Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


New from Cambridge University Press!

ad

Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


New from Brill!

ad

Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT
Author: Kazuya Saito
Email: click here to access email
Institution: Waseda University
Linguistic Field: Language Acquisition; Phonetics; Psycholinguistics
Abstract: The present study examines whether and to what degree providing explicit phonetic information (EI) at the beginning of form-focused instruction (FFI) on second language pronunciation can enhance the generalizability and magnitude of FFI effectiveness by increasing learners’ ability to notice a new phone. Participants were 49 Japanese learners of English in English as a foreign language setting. Whereas the control group (n = 14) received meaning-oriented lessons without any focus on form, the experimental groups received 4 hr of FFI treatment designed to encourage them to practice the target feature of an English /ɹ/ in meaningful discourse. Instructors provided EI (i.e., multiple exposure to an exaggerated model pronunciation of /ɹ/ and rule presentation on the relevant articulatory configurations) to the FFI+EI group (n = 17) but not to the FFI-only group (n = 18). Their pre- and posttest performance was acoustically analyzed according to various lexical, task, and following vowel conditions. The results of the ANOVAs showed that (a) the FFI-only group demonstrated moderate improvement with medium effects (e.g., change from hybrid exemplars to poor exemplars), particularly in familiar lexical contexts, and (b) the FFI+EI group not only demonstrated considerable improvement with large effects (e.g., change from hybrid exemplars to good exemplars) but also generalized the instructional gains to unfamiliar lexical contexts beyond the instructional materials.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 35, Issue 1, which you can read on Cambridge's site or on LINGUIST .



Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page