Abstract
Abstract
This study investigated the effects of teacher and peer corrective feedback on pronunciation development, with a
special focus on whether providing or receiving peer feedback on pronunciation is more beneficial for L2 production skills.
Participants included 96 L2 learners of German. They were assigned to one of three experimental groups or a control group. After
general pronunciation training on a segmental and a suprasegmental feature, the teacher group received feedback from a teacher,
the provider group gave feedback to peers, and the receiver group listened to feedback from peers. The control group received
neither pronunciation training nor feedback. Results from native speaker comprehensibility ratings of learners’ productions
indicated that while all groups outperformed the control group, both the teacher and the provider group improved more than the
receiver group. In addition, the provider group had a slight edge over the teacher group. Theoretical and pedagogical implications
of these findings are discussed.
Publisher
John Benjamins Publishing Company
Cited by
19 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献