Effects of explicit pronunciation instruction on the development of second language syllable structure

Abstract

The present study aims to examine how Korean learners of English produce English syllable structure and consonant clusters that are not permitted in the phonological system of their native language and investigates the effects of explicit pronunciation instruction in their development of the target syllable structure. In this study, 40 Korean college students were divided into two groups (experimental vs. control), and individual participants’ accuracy in producing L2 English consonant clusters was assessed based on the reading data collected through a pre-test, a post-test, and a delayed post-test. During the period between the pre-test and the post-test, the experimental group had six sessions of pronunciation instruction that focused on English consonant clusters, while the control group received no such explicit instruction on L2 pronunciation. Analyses of the accuracy score data revealed a positive effect of explicit pronunciation instruction on learners’ English syllable structure production, but the difference in accuracy between the two groups was not significant in the delayed post-test. The paper discusses what needs to be considered in implementing pronunciation instruction and methodological limitations of the study.