Abstract
This paper reports on an instructed second language acquisition study that investigated the effects of explicit phonetic instruction on second language pronunciation by adopting two different outcome measurements (i.e. a rubric of accentedness as well as comprehensibility). Twenty native Japanese learners of English in ESL (English as a second language) settings participated in the current study and were randomly assigned to the experimental group and the control group. After they received fourhour instruction with the target pronunciation features of English-specific segmentals /æ,f,v, θ,{eth},w,l,r/, the comprehensibility and perceived foreign accent of the participants' oral production in English were evaluated by four native English listeners. Results suggested that explicit instruction had a significant effect on comprehensibility especially in the sentence-reading task, although a significant reduction in foreign accent was not obtained in any contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 45-59 |
| Number of pages | 15 |
| Journal | Language Awareness |
| Volume | 20 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2011 Feb |
| Externally published | Yes |
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Keywords
- Intelligibility
- Intervention
- Pronunciation
- Second language learning
ASJC Scopus subject areas
- Linguistics and Language
- Education
Cite this
Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development
T2 - An instructed SLA approach to L2 phonology
AU - Saito, Kazuya
PY - 2011/2
Y1 - 2011/2
N2 - This paper reports on an instructed second language acquisition study that investigated the effects of explicit phonetic instruction on second language pronunciation by adopting two different outcome measurements (i.e. a rubric of accentedness as well as comprehensibility). Twenty native Japanese learners of English in ESL (English as a second language) settings participated in the current study and were randomly assigned to the experimental group and the control group. After they received fourhour instruction with the target pronunciation features of English-specific segmentals /æ,f,v, θ,{eth},w,l,r/, the comprehensibility and perceived foreign accent of the participants' oral production in English were evaluated by four native English listeners. Results suggested that explicit instruction had a significant effect on comprehensibility especially in the sentence-reading task, although a significant reduction in foreign accent was not obtained in any contexts.
AB - This paper reports on an instructed second language acquisition study that investigated the effects of explicit phonetic instruction on second language pronunciation by adopting two different outcome measurements (i.e. a rubric of accentedness as well as comprehensibility). Twenty native Japanese learners of English in ESL (English as a second language) settings participated in the current study and were randomly assigned to the experimental group and the control group. After they received fourhour instruction with the target pronunciation features of English-specific segmentals /æ,f,v, θ,{eth},w,l,r/, the comprehensibility and perceived foreign accent of the participants' oral production in English were evaluated by four native English listeners. Results suggested that explicit instruction had a significant effect on comprehensibility especially in the sentence-reading task, although a significant reduction in foreign accent was not obtained in any contexts.
KW - Intelligibility
KW - Intervention
KW - Pronunciation
KW - Second language learning
UR - http://www.scopus.com/inward/record.url?scp=79957546975&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79957546975&partnerID=8YFLogxK
U2 - 10.1080/09658416.2010.540326
DO - 10.1080/09658416.2010.540326
M3 - Article
VL - 20
SP - 45
EP - 59
JO - Language Awareness
JF - Language Awareness
SN - 0965-8416
IS - 1
ER -