NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921780
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0965-8416
Examining the Role of Explicit Phonetic Instruction in Native-Like and Comprehensible Pronunciation Development: An Instructed SLA Approach to L2 Phonology
Saito, Kazuya
Language Awareness, v20 n1 p45-59 2011
This paper reports on an instructed second language acquisition study that investigated the effects of explicit phonetic instruction on second language pronunciation by adopting two different outcome measurements (i.e. a rubric of accentedness as well as comprehensibility). Twenty native Japanese learners of English in ESL (English as a second language) settings participated in the current study and were randomly assigned to the experimental group and the control group. After they received four-hour instruction with the target pronunciation features of English-specific segmentals /[image omitted]/, the comprehensibility and perceived foreign accent of the participants' oral production in English were evaluated by four native English listeners. Results suggested that explicit instruction had a significant effect on comprehensibility especially in the sentence-reading task, although a significant reduction in foreign accent was not obtained in any contexts. (Contains 2 tables, 1 figure, and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A