Show simple item record

dc.contributor.authorMoreno, Maritza
dc.date.accessioned2022-07-14T16:06:32Z
dc.date.available2022-07-14T16:06:32Z
dc.date.created2009
dc.date.issued2009
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12749
dc.description.abstractSince 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.en_US
dc.subjectcorrectionen_US
dc.subjectlanguageen_US
dc.titleThe Effects of Correcting Pronunciation of Second Language Learnersen_US
dc.typeThesisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record