The Acquisitional Value of Recasts in Instructed Second Language Speech Learning: Teaching the Perception and Production of English /?/ to Adult Japanese Learners

Autor/in	Saito, Kazuya
Titel	The Acquisitional Value of Recasts in Instructed Second Language Speech Learning: Teaching the Perception and Production of English /?/ to Adult Japanese Learners
Quelle	In: Language Learning, 63 (2013) 3, S.499-529 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12015
Schlagwörter	Second Language Learning; Experimental Groups; Pronunciation; Auditory Perception; Second Language Instruction; Grammar; Teaching Methods; English (Second Language); Japanese; Native Speakers; Control Groups; Communicative Competence (Languages); Error Correction; Task Analysis; Statistical Analysis; Language Teachers; Learning Processes; Speech Communication; Phonetics; Pronunciation Instruction; Foreign Countries + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Aussprache; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Fremdsprachenunterricht; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Muttersprachler; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Korrektur; Aufgabenanalyse; Statistische Analyse; Language teacher; Sprachunterricht; Learning process; Lernprozess; Phonetik; Fonetik; Ausspracheübung; Ausland
Abstract	The current study investigated the impact of recasts together with form-focused instruction (FFI) on the development of second language speech perception and production of English /?/ by Japanese learners. Forty-five learners were randomly assigned to three groups--FFI recasts, FFI only, and Control--and exposed to four hours of communicatively oriented lessons. Whereas many FFI activities including explicit instruction were embedded into the treatment in order for the experimental groups to notice and practice /?/ in a meaningful discourse, an instructor provided recasts only to the FFI-recast group in response to their mispronunciation of /?/. Perception was measured using a two-alternative forced choice identification task, while pronunciation performance was elicited using controlled and spontaneous production tests and assessed by 10 naïve native-speaking listeners. According to the statistical comparisons, whereas the FFI-only group attained perception and production improvement particularly under trained lexical conditions, the FFI-recast group demonstrated similar but generalizable gains both in trained and untrained lexical contexts. The results indicate that (a) FFI itself impacts various domains of L2 speech learning processes (perception, controlled, and spontaneous production) and (b) recasts promote learners' attentional shift away from lexical units as a whole to phonetic aspects of second language speech (i.e., vocabulary to sound learning). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10