Abstract
Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.
Highlights
Pronunciation is a crucial component of the learning of oral skills in a second language (L21) and according to previous research, oral skills and pronunciation rely on the exposure to good quality input in order to be successfully enhanced (Celce-Murcia et al, 1996; Flege, 1991; Long & Larsen-Freeman, 1991). his might result problematic in the foreign language (FL) setting where authentic input tends to be scarce (Celce-Murcia et al, 1996; Muñoz, 2008; Saito, 2015) and where learners have limited opportunities for interaction with the target language (TL)
Authors (2015) found that Portuguese EFL learners outperformed Catalan learners of English when identifying and discriminating English voiceless stops, despite the comparable amount of years of formal instruction between the two groups and the similarity of the L1s. he authors speculated that, these outcomes might be attributed to the greater quantity, and possibly quality, of input received by the Portuguese learners outside the classroom. his might be connected to the fact that Portuguese learners are exposed to native English input through TV programs and ilms on a regular basis rather than being generally exposed to foreign shows and ilms dubbed in the local language, as is the case in Spain
He fact that learners identiied the target vowel sounds better when embedded in real words than when embedded in non-words is a noteworthy outcome. his may indicate that learners found it easier to recognize the vowels when they were in words that they recognized and possibly heard during formal instruction (FI). his inding supports previous research indicating that lexical knowledge is essential for vowel category formation (Mora, 2005)
Summary
Pronunciation is a crucial component of the learning of oral skills in a second language (L21) and according to previous research, oral skills and pronunciation rely on the exposure to good quality input in order to be successfully enhanced (Celce-Murcia et al, 1996; Flege, 1991; Long & Larsen-Freeman, 1991). his might result problematic in the foreign language (FL) setting where authentic input (i.e. native/native-like) tends to be scarce (Celce-Murcia et al, 1996; Muñoz, 2008; Saito, 2015) and where learners have limited opportunities for interaction with the target language (TL). His might result problematic in the foreign language (FL) setting where authentic input (i.e. native/native-like) tends to be scarce (Celce-Murcia et al, 1996; Muñoz, 2008; Saito, 2015) and where learners have limited opportunities for interaction with the target language (TL). Herefore, the quantity of language input received by learners acquiring a language in these contexts is usually restricted to the teachers’ instruction, which might partly be delivered in the learners’ native language (Muñoz, 2008). He authors speculated that, these outcomes might be attributed to the greater quantity, and possibly quality (i.e. authentic), of input received by the Portuguese learners outside the classroom. Most adult EFL learners are likely to speak with a foreign accent (Scovel, 1988)
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