Instruction Type, Motivation, and Transferability in L1-Arabic and L2-French Speakers' L3-English Cognates Pronunciation

Autor/inn/en	Farah, Rida; Choe, Mun-Hong
Titel	Instruction Type, Motivation, and Transferability in L1-Arabic and L2-French Speakers' L3-English Cognates Pronunciation
Quelle	In: English Teaching, 77 (2022) 2, S.109-129 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Teaching Methods; Transfer of Training; Second Language Learning; Second Language Instruction; Native Language; Pronunciation Instruction; English (Second Language); French; Arabic; Comparative Analysis; Learning Motivation; Language Tests; Student Attitudes; Oral Reading; Task Analysis; Instructional Effectiveness; Middle School Students; Multilingualism; Foreign Countries; Pretests Posttests; Morocco + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausspracheübung; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Arabisch; Motivation for studies; Lernmotivation; Language test; Sprachtest; Schülerverhalten; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Aufgabenanalyse; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mehrsprachigkeit; Multilingualismus; Ausland; Marokko
Abstract	This study investigated the extent to which explicit and implicit instruction improve L1-Arabic speakers' articulation of English words whose cognates were acquired earlier in their L2 French. Sixty-eight secondary school students, explicit (n=35) and implicit (n=33), participated in a programme incorporating focus-on-pronunciation activities, comprising three 45-minute sessions. Their learning motivation was first rated using an adapted version of Attitude/Motivation Test Battery (AMTB). Their pronunciation improvement was assessed through an oral-reading task. Ten new words were included in the post-test to see if they would generalize the instructed knowledge analogically. Results indicated that both explicit and implicit instruction had a positive impact on the students' pronunciation advancement. However, the explicit group outperformed the implicit group with both the targeted and untaught words. There was insignificant interaction effect between instructional method and students' motivation level, with higher motivation uniformly enhancing the effect of instruction. Nevertheless, motivation played a more crucial role in the learnt knowledge transferability when instruction was of implicit. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01