The Effects of Correcting Pronunciation of Second Language Learners
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Since the implementation of the communicative approaches in the 1970s, pronunciation in second language instruction has been overlooked. Recent research has proven pronunciation instruction to be beneficial for students' second language pronunciation. The purpose of this study was to analyze which correction method, between self-correction and explicit correction, was more effective at improving students' pronunciation of the Spanish sounds /j/ and /h/ in the initial position of the words. A pre-test was conducted, and then the participants received instruction and models of how to pronounce words with the studied sounds. For the next seven weeks, one of the two groups used the explicit correction method and the other one used self-correction. A week before the end of the semester the post-test was conducted. ANOVA analysis served to examine the effects of the two correction methods. The findings have pedagogical implications and will show that the self-correction method benefited students' pronunciation more.
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