Integrating online pronunciation instruction: The case of learners of French
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Camille Meritan [1]
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[1] Bentley University
Bentley University
City of Waltham, Estados Unidos
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- Localización: Foreign language annals, ISSN 0015-718X, Vol. 55, Nº. 3, 2022, págs. 877-893
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The shift to online instruction brought about by the novel coronavirus exacerbated language teaching and learning constraints already highlighted by foreign language (FL) research. However, it is important that FL courses keep preparing learners for global careers and interactions with native speakers—whether courses take place in-person, remotely, or hybrid, by enabling them to become more intelligible. This study examined whether an online approach to explicit pronunciation instruction could support the development of intelligible and comprehensible French pronunciation of students attending class in-person, and if the effects were similar on students attending class remotely. Six prerecorded pronunciation lessons were assigned as homework. Descriptive statistics on pre/post read-aloud and picture description tests revealed that online pronunciation instruction supported pronunciation learning overall. It was also found that there was no difference between remote and in-person students. Online pronunciation instruction can thus potentially foster the acquisition of French pronunciation.
