TY - JOUR
T1 - Written training tasks are better than oral training tasks at improving L2 learners' speech production
AU - Solier, Clara
AU - Perret, Cyril
AU - Baqué, Lorraine
AU - Soum-Favaro, Christiane
PY - 2019/11/1
Y1 - 2019/11/1
N2 - © 2019 Cambridge University Press. This study examined the effect of written input on the production of word-final vowels (oral: i, e; nasal: É') by 100 native Moroccan learners of French as a second language, relying on a pretest/posttest paradigm. During pretest, participants performed a word repetition task. Then, participants were assigned to five experimental (training) conditions, varying in the modality of stimulus presentation (oral vs. written) and in the modality of response (oral vs. written), before their oral production of the word-final vowels was evaluated in the posttest. Results clearly showed that posttest pronunciation accuracy was affected by the presence of orthographic information in the training task. The copy training task was the most efficient at improving posttest accuracy. Results indicate that orthography, and more specifically the written production copy task, helps L2 learners' pronunciation more efficiently than phonetic correction.
AB - © 2019 Cambridge University Press. This study examined the effect of written input on the production of word-final vowels (oral: i, e; nasal: É') by 100 native Moroccan learners of French as a second language, relying on a pretest/posttest paradigm. During pretest, participants performed a word repetition task. Then, participants were assigned to five experimental (training) conditions, varying in the modality of stimulus presentation (oral vs. written) and in the modality of response (oral vs. written), before their oral production of the word-final vowels was evaluated in the posttest. Results clearly showed that posttest pronunciation accuracy was affected by the presence of orthographic information in the training task. The copy training task was the most efficient at improving posttest accuracy. Results indicate that orthography, and more specifically the written production copy task, helps L2 learners' pronunciation more efficiently than phonetic correction.
KW - copy task
KW - L2 spoken word production
KW - orthographic representations
KW - phonological representations
KW - written input
UR - http://www.mendeley.com/research/written-training-tasks-better-oral-training-tasks-improving-l2-learners-speech-production
U2 - 10.1017/S014271641900033X
DO - 10.1017/S014271641900033X
M3 - Article
VL - 40
SP - 1455
EP - 1480
JO - Applied Psycholinguistics
JF - Applied Psycholinguistics
SN - 0142-7164
IS - 6
ER -