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研究生: 張雪仙
Tesiri, Nantaporn
論文名稱: 泰國學習者英語外來詞重音位置與聲學變化之研究:一項教學介入實驗
Stress Placement and Acoustic Change in Thai Learners' Pronunciation of English Loanwords: An Intervention Study
指導教授: 羅勤正
Lo , Chin-Cheng
學位類別: 碩士
Master
系所名稱: 文學院 - 外國語文學系
Department of Foreign Languages and Literature
論文出版年: 2026
畢業學年度: 114
語文別: 英文
論文頁數: 95
中文關鍵詞: 詞彙重音英語外來詞泰國英語學習者發音教學YouTubeChatGPT聲學分析Praat
外文關鍵詞: lexical stress, English loanwords, Thai EFL learners, pronunciation instruction, YouTube, ChatGPT, acoustic analysis, Praat
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  • 英語詞彙重音(lexical stress)是影響口語可理解性的重要因素。然而,泰國學習者在英語外來詞的重音產出上經常遭遇困難,主要原因在於他們傾向將泰語的音韻模式遷移至英語發音。本研究旨在探討泰國高中生在英語外來詞詞彙重音上的表現,並檢驗一項結合 YouTube 教學影片與 ChatGPT 人工智慧輔助回饋之四週發音教學介入的成效。本研究採準實驗之前測-後測研究設計,共有 30 名泰國高中生參與。學生於教學介入前後完成發音錄音。詞彙重音正確率透過聽辨評分進行評估,而重音的聲學特徵(音高、音強與時長)則使用 Praat 軟體進行分析。研究資料以描述性統計及成對樣本 t 檢定進行分析,比較前測與後測之差異。研究結果顯示,學生的平均重音正確率由前測的 0.20 顯著提升至後測的 0.51,t(29) = −5.89,P = .000002。聲學分析結果顯示,音高與時長略有增加,但未達統計顯著差異;相較之下,音強則於教學介入後呈現顯著下降。整體而言,本研究結果顯示,結合 YouTube 教學與 ChatGPT 人工智慧回饋之發音教學能有效提升泰國學習者英語外來詞之詞彙重音表現,並為泰國英語作為外語(EFL)課堂中的發音教學提供一項具實務價值的教學模式。

    English lexical stress is an important feature of intelligible speech. However, Thai learners often have difficulty producing correct stress in English loanwords because they tend to transfer Thai phonological patterns to English pronunciation. This study investigated Thai high school students’ production of lexical stress in English loanwords and examined the effects of a four-week pronunciation intervention integrating YouTube-based instructional videos and AI-assisted feedback through ChatGPT. A quasi-experimental pretest-posttest design was employed with 30 Thai high school students. Students completed pronunciation recordings before and after the intervention. Stress placement accuracy was evaluated through perceptual ratings, while acoustic features (pitch, intensity, and duration) were analyzed using Praat. Descriptive statistics and paired-samples t-tests were used to compare the pretest and posttest results. The findings showed that students’ mean stress accuracy improved significantly from 0.20 in the pretest to 0.51 in the posttest, t(29) = −5.89, p = .000002. The acoustic analysis revealed slight increases in pitch and duration, although these changes were not statistically significant. Intensity decreased significantly after the intervention. Overall, the findings suggest that integrating YouTube-based instruction with AI-assisted feedback can effectively improve Thai learners’ lexical stress placement and provide a practical approach to pronunciation instruction in Thai EFL classrooms.

    Abstract (Chinese) i Abstract (English) ii Acknowledgement iii Table of Contents iv List of Tables vii List of Figures viii Chapter 1: Introduction 1 1.1 Background and Motivation 1 1.2 Purpose and Research Questions 4 1.3 Significance of the Study 5 Chapter 2: Literature Review 7 2.1 Phonological Differences and Stress Placement Errors Among Thai Learners of English 7 2.1.1 Definitions and Theoretical Foundations 7 2.1.2 Acoustic Features of Stress 8 2.1.3 Differences Between Thai and English Stress Systems 10 2.1.4 Stress Placement Errors in Thai Learners of English 12 2.1.5 Loanword Adaptation and Stress Transfer 13 2.1.6 Summary and Research Gap 14 2.2 Pronunciation Instruction Using Media and Technology 15 2.2.1 Pedagogical Approaches in Pronunciation Instruction 15 2.2.2 VDO-Based and Technology-Enhanced Pronunciation Tools 17 2.2.3 AI Feedback and Learner Autonomy in Pronunciation Practice 18 2.2.4 Summary and Research Gap 19 2.3 Overall Summary and Research Gap 20 Chapter 3: Methodology 22 3.1 Research Design 22 3.2 Participants 23 3.3 Consent and Confidentiality 23 3.4 Materials 24 3.4.1 Loanword Lists 24 3.4.2 Instructional Materials 25 3.4.3 Technical Preparation and Pilot Check 25 3.5 Instructional Procedures 26 3.6 Data Analysis 31 3.6.1 Stress Accuracy Analysis 32 3.6.2 Acoustic Analysis 32 3.6.3 Praat Measurement Procedure 33 3.6.4 Rating Procedure and Inter-Rater Reliability 37 Chapter 4: Results 39 4.1 Inter-Rater Reliability 39 4.2 Stress Placement Patterns in the Pretest 42 4.3 Effects of the Pronunciation Intervention 43 4.4 Acoustic Analysis of Lexical Stress 44 4.5 Summary of Findings 47 Chapter 5: Discussion 49 5.1 Stress Placement Patterns among Thai Learners 49 5.2 The Effectiveness of the Pronunciation Intervention 51 5.3 Changes in Acoustic Features of Lexical Stress 55 5.4 Summary of the Chapter 57 Chapter 6: Conclusion 59 6.1 Summary of the Study and Major Findings 59 6.2 Pedagogical Implications 62 6.3 Limitations of the Study 64 6.4 Recommendations for Future Research 66 6.5 Conclusion 67 References 69 Appendix A Loanword Lists 75 Appendix B Pronunciation Intervention Lesson Plan 77 Appendix C Calculation of Cohen’s Kappa for Inter-Rater Reliability 82 Appendix D Consent Form for Participation in Research 84

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