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bsp;make  up  the  prosodic units  from  syllable  of  word  and  phrase  to  the  utterance  as  a  whole  (Liberman  & Prince, 1977). According to Gee and Grosjean (1985), the segmentation which takes place during the process of oral reading and is reflected by silent pauses, can best be presented by prosodic structure: phonological words are separated from one another by few pauses which in turn are very short;phonological phrases are separated from each other by more and longer pauses and intonational phrases with more numerous and longer pauses.  
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CHAPTER THREE   RESEARCH METHODOLOGY ......... 31 
3.1 Research Questions .... 31 
3.2 Participants ..... 32 3.3 Research Instruments ....... 32 
3.4 Research Procedure .... 34 
3.4.1 Data Collection and Processing .... 34 
3.4.2 Procedure of Teaching Experiment ..... 35 
CHAPTER FOUR   RESULTS AND DISCUSSION ......... 38 
4. 1 Results and Discussion for Research Question One ....... 38 
4.2 Results and Discussion for Research Question Two ........ 42
4.3 Results and Discussion for Research Question Three ..... 44 
CHAPTER FIVE   CONCLUSION ...... 46
5.1 Major Findings ..... 46 
5.2 Implications for English Pronunciation Teaching ...... 47 
5.3 Limitations and Suggestions for Further Research .... 52 

CHAPTER FOUR   RESULTS AND DISCUSSION 

4. 1 Results and Discussion for Research Question 
One Does the Speech Visualization Technology improve students’ oral English ability in terms of stress and intonation? In order to answer the research question 1, the result of the pre-test, the pre-test and the post-test, the analysis of the comparison of pre-test and post-test both in experiment class and control class would be shown as below. The goal  of  first  research  question  was  to  check  and  prove  the  effect  of  improving students’  oral  ability  in  terms  of  stress  and  intonation  though  speech  visualization technology. There were totally 54 participants. The results of pre-test of both classes (P=0.101>0.05)  demonstrated  that  the  both  experimental  class  and  control  class  had similar English language proficiency (See Table 1).  Comparing  the  mean  scores  of  post-test  between  two  classes  ((P>0.05),  the experimental  class  made  greater  process  than  the  control  class.  The  application  of speech  visualization  technology  played  a  significant  role  in  improving  students’ speaking ability in in terms of stress and intonation. It was shown that after applying speech  visualization  technology  in  pronunciation  teaching,  participants  in experimental  class  made  a  significant  improvement  but  participants  in  control  class didn’t (See Table 2).  
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