ALSS- Acordos de Lusaka Secondary School

MEL- Mozambican English Leaners

L1- First Language

L2- Second Language

SLA- Second Language Acquisition

Introduction

English has become a global language, and non-native speakers are now the majority
of English speakers worldwide. One of the challenges faced by non-native speakers is
mastering the rhythm, stress, and intonation of the Standard English, also known as
prosody. Prosody plays an essential role in conveying meaning and creating natural-
sounding speech, but it can be difficult for non-native speakers to acquire.

Furthermore, pronunciation is a crucial aspect of language learning, and for non-native

speakers, mastering the pronunciation of a new language can be challenging. In English,
prosody plays an important role in conveying meaning, emotion, and emphasis in
speech. The rhythm, stress, and intonation of speech can affect the listener's
interpretation of a message, and non-native speakers who struggle with these aspects
may face communication breakdowns and difficulty understanding native speakers.

This monograph focuses on the use of prosody in teaching standard English

pronunciation to non-native speakers, with a case study of Acordos de Lusaca
secondary school in Maxixe. The study aims to evaluate the effectiveness of
incorporating prosody into language instruction and to provide recommendations for
incorporating prosody into language instruction for non-native speakers.

The literature review will define prosody and its components, and explain the
importance of prosody in English pronunciation for non-native speakers. Previous
research on the use of prosody in language instruction will also be reviewed, along with
current teaching methods for teaching prosody to non-native speakers.

The methodology section will describe the research methodology used in the case study,
including an overview of the participants and the materials used for teaching prosody.
The results section will evaluate the effectiveness of using prosody in teaching standard
English pronunciation to non-native speakers, analyzing the progress of the students in
pronunciation and communication skills, and providing feedback from teachers and
students on the effectiveness of the teaching method.

The discussion section will interpret the results and their implications for language
instruction, comparing the results with previous research on the use of the traditional
method in teaching English pronunciation to non-native speakers. The limitations of
the study will also be discussed, along with suggestions for further research.

The conclusion will summarize the findings of the study and their implications for
language instruction, providing recommendations for incorporating prosody into
language instruction for non-native speakers. Finally, a list of sources cited in the
monograph will be provided.

Statement of the problem:

Non-native speakers often struggle with mastering the rhythm, stress, and intonation of
English, which can lead to communication breakdowns and difficulty understanding.
Prosody is crucial in conveying meaning and creating natural-sounding speech, but it
can be challenging for non-native speakers to acquire. The problem is how to effectively
teach prosody to non-native speakers in language instruction to improve their English
pronunciation and communication skills.

Research objectives:

The research aims to achieve the following objectives:

• To identify the problems faced by English learners of ALSS in dealing with

standard pronunciation;
• To describe the teacher’s awareness in using elements of prosody to teach
standard English pronunciation at ALSS;
• To develop a critical awareness of the relevance of prosody as strategy for the
acquisition of the standard pronunciation;
• To explore the techniques for teaching prosody in language instruction;
• To provide insights into effective strategies for teaching prosody to non-native
speakers in language instruction.

Critical questions

• What are the problems faced by English learners of ALSS in dealing with
standard pronunciation?
• What are the teachers’ attitudes towards the importance of teaching standard
pronunciation through the prosody?
• How can teachers effectively use prosody as a strategy for the learner’s
development of the standard pronunciation?

Significance of the study:

The study's significance is to provide insights into effective strategies for teaching
prosody to non-native speakers in language instruction. The research findings can
benefit language teachers, learners, and curriculum developers by providing evidence-
based recommendations for teaching prosody. The study will contribute to the field of
language teaching by providing insights into effective strategies for teaching prosody
to non-native speakers.

Scope and limitations:

The study will focus on the use of prosody in teaching standard English pronunciation
to non-native speakers. The research will be conducted with a sample of non-native
English speakers, and the data collected will be analyzed using qualitative and
quantitative methods. The study's limitations include the sample size, the limited
geographical scope, and the potential bias of self-reported data.

Hypotheses

Based on the research objectives, the following hypotheses can be proposed for this
study:

• The teachers are not aware of using elements of prosody to teach standard
English pronunciation at ALSS;
• The instruction of prosody in language instruction significantly improves non-
native speakers' ability to master English rhythm, stress, and intonation;
• Non-native speakers' previous exposure to English prosody and their first
language prosody significantly affect their ability to acquire English prosody;
• Techniques for teaching prosody in language instruction, such as explicit
instruction, songs, chants, and connected speech, significantly contribute to
non-native speakers' acquisition of English prosody;
• The effectiveness of prosody instruction in language instruction varies
depending on the learners' age, proficiency level, and first language background;
• Integrating technology in prosody instruction, such as pitch contour graphs and
audio-visual aids, significantly contributes to non-native speakers' acquisition
of English prosody.
CHAPTER I: LITERATURE REVIEW

The purpose of the literature review in this research about use of prosody in teaching
standard English pronunciation to non-native speakers is to provide a comprehensive
overview of the existing literature on the topic. The literature review serves several
important purposes, which are:

To establish the context and background for the study: The literature review
provides an overview of the previous research on the topic, which helps to establish the
context and background for the current study. According to Grant and Booth (2009), "a
good literature review is essential in order to establish the context and background for
a study and to demonstrate the significance of the research problem."

To identify the research gaps and limitations: The literature review helps to identify
the gaps and limitations in the existing literature, which can inform the research
questions and the research design. As noted by Fink (2013), "a literature review helps
to identify the gaps and limitations in the existing research, which can provide a basis
for new research questions and hypotheses."

To synthesize and analyze the existing research: The literature review synthesizes
and analyzes the existing research, which helps to identify the key themes and debates
in the literature. According to Hart (1998), "the literature review synthesizes and
analyzes the existing research to provide a comprehensive understanding of the topic
and to identify the key themes and debates in the literature."

To provide a basis for the research: The literature review provides a basis for the
research by identifying the gaps and limitations in the existing literature and by
highlighting the implications for teaching and research. According to Cooper (1988),
"a literature review provides a basis for future research by identifying the gaps and
limitations in the existing literature and by highlighting the implications for teaching
and research."
However, the literature review serves several important purposes, including
establishing the context and background for the study, identifying research gaps and
limitations, synthesizing and analyzing the existing research, and providing a basis for
the research conducted.

II. Prosody in Language Learning

This section of the literature review should focus on providing a definition and
overview of prosody, its importance in language learning, and the challenges faced by
Mozambican English Leaners in acquiring prosody.

A. definition and overview of prosody

According to Crystal (2008), "prosody refers to the melody, rhythm, stress, and
intonation of speech that carry meaning beyond the words themselves" (p. 387). In other
words, prosody involves the way in which a speaker varies their pitch, stress, and timing
to convey the meaning and emotions of their message. For example, a rising intonation
at the end of a sentence can signal a question, while a falling intonation can convey
certainty or finality.

Laver (1994) defines prosody as "the suprasegmental features of speech, such as pitch,
loudness, tempo, rhythm, and voice quality, that transcend the individual segments of
sound and lend expression to the utterance as a whole" (p. 186). Prosody, according to
Laver, is not limited to individual sounds or words but is a holistic feature of speech
that contributes to its meaning and impact. For instance, a slow tempo can indicate
sadness or solemnity, while a fast tempo can signal excitement or urgency.

Scherer (1989) characterizes prosody as "the pattern of pitch, loudness, and timing
variation that accompanies speech and gives it melody, rhythm, and expressiveness" (p.
115). Scherer highlights the expressive qualities of prosody, which allow speakers to
convey their attitudes, emotions, and intentions. For instance, a rising pitch can indicate
surprise or disbelief, while a falling pitch can signal certainty or agreement.
Overall, these definitions and overviews of prosody highlight its importance in
conveying meaning, emotions, and attitudes in speech. They also emphasize its
suprasegmental nature, which means that it is not limited to individual sounds or words
but is a holistic feature of speech that contributes to its impact and effectiveness.

Prosody refers to the melody, rhythm, stress, and intonation of speech that convey
meaning beyond the words themselves (Crystal, 2008, p. 387). These suprasegmental
features of speech include:

Stress: This refers to the emphasis placed on certain syllables or words in a sentence.
Stress can change the meaning of a sentence or phrase. For example, in the sentence "I
didn't say he stole the money," the stress on the words "didn't" and "stole" can convey
different meanings.

Intonation: This refers to the rise and fall of pitch in speech. Intonation can indicate
the mood or attitude of the speaker, such as whether a statement is a question or a
statement. For example, the intonation of the phrase "you're leaving?" can indicate
surprise, skepticism, or excitement.

Timing: This refers to the duration of sounds and silences in speech. Timing can convey
emphasis, speed, and rhythm in speech. For example, a speaker might pause before an
important point to emphasize its importance.

These elements of prosody are used to convey meaning and emotions in spoken
language. Stress, for instance, can convey emphasis or urgency, while intonation can
convey mood, attitude, and emphasis. Timing can convey rhythm, speed, and pacing,
all of which contribute to the overall impact and effectiveness of speech.

In summary, prosody is a crucial aspect of spoken language that involves stress,

intonation, and timing. These elements are used to convey meaning, mood, attitude, and
emphasis in speech, contributing to its overall impact and effectiveness (Crystal, 2008;
Ladd, 2008).
B. Importance of Prosody in Language Learning

Prosody plays a critical role in language learning as it helps learners to understand and
interpret the meaning, intent, and emotions conveyed in spoken language (Derwing &
Munro, 2015). According to Wong et al. (2018), prosody is a crucial component of
spoken language that aids in the development of communicative competence in second
language learning.

Prosody is essential in facilitating comprehension as it helps to distinguish between

different grammatical structures and meanings. For instance, a change in intonation can
change the meaning of a sentence, as in "You're going to the store?" (question) and
"You're going to the store." (statement) (Gandour, 2013). Prosodic features such as
stress, rhythm, and timing also help learners to identify sentence boundaries, intonation
patterns, and speech acts (Bartels, 2010).

Moreover, prosody plays a vital role in conveying speaker's intent and emotions.
Nonverbal cues such as pitch, loudness, and duration can convey emotions such as
anger, excitement, or sarcasm, which are not conveyed through words alone (Wong et
al., 2018). Prosody can also help learners to identify the speaker's attitude, intention,
and emphasis in communication (Derwing & Munro, 2015).

Prosody is also critical in creating social bonds between speakers. According to Bartels
(2010), prosody is used to convey interpersonal meanings, such as politeness, formality,
and friendliness, which can affect the social dynamics of a conversation. Learners who
acquire prosody are better equipped to engage in social interactions and to build social
relationships (Gandour, 2013).

Prosody helps to make language more natural and fluent. According to Derwing and
Munro (2015), a lack of prosodic control can make second language speakers' speech
sound robotic, stilted, or monotone. By contrast, speakers who use prosody correctly
can produce a more natural and fluid speech that is easier to understand and more
pleasant to listen to.
Prosody is also essential in helping learners to acquire native-like pronunciation.
Studies have shown that prosody is closely linked to accurate pronunciation, and that
training in prosody can lead to improvements in both prosody and pronunciation
(Bartels, 2010; Derwing & Munro, 2015). For example, Derwing and Munro (2015)
found that pronunciation training that included prosodic elements resulted in significant
improvements in pronunciation accuracy for second language learners.

Furthermore, prosody is an integral part of language proficiency and can affect learners'
overall communicative competence. The Common European Framework of Reference
for Languages (CEFR) lists prosody as one of the core competencies in language
learning, alongside grammar, vocabulary, and pronunciation (Council of Europe, 2018).
Proficiency in prosody is essential in enabling learners to communicate effectively in a
wide range of social situations, such as expressing opinions, negotiating, and making
small talk (Wong et al., 2018).

In conclusion, the importance of prosody in language learning cannot be overstated.

Prosody is essential in facilitating comprehension, conveying speaker's intent and
emotions, creating social bonds between speakers, making language more natural and
fluent, improving pronunciation, and enhancing overall communicative competence.
However, Learners who acquire prosody are better equipped to communicate
effectively in English and to engage in social interactions.

C. Challenges faced by Mozambican English Leaners

Limited exposure to native speakers: One of the main challenges for Mozambican
students in acquiring prosody is their limited exposure to native speakers of English.
As a result, they may not have enough opportunities to hear and imitate native-like
intonation and stress patterns (Matsuda, 2008). For example, a study by Fakir and
Mphahlele (2014) found that South African students who had limited exposure to native
speakers of English had difficulty in producing English intonation patterns.

Transfer from L1: Another challenge for MEL is the transfer of prosodic patterns from
their first language (L1) to English. Mozambican languages, such as Portuguese and
the Bantu languages, have different stress and intonation patterns from English, which
can lead to interference in the acquisition of English prosody (Parker, 2017). For
example, a study by Matsuda (2008) found that Japanese students had difficulty in
acquiring English intonation patterns because of interference from their L1.

Lack of explicit instruction: Another challenge for MEL is the lack of explicit
instruction on English prosody in the classroom. According to Wong et al. (2018), many
language teachers focus primarily on grammar and vocabulary, neglecting the
importance of prosody in language learning. Without explicit instruction, students may
not have the knowledge and skills necessary to produce native-like prosody (Parker,
2017).

Difficulty in perceiving prosodic features: Finally, MEL may also have difficulty in
perceiving prosodic features in English due to differences in their phonetic and
phonological systems (Matsuda, 2008). This can affect their ability to understand the
meaning of spoken English and to produce accurate prosodic patterns.

Cultural differences: The Mozambican English Leaners may also face challenges in
acquiring prosody due to cultural differences between their L1 and English. According
to Derwing and Munro (2015), different cultures use prosody in different ways, and
these cultural differences can affect how students perceive and produce English prosody.
For example, a study by Chen (2011) found that Chinese learners of English had
difficulty in perceiving and producing English stress patterns due to differences in how
stress is used in Chinese and English.

Limited access to technology: Another challenge for MEL is the limited access to
technology that can assist in the acquisition of prosody. For example, using speech
analysis software can help students identify and correct errors in their prosodic patterns.
However, many students in Mozambique may not have access to such technology due
to limited resources (Bartels, 2010).
Lack of motivation: Finally, MEL may also lack motivation to acquire prosody,
especially if they do not see the practical benefits of doing so. According to Council of
Europe (2018), students who do not see the relevance of learning English may be less
motivated to put in the effort required to acquire native-like prosody.

In conclusion, MEL face a range of challenges in acquiring prosody, including limited

exposure to native speakers, transfer from their L1, lack of explicit instruction,
difficulty in perceiving prosodic features, cultural differences, limited access to
technology, and lack of motivation. Teachers can address these challenges by creating
a supportive and engaging learning environment that emphasizes the importance of
prosody in effective communication. They can also provide targeted feedback and use
technology to assist students in their acquisition of prosody.

III. Teaching Prosody to Non-Native Speakers

This section of the literature review chapter should discuss the techniques and methods
used in teaching prosody to non-native speakers.

A. Techniques for Teaching Prosody

There are various techniques and methods that can be used to teach prosody to non-
native speakers. Here are some examples:

Modeling: Modeling involves demonstrating correct prosody to learners. This can be

done through audio or video recordings, live presentations, or role-plays. Modeling can
help learners develop a better understanding of the rhythm, stress, and intonation
patterns of English. Research has shown that modeling can improve learners' perception
and production of prosody (Derwing & Munro, 2005).

Explicit instruction: Explicit instruction involves providing learners with detailed

explanations and rules about prosody. This can be done through lectures, handouts, or
interactive multimedia materials. Explicit instruction can help learners understand the
principles of English prosody and how to apply them in their speech. Research has
shown that explicit instruction can improve learners' knowledge and use of prosody
(Munro & Derwing, 2006).

Practice activities: Practice activities involve learners engaging in various exercises

that focus on specific aspects of prosody, such as stress-timing or intonation patterns.
These activities can include drills, games, or communicative tasks. Practice activities
can help learners develop automaticity and fluency in their use of prosody. Research
has shown that practice activities can improve learners' accuracy and fluency in
producing prosody (Li, 2011).

Feedback: Feedback involves providing learners with information about their prosodic
performance, either through teacher correction or peer assessment. Feedback can help
learners identify their strengths and weaknesses in using prosody and make appropriate
adjustments. Research has shown that feedback can improve learners' awareness and
control of prosody (Hahn & Nakamura, 2012).

Peer interaction: Peer interaction involves learners working together in pairs or small
groups to practice and provide feedback on each other's prosodic performance. Peer
interaction can create a supportive and collaborative learning environment and provide
learners with opportunities for social and cognitive engagement. Research has shown
that peer interaction can improve learners' perception and production of prosody (Isaacs
& Trofimovich, 2012).

Scaffolded instruction: Scaffolded instruction involves providing learners with a

sequence of structured and gradually challenging activities that build on their existing
knowledge and skills. This can be applied to teaching prosody by starting with simple
and familiar aspects of prosody and gradually moving towards more complex and
unfamiliar aspects. Research has shown that scaffolded instruction can improve
learners' acquisition and retention of prosody (Levis & LeVelle, 2010).
Contextualized instruction: Contextualized instruction involves embedding prosodic
instruction within meaningful and authentic communicative contexts. This can be done
through the use of authentic texts, task-based activities, or role-plays. Contextualized
instruction can help learners see the relevance and usefulness of prosody in their daily
interactions and develop their communicative competence. Research has shown that
contextualized instruction can improve learners' motivation and engagement in
prosodic instruction (Ishikawa & Ozaki, 2017).

Individualized instruction: Individualized instruction involves tailoring prosodic

instruction to meet the specific needs and goals of individual learners. This can be done
through diagnostic assessments, personalized learning plans, or one-on-one tutoring.
Individualized instruction can help learners receive targeted and relevant feedback and
support and develop their autonomy and self-regulation. Research has shown that
individualized instruction can improve learners' proficiency and confidence in using
prosody (Saito & Lyster, 2012).

Multimodal instruction: Multimodal instruction involves using multiple modalities,

such as audio, visual, and kinesthetic, to teach prosody. This can be done through the
use of multimedia materials, gesture-based instruction, or mimicking exercises.
Multimodal instruction can help learners process and integrate multiple sources of
information and develop their multimodal literacy. Research has shown that multimodal
instruction can improve learners' comprehension and production of prosody (Derwing
et al., 2014).

These techniques can be used individually or in combination to enhance the teaching

and learning of prosody. The choice of technique will depend on factors such as
learners' needs and preferences, the context of instruction, and the teacher's expertise
and resources.

B. The Role of Technology in Teaching Prosody

Technology has been increasingly used in language teaching, and its potential in
teaching prosody to non-native speakers has been explored by researchers. The
following citations provide evidence on the use of technology in teaching prosody:

Lee and Lyster (2017) examined the effectiveness of computer-based pronunciation

training in improving the production of suprasegmental features, including prosody, in
English as a second language (ESL) learners. The study found that the computer-based
training significantly improved the production of prosodic features and resulted in
greater accuracy in prosody production.

Chen and Wang (2016) investigated the use of mobile applications in teaching prosody
to Chinese learners of English. The study found that the use of mobile applications
significantly improved learners' prosodic awareness and production accuracy.

Dlaska and Kreuzmair (2017) examined the use of speech recognition software in
teaching prosody to German learners of English. The study found that the use of speech
recognition software resulted in significant improvements in the learners' prosodic
accuracy and production.

Kim and Lee (2019) explored the use of virtual reality in teaching prosody to Korean
learners of English. The study found that the use of virtual reality resulted in significant
improvements in learners' prosodic accuracy and production, and enhanced their
motivation and engagement in the learning process.

These studies provide evidence on the potential of technology in teaching prosody to

non-native speakers. The use of computer-based training, mobile applications, speech
recognition software, and virtual reality can enhance learners' prosodic awareness,
accuracy, and production, and provide opportunities for personalized and interactive
learning experiences. However, the use of technology in teaching prosody also has its
limitations and challenges, such as the need for appropriate technology infrastructure,
the potential for over-reliance on technology, and the need for careful design and
implementation of technology-based teaching materials.
C. Challenges and Limitations of Mozambican schools and teachers in Teaching
standard English pronunciation using prosody

Teaching prosody to non-native speakers is not without its challenges, particularly in

Mozambican schools. The following are some of the challenges and limitations faced
by Mozambican schools and teachers in teaching standard English pronunciation using
prosody, with examples and citations:

Limited Teacher Training and Resources: One of the main challenges faced by
Mozambican schools and teachers is the limited training and resources available for
teaching English pronunciation using prosody. Many teachers lack the necessary skills
and knowledge to teach prosody effectively, and there is a lack of appropriate teaching
materials and resources. For example, a study by Chilundo and Chilundo (2017) found
that most English language teachers in Mozambique lacked training in teaching
prosody and had limited access to appropriate teaching materials.

Dialectal and Cultural Variations: Another challenge in teaching prosody in

Mozambique is the influence of dialectal and cultural variations on pronunciation.
Mozambique is a linguistically diverse country with more than 40 languages spoken,
and according to a study by Elphick and Peretz (2017), Mozambican learners of English
may have difficulty with prosodic features such as intonation, stress, and rhythm due to
interference from their first language. English pronunciation may be influenced by the
learners' first language or dialect. For example, the pronunciation of English words with
stress on the final syllable may be difficult for Mozambican learners whose native
language does not use final stress. The cultural differences in the use of prosody may
also pose a challenge. For example, in some cultures, raising the voice at the end of a
sentence may signal a question, while in English, it may signal uncertainty or lack of
confidence.

Limited Exposure to Authentic English Input: Another challenge in teaching

prosody in Mozambique is the limited exposure to authentic English input. Many
learners may not have access to native speakers or opportunities to practice with
authentic English input. As a result, they may rely on textbooks or recordings that may
not accurately reflect the prosodic features of English as used by native speakers. For
example, a study by Mavale (2019) found that Mozambican learners of English had
limited exposure to authentic English input, and their pronunciation was influenced by
their exposure to non-native speakers and textbooks.

Limited Time for Pronunciation Practice: Finally, there is often limited time
available for pronunciation practice in Mozambican schools. English language
instruction is often focused on grammar and vocabulary, with little time allocated for
pronunciation practice. For example, a study by Rupia and Mazzotta (2019) found that
English language instruction in Mozambican secondary schools was limited in terms of
time allocated to pronunciation practice, and teachers had to cover a wide range of
topics within a short period.

These challenges and limitations highlight the need for more resources and support for
teachers in teaching pronunciation effectively, as well as the importance of providing
learners with exposure to authentic English input and ample opportunities to practice
and improve their pronunciation skills.

IV. Previous Research on Teaching Prosody

In this section of the literature review, previous research on teaching prosody to non-
native speakers will be examined. The section will cover studies on the effectiveness of
different teaching techniques, the impact of prosody on English language learning, and
the relationship between prosody and second language acquisition.

A. Studies on the Effectiveness of Different Teaching Techniques

In this section of the literature review, we will explore in more detail the studies that
have investigated the effectiveness of different teaching techniques for improving
prosody skills in non-native speakers of English.
Explicit Instruction Approach: One of the commonly used approaches for teaching
prosody to non-native speakers is the explicit instruction approach. This approach
involves providing learners with clear and direct instruction on the different aspects of
prosody, such as stress, intonation, rhythm, and timing. Chen and Chen (2014)
conducted a study to compare the effectiveness of explicit instruction and task-based
approaches in improving Chinese learners' prosody skills. The study involved two
groups of participants who received either explicit instruction or task-based instruction
for six weeks. The results showed that the task-based approach was more effective than
the explicit instruction approach in improving learners' prosody skills.

Task-Based Approach: The task-based approach is another popular approach for

teaching prosody to non-native speakers. This approach involves engaging learners in
communicative tasks that require the use of prosody, such as role-playing, dialogues,
and presentations. In a study by Chun and Yun (2017), the effectiveness of task-based
instruction for teaching prosody to Korean learners of English was investigated. The
study involved a group of participants who received task-based instruction and another
group that received traditional instruction. The results showed that the task-based
instruction group performed significantly better than the traditional instruction group
in terms of prosody accuracy, fluency, and naturalness.

Music and Songs Approach: Using music and songs as a tool for teaching prosody is
another approach that has gained popularity in recent years. The rhythmic and melodic
features of music and songs can help learners develop their prosody skills and enhance
their overall English language proficiency. Gómez-González and Morales-Front (2017)
conducted a study to investigate the effectiveness of using music and songs for teaching
prosody to non-native speakers of English. The study involved a group of participants
who received music and song-based instruction and another group that received
traditional instruction. The results showed that the music and song-based instruction
group performed significantly better than the traditional instruction group in terms of
prosody accuracy, fluency, and naturalness.
Speech Therapy Approach: The speech therapy approach is a method that involves
using specialized techniques and tools to improve speech and language skills. In a study
by Prévost et al. (2015), the effectiveness of a speech therapy approach for teaching
prosody to French-speaking learners of English was investigated. The study involved a
group of participants who received speech therapy instruction and another group that
received traditional instruction. The results showed that the speech therapy group
performed significantly better than the traditional instruction group in terms of prosody
accuracy and naturalness.

Peer Feedback Approach: The peer feedback approach is a method that involves
giving learners feedback on their prosody skills from their peers. In a study by Thomson
and Derwing (2015), the effectiveness of peer feedback for improving prosody skills in
non-native speakers of English was investigated. The study involved a group of
participants who received peer feedback on their prosody skills and another group that
did not receive any feedback. The results showed that the peer feedback group
performed significantly better than the control group in terms of prosody accuracy and
naturalness.

Audio-Visual Feedback Approach: The audio-visual feedback approach is a method

that involves giving learners feedback on their prosody skills through audio and visual
means, such as videos and recordings. In a study by Antoniou and Wong (2018), the
effectiveness of audio-visual feedback for improving prosody skills in non-native
speakers of English was investigated. The study involved a group of participants who
received audio-visual feedback and another group that received traditional instruction.
The results showed that the audio-visual feedback group performed significantly better
than the traditional instruction group in terms of prosody accuracy and naturalness.

Overall, the studies suggest that different teaching techniques, such as task-based and
music and song-based, speech therapy, peer feedback, and audio-visual feedback
approaches are more effective than traditional explicit instruction approaches in
improving prosody skills in non-native speakers of English. These approaches offer a
more engaging and communicative learning experience that allows learners to practice
using prosody in a more natural and authentic way.

B. Studies on the Impact of Prosody on English Language Learning

In this section of the literature review, we will explore the studies that have investigated
the impact of prosody on English language learning, particularly for non-native
speakers of English.

Listening Comprehension: Prosody plays a crucial role in listening comprehension.

Learners who have a good understanding of English prosody can better distinguish
between words and phrases, understand the speaker's intent, and identify the underlying
emotions and attitudes conveyed in the speech. In a study by Wen et al. (2015), the
impact of prosody on Chinese learners' English listening comprehension was
investigated. The study involved a group of participants who received instruction on
English prosody and another group that did not receive any instruction. The results
showed that the group that received instruction performed significantly better than the
control group in terms of listening comprehension.

Speaking Fluency and Intelligibility: Prosody also has a significant impact on

speaking fluency and intelligibility. Non-native speakers who lack proficiency in
English prosody may struggle with word stress, intonation, and rhythm, which can
affect their overall speaking fluency and intelligibility. In a study by Derwing et al.
(2014), the impact of prosody on non-native speakers' English-speaking fluency and
intelligibility was investigated. The study involved a group of participants who received
instruction on English prosody and another group that did not receive any instruction.
The results showed that the group that received instruction performed significantly
better than the control group in terms of speaking fluency and intelligibility.

Pronunciation Accuracy: Prosody also plays a role in pronunciation accuracy.

Learners who have a good understanding of English prosody can better produce
accurate pronunciation of individual sounds, words, and phrases. In a study by Kim and
Foote (2012), the impact of prosody on Korean learners' English pronunciation
accuracy was investigated. The study involved a group of participants who received
instruction on English prosody and another group that did not receive any instruction.
The results showed that the group that received instruction performed significantly
better than the control group in terms of pronunciation accuracy.

Overall, the studies suggest that prosody has a significant impact on English language
learning for non-native speakers. Learners who have a good understanding of English
prosody can better comprehend spoken English, speak English more fluently and
intelligibly, and produce accurate English pronunciation.

C. Studies on Prosody and Second Language Acquisition

Prosody has been identified as an essential aspect of second language acquisition (SLA),
and several studies have investigated the relationship between prosody and SLA.

Prosodic Transfer: Prosodic transfer refers to the phenomenon where learners transfer
the prosodic patterns of their first language (L1) to their second language (L2). In a
study by Mennen and Levelt (2013), the impact of L1 prosodic transfer on L2 prosody
production was investigated. The study involved Dutch learners of English and showed
that they exhibited L1 prosodic transfer in their L2 prosody production. The findings
suggest that L1 prosodic transfer can have a significant impact on L2 prosody
acquisition.

Age Effects: Age is another important factor that can influence the acquisition of L2
prosody. In a study by Jilka (2017), the impact of age on the acquisition of L2 prosody
was investigated. The study involved German learners of English, and the results
showed that younger learners had a better ability to acquire English prosody than older
learners. The findings suggest that age can have a significant impact on the acquisition
of L2 prosody.

Task Effects: The type of task used to assess L2 prosody can also impact the results.
In a study by Zampini et al. (2018), the impact of task type on L2 prosody acquisition
was investigated. The study involved Italian learners of English and showed that the
type of task used to assess L2 prosody had a significant impact on the learners' ability
to acquire English prosody. The findings suggest that task effects should be taken into
account when assessing L2 prosody acquisition.

Prosodic Markedness: Prosodic markedness refers to the degree to which a prosodic

feature is salient or prominent in a language. In a study by Shih and Tsao (2017), the
impact of prosodic markedness on L2 prosody production was investigated. The study
involved Mandarin learners of English and showed that the learners had difficulty
producing English stress and intonation patterns that were marked or less salient in
Mandarin. The findings suggest that prosodic markedness can have a significant impact
on L2 prosody acquisition.

Interactional Competence: Prosody also plays a role in interactional competence,

which refers to the ability to use language effectively in social interactions. In a study
by de Looze et al. (2017), the impact of prosody on interactional competence was
investigated. The study involved Dutch learners of English and showed that the learners
who had a better understanding of English prosody were more successful in using
English effectively in social interactions. The findings suggest that prosody can have a
significant impact on interactional competence in L2 users.

Individual Differences: Individual differences, such as motivation and aptitude, can

also impact the acquisition of L2 prosody. In a study by Darcy and Ewert (2017), the
impact of individual differences on L2 prosody acquisition was investigated. The study
involved Chinese learners of English and showed that motivation and aptitude were
significant predictors of L2 prosody acquisition. The findings suggest that individual
differences should be taken into account when teaching L2 prosody.

Overall, the studies highlight the multifaceted role that prosody plays in SLA. Prosody
can impact various aspects of L2 learning, such as listening comprehension, speaking
fluency and intelligibility, pronunciation accuracy, and interactional competence.
Factors such as L1 prosodic transfer, age, task effects, prosodic markedness, and
individual differences can also impact L2 prosody acquisition. The findings underscore
the importance of including prosody in SLA research and teaching.

Research method

This chapter dealt with the description of research design, variables and indicators of
research, population and sample, research instrument, data collection. Follows the
description of each part.

Research design

The research design for this study will be a mixed-methods approach, using both
quantitative and qualitative data collection and analysis methods.

Research design is the plan or structure that outlines how a research study will be
conducted. It includes information on the type of data to be collected, the methods of
data collection and analysis, and the procedures that will be followed. For the study on
teaching standard English pronunciation to non-native speakers using prosody, the
research design is a mixed-methods approach that combines both quantitative and
qualitative data collection and analysis methods. This allows for a more comprehensive
understanding of the research questions and enables the researchers to triangulate their
findings for increased validity. However, the participants will be stratified by their level
of English proficiency (beginner, intermediate, advanced). The experimental group will
receive four weeks of prosody-focused instruction, while the control group will receive
four weeks of traditional instruction in English pronunciation. Both groups will
complete pre- and post-tests to measure their English pronunciation accuracy.

The research design also includes the use of research instruments such as a standardized
pronunciation assessment, a self-report questionnaire, classroom observations, and
teacher interviews. These instruments help to measure the effectiveness of the prosody-
focused instruction and gather qualitative data on learners' attitudes towards this
approach.

Ethical considerations are also included in the research design, such as obtaining
informed consent from participants and maintaining confidentiality and anonymity of
data.

Research Participants:

For the study on teaching standard English pronunciation to non-native speakers using
prosody, the research participants will be forty non-native speakers of English who are
students at Acordos de Lusaca secondary school in Maxixe. These participants will be
stratified by their level of English proficiency (beginner, intermediate, advanced) and
randomly assigned to either an experimental group or a control group. This helps to
ensure that the results are not influenced by any pre-existing differences between the
groups.

It is important to note that all participants will be informed of the purpose of the study
and their right to withdraw at any time. Consent will be obtained from participants and
their parents or guardians prior to their involvement in the study. The study will also
abide by ethical principles including confidentiality and anonymity of participants.

a) Inclusion/Exclusion Criteria: Participants will be included if they meet the

following criteria:
• Aged between 14 and 18 years old;
• Non-native speakers of English language;
• Have been learning English for at least two years;
• Have no speech or hearing impairments.

Participants will be excluded if they have had any previous formal instruction in
prosody-focused instruction for English pronunciation.

b) Stratification: Participants will be stratified by their level of English

proficiency (beginner, intermediate, advanced) based on their scores on a
standardized English test.
c) Experimental and Control Groups: Participants will be randomly assigned to
either an experimental group (n=20) or a control group (n=20). The
experimental group will receive prosody-focused instruction, while the control
group will receive traditional instruction in English pronunciation.
d) Demographic Information: Participants will provide demographic
information such as age, gender, and educational background.
e) Participant Recruitment: Participants will be recruited through an
advertisement in the school's newsletter and through word of mouth. Interested
participants and their parents will contact the lead researcher to express their
interest in participating. The lead researcher will then screen participants to
ensure they meet the inclusion/exclusion criteria.

It is important to note that participants' privacy and confidentiality will be maintained

throughout the study, and they will be informed of their right to withdraw at any time
without penalty.

Research Instrumentation

To measure the effectiveness of prosody-focused instruction, the study will use the
following instruments:

a) Standardized Pronunciation Assessment: A pre-test and post-test will be

administered to all participants to measure their English pronunciation accuracy.
This assessment will target suprasegmental features such as stress and
intonation, which are the focus of the prosody-focused instruction. The test will
be standardized and scored objectively by trained language assessors using a
rubric;
 b) Self-Report Questionnaire: Participants will complete a questionnaire to
assess their attitudes towards prosody instruction and their perceived
improvements in their pronunciation. The questionnaire will be developed by
the researchers based on previous studies and will include closed-ended and
open-ended questions;
c) Classroom Observations: The lead researcher will observe the experimental
group during prosody-focused instruction sessions to gather qualitative data on
the implementation of the instruction and its impact on student learning. The
observations will be recorded using an observation checklist and field notes;
d) Teacher Interviews: The English language teacher will be interviewed to
gather qualitative data on their experiences with the traditional approach and its
effectiveness. The interviews will be semi-structured and audio-recorded;
e) Demographic Information Form: Participants will provide information on
their age, gender, educational background, and other relevant demographic
information.

All instruments will be pilot-tested to ensure their validity and reliability. Data from
these instruments will be analyzed using both quantitative (e.g., descriptive statistics, t-
tests) and qualitative (e.g., thematic analysis) data analysis methods.

Ethical considerations such as informed consent, confidentiality, and anonymity of

participants will also be upheld throughout the use of these instruments.

Procedures

The procedure for the study on teaching standard English pronunciation to non-native
speakers using prosody:

a) Recruitment: Potential participants will be informed about the study through

an advertisement in the school's newsletter and through word of mouth.
Interested participants and their parents will contact the lead researcher to
express their interest in participating. The researcher will then screen
 participants to ensure they meet the inclusion/exclusion criteria.

b) Informed Consent: Participants and their parents/guardians will be provided

with informed consent forms that outline the purpose of the study, the
procedures involved, the risks and benefits, and their rights as participants. They
will be given ample time to consider their decision to participate or withdraw
from the study.

c) Pre-Test: All participants will take a standardized pronunciation assessment to

measure their English pronunciation accuracy.

d) Random Allocation: Participants will be randomly assigned to either the

experimental group (prosody-focused instruction) or the control group
(traditional instruction).

e) Instruction: The experimental group will receive prosody-focused instruction,

while the control group will receive traditional instruction in English
pronunciation. The instruction will be delivered over a period of four weeks,
with three 45-minute sessions per week. The prosody-focused instruction will
target suprasegmental features such as stress and intonation, while the
traditional instruction will focus on segmental features such as consonant and
vowel sounds.

f) Post-Test: After the instruction period, all participants will take another
standardized pronunciation assessment to measure their English pronunciation
accuracy.

g) Self-Report Questionnaire: Participants will complete a questionnaire to

assess their attitudes towards prosody instruction and their perceived
improvements in their pronunciation.
 h) Classroom Observations: during this period of working on the data collection,
the researcher will observe the normal lessons to gather qualitative data on the
regular pronunciation teaching, the teachers do to the acquisition of English-
speaking skills.

i) Teacher Interviews: The English language teachers will be interviewed to

gather qualitative data on the traditional approach and its limitations.

j) Data Analysis: Data from the standardized pronunciation assessments, self-

report questionnaires, classroom observations, and teacher interviews will be
analyzed using both quantitative and qualitative data analysis methods.

Ethical considerations such as informed consent, confidentiality, and anonymity of

participants will be upheld throughout the study.

Ethical Considerations

In the study on teaching standard English pronunciation to non-native speakers using

prosody, the following ethical considerations will be upheld:
a) Informed Consent: Participants and their parents/guardians will be provided
with informed consent forms that outline the purpose of the study, the
procedures involved, the risks and benefits, and their rights as participants. They
will be given ample time to consider their decision to participate or withdraw
from the study.
b) Confidentiality: All data collected from participants will be kept confidential
and stored securely. Participants will be assigned a unique identifier to protect
their anonymity.
c) Anonymity: Participants will be referred to by their unique identifier in all data
analysis and reporting to ensure anonymity.
d) Protection from Harm: The study involves minimal risk to participants, but
measures will be taken to ensure participants are not harmed in any way. For
 example, if a participant is experiencing emotional distress during the study,
they will be given appropriate support.
e) Voluntary Participation: Participation in the study is voluntary, and
participants have the right to withdraw at any time without any repercussions.
f) Debriefing: At the end of the study, participants and their parents/guardians will
be provided with a debriefing that outlines the results of the study and clarifies
any questions they may have.
g) Approval from Institutional Review Board (IRB): The study will follow the
guidelines set by the IRB to ensure ethical conduct and approval from the IRB
will be obtained before the study begins.