Pronunciation gains from instruction plus monitoring are smaller in spontaneous speech than in vocabulary and sentence reading¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group still improved on the spontaneous speech task (T4), but less than on the reading tasks. → Qian Liu & Zunwei Fu 2011

Evidence¶

Qian Liu & Zunwei Fu 2011¶

Qian Liu & Zunwei Fu. (2011). The Combined Effect of Instruction and Monitor in Improving Pronunciation of Potential English Teachers. English Language Teaching, 4(3). https://doi.org/10.5539/elt.v4n3p164

q2 · i? · causal · r2

Spontaneous-speech task (T4) administered only to the experimental group one day after T2 and T3, scored per target sound across all words containing it; per-sound percentages of N appear in Table 6 (e.g., /v/ .77 in T4 vs. 1.00 in T2). No inferential test or effect size is printed for T4.

"As might be seen from table 6, the learners in the experimental group still achieved great progress in T4, though the improvement was not as significant as in T2 and T3."

Discussion¶

Related Claims¶

• The control group showed no significant improvement in pronunciation accuracy without instruction or monitor training — related
• Combining pronunciation instruction with monitor-strategy training greatly improves pronunciation accuracy in adult English majors — related
• Instruction plus monitor training produced positive transfer of pronunciation knowledge to uninstructed words — related
• Explicit pronunciation instruction improves controlled production of targeted sounds and prosody, with smaller and less certain gains in spontaneous speech — a broader claim this one bears on
• Gains were largest in stress and pronunciation, smallest in speech-sound articulation, and about 10% of experimental students showed no progress — related