The present study investigated the training benefits of segmental vs. suprasegmental aspects for the intelligibility and comprehensibility of spoken English as a Foreign Language (EFL). Five groups... Show moreThe present study investigated the training benefits of segmental vs. suprasegmental aspects for the intelligibility and comprehensibility of spoken English as a Foreign Language (EFL). Five groups of lower intermediate EFL learners were formed by random assignment. A pretest of the speaking skills, intelligibility, and comprehensibility of the learners' speech confirmed that the five groups were homogeneous before starting the training program. The control group listened to authentic audio tracks in English, and discussed their contents, watched authentic English movies, and did exercises to improve speaking skills without receiving explicit segmental and suprasegmental explanations and exercises. The experimental groups received an explanation of segmental or suprasegmental features (during one-sixth of the teaching time) followed by production-focused or perception-focused practice (during another one-sixth of the teaching time). The total instruction time was the same for all five groups, i.e., 15 h. Students then took a posttest in speaking skills targeting their speech intelligibility and comprehensibility. The findings revealed that the speech intelligibility of learners who received segmental training followed by production-focused practice was better than that of all other groups. Learners who received suprasegmental instruction followed by production-focused practice outperformed all other groups in terms of comprehensibility. Show less
The present study investigated the training benefits of segmental vs. suprasegmental aspects for the intelligibility and comprehensibility of spoken English as a Foreign Language (EFL). Five groups... Show moreThe present study investigated the training benefits of segmental vs. suprasegmental aspects for the intelligibility and comprehensibility of spoken English as a Foreign Language (EFL). Five groups of lower intermediate EFL learners were formed by random assignment. A pretest of the speaking skills, intelligibility, and comprehensibility of the learners’ speech confirmed that the five groups were homogeneous before starting the training program. The control group listened to authentic audio tracks in English, and discussed their contents, watched authentic English movies, and did exercises to improve speaking skills without receiving explicit segmental and suprasegmental explanations and exercises. The experimental groups received an explanation of segmental or suprasegmental features (during one-sixth of the teaching time) followed by production-focused or perception-focused practice (during another one-sixth of the teaching time). The total instruction time was the same for all five groups, i.e., 15 h. Students then took a posttest in speaking skills targeting their speech intelligibility and comprehensibility. The findings revealed that the speech intelligibility of learners who received segmental training followed by production-focused practice was better than that of all other groups. Learners who received suprasegmental instruction followed by production-focused practice outperformed all other groups in terms of comprehensibility. Show less
