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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Vydané v:The Modern language journal (Boulder, Colo.) Ročník 104; číslo 2; s. 457 - 479
Hlavný autor: MARTIN, INES A.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Malden Wiley-Blackwell 01.06.2020
Blackwell Publishing Ltd
Predmet:
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
ISSN:0026-7902, 1540-4781
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Shrnutí: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.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:0026-7902
1540-4781
DOI:10.1111/modl.12638