Effects of Visualization-Based Training on Improving Efl Learners' Study of Intonation Features and Functions

Abstract

The current study investigated the effectiveness of visualization-based instruction on Chinese EFL learners’ study of intonation features and functions. Over the course of four weeks, one visualization-based group (n = 20) and one audio-based group (n = 20) underwent five intonation training sessions (each session lasting approximately 60 minutes). The visualization-based group was instructed to carefully examine the visual representation of each sentence’s intonation movement before reading aloud each sentence. While the audio-based group was instructed to carefully listen to each sentence’s audio file before practicing their intonation. A control group (n = 9) was asked to simply read the identical sentences from the pre/posttests without any intonation training. Using the speech data obtained from tasks in pre/posttests, we evaluated the accuracy of three groups’ production of intonation features (stress placement, pitch accent and boundary tone), as well as their use of intonation for communication (expressing prominence and distinguishing sentence types). The results showed that after training, visualization-based group outperformed the other two groups in terms of development in both intonation features and functions. The study provided empirical implications for WHAT to include and HOW to teach intonation to EFL learners in order to help them develop their communicative abilities.

Keywords: intonation, EFL learners, visualization-based, prominence, sentence types