NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1162720
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0015-718X
The Effectiveness of Video-Based Shadowing and Tracking Pronunciation Exercises for Foreign Language Learners
Martinsen, Rob; Montgomery, Cherice; Willardson, Véronique
Foreign Language Annals, v50 n4 p661-680 Win 2017
This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and 7 females (n = 19) enrolled in a fourth-year high school French class. Interventions occurred three times per week over a semester and required participants to repeat what they heard while watching subtitled, cultural videos in French--both during class and in self-directed computer-lab exercises. Researchers assessed the improvement in pronunciation performance using pre- and posttests consisting of both read-aloud and oral free response tasks. Statistically significant improvements were observed on both tasks, with the most striking on the read-aloud task. Participants' perceptions of interventions were also examined using both qualitative and quantitative surveys, which indicated that students appreciated the authenticity and learning autonomy of the self-directed exercises. Findings suggest that distributed practice through culturally contextualized, video-based interventions may offer an engaging way to incorporate explicit pronunciation instruction into the high school classroom.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A