EXAMINING THE EFFECTS OF EXPLICIT PRONUNCIATION INSTRUCTION ON THE DEVELOPMENT OF L2 PRONUNCIATION

The current study compares the effects of two types of pronunciation instruction (segmental- and suprasegmental-based) on the development of second-year Chinese undergraduate students’ English pronunciation as against a group with no specific pronunciation (NSP) instruction. The participants were 90...

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Bibliographic Details
Published inStudies in second language acquisition Vol. 42; no. 4; pp. 905 - 918
Main Authors Zhang, Runhan, Yuan, Zhou-min
Format Journal Article
LanguageEnglish
Published New York, USA Cambridge University Press 01.09.2020
Subjects
Chinese languages
Classrooms
College students
Direct Instruction
Educational Facilities Improvement
English (Second Language)
English as a second language
Foreign Countries
Foreign language instruction
Foreign language learning
Higher education
Instructional Effectiveness
Intelligibility
Language Tests
Learning outcomes
Pronunciation
Pronunciation instruction
Questionnaires
Research Report
Second Language Instruction
Second Language Learning
Study abroad
Suprasegmentals
Teaching
Undergraduate Students
China
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Summary:The current study compares the effects of two types of pronunciation instruction (segmental- and suprasegmental-based) on the development of second-year Chinese undergraduate students’ English pronunciation as against a group with no specific pronunciation (NSP) instruction. The participants were 90 university-level students in the Chinese mainland, from three intact classes. One class was taught with a segmental focus (N = 30) and the second with a suprasegmental focus (N = 31), while the third received NSP instruction (N = 29). The results showed that after an 18-week period of instruction, both the segmental and suprasegmental groups made statistically significant progress in pronunciation, as measured by comprehensibility on a sentence-reading task; however, only the suprasegmental group made statistically significant progress in comprehensibility at the spontaneous level, and it was also the only group that maintained these spontaneous gains on the delayed posttest. The positive effects of explicit pronunciation instruction in general and of suprasegmental instruction in particular account for the findings.
ISSN:0272-2631
1470-1545
DOI:10.1017/S0272263120000121