Instruction Type and Online Tasks in the Acquisition of L2 Phonology: Preliminary Findings

Abstract

This study examines which type of instruction (explicit/implicit) yields target-like second language (L2) phonology. With the incorporation of speech perception exercises outside the classroom and explicit instruction in class, the production of target-like L2 phones is expected. Participants were students of ‘Intermediate Spanish Conversation’ at Penn State University. Tasks targeting coda [l] were completed by all subject groups. Comparative analysis of phonetic data from experimental groups receiving both explicit instruction and online perceptual input shows significant increase in target-like production of less velarized [l] in their L2 Spanish, apart from more accurate discrimination between L1 and L2 sounds.