Abstract:

Connected speech processes (CSPs) refer to the changes in traditional word forms in causal speech owing to temporal and articulatory constraints (Alameen & Levis, 2015). Previous studies presented that non-native English listeners experience difficulties in connected speech perception. Teaching CSPs in the classroom can benefit non-native adult learners' listening comprehension; however, young EFL learners are rarely mentioned. In addition, there is a lack of sufficient studies on teaching connected speech on the phoneme level, which could be a critical aspect of facilitating connected speech training. Therefore, this study explores the effect of phonological-based Instruction on improving young EFL learners' English connected speech perception. A total number of 68 10-to-11-year old Chinese EFL young learners participated in this study. The experimental group received five teaching sessions, while the control group remains no treatment. Pre-and-post-tests were used to assess their connected speech perception skills improvement before and after five teaching sessions. Statistical analysis showed that phonological-based instructions significantly improved children's connected speech perception skills. However, the effect of enhancing different types of CSPs varied. These findings may provide pedagogical implications for future primary school foreign language teaching and learning.

Keywords:

Connected Speech Perception, EFL Young Learners, Phonological-based Instruction.