Can Captioned Video Benefit Second Language Pronunciation?

Autor/inn/en	Wisniewska, Natalia; Mora, Joan C.
Titel	Can Captioned Video Benefit Second Language Pronunciation?
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 3, S.599-624 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wisniewska, Natalia) ORCID (Mora, Joan C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263120000029
Schlagwörter	Visual Aids; Pronunciation Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Speech Communication; Language Processing; Comparative Analysis; Phonemes; Sentences; Phonology; Accuracy; Audiovisual Instruction; Phonetics; Adult Students; Attention Control; Cognitive Ability; Outcomes of Education; Video Technology + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverarbeitung; Fonem; Sentence analysis; Satzanalyse; Fonologie; Phonetik; Fonetik; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Aufmerksamkeitstest; Denkfähigkeit; Lernleistung; Schulerfolg
Abstract	The present study investigated the potential benefits of extended exposure to captioned videos for second language pronunciation. We tested 90 L2 adult learners of English on speech processing skills (segmentation, speed of lexical access, and sentence processing) and phonological accuracy in perception (ABX discrimination) and production (accentedness ratings) before and after an 8-week treatment consisting of regular exposure to audiovisual materials. Participants were randomly assigned to four experimental conditions involving two viewing modes (captioned or uncaptioned) and two task focus conditions (focus on phonetic form or focus on meaning). Results showed benefits in speech segmentation and speech processing skills irrespective of viewing mode. No significant benefits were found for phonological accuracy in perception. In production, a focus on phonetic form improved pronunciation only in the absence of captions, whereas captioned viewing led to pronunciation gains as long as there was no focus on phonetic form. These findings suggest that pronunciation improvement can take place with the help of captions or, in the absence of captions, when learners' attention is directed to pronunciation. Cognitive overload might explain why no benefits were obtained when attention was directed to pronunciation in a captioned viewing mode. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01