Modern Language Journal, 73(3), 301-314.
Tarone, E., & Yule, G. (1989). Focus on the language learner. Oxford: Oxford University Press.
Taylor, D. S. (1991). Who speaks English to whom? The question of teaching English pronunciation for global communication. System, 19(4), 425-435.
The Language Training & Testing Center (2009). General English Proficiency Test. Retrieved April 30, 2011. The Language Training & Testing Centre. Retrieved from: http://www.lttc.ntu.edu.tw/E_LTTC/gept_eng_main.htm
Tudor, I. (1996). Learner-centeredness as language education. Cambridge: Cambridge University Press.
Wong, R. (1987). Teaching pronunciation: Focus on English rhythm and intonation. Englewood Cliffs, NJ: Prentice Hall Regents.
Wu, G. X. (1997). The teaching of English pronunciation. Taipei: Crane.
Wu, W. S. (2006). What Else after “How are you?”—Reflections on Methodologies of English Teaching in Taiwan. Journal of Education and Foreign Languages and Literature, V2, 71-81.