The Effect of Explicit Instruction on Pronunciation Development of Adult English Foreign Learners

This study examined the speech of ۱۱ adult learners of English as a second language (L۲) in a ۲-session listening/speaking course, investigating the relationship between learners’ pronunciation development and explicit instruction. Learners divided into two groups, ۸ people in experimental group and ۳ people in control group. The course examined segmental and suprasegmental aspects, including vowel, consonant, stress, and fluency. Learners completed readaloud task as a pretest and posttest. Speech production was analyzed through some measures, including fluency and segmental and suprasegmental accuracy. Results indicate a positive effect of explicit instruction; a oneway ANOVA showed no significant difference between groups on the pretest, but a significant difference between groups on the posttest.