Focus on form options in second language pronunciation instruction: The case of lexical stress

Abstract

Pronunciation instruction has historically been notorious for its intense reliance on repetition practice and mechanical drilling across most foreign and second language settings.However, research indicates that form-focused instruction can be substantially beneficial to the development of phonological skills (Saito, 2012). The current quasi-experimental study builds on this strand of research by measuring the impact of focus on form (FonF) on English as a foreign language learners' retention of English word stress patterns, drawing mainly upon the so-called macro-options introduced by Ellis (e.g., 2008). Eight intact classes (N = 129), randomly assigned to four groups (output, input-enhancement, corrective feedback, and control) were subjected to a series of mini-lessons orchestrated by the researchers over an 8-week period. The learners' short-and long-term phonological uptake was assessed by immediate and delayed word-reading tests, respectively. The results indicate that the output-oriented group outperformed the others on the immediate posttest, whereas the input-enhancement group outdid the corrective feedback group. However, none of the three FonF options had a significant durable impact. The findings imply that production-based instruction must be given a high priority in the domain of teaching suprasegmental features, not least lexical stress. Furthermore, phonologically overloading learners during each instructional period is not recommended.Error 125

English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction

“…Since the aim in FoF is to afford students to be able to make discoveries through getting engaged in the language learning process actively (Coşgun Ögeyik, 2018), corrective feedback plays a major role to enable the students to uptake their intake (Sheen, 2004). Previous studies revealed the possible link between corrective feedback and the uptake in different areas of language; for example, pronunciation (Sheen, 2004), lexical stress (Hassanzadeh & Salehizadeh, 2020), and identifying lexical categories in a virtual environment (Akiyama, 2019). Evaluating this particular link, revision through corrective feedback contributes to students' writing considerably.…”