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Assessing FL pronunciation in a semi-immersion setting: The effects of CLIL instruction on Spanish-Catalan learners’ perceived comprehensibility and accentedness

100%
Rallo Fabra L., Juan-Garau M.
Poznań Studies in Contemporary Linguistics
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2011
|
vol. 47
96
EN
This paper reports research in progress on the effect of content-based learning on speech production by Catalan-Spanish learners of English as a foreign language (FL). The data presented here are part of a longitudinal study which explores the short- and mid-term effects of CLIL (Content and Language Integrated Learning), a semi-immersion programme that consists in teaching one or two subjects of the school curriculum entirely in a FL. More specifically, we intended to find out whether there was evidence of gains in intelligibility and foreign accent after one year of CLIL instruction. Two groups of learners varying in amount and nature of formal FL instruction and a control group of native English peers were recorded performing a controlled speaking task at two data collection times separated by one-year interval. The speech samples were assessed by four expert native English judges in terms of degree of comprehensibility and foreign accent. As expected, the read speech samples by the CLIL learners were judged to be more intelligible and less accented than the samples by their peers in conventional formal instruction (FI), but both groups differed significantly from the native English group. No significant short-term improvement in either intelligibility or foreign accent was found after one year of CLIL instruction, suggesting that gains in learners’ pronun-ciation in a content-based learning context are more likely to appear in the mid or long run.
2
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The Influence of Direct and Indirect Feedback on Accuracy in the Production of Selected Grammar Structures in Written Compositions

75%
Serafin M.
Anglica Wratislaviensia
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2014
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issue 52
147 - 162
EN
Error correction is a burning issue in every classroom, since students tend to create numerous faulty structures. Those erroneous utterances should be corrected in such a way that would be supportive and useful for the pupil. Identifying the most effective feedback type is a considerable challenge for every researcher and English teacher. For many years, there has been an ongoing debate about correcting students’ grammatical errors. Nevertheless, this article can contribute to the development of research in its specific field of study mainly, because it deals with the influence of direct and indirect feedback on accuracy in the production of selected grammar structures in written texts. Most of the studies in this topic concern oral feedback; however, this paper gives some insight into written correction and its significant impact on grammar accuracy in written compositions. With the purpose of fully understanding this issue, the article includes not only the comparison of different forms of grammar instruction but also various types of feedback. The aim of this paper is to investigate whether direct or indirect feedback is more efficient in second language written compositions. In order to solve this problem, an experiment and an interview with the students had been conducted in Zespół Szkół Ekonomiczno-Turystycznych in Jelenia Góra. The results of this study may have some crucial implications for English teachers and methodologists.
3
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Studying bilingual and multilingual language identities: natural settings versus formal instruction

63%
Gabryś-Barker D., Gabryś-Barker D.
Linguistica Silesiana
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2019
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vol. 40
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