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Visual input trumps auditory input: teaching English intonation

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Abstract

Audio-visual input has long been reported to be effective for teaching second language (L2)
intonation. An examination of visual-only input, however, has not been conducted yet.
Using a between-subjects design, we investigated the effectiveness of auditory-only and visual-only input for teaching English intonation to speakers of Bernese Swiss German. Our results indicate that speakers who receive visual-only input improve intonation more than speakers who receive auditory-only input. This finding is in line with research which showed that audio-visual input is more effective for teaching intonation than auditory-only input. Our findings are new, however, as they indicate that also visual input alone can lead to substantial improvement in attaining target intonation.