Abstract

This study investigated learner perceptions of correction in L2 (second language) pronunciation. Research indicates that L2 learners have a strong preference toward corrective feedback provided by the teacher and also favor peer feedback (Kaivanpanah et al., 2012). In addition, external feedback is shown to contribute to the development of internal feedback, or self-correction (Huang & Jia, 2016). Learners were also found to carry positive opinions towards explicit error correction, with culture and proficiency level influencing those opinions (Yang, 2016). The current study used a qualitative approach to investigate learner perceptions toward correction in L2 pronunciation and examine real-life correction instances through the learner lens. The study used secondary data consisting of video recordings of focus-group interviews and classroom interactions. The focus-group interactions were analyzed thematically, and Lyster and Ranta's (1997) framework was used to analyze classroom interactions. The analyses of both data sets and researcher field notes were further crossed to respond to the research question of how learners perceive correction in L2 pronunciation. It is hoped that this multidimensional look at corrective feedback in L2 pronunciation will not only educate teachers regarding the impact correction has in ESOL (English for Speakers of Other Languages) classrooms but also raise awareness in L2 learners as to the role such feedback can have on their pronunciation learning.

Notes

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Graduation Date

2021

Semester

Spring

Advisor

Farina, Marcella

Degree

Master of Arts (M.A.)

College

College of Arts and Humanities

Department

Modern Languages

Degree Program

Teaching English to Speakers of Other Languages

Format

application/pdf

Identifier

CFE0008527; DP0024203

URL

https://purls.library.ucf.edu/go/DP0024203

Language

English

Release Date

May 2021

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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