Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English

2011/04/04 by Kazuya Saito, Roy Lyster · 364 citations
Arts and Humanities · Psychology · Social Sciences · #Corrective feedback #Developmental psychology #EFL/ESL Teaching and Learning #Formant #Generalizability theory #Linguistic Variation and Morphology #Linguistics #Mathematics education #Notice #Phonetics and Phonology Research #Pronunciation #Psychology #Vowel

paper · doi:10.1111/j.1467-9922.2011.00639.x

published in Language Learning 62(2), 595-633 (Wiley)

openalex publication_date 2011/04/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28

Abstract

Sixty‐five Japanese learners of English participated in the current study, which investigated the acquisitional value of form‐focused instruction (FFI) with and without corrective feedback (CF) on learners’ pronunciation development. All students received a 4‐hr FFI treatment designed to encourage them to notice and practice the target feature of English /ɹ/ in meaningful discourse, except those in the control group ( n = 11), who received comparable instruction but without FFI on English /ɹ/. During FFI, the instructors provided CF only to students in the FFI + CF group ( n = 29) by recasting their mispronunciation or unclear pronunciation of /ɹ/, whereas no CF was provided to those in the FFI‐only group ( n = 25). Acoustic analyses were conducted on frequency values of the third formant (F3) of English /ɹ/ tokens elicited via pretest and posttest measures targeting familiar items and a generalizability test targeting unfamiliar items. The results showed that: (a) F3 values of the FFI + CF group significantly declined after the intervention, not only at a controlled‐speech level but also a spontaneous‐speech level, regardless of following vowel contexts; (b) change in F3 values of the FFI‐only group and the control group was not statistically significant; and (c) the generalizability of FFI to novel tokens remained unclear.

Citations

• Processing Instruction: An Update

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