Using Praat for English Pronunciation Self-practice outside the Classroom: Strengths, Weaknesses, and its Application
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Published:
Jul 20, 2021
Keywords:
pronunciation teaching Praat software program learner autonomy
Main Article Content
Abstract
Praat is a freeware program widely used by phoneticians for acoustic analyses of speech sounds, though less commonly so for pedagogical purposes. To our knowledge, no research on English pronunciation teaching has used Praat outside a classroom setting. In this article, we would like to report on a voluntary pronunciation-training project and discuss the extent to which Praat can promote self-regulating pronunciation practice beyond the classroom. Six Thai college learners with high aspirations to improve their pronunciation skills volunteered to participate in this training. In light of the small number of participants, we were unable to conduct in-depth research to examine extensively the effectiveness of using Praat outside the classroom. However, we have gained hands-on experience from undertaking this training project, and therefore would like to share with readers how an instructor can use the Praat program to help their learners improve their pronunciation. We also discuss the strengths and weaknesses of using Praat beyond the classroom setting and highlight the roles of the instructor in assisting learners to reach their pronunciation goals.
Article Details
How to Cite
Osatananda, V., & Thinchan, W. (2021). Using Praat for English Pronunciation Self-practice outside the Classroom: Strengths, Weaknesses, and its Application. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 372–396. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253273
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Research Articles
References
Adrain, M. M. (2014). The efficacy of a reading aloud task in the teaching
of pronunciation. Journal of English Studies, 12, 95-112.
Benson, P. (2008, November). Learner autonomy: What does the future
hold? Paper presented at a TESOL Symposium.
https://www.tesol.org/docs/default-source/new- resource-
library/symposium-on-learner-autonomy.pdf
Boersma, P., & Heuven, V. V. (2001). Speak and unSpeak with Praat. Glot
International, 5, 341-347.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-
native speakers of English. Procedia – Social and Behavioral Sciences, 2(2),1305–1309. https://doi.org/10.1016/ j.sbspro. 2010.03.191
Brett, D. (2004). Computer generated feedback on vowel production by
learners of English as a second language. ReCALL, 16(1), 103-113. https://doi.org/10.1017/S0958344004000813
Brown, A. (1991). Teaching English pronunciation: A book of readings.
Routledge.
Celce-Murcia, M., Briton, D. M., & Goodwin, J. M. (1996). Teaching
pronunciation: a reference for teachers of English to speakers of other languages. Cambridge University Press.
Dam, L. (2008, November). How do we recognize an autonomous
classroom? - Revisited. Paper presented at a TESOL Symposium.
https://www.tesol.org/docs/default-source/new- resource-
library/symposium-on-learner-autonomy.pdf
Derwing, T. M., & Rossiter, M. (2003). The effects of pronunciation
instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13, 1-17.
Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and
learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp.194-206). Iowa State University.
Gorjian, B., Hayati, A., & Pourkhonic, P. (2013). Using Praat software in
teaching prosodic features to EFL Learners. Procedia – Social and Behavioral Sciences, 84, 34–40. https://doi.org/10.1016/j.sbspro. 2013.06.505
Hamlaoui, N. & Bengrait, N. (2016). Using BetterAccent Tutor and Praat
for learning English intonation. Arab World English Journal, 3, 99-112.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Hu, F. (2017). A study on Chinese EFL learning of English pronunciation
from the perspective of Aesthetic Linguistics. Theory and Practice in Language Studies, 7, 579-584.
Isaacs, T., & Trofimovich, P. (2017). Key themes, constructs and
interdisciplinary perspectives in second language. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 3-11). Multilingual Matters.
Jenkins, J. (2000). The phonology of English as an international language.
Oxford University Press.
Jindapitak, N., & Teo, A. (2013). Accent priority in a Thai university
context: a common sense revisited. English Language Teaching, 6, 193-204.
Kang, O. (2012). Relative impact of pronunciation features on ratings of
non-native speakers’ oral proficiency. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 10-15). Iowa State University.
Khoshima, H., Saed, A., & Moradi, S. (2017). Computer assisted
pronunciation teaching (CAPT) and pedagogy: Improving EFL learners’ pronunciation using clear pronunciation 2 software. Iranian Journal of Applied Language Studies, 9, 53-62.
Le, H. T., & Brook, J. (2011). Using Praat to teach intonation to ESL
students. Hawaii Pacific University TESOL Working Paper Series, 9(1, 2), 2–15.
Lee, S. T. (2008). Teaching pronunciation of English using computer
assisted learning software: an action research study in an Institute of Technology in Taiwan [Doctoral dissertation, Australian Catholic University]. ACU Research Bank. https://doi.org/10.4226/66/ 5a95dfbac67eb
Liu, Y. (2008). The effectiveness of integrating commercial pronunciation
software into an ESL pronunciation class (Publication No. 11716) [Master’s Dissertation, Iowa State University]. Iowa State University Digital Repository. https://doi.org/10.31274/etd-180 810-1980
Masouleh, N. S., & Jooneghani, R.B. (2012). Autonomous learning:
A teacher-less learning! Procedia – Social and Behavioral Sciences, 55, 835-842. https://doi.org/10.1016/j.sbspro.2012.09.570
McGregor, A., Zielinski, B., Meyers, C., & Reed, M. (2016). An exploration
of teaching intonation using a Ted talk. In J. Levis, H. Le, I. Lucic, E. Simpson & S. Vo (Eds), Proceedings of the 7th pronunciation in Second Language Learning and Teaching Conference (pp. 143-159). Iowa State University.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai
teachers’ professional development needs. English Language Teaching, 6, 139-147.
Nunan, D. (2003). Nine steps to learner autonomy. Symposium, 193–204.
Pawlak, M., & Szyszka, M. (2018). Researching pronunciation learning
strategies: An overview and a critical look. Studies in Second Language Learning and Teaching, 8(2), 293-323.
Sahatsathatsana, S. (2017). Pronunciation problems of Thai students
learning English phonetics: A case study at Kalasin University. Journal of Education, Mahasarakham University, 11, 67-84.
Sakai, S., Takagi, A., & Man-Ping C. (2010). Promoting learner autonomy:
Student perceptions of responsibilities in a language classroom in East Asia. Educational Perspectives, 43(1,2), 12-27.
Setter, J. & Jenkins, J. (2005). State-of-the-art review article. Language
Teaching, 38(1), 1-17.
Sewell, A. (2016). English pronunciation models in a globalized world:
Accent, acceptability and Hong Kong English. Routledge.
Somdee, M., & Suksan S. (2013). Developing English speaking skills of
Thai undergraduate students by digital storytelling through
websites. http://www.litu.tu.ac.th/journal/FLLTCP/fllt_
conference2013.html
Tassev, V. V., & Sojisirikul, P. (2017). Assessing students’ pronunciation:
voices from native English teachers (NETs) and non-native English teachers (NNETs). REFLections, 23, 8-101.
Thumawongsa, N., & Getkham, K. (2015). The impact of computer
assisted pronunciation learning program on Thai university students’ pronunciation performance and autonomous learning skill. MANUTSAT PARITAT: Journal of Humanities, 37, 79-99
Triassanti, R. (2015). Training on word stress of EFL students assisted with
Praat program. In A. J. Othaman, N. S. Degang, I. Wiryokusumo, A Susilo, & Mustaji (Eds.), The 6th ICETA International Conference on Education: “Future education: Shaping intelligent and mannered generation throughout civilization” (pp. 381–390). University of PGRI Adi Buana Surabaya.
Wilson, I. (2008). Using Praat and moodle for teaching segmental and
suprasegmental pronunciation. http://www.j-let.org/~wcf/ proceedings/d-078.pdf
Yoon, K. (2007). Imposing native speakers’ prosody on non-native
speakers’ utterances: the technique of cloning prosody. Modern English and American Literature, 4(46), 197-215.
of pronunciation. Journal of English Studies, 12, 95-112.
Benson, P. (2008, November). Learner autonomy: What does the future
hold? Paper presented at a TESOL Symposium.
https://www.tesol.org/docs/default-source/new- resource-
library/symposium-on-learner-autonomy.pdf
Boersma, P., & Heuven, V. V. (2001). Speak and unSpeak with Praat. Glot
International, 5, 341-347.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-
native speakers of English. Procedia – Social and Behavioral Sciences, 2(2),1305–1309. https://doi.org/10.1016/ j.sbspro. 2010.03.191
Brett, D. (2004). Computer generated feedback on vowel production by
learners of English as a second language. ReCALL, 16(1), 103-113. https://doi.org/10.1017/S0958344004000813
Brown, A. (1991). Teaching English pronunciation: A book of readings.
Routledge.
Celce-Murcia, M., Briton, D. M., & Goodwin, J. M. (1996). Teaching
pronunciation: a reference for teachers of English to speakers of other languages. Cambridge University Press.
Dam, L. (2008, November). How do we recognize an autonomous
classroom? - Revisited. Paper presented at a TESOL Symposium.
https://www.tesol.org/docs/default-source/new- resource-
library/symposium-on-learner-autonomy.pdf
Derwing, T. M., & Rossiter, M. (2003). The effects of pronunciation
instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13, 1-17.
Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and
learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp.194-206). Iowa State University.
Gorjian, B., Hayati, A., & Pourkhonic, P. (2013). Using Praat software in
teaching prosodic features to EFL Learners. Procedia – Social and Behavioral Sciences, 84, 34–40. https://doi.org/10.1016/j.sbspro. 2013.06.505
Hamlaoui, N. & Bengrait, N. (2016). Using BetterAccent Tutor and Praat
for learning English intonation. Arab World English Journal, 3, 99-112.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Hu, F. (2017). A study on Chinese EFL learning of English pronunciation
from the perspective of Aesthetic Linguistics. Theory and Practice in Language Studies, 7, 579-584.
Isaacs, T., & Trofimovich, P. (2017). Key themes, constructs and
interdisciplinary perspectives in second language. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 3-11). Multilingual Matters.
Jenkins, J. (2000). The phonology of English as an international language.
Oxford University Press.
Jindapitak, N., & Teo, A. (2013). Accent priority in a Thai university
context: a common sense revisited. English Language Teaching, 6, 193-204.
Kang, O. (2012). Relative impact of pronunciation features on ratings of
non-native speakers’ oral proficiency. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 10-15). Iowa State University.
Khoshima, H., Saed, A., & Moradi, S. (2017). Computer assisted
pronunciation teaching (CAPT) and pedagogy: Improving EFL learners’ pronunciation using clear pronunciation 2 software. Iranian Journal of Applied Language Studies, 9, 53-62.
Le, H. T., & Brook, J. (2011). Using Praat to teach intonation to ESL
students. Hawaii Pacific University TESOL Working Paper Series, 9(1, 2), 2–15.
Lee, S. T. (2008). Teaching pronunciation of English using computer
assisted learning software: an action research study in an Institute of Technology in Taiwan [Doctoral dissertation, Australian Catholic University]. ACU Research Bank. https://doi.org/10.4226/66/ 5a95dfbac67eb
Liu, Y. (2008). The effectiveness of integrating commercial pronunciation
software into an ESL pronunciation class (Publication No. 11716) [Master’s Dissertation, Iowa State University]. Iowa State University Digital Repository. https://doi.org/10.31274/etd-180 810-1980
Masouleh, N. S., & Jooneghani, R.B. (2012). Autonomous learning:
A teacher-less learning! Procedia – Social and Behavioral Sciences, 55, 835-842. https://doi.org/10.1016/j.sbspro.2012.09.570
McGregor, A., Zielinski, B., Meyers, C., & Reed, M. (2016). An exploration
of teaching intonation using a Ted talk. In J. Levis, H. Le, I. Lucic, E. Simpson & S. Vo (Eds), Proceedings of the 7th pronunciation in Second Language Learning and Teaching Conference (pp. 143-159). Iowa State University.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai
teachers’ professional development needs. English Language Teaching, 6, 139-147.
Nunan, D. (2003). Nine steps to learner autonomy. Symposium, 193–204.
Pawlak, M., & Szyszka, M. (2018). Researching pronunciation learning
strategies: An overview and a critical look. Studies in Second Language Learning and Teaching, 8(2), 293-323.
Sahatsathatsana, S. (2017). Pronunciation problems of Thai students
learning English phonetics: A case study at Kalasin University. Journal of Education, Mahasarakham University, 11, 67-84.
Sakai, S., Takagi, A., & Man-Ping C. (2010). Promoting learner autonomy:
Student perceptions of responsibilities in a language classroom in East Asia. Educational Perspectives, 43(1,2), 12-27.
Setter, J. & Jenkins, J. (2005). State-of-the-art review article. Language
Teaching, 38(1), 1-17.
Sewell, A. (2016). English pronunciation models in a globalized world:
Accent, acceptability and Hong Kong English. Routledge.
Somdee, M., & Suksan S. (2013). Developing English speaking skills of
Thai undergraduate students by digital storytelling through
websites. http://www.litu.tu.ac.th/journal/FLLTCP/fllt_
conference2013.html
Tassev, V. V., & Sojisirikul, P. (2017). Assessing students’ pronunciation:
voices from native English teachers (NETs) and non-native English teachers (NNETs). REFLections, 23, 8-101.
Thumawongsa, N., & Getkham, K. (2015). The impact of computer
assisted pronunciation learning program on Thai university students’ pronunciation performance and autonomous learning skill. MANUTSAT PARITAT: Journal of Humanities, 37, 79-99
Triassanti, R. (2015). Training on word stress of EFL students assisted with
Praat program. In A. J. Othaman, N. S. Degang, I. Wiryokusumo, A Susilo, & Mustaji (Eds.), The 6th ICETA International Conference on Education: “Future education: Shaping intelligent and mannered generation throughout civilization” (pp. 381–390). University of PGRI Adi Buana Surabaya.
Wilson, I. (2008). Using Praat and moodle for teaching segmental and
suprasegmental pronunciation. http://www.j-let.org/~wcf/ proceedings/d-078.pdf
Yoon, K. (2007). Imposing native speakers’ prosody on non-native
speakers’ utterances: the technique of cloning prosody. Modern English and American Literature, 4(46), 197-215.