Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes

Abstract

The general consensus in second language (L2) acquisition research that instruction facilitates L2 development has been confirmed in a growing number of meta-analyses and research syntheses conducted in an increasingly wide range of L2 areas, including, recently, pronunciation instruction. Yet, little research has been done on the psycholinguistics aspects and ongoing processes of pronunciation learning. The present study examines the relationship between explicit instruction, learners’ pronunciation awareness, and the development of enchaînements and liaisons (i.e. measures of connected speech) in L2 French. Thirty learners of French enrolled in a 12-week pronunciation and phonetics course submitted five oral recordings of reading passages. These were collected bi-weekly and analyzed in relation to learners’ reflective journal entries that were submitted a week before and a week after each recording. Findings showed a significant improvement in the production of connected speech features, and the results of binomial mixed effects models revealed an effect of pronunciation (self-)awareness on pronunciation change. Pedagogical implications of self-reflective journals and limitations to this approach are discussed.