UUnniivveerrssiittyy ooff CCeennttrraall FFlloorriiddaa SSTTAARRSS Electronic Theses and Dissertations, 2004-2019 2013 TThhee EEffffeecctt OOff IInnppuutt MMooddaalliittyy OOnn PPrroonnuunncciiaattiioonn AAccccuurraaccyy OOff EEnngglliisshh LLaanngguuaaggee LLeeaarrnneerrss Marcella A. Farina PhD University of Central Florida, [email protected] Part of the Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. SSTTAARRSS CCiittaattiioonn Farina, Marcella A. PhD, "The Effect Of Input Modality On Pronunciation Accuracy Of English Language Learners" (2013). Electronic Theses and Dissertations, 2004-2019. 2622. https://stars.library.ucf.edu/etd/2622 THE EFFECT OF INPUT MODALITY ON PRONUNCIATION ACCURACY IN ENGLISH LANGUAGE LEARNERS by MARCELLA A. FARINA B.A. Rollins College, 1987 M.A. University of Central Florida, 1999 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education at the University of Central Florida Orlando, Florida Summer Term 2013 Major Professor: Joyce W. Nutta © 2013 Marcella A. Farina ii ABSTRACT The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory- orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp iii increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached. iv To honor my mother, Anna Costantino Farina May the culmination of this endeavor stand for the both of us. v ACKNOWLEDGMENTS The Center for Multilingual Multicultural Studies has “parented” me throughout most of my entire professional life, first as a second language educator and now as a budding research. Therefore, I begin my acknowledgements here, where I have worked for the last twenty-plus years and have been nourished by many along the way. I sincerely thank Myrna Creasman, the Center’s Director, for supporting me throughout, not one, but two graduate degrees in TESOL and for fervently sharing in my vision for a day when SLA better equips teachers and learners with the tools to improve pronunciation outcome and bring greater satisfaction to all. I add to my list of appreciation, the CMMS office staff, individuals who are not just colleagues but also friends. Their encouragement and assistance on a daily basis, cheering me at every milestone and through to the finish line, has meant more than they will ever know. I must also thank the Center’s IT department and foremost Mikel Etxeberria Alustiza, for unconditionally sharing his knowledge about audio technology and willingly thinking “out-of- the-box” with me, especially in those moments when the objective wasn’t clear even to me. Along with Mikel, I express my appreciation to the rest of the CMMS IT team, Max Andre and Paulo Garcia Sanchez, for professionalism in successfully administering the Center’s first large- scale diagnostic assessment of pronunciation to over 200 Intensive English Program students. I also thank the IEP instructors, my colleagues at the Center, for their constant collaboration in logistical matters and the many candid discussions we have shared on the role of input modality on output accuracy. Lastly, my deepest appreciation goes to Research Assistant Bailey House, for her conscientiousness and promptness in applying the waveform analysis protocol in such a vi manner so as to significantly strengthen research validity of not only my dissertation research but also, and more importantly, the feedback ultimately benefiting the students of the Center. These individuals have blazed this trail with me, all the while demonstrating sincere enthusiasm and open vision for the “shared creation”. Because of the efforts of all of us, the Center currently possesses its first set of audio data of non-native-speaker English and has forged new methodological territory in terms of data collection for pronunciation research. Kudos to all! I also thank all my dissertation committee members for having the perfect balance between innovation and tradition. They have offered me stellar guidance throughout this research process, held me accountable to rigorous standards, strengthened my perceptions through their pointed inquiries, and allowed me to flourish in my own right as a researcher. I am appreciative to Dr. Florin Mihai, who has grounded in me the importance of research dissemination through presentations and publications. In addition, I thank the inter-disciplinary members, Dr. Barbara Ehren for her sincere enthusiasm and reflective contributions to methodology, and Dr. Jack Ryalls for opening my eyes to the constructs of speech perception and speech production. Furthermore, I acknowledge Dr. Lihua Xu for all the time and patience she extended me during the statistical analysis phase. By answering my endless questions, she has strengthened the power of my results while also often filling critical gaps in my own learning. Finally, I whole- heartedly thank Dr. Joyce Nutta, my Committee Chair, PhD adviser, and friend, for her vision of establishing a PhD in Education/TESOL at the University of Central Florida, an undertaking which has been instrumental in not only adding language research to the University’s accolades but also providing a canvas not only for me but for many who aspire to place a dot in the pointillism of SLA. vii In all of this, it is only right that a place be carved out for acknowledgements of a familial nature. I have come to truly understand that an endeavor such as this one is substantially propped up by the many family members and friends that have patiently waited on the sidelines for the day when dinners again could be shared with extended conversations, none of which relating to pronunciation or research. I graciously acknowledge my wonderful husband Enrico, the equilibrium of my life, for the multitude of ways he has kept our family going during these past few years, from his handling 99% of all household operations to emanating calm during waves of my frustration. No words can truly express my gratitude to him. I also thank my son Valerio, who has silently longed for my homemade fettuccine and gnocchi and blocked out endless self- dialogue as I studied in the room next to his. Last but not least, I am grateful to my parents and grandparents for a childhood overflowing with music and language. My insatiable curiosity about the origin of accent is undoubtedly rooted in the marriage of these two elements. This undertaking stems from many individuals, but above all I am intensely appreciative of the numerous second language learners sincerely eager to improve their pronunciation of English. Without them, I would never have truly understood the emotions intricately woven into the phenomenon of foreign accent, one that most non-native speakers of all languages share. For some, our exchange has been a playful banter, simply imitating sound and enjoying the oddity of “sounding like someone else”. For others, it has meant the essence of identity, an exploration into a sense-of-self and sorting out of the ramifications of potentially changing speech behavior. For others still, the journey has been deep and at times painful, enveloped in a personal narrative that can be approached only with courage and sensitivity. I humbly and respectfully viii acknowledge all those who have allowed me to peek inside, gingerly tip-toe about, and at times even boldly prod. Yes, above all I acknowledge the learners. ix