영어교육 Vol. 77 No. 2 (p.109-129)

Instruction Type, Motivation, and Transferability in L1- Arabic and L2-French Speakers’ L3-English Cognates Pronunciation

키워드 :
explicit instruction,implicit instruction,EFL pronunciation,motivation

목차

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
   2.1. Explicit Instruction and Implicit Instruction
   2.2. L2 Motivation
   2.3. L2-L3 Transfer
3. METHODOLOGY
   3.1. Participants
   3.2. Teaching Procedures
   3.3. Measures
   3.4. Data Analysis
4. RESULTS AND DISCUSSION
   4.1. Motivation, Pre-Test, Post-Test, and Generalisation Test
   4.2. The Effect of Instructional Method on Pronunciation Performance
   4.3. The Effect of Motivation Level on the Pronunciation Performance
   4.4. The Effect of Instructional Method on Transferability
   4.5. The Effect of Motivation Level on Transferability
5. CONCLUSION
REFERENCES

초록

This study investigated the extent to which explicit and implicit instruction improve L1-Arabic speakers’ articulation of English words whose cognates were acquired earlier in their L2 French. Sixty-eight secondary school students, explicit (n=35) and implicit (n=33), participated in a programme incorporating focus-on-pronunciation activities, comprising three 45-minute sessions. Their learning motivation was first rated using an adapted version of Attitude/Motivation Test Battery (AMTB). Their pronunciation improvement was assessed through an oral-reading task. Ten new words were included in the post-test to see if they would generalize the instructed knowledge analogically. Results indicated that both explicit and implicit instruction had a positive impact on the students’ pronunciation advancement. However, the explicit group outperformed the implicit group with both the targeted and untaught words. There was insignificant interaction effect between instructional method and students’ motivation level, with higher motivation uniformly enhancing the effect of instruction. Nevertheless, motivation played a more crucial role in the learnt knowledge transferability when instruction was of implicit.