Pronunciation Training Facilitates the Learning and Retention of L2 Grammatical Structures
Ines A. Martin (Staatsexamen, Philipps‐Universität Marburg, Germany) is a PhD Candidate in German Linguistics and Language Science, The Pennsylvania State University, University Park, PA.
Carrie N. Jackson (PhD, University of Wisconsin‐Madison) is Associate Professor of German and Linguistics, The Pennsylvania State University, University Park, PA.
Abstract
The present study investigated the impact of pronunciation training on the learning and retention of second language (L2) grammatical structures. By drawing on the phonological saliency of stress placement in German separable‐ and inseparable‐prefix verbs, the study explored whether enhancing explicit instruction through pronunciation training can boost learners’ accuracy with the target grammatical form. Learners’ command of separable‐ and inseparable‐prefix verbs was tested prior to and after a grammar lesson using a listening task in which participants identified whether target verbs contained a separable or inseparable prefix and a written production task in which participants described pictures using separable‐ and inseparable‐prefix verbs. Results revealed significant and sustained improvement on both the listening and written production task among the grammar + pronunciation group, which suggests that pronunciation training can facilitate the learning and retention of L2 grammatical structures over and above explicit instruction.
Number of times cited: 1
- Rob Martinsen, Cherice Montgomery and Véronique Willardson, The Effectiveness of Video‐Based Shadowing and Tracking Pronunciation Exercises for Foreign Language Learners, Foreign Language Annals, 50, 4, (661-680), (2017).
