Posters

Attitudes Towards L2 Pronunciation Instruction: A Comparative Analysis of Usefulness Ratings

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Abstract

While there has been a call in the literature for more empirically-tested pronunciation materials to assess the effectiveness of treatments, it also necessary that more research be conducted concerning adult L2 learner thoughts about pronunciation activities, as learner perceptions are essential to better understanding of which instructional type should be considered for best-practices. In this study, instructional types of consistedof: (1) explicit instruction, (2) visual feedback, and (3) a combination instruction that incorporates both explicit instruction and visual feedback. Three different groups received one of the three forms of instruction, and an attitudes survey was distributed to each group at the close of the treatment sessions. From the survey’s five constructs, which contained 10 different statements total (one to three statements per construct), one construct was selected to examine attitudes towards the usefulness of each instructional type, rated on a Likert-scale by L2 learners in their respective treatment group. Results suggest that while all learners regarded their type of instruction as useful, L2 learners in the combination group rated their treatment type numerically more positive regarding usefulness.

How to Cite:

Offerman, H. M., (2019) “Attitudes Towards L2 Pronunciation Instruction: A Comparative Analysis of Usefulness Ratings”, Pronunciation in Second Language Learning and Teaching Proceedings 11(1).