Comprehension-Based Practice: The Development of L2 Pronunciation in a Listening and Reading Program

Autor/inn/en	Trofimovich, Pavel; Lightbown, Patsy M.; Halter, Randall H.; Song, Hyojin
Titel	Comprehension-Based Practice: The Development of L2 Pronunciation in a Listening and Reading Program
Quelle	In: Studies in Second Language Acquisition, 31 (2009) 4, S.609-639 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263109990040
Schlagwörter	Sentences; Listening Comprehension; Reading Instruction; Imitation; Grade 4; Grade 3; English (Second Language); Pronunciation; Second Language Learning; Longitudinal Studies; Second Language Instruction; Task Analysis + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Hörverständnis; Leseunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache; Aussprache; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fremdsprachenunterricht; Aufgabenanalyse
Abstract	We report the results of a 2-year longitudinal comparison of grade 3 and grade 4 English-as-a-second-language learners in an experimental, comprehension-based program and those in a regular (i.e., more typical) language learning program. The goal was to examine the extent to which sustained, long-term comprehension practice in both listening and reading--in the virtual absence of any speaking--can help develop learners' second language (L2) pronunciation. We analyzed learners' sentences from an elicited imitation task using several accuracy and fluency measures as well as listener ratings of accentedness, comprehensibility, and fluency. We found no differences between the two programs at the end of year 1. However, at the end of year 2, there were some differences--namely, in the listener ratings of fluency and comprehensibility--that favored learners in the regular program. These findings highlight the beneficial effects of comprehension practice for the development of L2 pronunciation but also point to some potential limits of this practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10