Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /π/ without explicit instruction

Kazuya Saito

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

The current study examines in depth how two types of form-focused instruction (FFI), which are FFI with and without corrective feedback (CF), can facilitate second language speech perception and production of /π/ by 49 Japanese learners in English as a Foreign Langage settings. FFI effectiveness was assessed via three outcome measures (perception, controlled production, and spontaneous production) and also according to two lexical contexts (trained and untrained items). Two experimental groups received 4 hr of FFI treatment to notice and practice the target feature of /π/ (but without any explicit instruction) in meaningful discourse. A control group (n = 14) received comparable instruction in the absence of FFI. During FFI, the instructors provided CF only to students in the FFI + CF group (n = 18) by recasting their mispronunciations of /π/, while no CF was provided to those in the FFI-only group (n = 17). Analyses of pre-and posttests showed that FFI itself can sufficiently promote the development of speech perception and production of /π/ and the acquisitional value of CF in second language speech learning remains unclear. The results suggest that the beginner learners without much phonetic knowledge on how to repair their mispronunciation of /π/ should be encouraged to learn the target sound only through FFI in a receptive mode without much pressure for modified output.

Original languageEnglish
Pages (from-to)377-409
Number of pages33
JournalApplied Psycholinguistics
Volume36
Issue number2
DOIs
Publication statusPublished - 2013 Apr 11

Fingerprint

Phonetics
phonetics
Teaching
Language
instruction
language
Speech Perception
Outcome Assessment (Health Care)
Form-focused Instruction
Phonetic Form
Explicit Instruction
Learning
Students
Pressure
Group
Control Groups
Corrective Feedback
instructor

ASJC Scopus subject areas

  • Linguistics and Language
  • Psychology(all)
  • Experimental and Cognitive Psychology
  • Language and Linguistics

Cite this

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abstract = "The current study examines in depth how two types of form-focused instruction (FFI), which are FFI with and without corrective feedback (CF), can facilitate second language speech perception and production of /π/ by 49 Japanese learners in English as a Foreign Langage settings. FFI effectiveness was assessed via three outcome measures (perception, controlled production, and spontaneous production) and also according to two lexical contexts (trained and untrained items). Two experimental groups received 4 hr of FFI treatment to notice and practice the target feature of /π/ (but without any explicit instruction) in meaningful discourse. A control group (n = 14) received comparable instruction in the absence of FFI. During FFI, the instructors provided CF only to students in the FFI + CF group (n = 18) by recasting their mispronunciations of /π/, while no CF was provided to those in the FFI-only group (n = 17). Analyses of pre-and posttests showed that FFI itself can sufficiently promote the development of speech perception and production of /π/ and the acquisitional value of CF in second language speech learning remains unclear. The results suggest that the beginner learners without much phonetic knowledge on how to repair their mispronunciation of /π/ should be encouraged to learn the target sound only through FFI in a receptive mode without much pressure for modified output.",
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