Affiliation:
1. University of Northern Iowa
2. Indiana University, Bloomington
Abstract
Abstract
This short article summarizes the pedagogical decisions behind the implementation of treatment in our 2022 study
(Gordon & Darcy, 2022). In this study, we provided explicit pronunciation
instruction to three groups of first-semester English-as-a-foreign-language (EFL) classes at a small university in Costa Rica. We
included a group trained on suprasegmental features and connected speech (Suprasegmental Group), a second group that received
instruction on vowels and consonants (Segmental Group), and a third group that received a combination of segmentals and
suprasegmentals as in the other two groups (Mixed Group). We collected speech samples in a pretest and a posttest, which were
rated by a group of L1-English speakers for comprehensibility, fluency, and accentedness. In this article, we provide details
about the selection of content, materials development, and the implementation of instruction in the three experimental groups in
our study.
Publisher
John Benjamins Publishing Company
Reference22 articles.
1. Functional load and the teaching of pronunciation;Brown,1991
2. Phonetics and the teaching of pronunciation: A systematic description of the teaching of English phonology;Catford,1987
3. Evidence in Favor of a Broad Framework for Pronunciation Instruction