The Teaching of Segmentals Comparing a Direct Phonics/Spelling and a Traditional Phonetic/Minimal Pair Approach

This thesis compared two different approaches, (a phonics/spelling approach and a phonetic/minimal pair approach) to teaching the segmentals of English. It was hypothesized that the phonics/spelling approach would result in an increase in accuracy of the segmental component of pronunciation. A pre+posttest design was used to compare student performance on four measures of pronunciation and spelling accuracy. Gain scores, after sixteen, 20 minute sessions indicated that the group receiving the phonics/spelling method had improved more in: 1) pronouncing words with picture cues (p < .000l): 2) pronouncing words with written cues (p < .0190 ), and 3) pronouncing difficult words with the use of diacritics (p < .0235). Even though the spelling score indicated the phonics/spelling approach resulted in a higher gain than the minimal pairs approach, the gain was not found to be statistically significant. This was attributed to a ceiling effect on the spelling test.

Thesis Author: Babcock, Marina

Year Completed: 1995

Thesis Chair: C. Ray Graham