{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/86274"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/86274","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"French Pronunciation Learning and Computer-Mediated Visual Feedback","abstract":"First-semester French students (n =34) recorded their pronunciation of 29 French words and sentences. Recordings were made either with or without visual pronunciation feedback. Subjects in the audio condition heard and repeated target words and sentences modeled by male and female French native speakers; students were instructed to listen to their own production and correct it by approximating native speaker pronunciation. Subjects in the audio-visual condition additionally received visual acoustic information pertaining to vowel formant trajectories: students were instructed that formant trajectories correlated with degree of mouth aperture (F1), tongue frontness/backness (F2), and lip rounding (F3). Subjects also completed a questionnaire to determine their preferred mode (i.e., visual, auditory, and/or tactile) of material presentation. The recordings from both conditions were presented to French native speaker raters for assessment. It was found that the subjects in the audio-visual condition did benefit from two sources of feedback, as they significantly outperformed the subjects in the audio condition on pronunciation improvement of practiced items. Results did not permit drawing any firm conclusion as to which sounds are easier to learn. Finally, the factors of perceptual learning style and feedback type did not interact as the experiment was construed, but it is suggested that they might, provided the audio feedback is accompanied by further instructions as to how to correctly configure one's articulators for production.","abstract_html":"First-semester French students (n =34) recorded their pronunciation of 29 French words and sentences. Recordings were made either with or without visual pronunciation feedback. Subjects in the audio condition heard and repeated target words and sentences modeled by male and female French native speakers; students were instructed to listen to their own production and correct it by approximating native speaker pronunciation. Subjects in the audio-visual condition additionally received visual acoustic information pertaining to vowel formant trajectories: students were instructed that formant trajectories correlated with degree of mouth aperture (F1), tongue frontness/backness (F2), and lip rounding (F3). Subjects also completed a questionnaire to determine their preferred mode (i.e., visual, auditory, and/or tactile) of material presentation. The recordings from both conditions were presented to French native speaker raters for assessment. It was found that the subjects in the audio-visual condition did benefit from two sources of feedback, as they significantly outperformed the subjects in the audio condition on pronunciation improvement of practiced items. Results did not permit drawing any firm conclusion as to which sounds are easier to learn. Finally, the factors of perceptual learning style and feedback type did not interact as the experiment was construed, but it is suggested that they might, provided the audio feedback is accompanied by further instructions as to how to correctly configure one's articulators for production.","abstract_has_math":false,"creators":["Ruellot, Viviane Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"French","degree_department":null,"school":null,"contributors":["Golato, Peter"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T15:02:18Z","date_published":"2015-09-28T15:02:18Z","updated_at":"2026-07-22T22:26:26Z","subjects":["Education, Language and Literature"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3223704"],"render_values":[{"text":"(MiAaPQ)AAI3223704","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/86274","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Golato, Peter"]},{"key":"dc:creator","label":"Author","values":["Ruellot, Viviane Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T15:02:18Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["French"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/86274","(MiAaPQ)AAI3223704"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["First-semester French students (n =34) recorded their pronunciation of 29 French words and sentences. 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It was found that the subjects in the audio-visual condition did benefit from two sources of feedback, as they significantly outperformed the subjects in the audio condition on pronunciation improvement of practiced items. Results did not permit drawing any firm conclusion as to which sounds are easier to learn. Finally, the factors of perceptual learning style and feedback type did not interact as the experiment was construed, but it is suggested that they might, provided the audio feedback is accompanied by further instructions as to how to correctly configure one's articulators for production.","Made available in DSpace on 2015-09-28T15:02:18Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3223704.pdf: 14881652 bytes, checksum: 22fbe84e0de005e8e50cd264bea94bed (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 87555 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","319 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006."]},{"key":"dc:title","label":"Title","values":["French Pronunciation Learning and Computer-Mediated Visual Feedback"]}]}],"canonical_facts":{"dc:contributor":["Golato, Peter"],"dc:creator":["Ruellot, Viviane Marie"],"dc:date":["2015-09-28T15:02:18Z","10000-01-01","2006"],"dc:description":["First-semester French students (n =34) recorded their pronunciation of 29 French words and sentences. Recordings were made either with or without visual pronunciation feedback. Subjects in the audio condition heard and repeated target words and sentences modeled by male and female French native speakers; students were instructed to listen to their own production and correct it by approximating native speaker pronunciation. Subjects in the audio-visual condition additionally received visual acoustic information pertaining to vowel formant trajectories: students were instructed that formant trajectories correlated with degree of mouth aperture (F1), tongue frontness/backness (F2), and lip rounding (F3). Subjects also completed a questionnaire to determine their preferred mode (i.e., visual, auditory, and/or tactile) of material presentation. The recordings from both conditions were presented to French native speaker raters for assessment. It was found that the subjects in the audio-visual condition did benefit from two sources of feedback, as they significantly outperformed the subjects in the audio condition on pronunciation improvement of practiced items. Results did not permit drawing any firm conclusion as to which sounds are easier to learn. Finally, the factors of perceptual learning style and feedback type did not interact as the experiment was construed, but it is suggested that they might, provided the audio feedback is accompanied by further instructions as to how to correctly configure one's articulators for production.","Made available in DSpace on 2015-09-28T15:02:18Z (GMT). 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