Abstract
This paper investigates perceptual discrimination of English sibilants by adult Korean learners of English. The experimental group of learners received instruction with a focus on minimal pairs of English sibilants embedded in their communicatively oriented English speaking class. The focus was put on providing input through minimal pairs followed by teacher feedback. The control group of learners were also placed in an English speaking class, but with no specific focus on English pronunciation. The pre- and posttests were measured using nonce words containing English sibilants in perceptual discrimination, in order to reduce any word familiarity effect. The results indicated a positive influence of the focused instruction on minimal pairs. Findings further indicated that other variables such as L1, position of target segment, and vowel context were at play along with instructional effects.
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