Short-term rhythmic training for L2 pronunciation enhancement

Thesis

Speech Rhythm plays a crucial role in language pronunciation, contributing to more natural prosody and fluency. However, it remains an underexplored area in second language (L2) learning and is often overlooked by both educators and researchers. This gap is particularly problematic when learners’ first language (L1) has rhythmic patterns that contrast sharply with their target L2, as few structured pedagogical approaches are available to address such differences. This study investigated the effectiveness of an original short-term rhythmic training on L2 English (a stress-timed language) speech rhythm in L1 Mandarin (a syllable-timed language) speakers and examined the influence of individual differences and text type on learning outcomes. Groups of Mandarin-speaking English learners (n = 38) were randomly assigned to either an experiment group (n = 19), which received rhythmic training, or a control group (n = 19) without intervention. All participants completed pre- and post-tests with conversational texts, and an additional rhythmic text test was administered after the post-test. Speech rhythm was measured using two acoustics metrics, standard deviation and Normalized Pairwise variability Index of vocalic intervals (ΔV and nPVI-V), and data were analysed using linear mixed-effects regression models. Results showed that rhythmic training significantly improved L2 stress-timed rhythmic patterns, with greater rhythmic perception skills predicting better learning outcomes. The text type also influenced their speech production, with rhythmic texts facilitating more stress-timed patterns than conversational texts. These findings provide empirical support for incorporating short-term rhythmic training and rhythm-rich materials into L2 pronunciation teaching. Additionally, this study also highlights the need for future longitudinal and replicable studies concerning rhythmic training evaluation.

Authors: Li, Y

• DOI: 10.5287/ora-0oxaoe005
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: ALSLA2025; rhythmic perception; quantitative data analysis; speech rhythm; text type; ALSLA; second language learning; experimental phonetic study; rhythmic training; rhythmic test; stress-timed speech patterns
• Subjects: English language--Rhythm; English language--Conversation and phrase books--Mandarin; Language and languages--Rhythm; English language--Study and teaching (Elementary)--Mandarin speakers; Assimilation (Phonetics); Speech; Second language acquisition; Pronunciation; Applied linguistics; English language--Pronunciation by foreign speakers--Problems, exercises, etc.; Phonetics; English language--Study and teaching--Mandarin speakers; Intonation (Phonetics); Grammar, Comparative and general--Phonology; Quantitative research; Pronunciation by foreign speakers