Impact of self‐reflection and awareness‐raising on novice French learners’ pronunciation
Bibliographic Data
| ID | 8936828 |
|---|---|
| Authors | Camille Meritan (0000-0002-2855-7674, Department of French and Italian The University of Illinois at Urbana‐Champaign Urbana Illinois, corresponding author), Aurore Mroz (Department of French and Italian The University of Illinois at Urbana‐Champaign Urbana Illinois), Aurore Patricia Mroz (0000-0001-9755-121X, University of Illinois Urbana-Champaign) |
| Year | 2019 |
| Volume | 52 |
| Issue | 4 |
| Pages | 798-821 |
| Publication date | 2019-11-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12429 |
| OpenAlex | W2988025008 |
| Language | EN |
| Citations received | 7 |
| References cited | 64 |
Developing intelligible pronunciation is an important goal for language learners. Although it can be fostered through explicit instruction in communicative‐based courses, instructors need practical solutions to address their learners’ pronunciation individually. This one‐semester quasi‐experimental mixed methods study of 60 Generation Z novice French learners examined whether and how self‐reflection could be an effective learning strategy and an efficient complement in supporting the development of intelligible production of two phonological aspects (/y/‐/u/ and mandatory liaisons). Results of pre/post production tests for a treatment group (explicit instruction with self‐reflections) and a comparison group (explicit instruction only) were compared and responses to guided, open‐ended self‐reflections framed by the Awareness Continuum theory served to document students’ learning process. Self‐reflection resulted in significant production gains, particularly for learners who applied their attention and (multi‐)linguistic background to raise their phonological awareness
Complement (music · Consciousness raising · Linguistics · Literacy · Mathematics education · Pedagogy · Phonological awareness · Pronunciation · Raising (metalworking · Reflection (computer programming · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Phonetics and Phonology Research · Psychology
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Using Cefr level descriptors to raise university students’ awareness of their speaking skills
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The Self-Reflection and Insight Scale
Self-assessment of pronunciation
Direct mapping of acoustics to phonology
Autonomy in second language phonology
The role of (un)awareness in SLA
The roles of attention and (un)awareness in SLA
Learner Pronunciation, Awareness, and Instruction in French as a Second Language
Self‐Assessment of Speaking Skills and Participation in a Foreign Language Class
Contextualizing Attitudes Toward Pronunciation
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The Use of Pre‐/Posttest and Self‐Assessment Tools in a French Pronunciation Course
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Effects of phonological and phonetic factors on cross-language perception of approximants
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Novel second-language words and asymmetric lexical access
Perception of French vowels by American English adults with and without French language experience
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |