Lee, B;
Plonsky, L;
Saito, K;
(2020)
The effects of perception- vs. production-based pronunciation instruction.
System
, 88
, Article 102185. 10.1016/j.system.2019.102185.
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Abstract
While research has shown that provision of explicit pronunciation instruction (PI) is facilitative of various aspects of second language (L2) speech learning (Thomson & Derwing, 2015), a growing number of scholars have begun to examine which type of instruction can best impact on acquisition. In the current study, we explored the effects of perception- vs. production-based methods of PI among tertiary-level Japanese students of English. Participants (N = 115) received two weeks of instruction on either segmental or suprasegmental features of English, using either a perception- or a production-based method, with progress assessed in a pre/post/delayed posttest study design. Although all four treatment groups demonstrated major gains in pronunciation accuracy, performance varied considerably across groups and over time. A close examination of our findings suggested that perception-based training may be the more effective training method across both segmental and suprasegmental features.
| Type: | Article |
|---|---|
| Title: | The effects of perception- vs. production-based pronunciation instruction |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.system.2019.102185 |
| Publisher version: | http://dx.doi.org/10.1016/j.system.2019.102185 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | L2 pronunciation, Pronunciation instruction, Perception-based instruction, Production-based instruction, English as a foreign language |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10092628 |
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