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image of The longitudinal impact of self-reflection and integrated pronunciation instruction on L2 French learners’ production of /y/ and /u/
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Abstract

Abstract

Although pronunciation can be fostered through explicit instruction, instructors need practical strategies to support their learners’ pronunciation ( ). Additionally, “researching longitudinal development of L2 learners [pronunciation] is essential to understanding influences in their success” ( , p.163). This three-semester-long experimental quantitative study on 72 French learners examined whether self-reflection (open-ended questionnaires) as a learning strategy could complement integrated explicit pronunciation instruction and support the development of intelligible production of the two contrastive vowels /y/ and /u/. Results on pre/post read-aloud tests surrounding pronunciation lessons were compared between a treatment (instruction + self-reflection), a comparison (instruction only) and a control group (neither instruction, nor self-reflection), and within each group to determine if there was significant growth over time. Findings revealed that self-reflection combined with explicit instruction led to better learning outcomes and production gains when compared to oral natural input.

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/content/journals/10.1075/jslp.21022.mer
2022-02-24
2022-05-27
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  • Article Type: Research Article
Keywords: intelligibility ; pronunciation ; L2 French ; longitudinal research ; self-reflection
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