Abstract
Abstract
This study investigated the long-term effects of peer and teacher feedback on pronunciation development.
Participants included 94 learners of German. They were assigned to a teacher feedback group (TeacherF Group), a peer feedback
provider group (PeerF Providers), a peer feedback receiver group (PeerF Receivers), or a control group. After completing general
pronunciation training on a segmental and a suprasegmental feature in German, the TeacherF Group received feedback on their
pronunciation from a teacher, the PeerF Providers gave feedback to peers, and the PeerF Receivers received feedback from peers.
The control group did not complete pronunciation training or receive feedback. Results from native speaker comprehensibility
ratings of learners’ productions indicated that while the TeacherF Group and the PeerF Receivers improved in the short term, only
the PeerF Providers maintained their gains in pronunciation development over time. Methodological and pedagogical implications of
these findings are discussed.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Education,Language and Linguistics
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