The longitudinal impact of self-reflection and integrated pronunciation instruction on L2 French learners’ production of /y/ and /u/

IF 1.6
Camille Meritan
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引用次数: 0

Abstract

Although pronunciation can be fostered through explicit instruction, instructors need practical strategies to support their learners’ pronunciation (Darcy, 2018; Derwing, 2018; Derwing & Munro, 2015; Levis, 2018). Additionally, “researching longitudinal development of L2 learners [pronunciation] is essential to understanding influences in their success” (Derwing & Munro, 2013, p.163). This three-semester-long experimental quantitative study on 72 French learners examined whether self-reflection (open-ended questionnaires) as a learning strategy could complement integrated explicit pronunciation instruction and support the development of intelligible production of the two contrastive vowels /y/ and /u/. Results on pre/post read-aloud tests surrounding pronunciation lessons were compared between a treatment (instruction + self-reflection), a comparison (instruction only) and a control group (neither instruction, nor self-reflection), and within each group to determine if there was significant growth over time. Findings revealed that self-reflection combined with explicit instruction led to better learning outcomes and production gains when compared to oral natural input.
自我反思和综合发音教学对二语法语学习者产生/y/和/u/的纵向影响
虽然发音可以通过明确的指导来培养,但教师需要实用的策略来支持学习者的发音(Darcy, 2018;Derwing, 2018;Derwing & Munro, 2015;李维斯,2018)。此外,“研究二语学习者[发音]的纵向发展对于理解影响他们成功的因素至关重要”(Derwing & Munro, 2013, p.163)。本研究对72名法语学习者进行了为期三个学期的实验定量研究,考察了自我反思(开放式问卷)作为一种学习策略是否可以补充整合的显性发音指导,并支持两个对比元音/y/和/u/的可理解性产生。在发音课前后朗读测试的结果在治疗组(指导+自我反思)、对照组(仅指导)和对照组(既没有指导也没有自我反思)之间进行比较,并在每一组内确定是否随着时间的推移有显著的增长。研究结果表明,与口头自然输入相比,自我反思与明确指导相结合可以获得更好的学习效果和生产收益。
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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CiteScore
2.60
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0.00%
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