1887
Volume 8, Issue 1
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
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Abstract

Abstract

Although pronunciation can be fostered through explicit instruction, instructors need practical strategies to support their learners’ pronunciation (Darcy, 2018Derwing, 2018Derwing & Munro, 2015Levis, 2018). Additionally, “researching longitudinal development of L2 learners [pronunciation] is essential to understanding influences in their success” (Derwing & Munro, 2013, 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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2022-02-24
2025-02-14
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  • Article Type: Research Article
Keyword(s): intelligibility; L2 French; longitudinal research; pronunciation; self-reflection
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