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Incidental Correction of Pronunciation: Beliefs and Classroom Practice
Rebeka K. Delamorandiere (author)William Acton (thesis supervisor)Amanda Baker (second reader)Kay McAllister (third reader)Jennifer Foote (external examiner)Trinity Western University SGS (Degree granting institution)
Pronunciation instruction is currently being integrated into task-based English language education. However, instructors question the appropriateness of pronunciation correction, especially in a setting that focuses on meaning and content. Despite research suggesting successful techniques for correcting pronunciation, few studies explore the impact of correction in a class-based setting. In order to explore the appropriate locale for correction, this thesis describes observed instances of correction and then recounts student perspectives and instructor attitudes about correction in an academic setting. Observations show that instructors correct pronunciation errors by using primarily implicit recasts. Students desire pronunciation correction; however, they tend to be wary of interruption. Instructors believe that correction is necessary, but not if it will increase student stress and anxiety. Suggestions for effective implementation of feedback are given, including recommendations for when and how feedback could have occurred in the observed classes.
English language—Pronunciation by foreign speakers.English language—Computer-assisted instruction for foreign speakers.English language—Pronunciation.