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Article In: Journal of Second Language Pronunciation: Online-First Articles

The effects of corrective feedback in classroom-based L2 perception training

ORCiD logo with link | Binghamton University
ORCiD logo with link | U.S. Naval Academy
ORCiD logo with link | The University of Texas at Austin
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Abstract
The present study investigated the effectiveness of classroom-based perception training and different types of corrective feedback on learners’ perception of the German vowel pairs /ʊ/–/ʏ/ (as in Mutter–Mütter) and /ɔ/–/œ/ (as in Tochter–Töchter). Participants included 68 L2 learners of German in intact university courses. They completed an in-class perception training and were assigned to one of three feedback conditions: target feedback, nontarget feedback, or a combination of both. Results from an AX task revealed that learners with low prior perceptual accuracy benefited from the training, whereas learners with higher prior perceptual accuracy did not. No differential effects emerged among the three feedback types, suggesting that in ecologically valid classroom contexts, the mere presence of feedback may be more influential than its specific form. These findings highlight the pedagogical value of early perception-focused pronunciation instruction in classroom contexts.
Article outline
  • 1.Introduction
  • 2.Review of the literature
    • 2.1The role of perceptual accuracy in L2 pronunciation
    • 2.2The role of corrective feedback in L2 perceptual accuracy
  • 3.Present study
  • 4.Methods
    • 4.1Participants
    • 4.2Pronunciation targets
    • 4.3Instructional materials and procedure
    • 4.4Pre- and post-assessment
    • 4.5Exit questionnaire
  • 5.Analysis and results
    • 5.1Descriptive statistics
    • 5.2Analysis of pretest data
    • 5.3Planned analysis
    • 5.4Exploratory analyses for prior knowledge
    • 5.5Learners’ experiences with the intervention
  • 6.Discussion
  • 7.Pedagogical implications
  • 8.Conclusion
  • Acknowledgements
  • Note
  • Author queries
  • References
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