مطالعه اي پيرامون تاثير recasts و prompts بر ارتقاي توانايي توليد اصوات در زبان انگليسي توسط فراگيران زبان انگليسي با در نظر گرفتن سن فراگيران

دانشگاه ولي عصر(عج) رفسنجان

كارشناسي ارشد

The current project was conducted to examine the impact of recasts and prompts on the development of English dental fricatives pronunciation by Iranian female EFL learners with Persian background. The philosophy behind conducting the research on English dental fricatives was their absence in Persian sound system and the interlanguage effect that may interfere their correct pronunciation by Iranian EFL learners. One hundred sixty-seven learners who knew the English alphabet participated in this quasi-experimental study. To check their homogeneity, an Oxford Placement Test (OPT) was conducted. According to test prescribed score band, it turned out that they were in beginner level. They were divided into six groups based on the types of feedback and Piaget’s stages of development- recasts (8-11), prompts (8-11), control (8-11), recasts (13-15), prompts (13-15), control (13-15). All groups participated in treatment session. Recasts (i.e., partial reformulation and prosodic emphasize) and a set of prompts (i.e., repetition, clarification request, metalinguistic clues, and elicitation) were provided in the treatment sessions. Each experimental group received one of the recasts or prompts. Despite the participation of control groups in treatment session, they did not receive any type of corrective feedback by the researcher. The corrective feedbacks were provided only in response to mispronunciation of English /θ/ and /ð/ in a Sentence Reading Task (SRT) context by the researcher. A same word reading test as pretest (before treatment) and posttest (after treatment) was conducted to gather the data. The researcher rated their production as acceptable English (mark 1) and unacceptable English (mark 0) for 40 English words with the target sounds. The results indicated that providing corrective feedback regardless of its type will promote learners’ production of English dental fricatives in a significant level in this study. Also, it was found that recasts and prompts had no significant priority over each other in improving acceptable production of English /θ/ and /ð/. On the other side, it was found that age is not an effective factor in producing the acceptable form of English dental fricatives in significant level by Iranian female EFL learners. Furthermore, the interaction between types of corrective feedback and age was not significant. The results of the study can be applicable in language education, linguistics, and neuropsychology.

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دانشگاه وليعصر رفسنجان

حمداله راوند

آموزش زبان انگليسي

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