Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters Among Second Language Learners
An Individual Differences-Treatment Interaction Design
Bibliographic Data
| ID | 5648672 |
|---|---|
| Authors | Mohammad N Karimi (0000-0001-7834-6368, Kharazmi University), Parisa Ashkani (0000-0003-3569-0972, Lorestan University) |
| Year | 2025 |
| Publication date | 2025-10-10 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.70010 |
| Language | EN |
| References cited | 78 |
The present study investigated how instruction across explicit versus implicit conditions interacts with aptitude to affect gains in the pronunciation of lexeme-initial biconsonantal clusters among learners of English as a second language. The study further examined whether condition-congruent aptitudes correlate with emotions that learners experience during instruction and whether and how such emotional reactions mediate the effect of condition-congruent aptitudes on the learners' pronunciation outcomes. Results from the general linear model analyses indicated a significant effect of instruction on pronunciation outcomes, as well as a superiority for explicit instruction compared with implicit instruction. The results further revealed a significant effect of the interaction of aptitude and instructional condition on the learners' pronunciation gains. Condition-congruent aptitudes were also found to correlate strongly with different emotions that learners experienced. Furthermore, the results of the mediated regression analyses in R revealed that emotions mediated the influence of condition-congruent aptitudes on pronunciation outcomes
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| Highly cited | No |
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