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

Kazuya Saito*

*この研究の対応する著者

研究成果: Article査読

20 被引用数 (Scopus)

抄録

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.

本文言語English
ページ(範囲)377-409
ページ数33
ジャーナルApplied Psycholinguistics
36
2
DOI
出版ステータスPublished - 2013 4月 11

ASJC Scopus subject areas

  • 言語学および言語
  • 心理学(全般)
  • 実験心理学および認知心理学
  • 言語および言語学

フィンガープリント

「Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /π/ without explicit instruction」の研究トピックを掘り下げます。これらがまとまってユニークなフィンガープリントを構成します。

引用スタイル