Elements of music and speech: A methodology to incorporate the elements of music into teaching pronunciation to speakers of English as a Second Language.

摘要

Globalization, resulting in the widespread usage of English, has created increased demand from non-native speakers for pronunciation instruction. Historically, approaches to teaching English speech have varied, at times focusing on segmentals and, at other times, on suprasegmentals. Today, informed educators support an approach that integrates both, yet aims to improve intelligibility and listening skills rather than to focus on the attainment of "native-like" speech. Learner success, however, has been limited and, thus, requires innovative techniques that can be empirically and qualitatively tested. This study examines the outcomes of a methodology, created by the researcher, which incorporates the elements of music (pitch, duration, intensity, and timbre) to teach pronunciation to speakers of English as a Second Language. The study, which took place over an eight-week period and in which 35 community college students participated, tests the following hypotheses: (1) knowledge of and practice with the elements of music will improve intelligibility in non-native speakers of English; (2) knowledge of and practice with the elements of music will improve listening skills in non-native speakers of English; and (3) knowledge of and practice with the elements of music will increase the ability of non-native speakers of English to discern relationships thought to exist between music and emotion. In addition, the researcher examined whether age, speaking a tone language, or having a musical background influenced learner outcomes. The investigator used t-tests, correlations, and a chi-square test to obtain quantitative statistics and administered a post-intervention questionnaire to capture qualitative results. Analysis of the results points to the effectiveness of using music to improve English pronunciation in the areas of intelligibility and listening skills. Results did not indicate that discernment of possible relationships between music and emotion increased over the intervention. Significant correlations were found to exist between increases in intelligibility and speaking a tone language and increases in discernment of emotion in music and age of the student. This study adds to scholarship in numerous disciplines, including the arts and humanities, English as a Second Language, musicology, psychology, linguistics, neuroscience, and speech and language pathology. Because of the international scope of English, future studies will want to examine further the precepts of incorporating musical elements to enhance speaking and listening skills.