Results 211 to 220 of about 561,078 (240)

EXPLICIT HISTORICAL, PHONETIC, AND PHONOLOGICAL INSTRUCTION IN SECOND LANGUAGE ACQUISITION

2022
The question of whether second languages (L2s) are best learned implicitly or explicitly has been a topic of much empirical discourse, with the majority of studies pointing to the benefits of explicit instruction when learning L2 grammar rules. However, given the focus on grammar, it is unclear how generalizable these findings are to other linguistic ...
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Phonetics instruction improves learners’ perception of L2 sounds

Language Teaching Research, 2014
Explicit phonetics instruction can help second language (L2) learners to moderately improve their pronunciation, but less is known about how the instruction affects learners’ perception, even though there is evidence that perception and pronunciation are related.
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The phonetic effect in preschool children: The influence of overt rehearsal and verbal instructions

Journal of Experimental Child Psychology, 1975
Abstract Preschoolers' serial matching of picture lists composed of either phonetically similar or unrelated items was compared under three types of conditions. The lower retention of phonetic lists had been used as an index of verbal mediation by Conrad (1971, 1972) who found that preschoolers did not show differential retention, and hence no verbal
Donald S. Hayes, Sue R. Rosner
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Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?

The Modern Language Journal, 2013
Pronunciation instruction has been shown to improve learners' L2 accent in some, though certainly not all, cases. A core component of traditional pronunciation instruction is explicit lessons in L2 phonetics. Studies suggest that Spanish FL learners improve their pronunciation after receiving instruction, but the effect of phonetics instruction has not
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Explicit phonetics instruction in L2 French: A global analysis of improvement

System, 2013
Abstract The present research investigates the efficacy of explicit phonetics and pronunciation instruction on learners of L2 French, by comparing the progress made by students enrolled in a phonetics course at a university with a control group of other advanced L2 French students who are not enrolled in phonetics.
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The Effect of Computerized versus Classroom Instruction on the Phonetic Pronunciation of English

Journal of Research in Music Education, 2003
The purpose of this study was to investigate the effect of computerized versus classroom instruction on musicians' ability to correctly pronounce English words phonetically transcribed into the International Phonetic Alphabet. Sixty-three (N = 63) instrumentalists volunteered as subjects. The study used a pretest/posttest design. The tests consisted of
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Comparing Instructional Reinforcements in Phonetics Pedagogy

International Symposium on Applied Phonetics (ISAPh 2016), 2016
Jennifer Abel, Heather Bliss, Bryan Gick, Masaki Noguchi, Murray Schellenberg, Noriko Yamane   +5 more
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Phonetic production of heritage Russian speakers in Finland: Implications for college instruction

Peer ...
Nenonen, Olga, Sergeeva, Anastasiia
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The effects of novel orthographic input and phonetic instruction in second language phonological acquisition

2016
Research has demonstrated that exposure to orthographic input can heavily influence a person's phonological representation of a word, with the potential to even be more influential than auditory input when both are available. Previous research has investigated the helpfulness of different types of orthographic input for subjects learning a novel ...
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Phonetic Symbols in Contemporary Pronunciation Instruction

RELC Journal, 2021
Jose A. Mompean, Jonas Fouz González
exaly