Differential Effects of FonF and FonFS on Learning English Lax Vowels in an EFL Context
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study investigated the differential effects of focus-on-form (FonF: explicit instruction followed by focused tasks) and focus-on-forms (FonFS: explicit instruction followed by controlled exercises) on learning English lax vowels (i.e., /ɪ/, /ʊ/, /ʌ/) by Persian English as a foreign language (EFL) learners. To this end, 48 learners took a voluntary 6-hour course: the experimental group (n = 17) received FonF, the comparison group (n = 16) received FonFS, and the control group (n = 15) engaged in theme-based discussions with no focus on the target vowels. Learners’ pronunciations were elicited in controlled read-aloud and spontaneous picture description tasks and acoustically measured for phonetic accuracy based on tongue positions (i.e., formant 1 [F1] for the height and formant 2 [F2] for the backness of the tongue). Results revealed that whereas both instructional types significantly improved learners’ phonetic accuracy (i.e., adjusting F1/F2 values) in the controlled task, only the FonF methodology proved effective in the spontaneous task with large effects in the delayed posttest. The control group revealed no improvement in any tasks. Overall, the results show that FonF instruction may offer substantial benefits to EFL learners to have more accurate pronunciations in EFL speech. The paper concludes with the pedagogical implications of the findings.
Abstract
This study investigated the differential effects of focus-on-form (FonF: explicit instruction followed by focused tasks) and focus-on-forms (FonFS: explicit instruction followed by controlled exercises) on learning English lax vowels (i.e., /ɪ/, /ʊ/, /ʌ/) by Persian English as a foreign language (EFL) learners. To this end, 48 learners took a voluntary 6-hour course: the experimental group (n = 17) received FonF, the comparison group (n = 16) received FonFS, and the control group (n = 15) engaged in theme-based discussions with no focus on the target vowels. Learners’ pronunciations were elicited in controlled read-aloud and spontaneous picture description tasks and acoustically measured for phonetic accuracy based on tongue positions (i.e., formant 1 [F1] for the height and formant 2 [F2] for the backness of the tongue). Results revealed that whereas both instructional types significantly improved learners’ phonetic accuracy (i.e., adjusting F1/F2 values) in the controlled task, only the FonF methodology proved effective in the spontaneous task with large effects in the delayed posttest. The control group revealed no improvement in any tasks. Overall, the results show that FonF instruction may offer substantial benefits to EFL learners to have more accurate pronunciations in EFL speech. The paper concludes with the pedagogical implications of the findings.
참고문헌 (33)
- Allen, D., "Oxford Placement Test" (2004), Oxford University Press
- Anderson, J., "A potted history of PPP with the help of ELT journal", ELT journal, 71, pp.218~227 (2017)
- Ansarin, A., "On availability of conscious knowledge in discrimination of vowel length", RELC, 37, pp.249~259 (2006)
- "Praat: Doing phonetics by computer" (2016)[URL]
- DeKeyser, R. M., "Focus on form in classroom language acquisition", pp.42~63 (1998), Cambridge University Press
- DeKeyser, R. M., "Theories in second language acquisition: An introduction", pp.95~112 (2015), Erlbaum
- Doughty, C., "Focus-on-form in classroom second language acquisition" (1998), Cambridge University Press
- Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
- Ellis, R., "Focus on form : A critical review", Language Teaching Research, 20, pp.405~428 (2016)
- Gooch, R., "Effects of recasts and prompts on L2 pronunciation development : Teaching English", ɹ, System, pp.2016, 60[DOI]
- Growther, D., "Does a speaking task affect second language comprehensibility?", The Modern Language Journal, 15, pp.80~95 (2015)
- Yo Hamada, "Shadowing for Pronunciation Development: Haptic-Shadowing and IPA-Shadowing", Journal of Asia TEFL, 15(1), pp.167~183 (2018), 아시아테플
- Han, J., "The acquisition of phonetic details : Evidence from the production of English reduced vowels by Korean learners", Second Language Research, 27, pp.535~557 (2011)
- Congchao Hua, "Nuclear Stress Patterns in Reading by Adult Chinese EFL Learners: Explicit Training or Implicit Learning?", Journal of Asia TEFL, 13(1), pp.1~15 (2016), 아시아테플[DOI]
- Kissling, E. M., "Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?", The Modern Language Journal, 97, pp.720~744 (2013)
- Ladefoged, P., "A course in phonetics" (2014), Cengage Learning Publications
- Lee, J., "The effectiveness of second language pronunciation instruction : A meta-analysis", Applied Linguistics, 36, pp.345~366 (2015)
- Long, M., "Issues in second language acquisition: Multiple perspectives", pp.115~141 (1988), Newbury House
- Major, R. C., "Foreign accent: The ontogeny and phylogeny of second language phonology" (2001), Lawrence Erlbaum Associates
- McKinnon, S., "TBLT instructional effects on tonal alignment and pitch range in L2 Spanish imperatives versus declarative", Studies in Second Language Acquisition, 38, pp.1~31 (2017)
- Nassaji, H., "Research timeline : Form-focused instruction and second language acquisition", Language Teaching, 49, pp.35~62 (2016)
- Plonsky, L., "How big is ‘big’? Interpreting effect sizes in L2 research", Language Learning, 64, pp.878~912 (2014)
- Rogers, H., "The sounds of language: An introduction to phonetics" (2014), Routledge
- Saito, K., "Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development : An instructed SLA approach to L2 phonology", Language Awareness, 20, pp.45~59 (2011)
- Saito, K., "Identifying problematic segmental features to acquire comprehensive pronunciation in EFL settings : The case of Japanese learners of English", RELC, 42, pp.363~378 (2011)
- Saito, K., "Effects of instruction on L2 pronunciation development : A synthesis of 15 quasi-experimental intervention studies", TESOL Quarterly, 46, pp.842~854 (2012)
- Saito. K., "Effects of form-focused instruction and corrective feedback on L2 Pronunciation development of", ɹ, Language Learning, pp.2012, 62[DOI]
- Sturm, J. L., "Explicit phonetics instruction in L2 French : A global analysis of improvement", System, 41, pp.654~662 (2013)
- Kaori Sugiura, "Using Auditory Word Repetition to Improve L2 Pronunciation of English Schwa by Japanese Learners: From the Perspective of Phonological Processing", Journal of Asia TEFL, 13(3), pp.221~240 (2016), 아시아테플[DOI]
- Tabandeh, F., "Tasks in explicit pronunciation instruction: FonF vs. FonFS in improving phonemic accuracy and comprehensibility", 3L: The Southeast Asian Journal of English Language Studies, 24, pp.112~127 (2018)
- Thomson, R., "The effectiveness of L2 pronunciation instruction : A narrative review", Applied Linguistics, 36, pp.326~344 (2015)
- Underwood, P. R., "The effects of instruction in reduced forms of English speech on proficiency EFL university students", Asian EFL Journal, 14, pp.1~24 (2012)
- Whipple, J., "Syllable circles for pronunciation learning and teaching", ELT Journal, 69, pp.124~141 (2015)