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Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction

机译:交流侧重于第二语言的语音形式:教会日本学习者无需显式指导即可感知和产生英语/ɹ/

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摘要

The current study examines in depth how two types of form-focused instruction (FFI)—FFI with and without corrective feedback (CF)—can facilitate L2 speech perception and production of /ɹ/ by 49 Japanese learners in EFL settings. FFI effectiveness was assessed via three outcome measures (perception, controlled production, spontaneous production) and also according to two lexical contexts (trained, untrained items). Two experimental groups received four hours of FFI treatment to notice and practice the target feature of /ɹ/ (but without any explicit instruction) in meaningful discourse. A control group (n = 14) received comparable instruction in the absence of FFI. During FFI, the instructors provided CF only to students in the FFI+CF group (n = 18) by recasting their mispronunciations of /ɹ/, while no CF was provided to those in the FFI-only group (n = 17). Analyses of pre- and post-tests showed that (a) FFI itself can sufficiently promote the development of speech perception and production of /ɹ/, and (b) the acquisitional value of CF in L2 speech learning remains unclear. The results suggest that the beginner learners without much phonetic knowledge on how to repair their mispronunciation of /ɹ/ should be encouraged to learn the target sound only through FFI in a receptive mode without much pressure for modified output.
机译:当前的研究深入研究了两种形式的形式集中指导(FFI)–有和没有矫正反馈(CF)的FFI –可以促进EFL环境中49位日本学习者的L2语音感知和/ɹ/的产生。 FFI的有效性通过三个结果度量(感知,受控生产,自发生产)以及两个词法环境(受训,未受训项目)进行了评估。两个实验组接受了四个小时的FFI治疗,以在有意义的讨论中注意到和练习/ɹ/的目标特征(但没有任何明确的指示)。对照组(n = 14)在没有FFI的情况下接受了类似的指导。在FFI期间,讲师通过重铸/ɹ/的错误发音,仅向FFI + CF组(n = 18)的学生提供CF,而没有向仅FFI组(n = 17)的学生提供CF。前测和后测的分析表明,(a)FFI本身可以充分促进语音感知的发展和/ and /的产生,并且(b)在第二语言学习中CF的获取价值尚不清楚。结果表明,应该鼓励对如何修复其/ɹ/的音素认识不多的初学者,仅通过FFI以接受方式学习目标声音,而对修改输出没有太大压力。

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    Saito Kazuya;

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  • 年度 2015
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