Focus on Form Options in Second Language Pronunciation Instruction: The Case of Lexical Stress

Autor/inn/en	Hassanzadeh, Mohammad; Salehizadeh, Mohammad Javad
Titel	Focus on Form Options in Second Language Pronunciation Instruction: The Case of Lexical Stress
Quelle	In: TESOL Journal, 11 (2020) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hassanzadeh, Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.486
Schlagwörter	Second Language Instruction; English (Second Language); Pronunciation Instruction; Suprasegmentals; Lexicology; Phonology; Reading Tests + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausspracheübung; Lexikologie; Fonologie; Lesetest
Abstract	Pronunciation instruction has historically been notorious for its intense reliance on repetition practice and mechanical drilling across most foreign and second language settings. However, research indicates that form-focused instruction can be substantially beneficial to the development of phonological skills (Saito, 2012). The current quasi-experimental study builds on this strand of research by measuring the impact of focus on form (FonF) on English as a foreign language learners' retention of English word stress patterns, drawing mainly upon the so-called macro-options introduced by Ellis (e.g., 2008). Eight intact classes (N = 129), randomly assigned to four groups ("output," "input-enhancement," "corrective feedback," and "control") were subjected to a series of mini-lessons orchestrated by the researchers over an 8-week period. The learners' short- and long-term phonological uptake was assessed by immediate and delayed word-reading tests, respectively. The results indicate that the output-oriented group outperformed the others on the immediate posttest, whereas the input-enhancement group outdid the corrective feedback group. However, none of the three FonF options had a significant durable impact. The findings imply that production-based instruction must be given a high priority in the domain of teaching suprasegmental features, not least lexical stress. Furthermore, phonologically overloading learners during each instructional period is not recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01