چکیده:
Over the last few years, the realm of foreign language learning has witnessed an abundance of research concerning the effectiveness of corrective feedback on the acquisition of grammatical features, with the study of other target language subsystems, such as pronunciation, being few and far between. In order to bridge this gap, the present study intended to investigate and compare the immediate and delayed effect of explicit (overt) and implicit (covert) corrective feedback (CF) on treating segmental word-level pronunciation errors committed by adult EFL learners of an institute in Tabriz named ALC. To this end, through a quasi-experimental study and random sampling, three groups were formed, an explicit, an implicit and a control group, each consisting of 20 low proficient EFL learners. Besides, considering the levels that learners were assigned to, based on the institute‟s criteria, a Preliminary English Test (PET) was administered in order to determine the proficiency level of learners. Having administered the pretest before treatment, to measure the longer-term effect of explicit vs. implicit CF on segmental word-level pronunciation errors, the study included delayed posttests in addition to immediate posttests all of which included reading passages containing 40 problematic words. The collected data were analyzed by ANCOVA and the obtained findings revealed that both explicit and implicit corrective feedback are effective in reducing pronunciation errors showing significant differences between experimental and control groups. Additionally, the outcomes showed that immediate implicit and immediate explicit corrective feedback have similar effects on reduction of pronunciation errors. The same result comes up regarding the delayed effect of explicit feedback in comparison with delayed effect of implicit feedback. However, the delayed effect of explicit and implicit CF lowered comparing to their immediate effect due to time effect. Pedagogically, this study could enhance teachers‟ effort, knowledge, and beliefs in teaching pronunciation and providing corrective feedback to pronunciation errors.
خلاصه ماشینی:
ir/are The Effect of Explicit and Implicit Corrective Feedback on Segmental Word-Level Pronunciation Errors: Immediate and Delayed Effects Mohammad Zohrabi 1*, Nahal Behboudnia 2 1 Assistant Professor, University of Tabriz, Department of English Language, Faculty of Persian Literature and Foreign Languages, Tabriz, Iran 2 Instructor, University of Tabriz, Department of English Language, Faculty of Persian Literature and Foreign Languages, Tabriz, Iran Received: 18/12/2016 Accepted: 13/01/2017 Over the last few years, the realm of foreign language learning has witnessed an abundance of research concerning the effectiveness of corrective feedback on the acquisition of grammatical features, with the study of other target language subsystems, such as pronunciation, being few and far between.
In order to bridge this gap, the present study intended to investigate and compare the immediate and delayed effect of explicit (overt) and implicit (covert) corrective feedback (CF) on treating segmental word-level pronunciation errors committed by adult EFL learners of an institute in Tabriz named ALC.
Comparing pretest and posttest of explicit and control groups Testing the Second Hypothesis Research Question 2 (RQ2): Does explicit corrective feedback have any significant delayed effect on reduction of segmental word-level pronunciation errors committed by low proficient EFL learners?
Comparing pretest and delayed posttest of explicit and control group Testing the Third Hypothesis Research Question 3 (RQ3): Does implicit corrective feedback have any significant immediate effect on reduction of segmental word-level pronunciation errors committed by low proficient EFL learners?
Comparing pretest and delayed posttest of implicit and control group Testing the Fifth Hypothesis Research Question 5 (RQ5): Is there any significant difference in the immediate effect of explicit and implicit corrective feedback on segmental word-level pronunciation errors committed by low proficient EFL learners?