Examining the Role of Explicit Phonetic Instruction in Native-Like and Comprehensible Pronunciation Development: An Instructed SLA Approach to L2 Phonology

Autor/in	Saito, Kazuya
Titel	Examining the Role of Explicit Phonetic Instruction in Native-Like and Comprehensible Pronunciation Development: An Instructed SLA Approach to L2 Phonology
Quelle	In: Language Awareness, 20 (2011) 1, S.45-59 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
Schlagwörter	Experimental Groups; Control Groups; Phonetics; English (Second Language); Second Language Learning; Second Language Instruction; Pronunciation; Japanese; Native Speakers; Phonemes; Oral Language; Task Analysis; Oral Reading; Role; Metalinguistics + Suchen Sie Ihr Suchwort? Phonetik; Fonetik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aussprache; Japaner; Japanisch; Muttersprachler; Fonem; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Rollen; Metalanguage; Metasprache
Abstract	This paper reports on an instructed second language acquisition study that investigated the effects of explicit phonetic instruction on second language pronunciation by adopting two different outcome measurements (i.e. a rubric of accentedness as well as comprehensibility). Twenty native Japanese learners of English in ESL (English as a second language) settings participated in the current study and were randomly assigned to the experimental group and the control group. After they received four-hour instruction with the target pronunciation features of English-specific segmentals /[image omitted]/, the comprehensibility and perceived foreign accent of the participants' oral production in English were evaluated by four native English listeners. Results suggested that explicit instruction had a significant effect on comprehensibility especially in the sentence-reading task, although a significant reduction in foreign accent was not obtained in any contexts. (Contains 2 tables, 1 figure, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10