REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT
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重新审视以形式为中心的教学对二语发音发展的影响
DOI：
10.1017/s0272263112000666
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发表时间：
2012
影响因子：
4.1
通讯作者：
Kazuya Saito
中科院分区：
文献类型：
--
作者：
Kazuya Saito
本研究考察了在第二语言发音形式聚焦教学（form-focused instruction， FFI）开始时提供显性语音信息（explicit phonetic information， EI）是否以及在多大程度上可以通过提高学习者注意新手机的能力来增强FFI效果的泛化性和强度。参与者为49名以英语为外语的日本英语学习者。对照组（n = 14）接受以意义为导向的课程，而不关注形式，实验组接受4小时的FFI治疗，旨在鼓励他们在有意义的话语中练习英语/ r /的目标特征。教师向FFI+EI组（n = 17）提供EI（即多次暴露于/ r /的夸张模型发音和相关发音配置的规则展示），但不向仅FFI组（n = 18）提供EI。根据不同的词汇、任务和随后的元音条件，对他们的测试前和测试后的表现进行声学分析。方差分析的结果显示：(a)仅FFI组表现出中度改善和中等效果（例如，从混合范例到差范例的变化），特别是在熟悉的词汇语境中；(b) FFI+EI组不仅表现出相当大的改善和大效果（例如，从混合范例到好范例的变化），而且还将教学收益推广到教学材料以外的不熟悉的词汇语境。
The present study examines whether and to what degree providing explicit phonetic information (EI) at the beginning of form-focused instruction (FFI) on second language pronunciation can enhance the generalizability and magnitude of FFI effectiveness by increasing learners’ ability to notice a new phone. Participants were 49 Japanese learners of English in English as a foreign language setting. Whereas the control group (n = 14) received meaning-oriented lessons without any focus on form, the experimental groups received 4 hr of FFI treatment designed to encourage them to practice the target feature of an English /ɹ/ in meaningful discourse. Instructors provided EI (i.e., multiple exposure to an exaggerated model pronunciation of /ɹ/ and rule presentation on the relevant articulatory configurations) to the FFI+EI group (n = 17) but not to the FFI-only group (n = 18). Their pre- and posttest performance was acoustically analyzed according to various lexical, task, and following vowel conditions. The results of the ANOVAs showed that (a) the FFI-only group demonstrated moderate improvement with medium effects (e.g., change from hybrid exemplars to poor exemplars), particularly in familiar lexical contexts, and (b) the FFI+EI group not only demonstrated considerable improvement with large effects (e.g., change from hybrid exemplars to good exemplars) but also generalized the instructional gains to unfamiliar lexical contexts beyond the instructional materials.
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影响因子：
2.4
作者：
LIVELY, SE;LOGAN, JS;PISONI, DB
通讯作者：
PISONI, DB
影响因子：
2.4
作者：
LIVELY, SE;PISONI, DB;YAMADA, T
通讯作者：
YAMADA, T
影响因子：
2.4
作者：
Bradlow, AR;Pisoni, DB
通讯作者：
Pisoni, DB
影响因子：
2.4
作者：
Imai, S;Walley, AC;Flege, JE
通讯作者：
Flege, JE
影响因子：
2.4
作者：
Bradlow, AR;Pisoni, DB;Tohkura, Y
通讯作者：
Tohkura, Y