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ERIC Number: EJ1127806
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1041-679X
Using Writing to Teach Pronunciation: An Experimental Fourth-­Year University Spanish Phonetics/Phonology Course
Hubert, Michael D.; Vigil, Donny
Applied Language Learning, v27 n1-2 p18-40 2017
Adult second/foreign language acquisition is extremely challenging for many learners, with pronunciation often the one aspect in which otherwise very proficient language users fall short. Although a great deal of research has found that formal instruction in phonetics/phonology may improve learner pronunciation, no study has yet addressed the effects that the addition of formal written assignments to classroom instruction in phonetics/phonology may have on the development of learner pronunciation. This study investigated the effects of explicit instruction involving extensive writing assignments on learner acquisition of the Spanish voiced approximants [ßð?] and the glides [jw]. Twenty eight native English-speaking students enrolled in two different advanced seminars on Spanish phonetics/phonology were tested on their ability to produce the targeted sounds at the beginning and end of a university semester. Results indicated that moderate benefits may accrue by using writing to teach pronunciation for some learners in this type of course.
Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-tab|3
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A