ERIC Number: EJ1046528
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 71
Benefits of Visual Feedback on Segmental Production in the L2 Classroom
Olson, Daniel J.
Language Learning & Technology, v18 n3 p173-192 Oct 2014
While a growing body of research has established the benefits of pronunciation training on second language (L2) production, these benefits have yet to be incorporated into the general skills language classroom in a systematic manner. Furthermore, although relatively new speech analysis software has been shown to be useful in providing visual feedback for L2 suprasegmental (i.e., intonation) production, there is a relative lack of research on its potential implementation for segmental instruction. The current paper presents a systematic analysis of the effectiveness of a visual feedback paradigm (VFP), in an L2 Spanish classroom, as a pedagogical method for pronunciation teaching at the segmental level (i.e., Spanish intervocalic stops). Results demonstrate a significant improvement of L2 stop production relative to a control group receiving traditional pronunciation feedback. Furthermore, findings demonstrate that VFP leads to small incremental gains. Discussion addresses the role of VFP on segmental production and the potential practical implementations of visual feedback in the lower-level, general skills language classroom.
Descriptors: Pronunciation Instruction, Second Language Learning, Second Language Instruction, Feedback (Response), Intonation, Suprasegmentals, Instructional Effectiveness, Visual Stimuli, Teaching Methods, Control Groups, Spanish, Educational Technology, Computer Software, Phonetics, Computer Assisted Instruction, Measurement, Native Speakers, Pretests Posttests, College Students
University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: email@example.com; Web site: http://llt.msu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A