Volume 5, Issue 1, Spring 2007
Editors: Hanh thi Nguyen & Jean Kirschenmann
Introduction, Hanh thi Nguyen & Jean Kirschenmann
Articulatory Training on Facial Movements Using the Webcam Pronunciation Mirror
Steven W. Carruthers
ABSTRACT: In this paper, I review the role of articulatory gestures involving facial movements in sound production and intelligibility, focusing on the more extreme examples, /w/, /I/, and /iy/, and report on a pilot research experiment to determine whether incorporating video and auditory feedback of the learners’ own productions into pronunciation lessons
would serve as a viable mode of instruction that effectively enhances pronunciation of these sounds. Three types of
articulatory training were compared: training with no visual feedback, feedback from a hand mirror, and feedback
through learners examining their own audio and video recorded via a webcam (the Webcam Pronunciation Mirror).
Results of the pilot experiment are inconclusive, as there were only four participants. However, results support previous
findings that articulatory training improves overall production and suggest that both the hand mirror and WPM
are effective methods for self-monitoring, but using the WPM may be more effective for English /w/ and /iy/.
ABSTRACT: This paper investigated how three Japanese learners of English developed their interactional competence in one situated practice of calling to the bookstore. Even though explicit feedback was not given to the learners throughout the practice, as the theory of situated learning indicates, all of the learners (or novices) improved their interactional competence by getting implicit feedback from receivers (or experts). Among interactional competences re-defined by the author, the change of the linguistic patterns was the most obvious. The learners actively participated in the social activity
(telephone calls to bookstores), tested their hypothesis on their discourse or lexical items, and learned more effective
(less problematic) ways of communication in that situated activity. It is true that this research is limited in terms of the
authenticity of the task, the scale of the practice, and the number of the participants, but the data collected and analyzed
in this study can give us some clear evidence that learning occurred through participation in a situated practice.
ABSTRACT: This research paper attempts to show how corpus linguistics can be employed by language teachers to enrich their linguistic awareness. I first compare and contrast two major approaches to grammar, structural and functional, and then show how corpus linguistics can be used along with the genre approach and critical discourse studies to reveal the
“lexicogrammatical” meaning of a word or phrase. I conclude with an exploratory, empirical study using corpus linguistics
to understand the context of two politically and socially sensitive phrases, “liberal” and “left wing.”
Never-Ending Stories: A Teaching Unit for English Language Learners
Ri Ri (Lily) Kim