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The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students
The speech rate (SR) of the recorded aural native input has been recurrently reported by EFL listeners worldwide as being the major obstacle to achieve successful listening comprehension (LC). To investigate the efficacy of natural rate reduction techniques in facilitating LC, this study was designe...
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| Format: | Thesis |
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AUC Knowledge Fountain
2012
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| _version_ | 1867613416217116672 |
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| access_status_str | Open Access |
| author | Ibrahim, Ghada Abdul-moneim |
| author_browse | Ibrahim, Ghada Abdul-moneim |
| author_facet | Ibrahim, Ghada Abdul-moneim |
| author_sort | Ibrahim, Ghada Abdul-moneim |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | The speech rate (SR) of the recorded aural native input has been recurrently reported by EFL listeners worldwide as being the major obstacle to achieve successful listening comprehension (LC). To investigate the efficacy of natural rate reduction techniques in facilitating LC, this study was designed to compare and contrast the immediate effect(s) of exposing two intact classes (n=46) of Egyptian high school students enrolled in the International General Certificate of Secondary Education (IGCSE) to two SR reduction techniques. The first technique was the deliberate articulation (DA), and the second was inserting three-second pauses at T-unit boundaries. The dependent variables were the students' LC task scores on the one hand, and their perceptions of the slow speeds appropriateness to their LC needs, on the other hand. LC proficiency was considered as a moderating variable. A Control group (n=26) was included to collect baseline data on these students' LC performance in the "normal" SRs adopted in Cambridge exams. A mixed design approach was followed in collecting data. Five sets of LC task scores were gathered in five weeks. During the 1st, 3rd and 5th weeks, the experimental classes completed the LC tasks in the normal speed (NS) condition. In the 2nd and the 4th weeks, the experimental classes performed their LC tasks while listening to texts modified according to the two techniques under investigation. This design was meant to allow each of these two classes to experience the two reduced SR conditions. Triangulation of data collection tools was achieved. Thus, beside task scores and class observations, retrospective semi-structured interviews were held with 14 students representing three LC proficiency levels immediately after each of the five tasks to examine in depth the interaction between the listeners' LC proficiency level and their perceptions of the reduced SRs appropriateness. SPSS analyses of significance of variance (one-way ANOVA and independent t-tests) of mean scores showed a statistically significant drop in LC scores in the reduced SR conditions compared to the normal ones. Further, the interviewees' input clarified the observed discrepancy between perceptions of improved overall understanding and poor task performance. Although both techniques provided the participants with added processing time to deduce meanings, and to read questions thoroughly before listening, the reduced SRs interfered with the introspective task management leading to concentration breakdown and feelings of boredom. Despite this interference, a number of intermediate and all of the low-level interviewees received improved task scores, and reported facilitated LC. One implication of the results is that English as a Foreign Language learners (EFLs) of advanced, intermediate and low LC proficiency are recommended to be instructed in "rapid speech phonology" (Cauldwell, 2002) by a variety of SR reduction techniques to develop sound LC bottom-up skills before their exposure to the spontaneous native talk. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2159 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:47.730Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2159 The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students Ibrahim, Ghada Abdul-moneim The speech rate (SR) of the recorded aural native input has been recurrently reported by EFL listeners worldwide as being the major obstacle to achieve successful listening comprehension (LC). To investigate the efficacy of natural rate reduction techniques in facilitating LC, this study was designed to compare and contrast the immediate effect(s) of exposing two intact classes (n=46) of Egyptian high school students enrolled in the International General Certificate of Secondary Education (IGCSE) to two SR reduction techniques. The first technique was the deliberate articulation (DA), and the second was inserting three-second pauses at T-unit boundaries. The dependent variables were the students' LC task scores on the one hand, and their perceptions of the slow speeds appropriateness to their LC needs, on the other hand. LC proficiency was considered as a moderating variable. A Control group (n=26) was included to collect baseline data on these students' LC performance in the "normal" SRs adopted in Cambridge exams. A mixed design approach was followed in collecting data. Five sets of LC task scores were gathered in five weeks. During the 1st, 3rd and 5th weeks, the experimental classes completed the LC tasks in the normal speed (NS) condition. In the 2nd and the 4th weeks, the experimental classes performed their LC tasks while listening to texts modified according to the two techniques under investigation. This design was meant to allow each of these two classes to experience the two reduced SR conditions. Triangulation of data collection tools was achieved. Thus, beside task scores and class observations, retrospective semi-structured interviews were held with 14 students representing three LC proficiency levels immediately after each of the five tasks to examine in depth the interaction between the listeners' LC proficiency level and their perceptions of the reduced SRs appropriateness. SPSS analyses of significance of variance (one-way ANOVA and independent t-tests) of mean scores showed a statistically significant drop in LC scores in the reduced SR conditions compared to the normal ones. Further, the interviewees' input clarified the observed discrepancy between perceptions of improved overall understanding and poor task performance. Although both techniques provided the participants with added processing time to deduce meanings, and to read questions thoroughly before listening, the reduced SRs interfered with the introspective task management leading to concentration breakdown and feelings of boredom. Despite this interference, a number of intermediate and all of the low-level interviewees received improved task scores, and reported facilitated LC. One implication of the results is that English as a Foreign Language learners (EFLs) of advanced, intermediate and low LC proficiency are recommended to be instructed in "rapid speech phonology" (Cauldwell, 2002) by a variety of SR reduction techniques to develop sound LC bottom-up skills before their exposure to the spontaneous native talk. 2012-06-01T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1160 https://fount.aucegypt.edu/context/etds/article/2159/viewcontent/thesis_20Ghada.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain English language--Study and teaching English language--Study and teaching (Higher)--Foreign speakers |
| spellingShingle | English language--Study and teaching English language--Study and teaching (Higher)--Foreign speakers Ibrahim, Ghada Abdul-moneim The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students |
| title | The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students |
| title_full | The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students |
| title_fullStr | The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students |
| title_full_unstemmed | The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students |
| title_short | The impact of speech rate reduction techniques on the listening comprehension performance of Egyptian high school students |
| title_sort | impact of speech rate reduction techniques on the listening comprehension performance of egyptian high school students |
| topic | English language--Study and teaching English language--Study and teaching (Higher)--Foreign speakers |
| url | https://fount.aucegypt.edu/etds/1160 https://fount.aucegypt.edu/context/etds/article/2159/viewcontent/thesis_20Ghada.pdf |
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