Comparing Explicit and Implicit Pronunciation Instructions on Second Language Intelligibility
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초록
This study aims to compare the effect of two types of pronunciation instructions, i.e., explicit pronunciation instruction and implicit pronunciation instruction on second language intelligibility. Fifty six Korean adult EFL learners read aloud a vocabulary list. Two experimental groups, i.e., EP (explicit pronunciation) instruction group and IP (implicit pronunciation) instruction group, were instructed L2 pronunciation in relation to intelligibility for six weeks. From the learners' recorded data, the measurement of intelligibility (i.e., stress timing) were analyzed into two phases: a pretest and a posttest. Results showed that EP group and IP group produced different aspects of stress timing and group differences were significant for vowel insertion. The effects on both explicit pronunciation instruction and implicit pronunciation instruction revealed the contributions of L2 intelligibility by Korean adult learners of English.
Abstract
This study aims to compare the effect of two types of pronunciation instructions, i.e., explicit pronunciation instruction and implicit pronunciation instruction on second language intelligibility. Fifty six Korean adult EFL learners read aloud a vocabulary list. Two experimental groups, i.e., EP (explicit pronunciation) instruction group and IP (implicit pronunciation) instruction group, were instructed L2 pronunciation in relation to intelligibility for six weeks. From the learners' recorded data, the measurement of intelligibility (i.e., stress timing) were analyzed into two phases: a pretest and a posttest. Results showed that EP group and IP group produced different aspects of stress timing and group differences were significant for vowel insertion. The effects on both explicit pronunciation instruction and implicit pronunciation instruction revealed the contributions of L2 intelligibility by Korean adult learners of English.
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