Date of Award
5-1-2022
Degree Name
Master of Arts
Department
Teaching English to Speakers of Other Languages
First Advisor
McCrocklin, Shannon
Abstract
Second language (L2) learning has begun recognizing that intelligibility, comprehensibility, and accentedness influence how nonnative speakers of English are perceived by others. As such, pronunciation instruction is becoming more common in L2 curriculum around the world. Corrective Feedback (CF) is commonly given in the pronunciation classroom to draw attention to and correct learners’ errors. Research has tried to understand what forms of CF are most effective for language learning, how CF affects pronunciation, and what learners believe about CF. What is lesser known is if the frequency or rate of CF affects learner’s uptake and pronunciation error repair. Participants in this study were nonnative English speakers who were placed in the high frequency feedback group (HFFG) or the low frequency feedback group (LFFG). After an initial demographic and language beliefs survey, participants experienced a one-on-one pronunciation session with a pronunciation researcher. In the pronunciation session, participants received either high frequency feedback (100% of errors corrected) or low frequency feedback (50% of errors corrected defined as every other error corrected). An immediate follow up survey asked learners about their frequency preference for feedback and their emotional reactions to the feedback. After a nonparametric statistical analysis, results indicated that there were no statistically significant differences between the uptake rates of the HFFG and LFFG. Marginal significance was found in the repair rates between the HFFG and LFFG with the LFFG performing marginally better, but not to a statistically significant level. Frequency of CF may affect learners’ error repair rates. The immediate follow up survey indicated that most participants were inaccurate in their perception of the frequency of CF they received during the lesson. Only two participants changed their preference for frequency of CF after the lesson. These two wanted more feedback and no learner wanted less feedback. Finally, the same survey indicated that learners felt mostly positive emotions when receiving feedback, while only two experienced nervousness/anxiousness. Conclusions are that feedback frequency does not seem to affect learner uptake, but that frequency may affect pronunciation error repair.
Access
This thesis is Open Access and may be downloaded by anyone.