We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching

Brammerts

Céline Horgues

Doughty

Ellis

Gass

Horgues

James

Jenkins

Kramsch

Lyster

Mackey

Markham

Ritchie

Rourke

Sato

Schmidt

Sheen

Sylwia Scheuer

Tatawy

Research in Language

English

The role of corrective feedback (CF) in L2 development has been the topic of much discussion in SLA literature (see for example Sheen and Ellis 2011 for a recent overview). Researchers have focused their attention on CF provided either by language teachers or by fellow L2 learners, whereas relatively little is known about phonetic feedback offered in a non-institutional setting during peer-to-peer native/non-native interactions as is the case with tandem language learning. Tandem language exchanges represent a special learning environment, as each participant takes turns being the native and the non-native side of the dialogue. Thus, in contrast to the typical L2 learning setting, the hierarchical structure between the participants is fluid: the expert-novice power relationship evolves as the meeting progresses and the conversation switches from one language to the other.  In order to see how the distinguishing characteristics of tandem learning (such as solidarity and reciprocity) shape the process of L2 phonetic development in their own specific ways, we collected an English-French Tandem Corpus as part of the SITAF project (Spécificités des Interactions verbales dans le cadre de Tandems linguistiques Anglais-Français), launched at the University of Sorbonne Nouvelle-Paris 3 in October 2012. We gathered linguistic data – both video and audio recorded – from face-to-face conversational exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting of a native speaker of English and a native speaker of French. The dialogues and reading passages were recorded on two occasions separated by a 3-month interval.  The present paper offers a preliminary analysis of L2 pronunciation feedback on several renditions of the same text (The North Wind and the Sun), given to the French speakers by their English tandem partners. The passage was produced by each French participant three times: (1) during the ‘monitored’ reading, which was supervised by the English-speaking partner and which led to (2) the ‘second reading’ in the course of the first recording session, and then (3) the ‘final reading’ performed during the second recording session 3 months later.  Data analysis will allow us to address the following questions relating to the study of phonetic corrective feedback:&#x0D;
- What is corrected by the native-speaking partner (henceforth NS)? Segmental or prosodic errors? Phonemic or allophonic deviations?- What is the corrective strategy adopted by the NS? Is it explicit correction, recast, or elicitation?- What is the learner’s uptake after receiving feedback?We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching.</jats:p

Crossref

“I Understood you, but there was this Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions

International audienceThe role of corrective feedback (CF) in L2 development has been the topic of much discussion in SLA literature (see e.g. Sheen and Ellis 2011 for a recent overview). Researchers have focused their attention on CF provided either by language teachers or by fellow L2 learners, whereas relatively little is known about phonetic feedback offered in a non-institutional setting during peer-to-peer native/non-native interactions as is the case with tandem language learning. Tandem language exchanges represent an original learning environment, as each participant takes turns being the native and the non-native side of the dialogue. Thus, in contrast to the typical L2 learning setting, the hierarchical structure between the participants is fluid: the expert-novice power relationship evolves as the conversation switches from one language to the other.In order to see how the distinguishing characteristics of tandem learning (such as solidarity and reciprocity) shape the process of L2 phonetic development in their own special ways, we collected an English-French Tandem corpus as part of the SITAF project, launched at the University of Sorbonne Nouvelle-Paris 3 in October 2012. We gathered linguistic data – both video and audio recorded – from face-to-face conversational exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting of a native speaker of English and a native speaker of French. The dialogues and reading passages were recorded on two occasions separated by a 3-month interval.The present paper will offer a preliminary analysis of L2 pronunciation feedback on several renditions of the same text, given to the French speakers by their English tandem partners. The passage was produced by each French participant 3 times: (1) during the ‘monitored’ reading, which was supervised by the English-speaking partner and which led to (2) the ‘improved reading’ in the course of the 1st recording session, and then (3) the ‘final reading’ performed 3 months later.The data will allow us to address different questions relating to the study of corrective feedback, such as:-What is corrected by the native-speaking partner? Segmental or prosodic errors? Phonemic or allophonic deviations?-When does the correction take place?-What is the corrective strategy adopted by the NS? Is it explicit correction, recast, or elicitation?-How do body gestures supplement the corrective audio input?-What is the learner’s uptake after receiving feedback?We hope that our data brings a valuable and fairly unique contribution to SLA research. Establishing which errors get corrected and how may have implications for setting priorities in L2 pronunciation teaching

Horgues, Céline

Scheuer, Sylwia

HAL Descartes

“I understood you, but there was this pronunciation thing…”: L2 pronunciation feedback in English/French tandem interactions (avec Céline Horgues)

Hal-Diderot

International audienceThe role of corrective feedback (CF) in L2 development has been the topic of much discussion in SLA literature (see for example Sheen and Ellis 2011 for a recent overview). Researchers have focused their attention on CF provided either by language teachers or by fellow L2 learners, whereas relatively little is known about phonetic feedback offered in a non-institutional setting during peer-to-peer native/non-native interactions as is the case with tandem language learning. Tandem language exchanges represent a special learning environment, as each participant takes turns being the native and the non-native side of the dialogue. Thus, in contrast to the typical L2 learning setting, the hierarchical structure between the participants is fluid: the expert-novice power relationship evolves as the meeting progresses and the conversation switches from one language to the other.In order to see how the distinguishing characteristics of tandem learning (such as solidarity and reciprocity) shape the process of L2 phonetic development in their own specific ways, we collected an English-French Tandem Corpus as part of the SITAF project (Spécificités des Interactions verbales dans le cadre de Tandems linguistiques Anglais-Français), launched at the University of Sorbonne Nouvelle-Paris 3 in October 2012. We gathered linguistic data – both video and audio recorded – from face-to-face conversational exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting of a native speaker of English and a native speaker of French. The dialogues and reading passages were recorded on two occasions separated by a 3-month interval.The present paper offers a preliminary analysis of L2 pronunciation feedback on several renditions of the same text (The North Wind and the Sun), given to the French speakers by their English tandem partners. The passage was produced by each French participant three times: (1) during the ‘monitored’ reading, which was supervised by the English-speaking partner and which led to (2) the ‘second reading’ in the course of the first recording session, and then (3) the ‘final reading’ performed during the second recording session 3 months later.Data analysis will allow us to address the following questions relating to the study of phonetic corrective feedback:What is corrected by the native-speaking partner (henceforth NS)? Segmental or prosodic errors? Phonemic or allophonic deviations?What is the corrective strategy adopted by the NS? Is it explicit correction, recast, or elicitation?What is the learner’s uptake after receiving feedback?We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching

Name not available

“«I understood you, but there was this pronunciation thing…»: L2 pronunciation feedback in English/French tandem interactions”.

Archive Ouverte a LUniversite Lyon 2

Repozytorium Uniwersytetu Łódzkiego (University of Lodz Repository)

“I Understood You, But There was This Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions

The role of corrective feedback (CF) in L2 development has been the topic of much discussion in SLA literature (see for example Sheen and Ellis 2011 for a recent overview). Researchers have focused their attention on CF provided either by language teachers or by fellow L2 learners, whereas relatively little is known about phonetic feedback offered in a non-institutional setting during peer-to-peer native/non-native interactions as is the case with tandem language learning. Tandem language exchanges represent a special learning environment, as each participant takes turns being the native and the non-native side of the dialogue. Thus, in contrast to the typical L2 learning setting, the hierarchical structure between the participants is fluid: the expert-novice power relationship evolves as the meeting progresses and the conversation switches from one language to the other.
In order to see how the distinguishing characteristics of tandem learning (such as solidarity and reciprocity) shape the process of L2 phonetic development in their own specific ways, we collected an English-French Tandem Corpus as part of the SITAF project (Spécificités des Interactions verbales dans le cadre de Tandems linguistiques Anglais-Français), launched at the University of Sorbonne Nouvelle-Paris 3 in October 2012. We gathered linguistic data – both video and audio recorded – from face-to-face conversational exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting of a native speaker of English and a native speaker of French. The dialogues and reading passages were recorded on two occasions separated by a 3-month interval.
The present paper offers a preliminary analysis of L2 pronunciation feedback on several renditions of the same text (The North Wind and the Sun), given to the French speakers by their English tandem partners. The passage was produced by each French participant three times: (1) during the ‘monitored’ reading, which was supervised by the English-speaking partner and which led to (2) the ‘second reading’ in the course of the first recording session, and then (3) the ‘final reading’ performed during the second recording session 3 months later.
Data analysis will allow us to address the following questions relating to the study of phonetic corrective feedback:

What is corrected by the native-speaking partner (henceforth NS)? Segmental or prosodic errors? Phonemic or allophonic deviations?
What is the corrective strategy adopted by the NS? Is it explicit correction, recast, or elicitation?
What is the learner’s uptake after receiving feedback?

We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching

Biblioteka Nauki - repozytorium artykuÅÃ³w

“I Understood You, But There was This Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions

Abstract

Similar works

Full text

Available Versions

Crossref

HAL Descartes

Hal-Diderot

Name not available

Archive Ouverte a LUniversite Lyon 2

HAL Descartes

Repozytorium Uniwersytetu Łódzkiego (University of Lodz Repository)

Biblioteka Nauki - repozytorium artykuÅÃ³w

“I Understood You, But There was This Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions

Abstract

Similar works

Full text

Available Versions

Crossref

HAL Descartes

Hal-Diderot

Name not available

Archive Ouverte a LUniversite Lyon 2

HAL Descartes

Repozytorium Uniwersytetu Łódzkiego (University of Lodz Repository)

Biblioteka Nauki - repozytorium artykuÅÃ³w

Biblioteka Nauki - repozytorium artykuÅÃ³w