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Effects of explicit and implicit instruction on the speech intelligibility of L2 pronunciation

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초록

This study examines to the effect of explicit and implicit instruction on the intelligibility of second language (L2) pronunciation of young learners in seventy three Korean EFL young learners read aloud a serious of vocabulary lists. Two experimental groups, i.e., explicit pronunciation (EP) instruction and implicit pronunciation (IP) instruction, were instructed about the intelligibility of L2 speech for 9 weeks. From the recorded data of the learners, the measurement of intelligibility (i.e., vowel insertion) was analyzed into three sequential phases: a pretest, a posttest 1 and a posttest 2. Repeated measure ANOVA analyses revealed that the IP instruction group greatly improved the duration of vowel insertion depending on the place of articulation (i.e., consonant cluster in a coda position rather than an onset position) whereas the EP instruction group showed positive results for the duration of vowel insertion only. Results supported that pronunciation instruction contributed to the intelligibility of speech by young Korean learners of English.

Abstract

This study examines to the effect of explicit and implicit instruction on the intelligibility of second language (L2) pronunciation of young learners in seventy three Korean EFL young learners read aloud a serious of vocabulary lists. Two experimental groups, i.e., explicit pronunciation (EP) instruction and implicit pronunciation (IP) instruction, were instructed about the intelligibility of L2 speech for 9 weeks. From the recorded data of the learners, the measurement of intelligibility (i.e., vowel insertion) was analyzed into three sequential phases: a pretest, a posttest 1 and a posttest 2. Repeated measure ANOVA analyses revealed that the IP instruction group greatly improved the duration of vowel insertion depending on the place of articulation (i.e., consonant cluster in a coda position rather than an onset position) whereas the EP instruction group showed positive results for the duration of vowel insertion only. Results supported that pronunciation instruction contributed to the intelligibility of speech by young Korean learners of English.

참고문헌 (61)

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