The Development of /?/, a Variable Geographic Phonetic Feature, During a Semester Abroad: The Role of Explicit Instruction  

Oleh:

George, Angela

Jenis: Article from Proceeding
Dalam koleksi: Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, Simon Fraser University (Vancouver Campus) Vancouver, British Columbia August 24-25, 2012, page 120-128.
Topik: Geographic Phonetic; Instruction on pronunciationd; Explicit Instruction
Fulltext: George PSLLT 2012.pdf (297.7KB)

Isi artikel

Previous studies have shown positive effects of instruction on pronunciation after a time abroad (Lord, 2010). Four studies have examined the production of /?/ in Spanish, (Geeslin & Gudmestad, 2008; Henriksen, Geeslin, & Willis 2009; Knouse 2013, and Ringer-Hilfinger, 2012) and one found that eight out of nine learners increased their production during the 7-week immersion in León, Spain in the absence of explicit instruction (Henriksen, Geeslin, & Willis 2009). The current study differs from previous work by examining the effect of explicit instruction on the development of /?/, a salient dialectal feature to North-Central Spanish, in university-level adult learners of Spanish during a semester abroad in North-Central Spain. After completing a pretest, the experimental group, consisting of 14 students, received explicit instruction on when North-Central Spaniards use /?/, while the control group, consisting of 10 students, did not. Surprisingly, the experimental group decreased their /?/ use on all three tasks from the beginning to the end of the semester, while the control group increased their /?/ use over time on all three tasks. Instruction alone is not sufficient, and other factors such as attitude toward this dialect, exposure to the dialect, and proficiency level play a role.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali