Pronunciation development and instruction in distance language learning
Date
2020-02-01
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
Volume
24
Number/Issue
1
Starting Page
86
Ending Page
106
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Abstract
The goal of this study was to explore how distance language learners’ pronunciation skills develop with and without targeted pronunciation training during their first semester of university language instruction. To this end, a new computer-assisted method of pronunciation instruction was designed, and its effectiveness, as well as learners’ experiences with the method, were assessed. The study was conducted over the course of one semester with 67 distance learners of German. Perception and oral production skills on the word and sentence level were assessed at the beginning and end of the semester for a treatment group that received targeted pronunciation instruction and a control group that did not receive pronunciation instruction, but otherwise followed the same curriculum. The results of the study showed that distance learners’ pronunciation skills did not improve significantly over the course of the semester in the absence of targeted pronunciation training. Results further indicated that learners who received targeted pronunciation training improved significantly from pre- to posttest and significantly outperformed learners in the control group on measures of perception and production accuracy at the end of the semester. These findings suggest that distance language instruction can benefit from including targeted pronunciation training.
Description
Keywords
Distance Learning, Online Teaching & Learning, Pronunciation, Computer-Assisted Language Learning
Citation
Martin, I. A. (2020). Pronunciation development and instruction in distance language learning. Language Learning & Technology, 24(1), 86–106. https://doi.org/10125/44711
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