[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598270-105":3,"doc-detail-598270-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","developing-english-prosody-using-technology-and-pronunciation-reformulation-techniques","Developing English Prosody Using Technology and Pronunciation Reformulation Techniques","","The paper reports a pilot study examining how technology-supported pronunciation instruction can improve comprehensibility for English learners by heightening awareness of English prosodic nuances. Seven international students used a noticing-reformulation technique and received audiovisual feedback with tools including Audacity and WASP. A pretest-treatment-posttest design used rater judgments and classroom observation, supplemented by questionnaire and focus-group responses. Findings emphasized improvements in intonation and thought-group training, supporting more natural chunking, pausing, speech flow control, and continued classroom adoption.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/developing-english-prosody-using-technology-and-pronunciation-reformulation-techniques/598270/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/developing-english-prosody-using-technology-and-pronunciation-reformulation-techniques/598270.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the main focus of the pilot study?","Question",{"text":63,"@type":64},"The study focused on improving the comprehensibility of English learner pronunciation by raising awareness of prosodic nuances such as intonation and thought-group structure.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which technique and tools were used to support the participants?",{"text":68,"@type":64},"The authors used a noticing-reformulation technique and provided audiovisual feedback using software including Audacity and WASP.",{"name":70,"@type":61,"acceptedAnswer":71},"How was the study’s effectiveness assessed?",{"text":72,"@type":64},"Effectiveness was measured using a pretest-treatment-posttest methodology with blind analysis of impromptu speeches, plus classroom observations and participant responses via questionnaire and focus-group elaboration.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598270,1792870532,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"# Developing English Prosody Using Technology and PronunciationReformulation Techniques\n\nPronunciation is challenging for many international students,but particularly important forthose going onto college and university level studies where they need to do professionalpresentations.According to the Institute of International Education [IIE](2020),Californiahosted 160,592 students in 2019/2020,and is one of the top destinations for internationalsseeking education in the U.S.(IIE,2020).Given the large number of international studentsentering California universities each year,viable methods of teaching pronunciation areessential.The authors of this paper undertook a pilot study focused on improving thecomprehensibility of English learner pronunciation via raising awareness of underlyingprosodic nuances of English.Seven international student participants took part in the study.The authors relied ona noticing-reformulation technique to raise the participants'awarenessto prosodic features(Smith &Beckman,2005).Audacity 2.1.2(Audacity Team,2020)andWASP1.54(Huckvale,2013)were also utilized for audiovisual feedback.To collect data,theauthors used a pretest-treatment-posttest methodology.Two non-expert raters conducted ablind analysis of the pretest and posttest impromptu speeches.Additional data was collectedfrom the observations of the classroom teacher.The student participants also provided data byresponding to a questionnaire and then elaborating on their responses in a subsequent focusgroup.The results of the study showed some notable results related to intonation.Furthermore,the participants themselves greatly valued the training on thought groupsbecause it gave them an understanding of how to use slight pausing and intonation to chunkthoughts at natural“phrasal breaks”(Celce-Murcia,Brinton,&Goodwin,2010).This processhelped them to regulate the speed and flow of their speech.The positive reactions of theparticipants encouraged the classroom teacher to continue using the approach for subsequentclasses.  \n## The Research Process\n\nThe development of clear pronunciation is a commonly expressed concern among international students,yet itis often overlooked in language teaching.Language administrators and educators of university Intensive EnglishPrograms tend to focus on the more apparent need of developing writing and reading skills,which these students areoften expected to perform at a native-speaker level.Presentation skills are also focused upon in IEPprograms,in  \nanticipation of the traditional classroom speeches required of college level students.While these skills oforganization,content development,memorization,and delivery are all essential for presenting a subject,if one isunable to clearly articulate thoughts comprehensibly,the message is completely lost on the audience.According toBusa(2010),\"because non-native use of speech pauses,volume,pitch,and intonation have important pragmaticeffects on how the speaker's message is received by the listener”,comprehensibility can best be achieved throughprosody-an aspect of pronunciation that focuses on stress,rhythm,and intonation(p.59).For these reasons,wedecided to explore new approaches and techniques that could aid in the development of comprehensible Englishprosody in the speech of second language learners.This paper describes a pilot study,which explored methods forteaching prosody.The results showed improvements in intonation and student appreciation,in particular,as itpertained to the use of thought groups(Liu,2017).This paper highlights the techniques used,shares some positiveresults of the implementation,and describes the continued use of the approach in the classroom.  \nPhonemic development,which focuses on the pronunciation of specific sounds of language,has been acommon approach for improving L2 speech(Celce-Murcia,Brinton,&Goodwin,2010).By contrast,currentresearch has highlighted the importance of prosody in developing comprehensibility (Pickering,2004;Busa,2010).Although ","cbCaimdAfvQEqUCn","https://ap.wps.com/l/cbCaimdAfvQEqUCn","pdf",384413,11,"English","# Developing English Prosody Using Technology and Pronunciation Reformulation Techniques\n## The Research Process","[{\"question\":\"What was the main focus of the pilot study?\",\"answer\":\"The study focused on improving the comprehensibility of English learner pronunciation by raising awareness of prosodic nuances such as intonation and thought-group structure.\"},{\"question\":\"Which technique and tools were used to support the participants?\",\"answer\":\"The authors used a noticing-reformulation technique and provided audiovisual feedback using software including Audacity and WASP.\"},{\"question\":\"How was the study’s effectiveness assessed?\",\"answer\":\"Effectiveness was measured using a pretest-treatment-posttest methodology with blind analysis of impromptu speeches, plus classroom observations and participant responses via questionnaire and focus-group elaboration.\"}]","Developing English Prosody Using Technology and Pronunciation Reformulation Techniques | 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