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Tytuł pozycji:

Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions

Tytuł:
Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions
Autorzy:
Loewen, Shawn
Isbell, Daniel R.
Temat:
Pronunciation
Computer Mediated Communication
Role
Peer Relationship
English (Second Language)
Second Language Learning
Audio Equipment
Task Analysis
Linguistic Input
Statistical Analysis
Interpersonal Communication
Native Language
Interaction Process Analysis
Student Characteristics
Phonemes
Język:
English
Źródło:
Studies in Second Language Acquisition. Jun 2017 39(2):225-256.
Dostępność:
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: ; Web site: http://journals.cambridge.org
Recenzowane naukowo:
Y
Page Count:
32
Data publikacji:
2017
Typ dokumentu:
Journal Articles
Reports - Research
DOI:
10.1017/S0272263116000449
ISSN:
0272-2631
Abstractor:
As Provided
Data wpisu:
2017
Numer akcesji:
EJ1152476
Czasopismo naukowe
Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions. Thirty English learners in same-L1 or different-L1 dyads were assigned to one of two modes (face-to-face or audio-only synchronous computer-mediated communication) and completed three tasks (picture differences, consensus, conversation). Interactions were coded for language-related episodes (LREs), with 14% focused on pronunciation. Segmental features comprised the majority of pronunciation LREs (90%). Pronunciation LREs were proportionally similar for same-L1 and different-L1 dyads, and communication modality yielded no difference in frequency of pronunciation focus. The consensus task, which included substantial linguistic input, yielded greater pronunciation focus, although the results did not achieve statistical significance. These results help clarify the role of pronunciation in learner-learner interactions and highlight the influence of task features.

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