Abstract
This research essay attempts to examine the effect of explicit pronunciation teaching by reporting the findings of a quasi-experiment which studied the process and outcome of L1-L2 contrastive pronunciation instruction on the learning of English stop consonants by Bangladeshi students of English as a Foreign Language. There were two sections. Results of the experimental section (N=9) were compared with those of the control section (N=9). The students in the experimental section were given contrastive pronunciation instruction while the other section received traditional L2-only pronunciation instruction. Their progress in perception and production was measured by pre-tests and post-tests, leading to the following conclusion: Contrastive pronunciation instruction has positive outcomes on Bangla-speaking learners of English.
Author Information
SM Mohibul Hasan, Dhaka University, Bangladesh
Paper Information
Conference: ACLL2015
Stream: Phonetics and Phonology
This paper is part of the ACLL2015 Conference Proceedings (View)
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