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Musical Intelligence and Its Impact on English Pronunciation Skills in the Process of Second Language Acquisition New edition [Kõva köide]

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This book focuses on the results obtained from Wing's musical intelligence test and the pronunciation test measured by three English native speakers and by Praat. It delves into a detailed discussion of the obtained results and attempts to find the convergence between the level of musical intelligence and L2 pronunciation ability.



This book delves into the convergence between musical intelligence and L2 pronunciation skills. It starts with a detailed description of the theory of Multiple Intelligences proposed by Howard Gardner (1983) with particular reference to musical intelligence. It also constitutes an attempt at describing the relationship between musical intelligence and other intelligences. A detailed description of the prosodic features of speaker's pronunciation skills is the "prelude" to the methodology of research, as well as the research results, which take into consideration some of the most problematic issues, including the outcomes obtained from Wing's musical intelligence test and pronunciation test measured by three independent English native speakers and by Praat.

Introduction 11(4)
1 Musical Intelligence and the Theory of Multiple Intelligences
15(38)
1.1 The Theory of Multiple Intelligences
16(10)
1.1.1 Linguistic Intelligence
18(2)
1.1.2 Logical-Mathematical Intelligence
20(1)
1.1.3 Spatial Intelligence
21(1)
1.1.4 Bodily-Kinesthetic Intelligence
22(1)
1.1.5 Interpersonal Intelligence
23(1)
1.1.6 Intrapersonal Intelligence
24(1)
1.1.7 Naturalist Intelligence
25(1)
1.2 Musical Intelligence
26(6)
1.2.1 The Relationship between Musical and Some Other Intelligences
29(1)
1.2.1.1 Musical Intelligence and Linguistic Intelligence
29(2)
1.2.1.2 Musical Intelligence and Bodily-Kinaesthetic Intelligence
31(1)
1.2.1.3 Musical Intelligence and Spatial Intelligence
31(1)
1.2.1.4 Musical Intelligence and Logical-Mathematical Intelligence
31(1)
1.3 Criticism of the Theory of Musical Intelligences
32(8)
1.4 Measuring Musical Intelligence
40(6)
1.4.1 Seashore's Measures of Musical Talents
40(1)
1.4.2 Gordon's Measure of Music Audiation
41(2)
1.4.3 Wings Standardised Tests of Musical Intelligence
43(3)
1.5 Musical Intelligence and Second Language Acquisition (SLA)
46(7)
1.5.1 Music Training and Second Language Acquisition
47(2)
1.5.2 Music Aptitude and Second Language Acquisition
49(2)
Summary
51(2)
2 Literature Review and Research Methodology
53(32)
2.1 State of Research and Theoretical Assumptions
53(7)
2.2 Assessment of Speaking
60(6)
2.2.1 Rating Scale and Scale Description
64(2)
2.3 Automatic Measurement of L2 Pronunciation Skills
66(7)
2.3.1 Speech Rate
68(1)
2.3.2 Articulation Rate
69(1)
2.3.3 Average Syllable Duration
70(1)
2.3.4 Pausing (Pause Duration)
71(1)
2.3.5 Fundamental Frequency (F)
72(1)
2.4 Research Questions and Hypotheses
73(1)
2.5 Methodology
74(11)
2.5.1 Participants
74(1)
2.5.2 Instrumentation
75(1)
2.5.2.1 Musical Intelligence Test
75(2)
2.5.2.2 Praat
77(1)
2.5.2.3 Audacity
78(1)
2.5.2.4 Pronunciation Test
78(3)
2.5.3 Experimental Procedure
81(4)
3 Research Results
85(50)
3.1 Wing's Musical Intelligence Test Results
85(9)
3.1.1 The Results of Task One
88(1)
3.1.2 The Results of Task Two
89(2)
3.1.3 The Results of Task Three
91(1)
3.1.4 The Results of Wing's Musical Intelligence Test -- Summary
92(2)
3.2 Norms for the Polish Version of Wing's Musical Intelligence Test Results
94(2)
3.3 Wing's Intelligence Musical Test -- Data Distribution for Low, Medium and High Levels
96(2)
3.4 Pronuciation Test Results -- Native Speakers' Assessment of Students' Utterances
98(6)
3.5 The Results of Automatic Measurement of L2 Pronunciation Proficiency with the Use of Praat
104(21)
3.5.1 Statistical Analysis and Testing of Normal Distribution for the Pronunciation Test Results Obtained from Praat
107(1)
3.5.1.1 Statistical Results of F0 Range Difference
107(2)
3.5.1.2 Statistical Results of Speech Rate Difference
109(3)
3.5.1.3 Statistical Results of Articulation Rate Difference
112(2)
3.5.1.4 Statistical Results of Average Syllable Duration (ASD) Difference
114(2)
3.5.1.5 Statistical Results of Pause Duration Difference
116(2)
3.5.1.6 Average and Median Analysis for All Variables
118(2)
3.5.2 Variance Check for Variables Obtained from Praat
120(2)
3.5.3 Non-Parametric Test Results (Kruskal-Wallis Test)
122(1)
3.5.4 Parametric Test Results (ANOVA)
123(2)
3.6 The Explanation of the Student's Level of Musical Intelligence with the Use of Pronunciation Test Results (Native Speakers' Assessment and Praat)
125(10)
Summary
132(3)
4 Discussion
135(12)
4.1 The Convergence between the Level of Musical Intelligence and the Results of L2 Pronunciation Ability Test
135(2)
4.2 Pronunciation Test Results in the Light of Native Speakers' Assessment
137(1)
4.3 Pronunciation Test Results in the Light of F0 Range, Speech Rate, Articulation Rate, Average Syllable Duration, Pause Duration Variables
138(1)
4.4 The Convergence between the Variables of F0 Range, Speech Rate, Articulation Rate, Average Syllable Duration, Pause Duration
139(1)
4.5 Hypothesis 1
139(4)
4.6 Hypothesis 2
143(1)
4.7 Hypothesis 3
144(3)
Conclusions 147(6)
Appendices 153(54)
List of Figures 207(2)
List of Tables 209(2)
References 211(18)
Internet sources 229
Ewa Kusz is an assistant professor in the Applied Linguistics Department at the University of Rzeszów, Poland. She specialises in English phonetics and phonology and automatic assessment of speaking.