The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation

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atmire.migration.oldid5908
dc.contributor.advisorO'Brien, Mary
dc.contributor.authorPeltekov, Petar
dc.contributor.committeememberCai, Wei
dc.contributor.committeememberGeorge, Angela
dc.date.accessioned2017-09-05T18:57:43Z
dc.date.available2017-09-05T18:57:43Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractPrevious research has investigated the effectiveness of implicit and explicit instructional methods on second language (L2) learners’ grammatical accuracy. However, there is a scarcity of studies focused on the effects of the two teaching methods on L2 learners’ pronunciation. To fill this gap, the present thesis examines the effects of implicit and explicit instruction on the pronunciation of beginner learners of German. One group of learners was taught pronunciation explicitly (i.e., using phonetic rules), another group—implicitly (i.e., without phonetic rules), and a third group received no pronunciation instruction. A pretest-posttest design was used to measure learners’ improvement in accent and comprehensibility. No significant difference in progress was found across the three groups. The findings suggest that learner variables might be better predictors of improvement than the type of instruction. Moreover, not all pronunciation features were equally relevant for L2 learners’ comprehensibility. The results have implications for L2 pronunciation teaching.en_US
dc.identifier.citationPeltekov, P. (2017). The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28073en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28073
dc.identifier.urihttp://hdl.handle.net/11023/4061
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation--Adult and Continuing
dc.subjectEducation--Bilingual and Multicultural
dc.subjectEducation--Higher
dc.subjectLanguage
dc.subjectLanguage--Modern
dc.subjectLiterature--Modern
dc.subjectLiterature--English
dc.subjectLiterature--Germanic
dc.subjectEducation
dc.subject.otherGerman
dc.subject.otherpronunciation
dc.subject.otherimplicit
dc.subject.otherexplicit
dc.subject.othermethodology
dc.subject.otherTeaching
dc.subject.otherLearning
dc.subject.otherphonetics
dc.subject.otheraccent
dc.subject.othercomprehensibility
dc.titleThe Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation
dc.typemaster thesis
thesis.degree.disciplineGermanic, Slavic and East Asian Studies
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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