Gains in Pronunciation of Lexeme‐Initial Biconsonantal Clusters Among Second Language Learners: An Individual Differences–Treatment Interaction Design

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2025-10-10 DOI:10.1111/lang.70010

Mohammad N. Karimi, Parisa Ashkani

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引用次数: 0

Abstract

The present study investigated how instruction across explicit versus implicit conditions interacts with aptitude to affect gains in the pronunciation of lexeme‐initial biconsonantal clusters among learners of English as a second language. The study further examined whether condition‐congruent aptitudes correlate with emotions that learners experience during instruction and whether and how such emotional reactions mediate the effect of condition‐congruent aptitudes on the learners’ pronunciation outcomes. Results from the general linear model analyses indicated a significant effect of instruction on pronunciation outcomes, as well as a superiority for explicit instruction compared with implicit instruction. The results further revealed a significant effect of the interaction of aptitude and instructional condition on the learners’ pronunciation gains. Condition‐congruent aptitudes were also found to correlate strongly with different emotions that learners experienced. Furthermore, the results of the mediated regression analyses in R revealed that emotions mediated the influence of condition‐congruent aptitudes on pronunciation outcomes.

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二语学习者词素-初始双辅音群的发音增益：个体差异-处理交互设计

本研究调查了显性和隐性条件下的教学如何与能力倾向相互作用，从而影响作为第二语言的英语学习者在词素-初始双辅音簇发音方面的收获。本研究进一步考察了条件一致的能力倾向是否与学习者在教学过程中体验到的情绪相关，以及这种情绪反应是否以及如何介导条件一致的能力倾向对学习者发音结果的影响。一般线性模型分析的结果表明，教学对发音结果有显著影响，显性教学比隐性教学更有优势。研究结果进一步揭示了天资和教学条件的交互作用对学习者发音的显著影响。条件一致的能力倾向也被发现与学习者所经历的不同情绪密切相关。此外，R的中介回归分析结果显示，情绪介导条件一致倾向对发音结果的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.