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Visual input trumps auditory input: teaching English intonation. / Portmann, Lara
; Leemann, Adrian.
Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13). ed. / Malte Belz; Christine Mooshammer; Susanne Fuchs; Stefanie Jannedy; Oksana Rasskazova; Marzena Zygis. Leibniz-Zentrum Allgemeine Sprachwissenschaft, 2018. p. 149-152 (Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13)).
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Harvard
Portmann, L
& Leemann, A 2018,
Visual input trumps auditory input: teaching English intonation. in M Belz, C Mooshammer, S Fuchs, S Jannedy, O Rasskazova & M Zygis (eds),
Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13). Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13), Leibniz-Zentrum Allgemeine Sprachwissenschaft, pp. 149-152.
https://doi.org/10.18452/18805APA
Vancouver
Portmann L
, Leemann A.
Visual input trumps auditory input: teaching English intonation. In Belz M, Mooshammer C, Fuchs S, Jannedy S, Rasskazova O, Zygis M, editors, Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13). Leibniz-Zentrum Allgemeine Sprachwissenschaft. 2018. p. 149-152. (Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13)). doi: 10.18452/18805
Author
Portmann, Lara
; Leemann, Adrian. /
Visual input trumps auditory input : teaching English intonation. Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13). editor / Malte Belz ; Christine Mooshammer ; Susanne Fuchs ; Stefanie Jannedy ; Oksana Rasskazova ; Marzena Zygis. Leibniz-Zentrum Allgemeine Sprachwissenschaft, 2018. pp. 149-152 (Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13)).
Bibtex
@inproceedings{c0edd86420e341cd928a2616e7224925,
title = "Visual input trumps auditory input: teaching English intonation",
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. ",
author = "Lara Portmann and Adrian Leemann",
year = "2018",
month = feb,
day = "16",
doi = "10.18452/18805",
language = "English",
series = "Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13)",
publisher = "Leibniz-Zentrum Allgemeine Sprachwissenschaft",
pages = "149--152",
editor = "Malte Belz and Christine Mooshammer and Susanne Fuchs and Stefanie Jannedy and Oksana Rasskazova and Marzena Zygis",
booktitle = "Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13)",
}
RIS
TY - GEN
T1 - Visual input trumps auditory input
T2 - teaching English intonation
AU - Portmann, Lara
AU - Leemann, Adrian
PY - 2018/2/16
Y1 - 2018/2/16
N2 - 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.
AB - 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.
U2 - 10.18452/18805
DO - 10.18452/18805
M3 - Conference contribution/Paper
T3 - Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13)
SP - 149
EP - 152
BT - Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13)
A2 - Belz, Malte
A2 - Mooshammer, Christine
A2 - Fuchs, Susanne
A2 - Jannedy, Stefanie
A2 - Rasskazova, Oksana
A2 - Zygis, Marzena
PB - Leibniz-Zentrum Allgemeine Sprachwissenschaft
ER -
