Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English

By Kazuya Saito, R. Lyster. 2012

389 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/57a10f0bcefedfbbc6ac400fde9fc7cd67f93051

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010 (2012, background): “Finally, in a comparison of formfocused pronunciation instruction focusing on English /ɹ/ with and without corrective feedback, Saito and Lyster (2011) determined that the group that received feedback improved, whereas the group that had no explicit correction did not.”
Pronunciation teaching practices in communicative second language classes (2016, background): “Further evidence for the bene ﬁ ts of recasts for pronunciation was found by Saito and Lyster (2012a, 2012b) in two class-room-based studies of Japanese English as a foreign language (EFL) learners, focused on different segmental L2 targets (the pronunciation of English / ɹ / and /æ/).”
Oral corrective feedback in second language classrooms (2012, background): “In addition, some studies used typographical enhancement (Saito & Lyster 2012a) as well as consciousness-raising tasks embedded in the students’ regular curriculum (Lyster 2004).”
Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “For example, focusing on Japanese learners’ acquisition of /ɹ/, our previous studies (e.g. Saito, 2013; Saito & Lyster, 2012) demonstrated the value of explicit phonetic information as well as corrective feedback (recasts).”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “With adult Japanese learners of English, recasts were more effective than no CF for improving pronunciation of familiar lexical items but not for unfamiliar items (Saito & Lyster, 2012 ).”
Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “The second issue is raised by Saito and Lyster (2012).”
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, methodology): “Saito and Lyster ( 2012 ) took a fi rst step toward testing how a range of FFI techniques can promote the acquisition of the English sound / ɹ / by adult Japanese learners.”
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “…Global Subjective Controlled, Spontaneous Thomson (2011) Specific Subjective Controlled Iverson et al. (2012) Specific Subjective Controlled Saito & Lyster (2012a) Specific Subjective, Objective Controlled, Spontaneous Saito & Lyster (2012b) Specific Objective Controlled Underwood & Wallace (2012)…”
Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, background): “Indeed, explicit instruction (Derwing, Munro, & Wiebe, 1998; Gordon & Darcy, 2016), corrective feedback (Hardison, 2004; Saito, 2011; Saito & Lyster, 2012a), and laboratory training studies that provide feedback (Bradlow et al., 1999; Wang et al., 2003) all draw attention to how targeted sounds and…”
DECONSTRUCTING COMPREHENSIBILITY (2012, background): “…that contribute to comprehensibility could help L2 teachers set instructional targets, integrate pronunciation with the teaching of other linguistic skills (e.g., grammar, vocabulary), and inform formative assessment practices (Isaacs, 2009 ; Kennedy & Trofi movich, 2010 ; Saito & Lyster, 2011 ).”