Chapter 2. The Development of English (FL) Perception and Production Skills: Starting Age and Exposure Effects

Fullana, Natalia

doi:10.21832/9781853598937-004

Cited by 36 publications

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“…Studies on second language acquisition have shown that sometimes explicit knowledge on phonetic issues can be beneficial to improve L2 production accuracy (Piske/ Mackay/Flege 2001, Lord 2005, and Fullana 2006. Similarly, the Noticing Hypothesis states that L2 learners cannot grasp the features of a language unless they notice them and that that noticing is the essential starting point for acquisition (Schmidt 1993(Schmidt , 2010.…”

Section: Discussionmentioning

confidence: 99%

The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models

Estebas-Vilaplana

2017

linguistica

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The teaching of intonation to learners of a second language (L2) tends to be an arduous and often neglected task even in specialized phonetic classes. This difficulty generally increases in a distance learning environment where students have to approach prosodic issues in an autonomous way. This paper tests the advantages and disadvantages of using a new model to teach English intonation to Spanish speakers in a self-tuition context, called TL_ToBI (Teaching and Learning ToBI), and compares the benefits of this proposal with the traditional methodologies. Two groups of Spanish students of English phonetics in a distance learning environment took part in this study. Each group was trained with a different methodology: 1) the British School of intonation and 2) TL_ToBI, which involves an adaptation of the ToBI conventions for teaching purposes. The intonation of four sentence types was assessed: declarative, yes-no question, wh-question, and imperative, produced both with neutral and marked readings. The results showed that those speakers trained with TL_ToBI produced more native-like intonation patterns than those instructed with the other model. These findings suggest that a system based on tonal targets and their association to the metrical structure has more benefits for the acquisition of the L2 prosody in a distance learning setting.

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Section: Discussionmentioning

confidence: 99%

The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models

Estebas-Vilaplana

2017

linguistica

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“…Interestingly, no differences between the two testing times (1 year apart) were found in the CLIL group, indicating that one year of CLIL instruction may not be sufficient to improve aspects such as intelligibility or accentedness. The authors also suggest that, in fact, these aspects may not improve unless specific attention is driven towards them (see also Garcia Lecumberri and Gallardo del Puerto 2003; Fullana 2006).…”

Section: Introductionmentioning

confidence: 99%

The impact of additional CLIL exposure on oral english production

Puerto

Lacabex

2013

J. engl. stud. (Logroño, internet)

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ABSTRACT. This study aims at testing the effectiveness of additional CLIL (Content and Language Integrated Learning) exposure on the oral production of secondary school learners of English as a Foreign Language. CLIL learners, who had received a 30% increase in exposure by means of using English as a vehicular language, were compared to mainstream English students in a story-telling task. Analyses indicated that CLIL learners' productions were holistically perceived to exhibit better fluency, lexis and grammar while no differences were found as regards content and pronunciation. Besides, although Non-CLIL learners' productions were larger in quantity and longer in time, CLIL learners produced denser and more fluent narrations, as attested by their higher number of different words over total number of words, of words over turn, and of utterances over turn. Additionally, CLIL learners resorted to their first language to a lesser extent and demanded fewer vocabulary clarifications. Our findings thus go along with previous research which has revealed advantages of additional CLIL exposure on oral English production.Keywords: CLIL, oral production, English as a Foreign Language. EL IMPACTO DE LA EXPOSICIÓN ADICIONAL MEDIANTE AICLE SOBRE LA PRODUCCIÓN ORAL EN INGLÉSRESUMEN. Este estudio investiga la efectividad de la exposición adicional mediante AICLE (Aprendizaje Integrado de Contenido y Extranjera) sobre la producción oral de los estudiantes de Inglés como Lengua Extranjera en Educación Secundaria. Los estudiantes AICLE, que habían recibido un incremento de un 30% de exposición por medio del uso del inglés como lengua vehicular, fueron comparados con estudiantes convencionales de inglés en una tarea de narración oral. Los análisis holisticos indicaron que las producciones de los estudiantes AICLE mostraban una mejor fluidez, gramática y vocabulario mientras que no se encontraron diferencias con respecto al contenido y la pronunciación. Además, aunque las producciones de los estudiantes convencionales eran más extensas en cantidad y más largas en el tiempo, los estudiantes AICLE produjeron unas narraciones más fluidas y más densas, como se deriva de su número más alto de palabras diferentes sobre el número total de palabras, de palabras por turno y de frases por turno. Por otro lado, los estudiantes AICLE recurrieron a su primera lengua en menor medida y solicitaron menos aclaraciones léxicas. Nuestros resultados, por tanto, están en consonancia con los de las investigaciones previas que han revelado las ventajas de la exposición adicional mediante AICLE en la producción oral en inglés.Palabras clave: AICLE, producción oral, Inglés como Lengua Extranjera.

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“…The benefits of explicit exercise-based phonetic instruction, however, could not be neglected (Fullana, 2006;Venkatagiri & Levis, 2007). Kissling (2013) mentions that both types of explicit and implicit phonetic instruction could be helpful to learners.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Communicative Pronunciation Instruction on Suprasegmental Performance in an EFL Context

Nazari

Mirsaeeidi

2017

TPLS

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Abstract-This study investigated the effects of communicative suprasegmental instruction on Iranian EFL learners' pronunciation performance. To this end, 24 pre-intermediate EFL learners were randomly assigned to two groups: the experimental group receiving communicative pronunciation instruction in which after receiving conventional explicit instruction students were given communicative tasks to practice learned features, and the control group receiving only conventional explicit exercise-based instruction. The learners' pronunciations were assessed in controlled read-aloud and communicative picture-description/picture-driven contexts in terms of two suprasegmental features (i.e. compound words stress and interrogative intonation). The results of the study revealed that the explicit exercise-based instruction was significantly effective in controlled contexts but modestly effective in communicative picture-description and picture-driven tasks. On the contrary, communicative pronunciation instruction was not only significantly effective in the controlled context but also in communicative tasks. This finding reveals that communicative suprasegmental instruction is more effective than conventional explicit instruction in both controlled and communicative language production contexts. In the end, some pedagogical implications of the findings are also discussed.

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Chapter 2. The Development of English (FL) Perception and Production Skills: Starting Age and Exposure Effects

Cited by 36 publications

References 0 publications

The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models

The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models

The impact of additional CLIL exposure on oral english production

The Effects of Communicative Pronunciation Instruction on Suprasegmental Performance in an EFL Context

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