We assessed the long-term effects of intensive instruction on different aspects of L2 oral production. Adopting
the tridimensional model of oral production (Munro & Derwing, 1995a), we compared
high school learners who had received intensive ESL instruction (N = 42) with non-intensive learners
(N = 39) on perceptual measures of L2 fluency, comprehensibility, and accentedness 4 years after a 5-month
intensive instruction period. After controlling for academic ability and L2 proficiency, listeners’ ratings of fluency and
comprehensibility were significantly higher for the IG; however, there was no specific group advantage for accentedness,
suggesting both groups exhibited similar L2 accents. This study provides new empirical evidence that the oral fluency and
comprehensibility benefits of an intensive experience may be long lasting, even when learners’ subsequent classroom exposure to
the language is much more limited.
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Derwing, Tracey M., John M. Levis & Sinem Sonsaat‐Hegelheimer
2022. Bridging the Research‐Practice Gap in L2 Pronunciation. In Second Language Pronunciation, ► pp. 1 ff.
Gagné, Nancy, Leif M. French & Kirsten M. Hummel
2022. Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development. Language Teaching Research
2022. Integrating Pronunciation into Language Instruction. In Second Language Pronunciation, ► pp. 19 ff.
Levis, John M
2021. Conversations with Experts – In Conversation with John Levis, Editor of Journal of Second Language Pronunciation. RELC Journal 52:1 ► pp. 206 ff.
Levis, John M.
2024. Subtraction. Journal of Second Language Pronunciation 10:2 ► pp. 143 ff.
This list is based on CrossRef data as of 10 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.