The Role of Task Repetition in Learning Word-Stress Patterns through Auditory Priming Tasks

Autor/inn/en	Jung, YeonJoo; Kim, YouJin; Murphy, John
Titel	The Role of Task Repetition in Learning Word-Stress Patterns through Auditory Priming Tasks
Quelle	In: Studies in Second Language Acquisition, 39 (2017) 2, S.319-346 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Role; Task Analysis; Pretests Posttests; Pronunciation; English (Second Language); Second Language Learning; Suprasegmentals; Phonology; Priming; High School Students; Control Groups; Experimental Groups; Pronunciation Instruction; Teaching Methods; Auditory Stimuli; Second Language Instruction; Sentences; Oral Reading; Comparative Analysis; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Rollen; Aufgabenanalyse; Aussprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fonologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; Auditive Stimulation; Fremdsprachenunterricht; Sentence analysis; Satzanalyse; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Ausland; Korea; Republik
Abstract	This study focused on an instructional component often neglected when teaching the pronunciation of English as either a second, foreign, or international language--namely, the suprasegmental feature of lexical stress. Extending previous research on collaborative priming tasks and task repetition, the study investigated the impact of task and procedural repetition on eliciting target-stress patterns during collaborative priming tasks. It employed a pretest-posttest design with 57 Korean high school students who were randomly assigned to one of three groups: a control, priming with task repetition, and priming with procedural repetition. Learners participated in a pretest, two priming sessions, and two posttests over a 4-week period. Learners' ability to produce target-stress patterns was measured through sentence read-aloud tasks. The task repetition group repeated the same primes and prompts twice, whereas the procedural repetition group performed priming tasks with different primes and prompts during two sessions. Results indicate that the amount of primed production was significantly more than unprimed production. Additionally, both experimental conditions promoted learners' accurate production of target-stress patterns, though, in relation to long-term impacts, repeating the same task (i.e., same procedure and same content) twice was more effective than repeating the procedure for a second time with different content. The results are discussed in light of pronunciation teaching using auditory priming tasks. (As Provided).
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Update	2020/1/01