The Effect of Explicit Pronunciation Instruction on Enlarging Listening Vocabulary Size

Abstract

This study explores the effect of explicit pronunciation instruction on enlarging listening vocabulary size. 115 learners of English as a foreign language were recruited and received ten-week explicit pronunciation instruction on segments and four pronunciation skills (reduction, elision, intrusion and assimilation). How the instruction was carried out was described in details and pre-test and post-test were carried out in the form of Listening Vocabulary Levels Test. It was found that after the explicit pronunciation instruction, learners’ listening vocabulary size displayed a remarkable increase, smaller individual differences were displayed and significant difference was found between the scores of two tests. Possible reasons were provided for these changes. The result indicated that explicit pronunciation instruction could be an effective way to help students enlarge listening vocabulary size and it might be more effective for students with lower proficiency level. Pedagogical implications in terms of course design, teaching practices, and teacher development were also provided to improve future listening vocabulary acquisition and instruction.