Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words

Autor/inn/en	Uchihara, Takumi; Webb, Stuart; Saito, Kazuya; Trofimovich, Pavel
Titel	Frequency of Exposure Influences Accentedness and Comprehensibility in Learners' Pronunciation of Second Language Words
Quelle	In: Language Learning, 73 (2023) 1, S.84-125 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uchihara, Takumi) ORCID (Webb, Stuart) ORCID (Saito, Kazuya) ORCID (Trofimovich, Pavel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12517
Schlagwörter	Pronunciation; Intelligibility; Second Language Learning; Second Language Instruction; Speech Communication; English (Second Language); Japanese; Native Language; Undergraduate Students; Comparative Analysis; Task Analysis; Vocabulary Development; Pictorial Stimuli; Auditory Stimuli; Recall (Psychology); Grammar; Teaching Methods; Pronunciation Instruction; Instructional Effectiveness; Foreign Countries + Suchen Sie Ihr Suchwort? Aussprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Aufgabenanalyse; Wortschatzarbeit; Fantasieanregung; Auditive Stimulation; Abberufung; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausspracheübung; Unterrichtserfolg; Ausland
Abstract	The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture-naming test was administered before, immediately after, and approximately one week after the treatment. The elicited speech samples were evaluated for two aspects of spoken vocabulary knowledge: pronunciation (accentedness and comprehensibility) and form-meaning connection (spoken form recall). Results showed that (a) the number of exposures positively affected measures of form-meaning connection and pronunciation immediately after the treatment, and (b) cognateness moderated how strongly repetition impacted the pronunciation of L2 words. Moderate learning gains occurred for comprehensibility after six exposures to new words. However, with six exposures, only small effects of repetition were observed for accentedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01