Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training
Even though there is ample evidence that pronunciation plays a crucial role in effective second language (L2) communication, pronunciation training is frequently neglected in L2 classrooms due to time constraints or because instructors do not feel adequately prepared to teach pronunciation. To addre...
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| Vydáno v: | The Modern language journal (Boulder, Colo.) Ročník 104; číslo 2; s. 457 - 479 |
|---|---|
| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Malden
Wiley-Blackwell
01.06.2020
Blackwell Publishing Ltd |
| Témata: | |
| ISSN: | 0026-7902, 1540-4781 |
| On-line přístup: | Získat plný text |
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| Abstract | Even though there is ample evidence that pronunciation plays a crucial role in effective second language (L2) communication, pronunciation training is frequently neglected in L2 classrooms due to time constraints or because instructors do not feel adequately prepared to teach pronunciation. To address this discrepancy, the present study investigates the effectiveness of a novel, homework‐based method of pronunciation instruction. Novice German learners’ (N = 122) perception and oral production skills on the word and sentence level were assessed at the beginning and the end of the semester. Learners were assigned to 1 of 3 groups: a homework‐based pronunciation training group, an in‐class training group, and a control group. The results showed that the learners in the homework training group significantly outperformed learners in the control group on some (but not all) measures of phonological perception skills and on comprehensibility measures of productions of individual words. Results further revealed no significant difference between learners who received homework‐based or in‐class pronunciation training and responses on a debriefing questionnaire showed that learners were equally satisfied with both training modalities. Taken together, these results suggest that homework‐based pronunciation training is similarly effective as in‐class practice. |
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| AbstractList | Even though there is ample evidence that pronunciation plays a crucial role in effective second language (L2) communication, pronunciation training is frequently neglected in L2 classrooms due to time constraints or because instructors do not feel adequately prepared to teach pronunciation. To address this discrepancy, the present study investigates the effectiveness of a novel, homework-based method of pronunciation instruction. Novice German learners' (N = 122) perception and oral production skills on the word and sentence level were assessed at the beginning and the end of the semester. Learners were assigned to 1 of 3 groups: a homework-based pronunciation training group, an in-class training group, and a control group. The results showed that the learners in the homework training group significantly outperformed learners in the control group on some (but not all) measures of phonological perception skills and on comprehensibility measures of productions of individual words. Results further revealed no significant difference between learners who received homework-based or in-class pronunciation training and responses on a debriefing questionnaire showed that learners were equally satisfied with both training modalities. Taken together, these results suggest that homework-based pronunciation training is similarly effective as in-class practice. Even though there is ample evidence that pronunciation plays a crucial role in effective second language (L2) communication, pronunciation training is frequently neglected in L2 classrooms due to time constraints or because instructors do not feel adequately prepared to teach pronunciation. To address this discrepancy, the present study investigates the effectiveness of a novel, homework‐based method of pronunciation instruction. Novice German learners’ ( N = 122) perception and oral production skills on the word and sentence level were assessed at the beginning and the end of the semester. Learners were assigned to 1 of 3 groups: a homework‐based pronunciation training group, an in‐class training group, and a control group. The results showed that the learners in the homework training group significantly outperformed learners in the control group on some (but not all) measures of phonological perception skills and on comprehensibility measures of productions of individual words. Results further revealed no significant difference between learners who received homework‐based or in‐class pronunciation training and responses on a debriefing questionnaire showed that learners were equally satisfied with both training modalities. Taken together, these results suggest that homework‐based pronunciation training is similarly effective as in‐class practice. |
| Author | MARTIN, INES A. |
| Author_xml | – sequence: 1 givenname: INES A. orcidid: 0000-0002-5590-5662 surname: MARTIN fullname: MARTIN, INES A. email: imartin@usna.edu organization: U.S. Naval Academy |
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| SubjectTerms | Classroom communication Classroom Techniques Classrooms classroom‐based research Computer assisted language learning Control Groups Debriefing German German language Groups Homework Instructional Effectiveness Intelligibility Language Proficiency phonetics/phonology Pronunciation Pronunciation instruction Second Language Instruction Second language learning Skills Student Satisfaction Teaching Teaching methods Training |
| Title | Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training |
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