Faculty Publications

Title

Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention

Document Type

Article

Keywords

classroom research, comprehensibility, oral communication, Pronunciation teaching and learning, task-based instruction

Journal/Book/Conference Title

RELC Journal

Volume

52

Issue

1

First Page

94

Last Page

109

Abstract

Explicit pronunciation instruction enhances production of intelligible, comprehensible, and fluent second language (L2) speech. Additionally, task-based instruction (TBI) enhances the production of segmentals and suprasegmentals, and promotes awareness of L2 forms in pronunciation. Since most previous research on TBI in L2 pronunciation learning has been carried out in laboratory settings, it is necessary to investigate how the implementation of tasks that differ in complexity in actual classroom settings could benefit L2 pronunciation learners. This classroom-based study investigated the effects of combining focus on form and TBI in L2 pronunciation instruction in the production of comprehensible, fluent, and L2-accented speech in English-as-a-foreign-language learners. Although the results of the study present modest gains, they make a case for the inclusion of explicit pronunciation instruction and tasks that differ in complexity to help learners develop pronunciation skills. Responding to recent calls for more classroom-based research that demonstrates how pronunciation can be implemented in systematic and principled ways, the results of this study are discussed in terms of implications and pedagogical recommendations for L2 pronunciation teaching and learning.

Department

Department of Languages and Literatures

Original Publication Date

4-1-2021

DOI of published version

10.1177/0033688220986919

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

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