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.
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Mahmood, Rizgar Qasim
2024. EFL Learners' Perspectives on Online Pronunciation Instruction. In Teacher and Student Perspectives on Bilingual and Multilingual Education [Advances in Educational Technologies and Instructional Design, ], ► pp. 1 ff.
Martin, Ines A. & Solène Inceoglu
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Tsunemoto, Aki, Pavel Trofimovich, Josée Blanchet, Juliane Bertrand & Sara Kennedy
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