Exploring the effects of instruction on L2 French learner pronunciation, accentedness, comprehensibility, and fluency: An online classroom study

Date

2019-09-17

Authors

Inceoglu, Solene

Journal Title

Journal ISSN

Volume Title

Publisher

John Benjamins Publishing Company

Abstract

This study investigates the effects of a 16-week course on the development of second language French pronunciation. The course targeted segmental and suprasegmental features and fluency development, and was administered entirely online. Pre- and post-test tasks (i.e., picture narration, reading-aloud, and conversation simulation) were used to analyze learners’ pronunciation development in terms of segmental errors, connected speech (use of liaisons and enchaînements), and fluency (including pauses and mean length of run). Participants’ accentedness, comprehensibility, and fluency were also judged by five native listeners. Findings revealed a significant decrease in segmental errors and unfilled pause frequency in all the tasks, and improvement in fluency in the reading and conversation tasks. Results also showed a positive trend but no significant improvement in the use of liaisons and enchainements. There was, however, no significant improvement in the measures of listeners’ ratings. The results are discussed in light of previous esearch on pronunciation instruction.

Description

Keywords

L2 pronunciation instruction, French as a foreign language, experimental L2 classroom experiment, accentedness, comprehensibility, fluency

Citation

Source

Journal of Second Language Pronunciation (JSLP)

Type

Journal article

Book Title

Entity type

Access Statement

License Rights

DOI

10.1075/jslp.18004.inc

Restricted until

2037-12-31