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Impact of self‐reflection and awareness‐raising on novice French learners’ pronunciation
Author(s) -
Meritan Camille,
Mroz Aurore
Publication year - 2019
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/flan.12429
Subject(s) - pronunciation , psychology , reflection (computer programming) , raising (metalworking) , mathematics education , phonological awareness , complement (music) , consciousness raising , linguistics , pedagogy , computer science , literacy , philosophy , biochemistry , geometry , mathematics , chemistry , complementation , phenotype , gene , programming language
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.