Chapter published in:
English Pronunciation Instruction: Research-based insightsEdited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 223–252
Chapter 10Corrective feedback and unintelligibility
Do they work in tandem during tandem interactions?
Sylwia Scheuer | University of Sorbonne Nouvelle-Paris 3
Céline Horgues | University of Sorbonne Nouvelle-Paris 3
This chapter addresses the relative salience of
L2 English pronunciation errors, which may inform teaching
priorities in contexts where learners are consciously oriented
towards a native speaker model. Error salience is considered from
two interrelated viewpoints: errors’ potential for leading to
miscommunication (unintelligibility), and their capacity for
eliciting remedial response from interlocutors (corrective
feedback). Our study, which builds on our previous research into the
two domains, uses the bilingual French-English SITAF tandem corpus.
The analysis of the English conversational data reveals that L2
mispronunciation was the single most important factor leading to
communication breakdowns, whereas vocabulary was most likely to
generate corrective feedback (CF) from native English interlocutors.
Pronunciation-induced miscommunication was principally linked to
suprasegmental features, especially erroneous word stress.
Keywords: L2 pronunciation, teaching priorities, tandem learning, corrective feedback, intelligibility, communication breakdowns, French learners of English
Article outline
- Introduction
- Background
- Methodology
- The SITAF tandem corpus
- Identifying corrective feedback instances
- Identifying miscommunication instances
- Results and analysis
- Corrective feedback instances
- CF focus
- Details of pronunciation CF
- Corrective strategy, CF request, and learner uptake
- Miscommunication instances
- Overall triggers
- Details of pronunciation triggers
- Corrective feedback instances
- Discussion
- Pedagogical implications
- Conclusion
-
Notes -
References
Published online: 13 October 2021
https://doi.org/10.1075/aals.19.10sch
https://doi.org/10.1075/aals.19.10sch
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