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Invented spelling intervention programmes: Comparing explicit and implicit instructions
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Preliminary Results on the Development of the Perception of Spanish /e/ and /ei/ by Heritage Learners vs. L2 Learners of Spanish in the Classroom
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In: Languages; Volume 7; Issue 1; Pages: 7 (2022)
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Accuracy and Fluency Teaching and the Role of Extramural English: A Tale of Three Countries
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In: Languages; Volume 7; Issue 1; Pages: 35 (2022)
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Comparing Instructional Methods for Address Pronouns in Second Language German ...
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The dramatic impact of explicit instruction on learning to read in a new writing system ...
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Expressão escrita com a aplicação de conectores ; The use of connectors in writing
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Desenvolvimento vocálico em um aprendiz multilíngue (L1: espanhol; L2: inglês; L3: português) : uma análise via sistemas dinâmicos complexos
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Long-term effects of explicit versus implicit instruction on EFL writing
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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A dicotomia implícito-explícito no ensino de línguas: uma proposta de atualização / The implicit-explicit dichotomy in language teaching: an update proposal
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In: Revista de Estudos da Linguagem, Vol 29, Iss 1, Pp 121-152 (2021) (2021)
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I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021)
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Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
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Sydorenko, Tetyana; Jones, Zachary; Daurio, Phoebe. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts
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McQuillan, Jeff. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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Effects of 'explicit' grammatical instruction for Korean heritage language learners: Possessive vs locative-static and locative-static vs locative-dynamic
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Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 1, Pp 101-118 (2020) (2020)
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Väljamõeldud morfoloogiareegli omandamine 8-aastastel lastel
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 16, Pp 23-41 (2020) (2020)
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The Effects of Input Flood, Structured Input, Explicit Information, and Language Background on Beginner Learners’ Acquisition of a Target Structure in Mandarin Chinese
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555425162693471 (2019)
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Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation
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In: Theses: Doctorates and Masters (2019)
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Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice
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Jensen, Helen Faith. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
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In: Theses: Doctorates and Masters (2019)
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The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners
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In: Masters Theses (2019)
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Abstract:
Listening has been a neglected skill in both second language research and teaching practice (Khaghaninejad & Maleki, 2015; Nowrouzi, Tam, Zareian & Nimehchisalem, 2015) and recent research has shown that second language (L2) listening difficulties might relate to phonological problems besides syntactic and lexical knowledge (e.g., Suristro, 2018). There have been some empirical studies examining the effects of phonetic instruction on perceptual skills showing promising results (e.g., Aliaga-Garcia & Mora, 2009; Linebaugh & Roche, 2013). This study contributes to this area with a focus on investigating the impacts of English pronunciation instruction on listening skills among Vietnamese English as a Foreign Language (EFL) learners, targeting the four English phonemes: word-final stop consonants /t/-/d/, the lax high front vowel /ɪ/ and the tense high front vowel /i/. Particularly, it examines whether pronunciation instruction would have effects on (a) students’ abilities to listen to and distinguish target phonemes, and (b) students’ abilities to listen to and dictate monosyllabic words containing the target sounds. To examine the effects of mere explicit pronunciation instruction on perception, the study excluded perceptual training from the treatment. Sixteen Vietnamese learners were recruited to join the study, divided into two groups: an experimental group (n=10) and a control group (n=6). Only the experimental group received a five-hour online phonetic instruction emphasizing the four English target phonemes and other distractors. A pre-test and a post-test in listening skills measured the difference between and within groups. In addition, a post-instructional survey was administered to collect qualitative data in an attempt to explain the study results. Non-parametric tests (Wilcoxon rank sum and Wilcoxon signed rank tests) were used to analyze the quantitative data. The study results revealed that there was no difference in listening performance between the two groups, and within each group, which might suggest unclear impact of pronunciation instruction on perceptual skills. Perceptual training, which has often been used in research on pronunciation instruction, is discussed and suggestions for future research are made.
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Keyword:
Applied Linguistics; explicit instruction; First and Second Language Acquisition; listening; perceptual skills; phonetics; Phonetics and Phonology; pronunciation; sound perception; Vietnamese
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URL: https://scholarworks.gvsu.edu/theses/929 https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1929&context=theses
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