The Effectiveness of Video-Based Shadowing and Tracking Pronunciation Exercises for Foreign Language Learners

Autor/inn/en	Martinsen, Rob; Montgomery, Cherice; Willardson, Véronique
Titel	The Effectiveness of Video-Based Shadowing and Tracking Pronunciation Exercises for Foreign Language Learners
Quelle	In: Foreign Language Annals, 50 (2017) 4, S.661-680 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12306
Schlagwörter	Video Technology; French; Second Language Instruction; Pronunciation; High School Students; Intervention; Technology Uses in Education; Pretests Posttests; Oral Reading; Speech Communication; Statistical Analysis; Observation; Student Attitudes; Student Surveys; Qualitative Research; Teaching Methods; Cultural Awareness + Suchen Sie Ihr Suchwort? Französisch; Fremdsprachenunterricht; Aussprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Statistische Analyse; Beobachtung; Schülerverhalten; Schülerbefragung; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität
Abstract	This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and 7 females (n = 19) enrolled in a fourth-year high school French class. Interventions occurred three times per week over a semester and required participants to repeat what they heard while watching subtitled, cultural videos in French--both during class and in self-directed computer-lab exercises. Researchers assessed the improvement in pronunciation performance using pre- and posttests consisting of both read-aloud and oral free response tasks. Statistically significant improvements were observed on both tasks, with the most striking on the read-aloud task. Participants' perceptions of interventions were also examined using both qualitative and quantitative surveys, which indicated that students appreciated the authenticity and learning autonomy of the self-directed exercises. Findings suggest that distributed practice through culturally contextualized, video-based interventions may offer an engaging way to incorporate explicit pronunciation instruction into the high school classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01