Presentation

Liaison in L2 French: The Effects of Instruction

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Abstract

This study investigates the effects of instruction on learners’ ability to make liaison in L2 French appropriately, by comparing students receiving instruction in phonetics and pronunciation (N = 11) with those enrolled in another advanced French course (N = 11). Participants were recorded reading a text aloud at the beginning and end of the semester. A group of native speakers of French (N = 11) were also recorded for comparison purposes. Results indicate an effect for instruction, particularly on the reduction of forbidden liaisons, and are interpreted in light of Schmidt’s (1990; 1992; 1993; 1994; 1995; 2001) and Robinson’s (1995; 2003) work on attention and awareness in L2 learning.

How to Cite:

Sturm, J. L., (2012) “Liaison in L2 French: The Effects of Instruction”, Pronunciation in Second Language Learning and Teaching Proceedings 4(1).