Can TTS help L2 learners develop their phonological awareness?
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | , |
Tipo de documento: | Capítulo de livro |
Idioma: | eng |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFCG |
Texto Completo: | http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/35561 |
Resumo: | Text-To-Speech synthesizers (TTS) have raised the interest of researchers and teachers for their ability to enhance foreign/second language (L2) learning, particularly with regards to the development of pronunciation skills (Liakin, Cardoso, & Liakina, 2017). Despite some optimistic results, there are no studies that investigate TTS’s pedagogical potential to enhance L2 Phonological Awareness (PA), especially in foreign language contexts, where access to rich aural input is limited in terms of both quantity and quality. The present study examines TTS’s pedagogical potential as a tool to assist English L2 learners develop their PA, focusing on the morphophonological alternations that characterize regular past tense marking in English (past -ed). Results show that TTS contributed positively for the auditory perception and controlled (but not spontaneous) production of the targeted phenomenon. |
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Universidade Federal de Campina GrandeUFCGBrasilLinguística.Text-to-speech synthesizersPhonological awarenessL2 pronunciationConsciência fonológicaSegunda língua - pronúnciaText-to-speech synthesizersPhonological awarenessConsciência fonológicaSegunda língua - pronúnciaCan TTS help L2 learners develop their phonological awareness?O TTS pode ajudar os alunos de L2 a desenvolver a sua consciência fonológica?Text-To-Speech synthesizers (TTS) have raised the interest of researchers and teachers for their ability to enhance foreign/second language (L2) learning, particularly with regards to the development of pronunciation skills (Liakin, Cardoso, & Liakina, 2017). Despite some optimistic results, there are no studies that investigate TTS’s pedagogical potential to enhance L2 Phonological Awareness (PA), especially in foreign language contexts, where access to rich aural input is limited in terms of both quantity and quality. The present study examines TTS’s pedagogical potential as a tool to assist English L2 learners develop their PA, focusing on the morphophonological alternations that characterize regular past tense marking in English (past -ed). Results show that TTS contributed positively for the auditory perception and controlled (but not spontaneous) production of the targeted phenomenon.Submitted by Marcio Silva (mahbibliotecacdsa@gmail.com) on 2024-05-07T17:14:29Z No. of bitstreams: 1 CAN TTS HELP L2 LEARNERS DEVELOP THEIR PHONOLOGICAL AWARENESS - CAP DE LIVRO CDSA 2018.pdf: 430460 bytes, checksum: c5f44567d2f821c4b91c9b58fc4f0cb2 (MD5)Made available in DSpace on 2024-05-07T17:14:29Z (GMT). No. of bitstreams: 1 CAN TTS HELP L2 LEARNERS DEVELOP THEIR PHONOLOGICAL AWARENESS - CAP DE LIVRO CDSA 2018.pdf: 430460 bytes, checksum: c5f44567d2f821c4b91c9b58fc4f0cb2 (MD5)http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/35561GOMES, Almir Anacleto de Araujo; CARDOSO, Walcir; LUCENA, Rubens Marques de. Can TTS help L2 learners develop their phonological awareness. In: Peppi Taalas; Juha Jalkanen; Linda Bradley; Sylvie Thouësny. (Org.). Future-proof CALL: language learning as exploration and encounters short papers from EUROCALL 2018. s.l: Research-publishing.net, 2018, v, p. 29-34. Disponível em: http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/355612024-05-07T17:14:29Z2024-05-072024-05-07T17:14:29Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bookPartengGOMES, Almir Anacleto de Araujo.CARDOSO, Walcir.LUCENA, Rubens Marques de.info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFCGinstname:Universidade Federal de Campina Grande (UFCG)instacron:UFCGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://dspace.sti.ufcg.edu.br:8080/xmlui/bitstream/riufcg/35561/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALCAN TTS HELP L2 LEARNERS DEVELOP THEIR PHONOLOGICAL AWARENESS - CAP DE LIVRO CDSA 2018.pdfCAN TTS HELP L2 LEARNERS DEVELOP THEIR PHONOLOGICAL AWARENESS - CAP DE LIVRO CDSA 2018.pdfapplication/pdf430460http://dspace.sti.ufcg.edu.br:8080/xmlui/bitstream/riufcg/35561/1/CAN+TTS+HELP+L2+LEARNERS+DEVELOP+THEIR+PHONOLOGICAL+AWARENESS+-+CAP+DE+LIVRO+CDSA+2018.pdfc5f44567d2f821c4b91c9b58fc4f0cb2MD51riufcg/355612024-05-07 14:15:06.645oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bdtd.ufcg.edu.br/PUBhttp://dspace.sti.ufcg.edu.br:8080/oai/requestbdtd@setor.ufcg.edu.br || bdtd@setor.ufcg.edu.bropendoar:48512024-07-01T10:43:21.221479Biblioteca Digital de Teses e Dissertações da UFCG - Universidade Federal de Campina Grande (UFCG)false |
dc.title.pt_BR.fl_str_mv |
Can TTS help L2 learners develop their phonological awareness? |
dc.title.alternative.pt_BR.fl_str_mv |
O TTS pode ajudar os alunos de L2 a desenvolver a sua consciência fonológica? |
title |
Can TTS help L2 learners develop their phonological awareness? |
spellingShingle |
Can TTS help L2 learners develop their phonological awareness? GOMES, Almir Anacleto de Araujo. Linguística. Text-to-speech synthesizers Phonological awareness L2 pronunciation Consciência fonológica Segunda língua - pronúncia Text-to-speech synthesizers Phonological awareness Consciência fonológica Segunda língua - pronúncia |
title_short |
Can TTS help L2 learners develop their phonological awareness? |
title_full |
Can TTS help L2 learners develop their phonological awareness? |
title_fullStr |
Can TTS help L2 learners develop their phonological awareness? |
title_full_unstemmed |
Can TTS help L2 learners develop their phonological awareness? |
title_sort |
Can TTS help L2 learners develop their phonological awareness? |
author |
GOMES, Almir Anacleto de Araujo. |
author_facet |
GOMES, Almir Anacleto de Araujo. CARDOSO, Walcir. LUCENA, Rubens Marques de. |
author_role |
author |
author2 |
CARDOSO, Walcir. LUCENA, Rubens Marques de. |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
GOMES, Almir Anacleto de Araujo. CARDOSO, Walcir. LUCENA, Rubens Marques de. |
dc.subject.cnpq.fl_str_mv |
Linguística. |
topic |
Linguística. Text-to-speech synthesizers Phonological awareness L2 pronunciation Consciência fonológica Segunda língua - pronúncia Text-to-speech synthesizers Phonological awareness Consciência fonológica Segunda língua - pronúncia |
dc.subject.por.fl_str_mv |
Text-to-speech synthesizers Phonological awareness L2 pronunciation Consciência fonológica Segunda língua - pronúncia Text-to-speech synthesizers Phonological awareness Consciência fonológica Segunda língua - pronúncia |
description |
Text-To-Speech synthesizers (TTS) have raised the interest of researchers and teachers for their ability to enhance foreign/second language (L2) learning, particularly with regards to the development of pronunciation skills (Liakin, Cardoso, & Liakina, 2017). Despite some optimistic results, there are no studies that investigate TTS’s pedagogical potential to enhance L2 Phonological Awareness (PA), especially in foreign language contexts, where access to rich aural input is limited in terms of both quantity and quality. The present study examines TTS’s pedagogical potential as a tool to assist English L2 learners develop their PA, focusing on the morphophonological alternations that characterize regular past tense marking in English (past -ed). Results show that TTS contributed positively for the auditory perception and controlled (but not spontaneous) production of the targeted phenomenon. |
publishDate |
2024 |
dc.date.accessioned.fl_str_mv |
2024-05-07T17:14:29Z |
dc.date.available.fl_str_mv |
2024-05-07 2024-05-07T17:14:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
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publishedVersion |
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http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/35561 |
dc.identifier.citation.fl_str_mv |
GOMES, Almir Anacleto de Araujo; CARDOSO, Walcir; LUCENA, Rubens Marques de. Can TTS help L2 learners develop their phonological awareness. In: Peppi Taalas; Juha Jalkanen; Linda Bradley; Sylvie Thouësny. (Org.). Future-proof CALL: language learning as exploration and encounters short papers from EUROCALL 2018. s.l: Research-publishing.net, 2018, v, p. 29-34. Disponível em: http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/35561 |
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http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/35561 |
identifier_str_mv |
GOMES, Almir Anacleto de Araujo; CARDOSO, Walcir; LUCENA, Rubens Marques de. Can TTS help L2 learners develop their phonological awareness. In: Peppi Taalas; Juha Jalkanen; Linda Bradley; Sylvie Thouësny. (Org.). Future-proof CALL: language learning as exploration and encounters short papers from EUROCALL 2018. s.l: Research-publishing.net, 2018, v, p. 29-34. Disponível em: http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/35561 |
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Universidade Federal de Campina Grande |
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UFCG |
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Brasil |
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Universidade Federal de Campina Grande |
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