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Article published In:
Journal of Second Language Pronunciation
Vol. 5:2 (2019) ► pp.223–246

Exploring the effects of instruction on L2 French learner pronunciation, accentedness, comprehensibility, and fluency

An online classroom study

ORCID logo | Australian National University

This study investigates the effects of a 16-week course on the development of second language French pronunciation. The course targeted segmental and suprasegmental features and fluency development, and was administered entirely online. Pre- and post-test tasks (i.e., picture narration, reading-aloud, and conversation simulation) were used to analyze learners’ pronunciation development in terms of segmental errors, connected speech (use of liaisons and enchaînements), and fluency (including pauses and mean length of run). Participants’ accentedness, comprehensibility, and fluency were also judged by five native listeners. Findings revealed a significant decrease in segmental errors and unfilled pause frequency in all the tasks, and improvement in fluency in the reading and conversation tasks. Results also showed a positive trend but no significant improvement in the use of liaisons and enchaînements. There was, however, no significant improvement in the measures of listeners’ ratings. The results are discussed in light of previous research on pronunciation instruction.

Keywords: L2 pronunciation instruction, French as a foreign language, experimental L2 classroom experiment, accentedness, comprehensibility, fluency
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Accentedness and comprehensibility
    • 2.2Fluency
    • 2.3Pronunciation teaching in L2 French
  • 3.Methods
    • 3.1Participants
    • 3.2Setting
    • 3.3Procedure and tasks
      • 3.3.1Reading task
      • 3.3.2Picture description task
      • 3.3.3Simulated video conversation
    • 3.4Coding
      • 3.4.1Segmental errors
      • 3.4.2Connected speech
      • 3.4.3Fluency
    • 3.5Native listeners’ judgment tasks
      • 3.5.1Judgment task and speech sample preparation
  • 4.Results
    • 4.1Effects of instruction on learners’ pronunciation and (breakdown) fluency
    • 4.2Accentedness, comprehensibility, and fluency judgment tasks
  • 5.Discussion
  • 6.Limitations and conclusion
  • Notes
  • References
Published online: 17 September 2019
DOI logo
https://doi.org/10.1075/jslp.18004.inc
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