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題名 注意聽弱化音：針對台灣國中生的混合性教學實驗
Listening for Reduced Sounds in English: A Classroom Mixed-Method Study in a Taiwanese Junior High School作者 孟志龍
Marsh, Shervin Lawrence貢獻者 招靜琪
Chao, Chin-chi
孟志龍
Marsh, Shervin Lawrence關鍵詞 弱化母音教學
連音教學
聽力訓練
課室研究
Teaching reduced vowels
Teaching weak vowels
Contractions
Listening comprehension日期 2018 上傳時間 1-Jun-2018 15:51:18 (UTC+8) 摘要 本教學實驗旨在探討如何教導國中生認識英語弱化音。筆者身為英語母語人士經常看到即使有十年或二十年學習經驗的英語學習者，仍舊無法完整了解母語人士講述的內容，原因就是弱化音與連音所造成的困擾，本研究藉著教導學生具備相關辨識能力，希望了解學生對這樣學習的成果與反應。 \n\n研究首先施行前測，取得比較基準，接著設計並在課堂實施了七個節次的教學，包括四堂連音、三堂弱化母音。課後再施行後測。前後測比較之下並無顯著統計差異。但是針對學生所作的問卷調查發現，學生覺得學到了聽力技巧與能力有所進步。此外協同教師在訪談中也表示，此教學對學生的聽力技巧與能力有所助益。\n\n根據本次研究經驗，筆者提出教學建議，認為教授國中生弱化音與連音確有必要，也期待這樣的教學應該盡早提供，而非等到高中或大學，以免為時已晚。
This study looks at teaching reduced sounds to junior high school students. It started with the premise that even people who have studied English for ten or twelve years still cannot understand online materials spoken by native speakers of English. The reduced sounds and linked sounds baffle them. This study investigated the student reaction to hearing reduced vowels. \nA pretest was administered to establish a baseline. Four contractions and three reduced vowels were presented in the lessons. Then a post-test was given. The statistics showed no measurable change between pretest and post-test scores. However there are other ways to measure progress. In the survey given with the post-test, a number of students responded that they felt they had learned listening skills, and that their listening comprehension had improved. There were also interviews with co-teachers. These interviews also bore out that teachers felt the students’ listening comprehension had improved.\n The writer, as an active participant in the study, feels that teaching reduced sounds in junior high school is worthwhile. One should present more reduced sounds and linked words early on, and not wait until senior high school or university.參考文獻 Andringa, S., Olsthoorn, N., van Beuningen, C., Schoonen, R., and Hulstijn, J., \n(2012). Determinants of success in native and non-native listening comprehension: an individual differences approach, Language Learning 62:Suppl. 2, 49–78.\nAudacity Team, (2016) Audacity (Version 2.1.0) [Computer Software] Available \nfrom http://audacity.sourceforge.net .\nBidabadi, F. S., (2011). The relationship between listening strategies \nused by Iranian EFL freshmen university students and their listening proficiency levels, English Langauge Teaching, 4, (1), 26 – 32.\nBoets, B., Vandermosten , M., Poelmans, H., Luts, H., Wouters, J., Ghesquie"re, \nP., (2010). Preschool impairments in auditory processing and speech perception uniquely predict future reading problems, Research in Developmental Disabilities, 26, 560 – 570, doi:10.1016/j.ridd.2010.12.020 .\nBrown, J.D. and Hilferty, A., (1986). The Effectiveness of teaching reduced forms \nof listening comprehension, RELC Journal, 17, (2), 59 – 70, downloaded from journals.sagepub.com/doi/pdf/10.1177/003368828601700204.\nCall, M. E., (1985). Auditory short-term memory, listening comprehension, and the \ninput hypothesis, TESOL Quarterly. 19, (4), 765-781.\nCarlisle, R. S., (2001). Syllable structure universals and second language \nacquisition, International Journal of English Studies 1, (1), 1 – 19.\nContent, A., Dumay N., and Frauenfelder, U. H., (2000). The role of syllable \nstructure in lexical segmentation: helping listeners avoid mondegreens. SCA Tutorial and Research Workshop (ITRW) on Spoken Word Access Processes. Max-Planck Institute for Psycholinguistics,. 39-42.\nChristophe, A., Dupoux, E., Bertoncini, J., and Mehler, J., (1994). Do infants \nperceive word boundaries? an empirical study of the bootstrapping of lexical acquisition, Journal of the Acoustical Society of America, 95, (3), 1570 – 1580 .\nCutler, A., and Carter, D., (1987). The predominance of strong initial syllables in the \nEnglish vocabulary. Computer Speech and Language 2, 133-142. \nCutler, A., Mitterer, H., Brouwer, S., Tuinman, A., (2010). Phonological \ncompetition in casual speech, Paper presented at DiSS-LPSS Joint Workshop September, 2010, Tokyo Japan, Retrieved from http://20.210-193-52.unknown,qala.com.sg/archive/diss_lpss_2010/papers/d110_043.pdf .\nCutler, A. and Norris, D., (1988). The role of strong syllables in segmentation for \nlexical access. Journal of Experimental Psychology: Human Perception and Performance, 14, (1), 113-121.\nDunkel, P., (1991). Listening in the native and second/foreign language: toward an \nintegration of research and practice, TESOL Quarterly, 25, (3), 64-90.\nElbro, C., (1998). When reading is ‘‘readn’’ or somthn. Distinctness of phonological \nrepresentations of lexical items in normal and disabled readers. Scandinavian Journal of Psychology, 39, 149–153.\nErnestus, M., (2012). Acoustic reduction and the roles of abstractions and exemplars \nin speech processing, Lingua 142, 27 – 41. http://dx.doi.org/10.1016/j.lingua.2012.12.006 .\nErnestus, M., Baayen, H., and Schreuder, R., (2002). The recognition of reduced \nword forms. Brain and Language, 81, 162-173 doi:10.1006/brln.2001.2514.\nErnestus, M. Warner, N., (2011). An introduction to reduced pronunciation variants \nJournal of Phonetics 253–260 doi:10.1016/S0095-4470(11)00055-6 39.\nFerguson, C. A. and Farwell, C. B., (1975). Words and sounds in early language \nacquisition. Language 51, 2, 419-439.\nField, J., (2003). Promoting perception: lexical segmentation in L2 listening, ELT Journal, 57, (4), 325 – 334. \nGarlock, V. M., Walley, A. C., and Metsala, J. L. (2001). Age-of-acquisition, word \nfrequency, and neighborhood density effects on spoken word recognition by children and adults. Journal of Memory and Language 45, 468-492.\nGoldinger, S. D. (1998). Echoes of echoes? An episodic theory of lexical access. \nPsychological Review, 105, (2), 251-279.\nGonick, L and Smith, W, (1993). The Cartoon Guide to Statistics, New York, Harper \nCollins .\nGoswami, U., Gerson, D., and Astruc, L., (2010). Amplitude envelope perception, \nphonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23, 995 – 1019 doi: 10.1007/s11145-009-9186-6.\nHawkins, S., (2003). Roles and representations of systematic fine phonetic detail in \nspeech understanding, Journal of Phonetics 31, 373-405 doi:10.1016/j.wocn.2003.9.006.\nHopkins, D. (2008). A teacher’s guide to classroom research. Berkshire, UK: Open \nUniversity Press\nHopkins, D. (2008). A teacher’s guide to classroom research. (4th ed.). New York: \nMcGraw Hill .\nIto, Y., (2001) Effect of reduced forms on ESL learners’ input-intake process, \nSecond Language Studies, 20 (1) 99-124.\nJuffs, A. and Harrington, M., (2011). Aspects of working memory in L2 learning, \nLanguage Teaching 44, (2), 137 – 166. \nLemperou, L, Chostelidou, D., Griva, E., (2011). Identifying the training needs of \nEFL teachers in teaching children with dyslexia. Science Direct. 15, 410–416, doi:10.1016/j.sbspro.2011.03.113.\nLiu, H.J., (2008). A Study of the interrelationship between listening strategy use, \nlistening proficiency levels, and learning style. Annual Review of Education, Communication and Language Sciences, 5, 84-104. \nLuce, P. A, (1986). A computational analysis of uniqueness points in auditory\nword recognition, Perception and Psychophysics, 39, (3), 155 – 158.\nMcDonald, J. L. (2000). Grammaticality judgments in a second language: \ninfluences of age of acquisition and native language, Applied Psycholinguistics 21, 395 – 423. \nMills, N., Pajares, F., and Herron, C., (2006). A reevaluation of the role of anxiety: \nself-efficacy, anxiety, and their relation to reading and listening proficiency, Foreign Language Annals . 39, (2), 276 - 295.\nMok, P., Setter, J., and Low, E. L., (2011). The perception of word juncture \ncharacteristics in three varieties of English.. Proceedings of the 17th International Congress of Phonetic Sciences pp.1410 – 1413. \nMurphy, J. M., (1991). Oral communication in TESOL: integrating speaking, \nlistening, and pronunciation TESOL Quarterly, 25, ( 1) .\nNation, I.S.P. and Newton, J., (2009). Listening, in Nation, I.S.P. and Newton, J’s \nTeaching ESL/EFL Listening and Speaking. New York, Routledge .\nNorris, R. W., (1993). Teaching reduced forms: an aid for improving lower-\nlevel students’ listening skills. Fukuoka Women’s College Studies, 46, \n49-56.\nNorris, D., McQueen, J. M., Cutler, A. and Butterfield, S., (1997). The possible-\nword constraint in the segmentation of continuous speech, Cognitive Psychology, 34, 191–243.\nNunan, D, (1992). Research Methods in Language Learning, New York, Cambridge \nUniversity Press .\nPan, Y. C., (2012). Effects of multi-faceted lexical instruction on the TOEIC \nlistening performance of taiwanese EFL college students. International Journal of English Linguistics; 2, (6), 71 - 79; doi:10.5539/ijel.v2n6p71 .\nPapagno, C and Vallar, G., (1995). Verbal short-term memoroy and vocabulary \nlearning in polyglots, The Quarterly Journal of Experimental Psychology, 48, (1), 98 – 107.\nPelton, R. P. (Ed.). (2010). Making classroom inquiry work: Techniques for effective \naction research. New York: Rowman & Littlefield Education.\nRichards, Jack C. (1983). Listening comprehension: approach, design, procedure \nTESOL Quarterly, 17, (2), 219 - 240. \nRontou, M., (2012). Contradiction around differentiation for pupils with dyslexia \nlearning English as a foreign language at secondary school, Support for Learning .27, (4). 140 – 149.\nService, E. and Kohonen, V., (1995). Is the relation between phonological \nmemory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics 16, 155 – 172.\nSutherland, D. and Gillon, G. T., (2005). Assessment of phonological \nrepresentations in children with speech impairments. Language, Speech, and Hearing Service in Schools 36, 294 – 307.\nSwan, D. and Goswami, U., (1997). Phonological awareness deficits in \ndevelopmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology 66, 18-41.\nTsai, Y.P., Sciuto, G., (n.d.). 會考英聽達人 book 1, Nan Yi Book Store .\nTsai, Y.P., Sciuto, G., (n.d.). 會考英聽達人 book 2, Nan Yi Book Store. \nTsui, A. B.M. and Fullilove, J., (1998). Bottom –up or top-down processing as a \ndiscriminator of L2 listening performance. Applied Linguistics 19, (4) 432-451.\nvan Zeeland, H, (2014). Lexical inferencing in first and second language learning. \nThe Modern Language Journal, 98,. (4) 1006 – 1021, DOI: 10.1111/modl.12152. 0026-7902/14/1006-1021.\nVandergrift, L.. (2007). Recent developments in second and foreign language \nlistening comprehension research, Language Teaching v. 40, 191 – 210 doi:10.1017/S0261444807004338.\nVandergrift, L., Goh, C. C.M., Mareschal, C. J. and Tafaghodtari, M. H., (2006). \nThe metacognitive awareness listening questionnaire: development and dalues, Language Learning 56 (2) 431-462.\nvan Zeeland, H., (2014). Lexical inferencing in first and second language listening, \nThe Modern Language Journal, 98, (4), 1006 – 1021. \nWalley, A. C., Michela, V. L. and Wood, D. R.. (1995). The gating paradigm: \neffects of presentation format on spoken word recognition by children and adults. Perception and Psychophisics . 57, (3), 343-351, doi:10.3758/BF03213059 .\nWen, W. X. , (2014). Assessing the roles and breadth and depth of vocabulary \nKnowledge in Chinese EFL learners’ listening comprehension. Chinese Journal of Applied Linguistics. 37, (3) 358 - 372. \nWerker, J. F., and Tees, R. C., (2005). Speech perception as a window for \nunderstanding plasticity and commitment in language systems of the brain, Developmental Psycobiology, 46, 233-251, doi:10.1002/dev.20060 .\nWerker, J. F. and Yeung,, H. H. (2005). Infant speech perception bootstraps word \nlearning. Trends in Cognitive science. 9, (11), 519 - 527 doi:10.1016/j.tics.2005.09.003.\nWong, A., Kidd, J.C., Ho, C.S.H., Au, T,K,F, (2010). Characterizing the overlap \nbetween SLI and dyslexia in Chinese: The role of phonology and beyond, Scientific Studies Of Reading, 14, (1), p. 30-57.\nWong, S. W. L., Mok, P. P.K., Chung, K. K.H. , Leung, V. W., H. Bishop, D. V. \nM., and Chow, B. W.Y.; (2017). Perception of native English reduced forms in Chinese learners: It’s role in listening comprehension and it’s phonological correlates; TESOL Quarterly, 51, 1 7 - 31. \nYeldham, M., (2016). Second language listening instruction: comparing a \nstrategies-based approach with an interactive, strategies/ bottom-up \nskills approach, TESOL Quarterly, 50, 2, 394 - 420. 描述 碩士
國立政治大學
英國語文學系
104951021資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951021 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-chi en_US dc.contributor.author (Authors) 孟志龍 zh_TW dc.contributor.author (Authors) Marsh, Shervin Lawrence en_US dc.creator (作者) 孟志龍 zh_TW dc.creator (作者) Marsh, Shervin Lawrence en_US dc.date (日期) 2018 en_US dc.date.accessioned 1-Jun-2018 15:51:18 (UTC+8) - dc.date.available 1-Jun-2018 15:51:18 (UTC+8) - dc.date.issued (上傳時間) 1-Jun-2018 15:51:18 (UTC+8) - dc.identifier (Other Identifiers) G0104951021 en_US dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=135129 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 104951021 zh_TW dc.description.abstract (摘要) 本教學實驗旨在探討如何教導國中生認識英語弱化音。筆者身為英語母語人士經常看到即使有十年或二十年學習經驗的英語學習者，仍舊無法完整了解母語人士講述的內容，原因就是弱化音與連音所造成的困擾，本研究藉著教導學生具備相關辨識能力，希望了解學生對這樣學習的成果與反應。 \n\n研究首先施行前測，取得比較基準，接著設計並在課堂實施了七個節次的教學，包括四堂連音、三堂弱化母音。課後再施行後測。前後測比較之下並無顯著統計差異。但是針對學生所作的問卷調查發現，學生覺得學到了聽力技巧與能力有所進步。此外協同教師在訪談中也表示，此教學對學生的聽力技巧與能力有所助益。\n\n根據本次研究經驗，筆者提出教學建議，認為教授國中生弱化音與連音確有必要，也期待這樣的教學應該盡早提供，而非等到高中或大學，以免為時已晚。 zh_TW dc.description.abstract (摘要) This study looks at teaching reduced sounds to junior high school students. It started with the premise that even people who have studied English for ten or twelve years still cannot understand online materials spoken by native speakers of English. The reduced sounds and linked sounds baffle them. This study investigated the student reaction to hearing reduced vowels. \nA pretest was administered to establish a baseline. Four contractions and three reduced vowels were presented in the lessons. Then a post-test was given. The statistics showed no measurable change between pretest and post-test scores. However there are other ways to measure progress. In the survey given with the post-test, a number of students responded that they felt they had learned listening skills, and that their listening comprehension had improved. There were also interviews with co-teachers. These interviews also bore out that teachers felt the students’ listening comprehension had improved.\n The writer, as an active participant in the study, feels that teaching reduced sounds in junior high school is worthwhile. One should present more reduced sounds and linked words early on, and not wait until senior high school or university. en_US dc.description.tableofcontents 摘要 i\nAbstract ii\nChapter 1 Introduction 1\nChapter 2 Literature Review 5\nHow We Learn to Listen in L1 Acquisition 5\nDevelopmental Problems in Listening in L2 Acquisition 7\nListening for Reduced Sounds 9\nChapter 3 Methodology 12\nContext and Participants 12\nProcedure 13\nInstruments 16\nClassroom Procedure 18\nData Analysis 20\nChapter 4 Results 22\nTeacher Interviews 24\nStudent Response 26\nThe Researcher/Teacher’s Reflection 27\nChapter 5 Discussion and Conclusion 29\nSummary of the Study 30\nPedagogical Implications 32\nLimitations 32\nSuggestions for further research 33\nConclusion 34\nReferences 35\nAppendix A Listening Curricula and Worksheets 41\nAppendix B: Pretest 72\nAppendix C Listening Post Test 80 zh_TW dc.format.extent 1480120 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951021 en_US dc.subject (關鍵詞) 弱化母音教學 zh_TW dc.subject (關鍵詞) 連音教學 zh_TW dc.subject (關鍵詞) 聽力訓練 zh_TW dc.subject (關鍵詞) 課室研究 zh_TW dc.subject (關鍵詞) Teaching reduced vowels en_US dc.subject (關鍵詞) Teaching weak vowels en_US dc.subject (關鍵詞) Contractions en_US dc.subject (關鍵詞) Listening comprehension en_US dc.title (題名) 注意聽弱化音：針對台灣國中生的混合性教學實驗 zh_TW dc.title (題名) Listening for Reduced Sounds in English: A Classroom Mixed-Method Study in a Taiwanese Junior High School en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Andringa, S., Olsthoorn, N., van Beuningen, C., Schoonen, R., and Hulstijn, J., \n(2012). Determinants of success in native and non-native listening comprehension: an individual differences approach, Language Learning 62:Suppl. 2, 49–78.\nAudacity Team, (2016) Audacity (Version 2.1.0) [Computer Software] Available \nfrom http://audacity.sourceforge.net .\nBidabadi, F. S., (2011). The relationship between listening strategies \nused by Iranian EFL freshmen university students and their listening proficiency levels, English Langauge Teaching, 4, (1), 26 – 32.\nBoets, B., Vandermosten , M., Poelmans, H., Luts, H., Wouters, J., Ghesquie"re, \nP., (2010). Preschool impairments in auditory processing and speech perception uniquely predict future reading problems, Research in Developmental Disabilities, 26, 560 – 570, doi:10.1016/j.ridd.2010.12.020 .\nBrown, J.D. and Hilferty, A., (1986). The Effectiveness of teaching reduced forms \nof listening comprehension, RELC Journal, 17, (2), 59 – 70, downloaded from journals.sagepub.com/doi/pdf/10.1177/003368828601700204.\nCall, M. E., (1985). Auditory short-term memory, listening comprehension, and the \ninput hypothesis, TESOL Quarterly. 19, (4), 765-781.\nCarlisle, R. S., (2001). Syllable structure universals and second language \nacquisition, International Journal of English Studies 1, (1), 1 – 19.\nContent, A., Dumay N., and Frauenfelder, U. H., (2000). The role of syllable \nstructure in lexical segmentation: helping listeners avoid mondegreens. SCA Tutorial and Research Workshop (ITRW) on Spoken Word Access Processes. Max-Planck Institute for Psycholinguistics,. 39-42.\nChristophe, A., Dupoux, E., Bertoncini, J., and Mehler, J., (1994). Do infants \nperceive word boundaries? an empirical study of the bootstrapping of lexical acquisition, Journal of the Acoustical Society of America, 95, (3), 1570 – 1580 .\nCutler, A., and Carter, D., (1987). The predominance of strong initial syllables in the \nEnglish vocabulary. Computer Speech and Language 2, 133-142. \nCutler, A., Mitterer, H., Brouwer, S., Tuinman, A., (2010). Phonological \ncompetition in casual speech, Paper presented at DiSS-LPSS Joint Workshop September, 2010, Tokyo Japan, Retrieved from http://20.210-193-52.unknown,qala.com.sg/archive/diss_lpss_2010/papers/d110_043.pdf .\nCutler, A. and Norris, D., (1988). The role of strong syllables in segmentation for \nlexical access. Journal of Experimental Psychology: Human Perception and Performance, 14, (1), 113-121.\nDunkel, P., (1991). Listening in the native and second/foreign language: toward an \nintegration of research and practice, TESOL Quarterly, 25, (3), 64-90.\nElbro, C., (1998). When reading is ‘‘readn’’ or somthn. Distinctness of phonological \nrepresentations of lexical items in normal and disabled readers. Scandinavian Journal of Psychology, 39, 149–153.\nErnestus, M., (2012). Acoustic reduction and the roles of abstractions and exemplars \nin speech processing, Lingua 142, 27 – 41. http://dx.doi.org/10.1016/j.lingua.2012.12.006 .\nErnestus, M., Baayen, H., and Schreuder, R., (2002). The recognition of reduced \nword forms. Brain and Language, 81, 162-173 doi:10.1006/brln.2001.2514.\nErnestus, M. Warner, N., (2011). An introduction to reduced pronunciation variants \nJournal of Phonetics 253–260 doi:10.1016/S0095-4470(11)00055-6 39.\nFerguson, C. A. and Farwell, C. B., (1975). Words and sounds in early language \nacquisition. Language 51, 2, 419-439.\nField, J., (2003). Promoting perception: lexical segmentation in L2 listening, ELT Journal, 57, (4), 325 – 334. \nGarlock, V. M., Walley, A. C., and Metsala, J. L. (2001). Age-of-acquisition, word \nfrequency, and neighborhood density effects on spoken word recognition by children and adults. Journal of Memory and Language 45, 468-492.\nGoldinger, S. D. (1998). Echoes of echoes? An episodic theory of lexical access. \nPsychological Review, 105, (2), 251-279.\nGonick, L and Smith, W, (1993). The Cartoon Guide to Statistics, New York, Harper \nCollins .\nGoswami, U., Gerson, D., and Astruc, L., (2010). Amplitude envelope perception, \nphonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23, 995 – 1019 doi: 10.1007/s11145-009-9186-6.\nHawkins, S., (2003). Roles and representations of systematic fine phonetic detail in \nspeech understanding, Journal of Phonetics 31, 373-405 doi:10.1016/j.wocn.2003.9.006.\nHopkins, D. (2008). A teacher’s guide to classroom research. Berkshire, UK: Open \nUniversity Press\nHopkins, D. (2008). A teacher’s guide to classroom research. (4th ed.). New York: \nMcGraw Hill .\nIto, Y., (2001) Effect of reduced forms on ESL learners’ input-intake process, \nSecond Language Studies, 20 (1) 99-124.\nJuffs, A. and Harrington, M., (2011). Aspects of working memory in L2 learning, \nLanguage Teaching 44, (2), 137 – 166. \nLemperou, L, Chostelidou, D., Griva, E., (2011). Identifying the training needs of \nEFL teachers in teaching children with dyslexia. Science Direct. 15, 410–416, doi:10.1016/j.sbspro.2011.03.113.\nLiu, H.J., (2008). A Study of the interrelationship between listening strategy use, \nlistening proficiency levels, and learning style. Annual Review of Education, Communication and Language Sciences, 5, 84-104. \nLuce, P. A, (1986). A computational analysis of uniqueness points in auditory\nword recognition, Perception and Psychophysics, 39, (3), 155 – 158.\nMcDonald, J. L. (2000). Grammaticality judgments in a second language: \ninfluences of age of acquisition and native language, Applied Psycholinguistics 21, 395 – 423. \nMills, N., Pajares, F., and Herron, C., (2006). A reevaluation of the role of anxiety: \nself-efficacy, anxiety, and their relation to reading and listening proficiency, Foreign Language Annals . 39, (2), 276 - 295.\nMok, P., Setter, J., and Low, E. L., (2011). The perception of word juncture \ncharacteristics in three varieties of English.. Proceedings of the 17th International Congress of Phonetic Sciences pp.1410 – 1413. \nMurphy, J. M., (1991). Oral communication in TESOL: integrating speaking, \nlistening, and pronunciation TESOL Quarterly, 25, ( 1) .\nNation, I.S.P. and Newton, J., (2009). Listening, in Nation, I.S.P. and Newton, J’s \nTeaching ESL/EFL Listening and Speaking. New York, Routledge .\nNorris, R. W., (1993). Teaching reduced forms: an aid for improving lower-\nlevel students’ listening skills. Fukuoka Women’s College Studies, 46, \n49-56.\nNorris, D., McQueen, J. M., Cutler, A. and Butterfield, S., (1997). 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