Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL

References

Admiraal, Wilfried, Gerard Westhoff & C. Kees De Bot. 2006. Evaluation of bilingual secondary education in the Netherlands: Students language proficieny in English. Educational research and Evaluation 12(1). 75–93.10.1080/13803610500392160Suche in Google Scholar

Barnes, Jonathan. 2006. Strength and weakness at the interface. Berlin: Mouton de Gruyter.10.1515/9783110197617Suche in Google Scholar

Benson, Edward Dalley & María Pilar García Mayo. 2008. Awareness of orthographic form and morphophonemic learning in EFL. In María de los Ángeles Gómez González, J. Lachlan Mackenzie & Elsa M. González Álvarez (eds.), Languages and cultures in contrast and comparison, 299–326. Amsterdam/Philadelphia: John Benjamins.10.1075/pbns.175.16benSuche in Google Scholar

Boersma, Paul & Weenink, David. 2018. Praat: doing phonetics by computer [Computer program]. Version 6.0.40, retrieved 11 May 2018 from http://www.praat.org/Suche in Google Scholar

Bradlow, Ann R. 2008. Training non-native language sound patterns: Lessons from training Japanese adults on the English. Phonological Second Language Acquisition 36. 287–308.10.1075/sibil.36.14braSuche in Google Scholar

Bradlow, Ann R., David B. Pisoni Reiko Akahane-Yamada & Yohichi Tohkura. 1997. Training Japanese listeners to identify English/r/and/l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America 101(4). 2299–2310.10.1121/1.418276Suche in Google Scholar

Catford, J. C & David Pisoni. 1970. Auditory versus articulatory training in exotic sounds. The Modern Language Journal, 54. 477–481.Suche in Google Scholar

Clopper, Cynthia G & Janet B Pierrehumbert. 2008. Effects of semantic predictability and regional dialect on vowel space reduction. The Journal of the Acoustical Society of America 124(3). 1682–1688.10.1121/1.2953322Suche in Google Scholar

Cobb, Katherine & Miquel Simonet. 2015. Adult Second Language Learning of Spanish Vowels. Hispania 98(1). 47–60.10.1353/hpn.2015.0026Suche in Google Scholar

Council of Europe. 2001. Common european framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Suche in Google Scholar

Cruttenden, Alan. 2014. Gimson’s pronunciation of English. London: Routledge.10.4324/9780203784969Suche in Google Scholar

Dalton-Puffer, Christiane. 2008. Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe. In Werner Delanoy & Laurenz Volkmann (eds.), Future perspectives for English language teaching, 139–157. Heidelberg: Carl Winter.Suche in Google Scholar

Davenport, Mike & S. J. Hannahs. 2013. Introducing phonetics and phonology. New York: Routledge.10.4324/9780203785447Suche in Google Scholar

De Graaff, Rick & Alex Housen. 2009. Investigating the Effects and Effectiveness of L2 Instruction. In Michael Long & Catherine Doughty (eds.), The handbook of language teaching. Malden, Ma: Wiley-Blackwell.10.1002/9781444315783.ch38Suche in Google Scholar

DeKeyser, Robert M. 1998. Beyond Focus on Form: Cognitive Perspectives on Learning and Practicing a Second Language. In Catherine Doughty, & Jessica Williams (eds.), Focus on Form in Classroom Second Language Acquisition. 42–63. New York, NY: Cambridge University Press.Suche in Google Scholar

DeKeyser, Robert. 2007. Practice in a second language: Perspectives from Applied Linguistics and Cognitive psychology. New York: Cambridge University Press.10.1017/CBO9780511667275Suche in Google Scholar

DeKeyser, Robert & Goretti Prieto Botana. 2014. The effectiveness of processing instruction in L2 grammar acquisition: A narrative review. Applied Linguistics, 36(3). 290–305.10.1093/applin/amu071Suche in Google Scholar

Delattre, Pierre. 1969. An acoustic and articulatory study of vowel reduction in four languages. International Review of Applied Linguistics 6/4. 295–323.10.1515/iral.1969.7.4.295Suche in Google Scholar

Delforge, Ann Marie. 2008. Unstressed vowel reduction in Andean Spanish. Selected proceedings of the 3rd Conference on Laboratory Approaches to Spanish Phonology. 107–124.Suche in Google Scholar

Derwing, Tracey M & Murray J Munro. 2015. Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research, vol. 42. John Benjamins Publishing Company.10.1075/lllt.42Suche in Google Scholar

Doughty, Catherine. 2003. Instructed SLA: Constraints, compensation, and enhancement. In C. Doughty & M. H. Long (eds.), The handbook of second language acquisition, 256–310. Oxford: Blackwell.10.1002/9780470756492.ch10Suche in Google Scholar

Ellis, Nick C. 2008. Implicit and explicit knowledge about language. In Patricia Duff & Nancy Hornberger (eds), Encyclopedia of language and education. Volume 8: Language Socialization. 1878–1890. New York: Springer.10.1007/978-0-387-30424-3_143Suche in Google Scholar

Ellis, Rod. 1993. The structural syllabus and second language acquisition. TESOL Quarterly, 27(1), 91–113.10.2307/3586953Suche in Google Scholar

Ellis, Rod. 2002. Does form-focused instruction affect the acquisition of implicit knowledge?: A review of the research. Studies in Second Language Acquisition 24(2). 223–236.10.1017/S0272263102002073Suche in Google Scholar

Flege, James E. 1991. Perception and production: The relevance of phonetic input to L2 phonological learning. Crosscurrents in Second Language Acquisition and Linguistic Theories 2. 249–289.10.1075/lald.2.15fleSuche in Google Scholar

Flege, James E & Ocke-Schwen Bohn. 1989. An Instrumental study of vowel reduction and stress placement in Spanish accented English. Studies in Second Language Acquisition 11. 35–62.10.1017/S0272263100007828Suche in Google Scholar

Flege, James E & Wieke Eefting. 1987. Production and perception of English stops by native Spanish speakers. Journal of Phonetics 15. 67–83.10.1016/S0095-4470(19)30538-8Suche in Google Scholar

Flege, James E & Wieke Eefting. 1988. Imitation of a VOT continuum by native speakers of English and Spanish: Evidence for phonetic category formation. Journal of the Acoustical Society of America 83(2). 729–740.10.1121/1.396115Suche in Google Scholar

Fourakis, Marios. 1991. Tempo, stress and vowel reduction in American English. The Journal of the Acoustical Society of America 90(4). 1816–17826.10.1121/1.401662Suche in Google Scholar

Gallardo-del-Puerto, Francisco Gómez Lacabex, Esther & M. Luisa García Lecumberri. 2009. Testing the effectiveness of content and language integrated learning in foreign language contexts: assessment of English pronunciation. In Yolanda Ruiz de Zarobe and Rosa Jiménez Catalán (eds.) Content and Language Integrated Learning: Evidence from Research in Europe. 63–80. Clevedon: Multilingual Matters10.21832/9781847691675-007Suche in Google Scholar

Gallardo-del-Puerto, Francisco & Esther Gómez Lacabex. 2013. The impact of additional CLIL exposure on oral English production. Journal of English Studies 11. 113–131.10.18172/jes.2620Suche in Google Scholar

Gallardo-del-Puerto, Francisco & Esther Gómez Lacabex. 2017. Oral production outcomes in CLIL: an attempt to manage amount of exposure. European Journal of Applied Linguistics 5. 31–54.10.1515/eujal-2015-0035Suche in Google Scholar

Gómez Lacabex, Esther. 2009. Perception and Production of Vowel Reduction in Second Language Acquisition. Series Tesis Doctorales. Lejona: University of the Basque Country.Suche in Google Scholar

Gómez Lacabex, Esther, García Lecumberri, M. Luisa, & Martin Cooke. 2008. Identification of the contrast full vowel-schwa: training effects and generalization to a new perceptual context. Ilha do Desterro 55. 173–196.10.5007/2175-8026.2008n55p173Suche in Google Scholar

Gómez Lacabex, Esther & Francisco Gallardo-del-Puerto. 2014. Two Phonetic-Training Procedures for Young Learners: Investigating Instructional Effects on Perceptual Awareness. Canadian Modern Language Review, 70(4). 500–531.10.3138/cmlr.2324Suche in Google Scholar

REAL DECRETO 1892/2008, de 14 de noviembre, por el que se regulan las condiciones para el acceso a las enseñanzas universitarias oficiales de grado y los procedimientos de admisión a las universidades públicas españoles. Boletín Oficial del Estado 283. Madrid, 24 de septiembre de 2008 Sec. 1.Suche in Google Scholar

Hansen, Thomas K. 2006. Computer assisted pronunciation training: The four ‘K’s of feedback. Proceedings of the 4th International Conference on Multimedia and Information and Communication Technologies in Education (m-ICTE). 342–346. Seville, Spain.Suche in Google Scholar

Hardison, Debra. 2004. Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning & Technology 8. 34–52.Suche in Google Scholar

Harris, John. 2005. Vowel reduction as information loss. In Philip Carr, Jacques Durand & Colin J Ewen (eds.), Headhood, Elements, Specification and Contrastivity: Phonological Papers in Honour of John Anderson, 119–132. Amsterdam: John Benjamins.10.1075/cilt.259.10harSuche in Google Scholar

Hazan, Valerie. & Anke Sennema. 2007. The Effect of Visual Training on the Perception of Non-Native Phonetic Contrasts. Proceedings of the Sixteenth International Congress of Phonetic Sciences, 1585–1588. Saarbrücken, Germany.Suche in Google Scholar

Henderson, Alice, Dan Frost, Elina Tergujeff, Alexander Kautzsch, Deirdre Murphy, Anastazija Kirkova-Naskova, Ewa Waniek-Klimczak, David Levey, Una Cunningham & Lesley Curnick. 2012. The English pronunciation teaching in Europe survey: Selected results. Research in Language 10(1). 5–27.10.2478/v10015-011-0047-4Suche in Google Scholar

Ikeno, Ayako, Bryan Pellom, Daniel Cer, Jason M Ashley Thornton, Dan Jurafsky Brenier, Wayne Ward & William Byrne. 2003. Issues in recognition of Spanish-accented spontaneous English. ISCA & IEEE Workshop on Spontaneous Speech Processing and Recognition.Suche in Google Scholar

Iverson, Paul, Melanie Pinet & Bronwen G Evans. 2012. Auditory training for experienced and inexperienced second-language learners: Native French speakers learning English vowels. Applied Psycholinguistics 33(01). 145–160.10.1017/S0142716411000300Suche in Google Scholar

Jamieson, Donald G & David E Morosan. 1986. Training non-native speech contrasts in adults: Acquisition of English/ð/-/θ/ contrast by francophones. Perception and Psychophysics 40(4). 205–215.10.3758/BF03211500Suche in Google Scholar

Jaworski, Sylwester. 2008. Lenition processes in English and other languages: A hierarchy of susceptibility to inertia. Unpublished Philosophical Dissertation. Adam Mickiewicz University.Suche in Google Scholar

Jaworski, Sylwester. 2010. Phonetic and phonological vowel reduction in Russian. Poznań Studies in Contemporary Linguistics 46(1). 51–68.10.2478/v10010-010-0003-9Suche in Google Scholar

Kivistö-De Souza, Hanna. (2015). Phonological awareness and pronunciation in a second language. PhD Dissertation, University of Barcelona.Suche in Google Scholar

Krashen, Stephen D. 1982. Principles and practice in second language acquisition, vol. 2. Oxford: Pergamon.10.2307/3586656Suche in Google Scholar

Kul, Małgortza. 2010. Towards a gradual scale of vowel reduction: A pilot study. Poznań Studies in Contemporary Linguistics 46(4). 429–456.10.2478/v10010-010-0022-6Suche in Google Scholar

Lasagabaster, David. 2008. Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1. 31–42.10.2174/1874913500801010030Suche in Google Scholar

Leather, Jonathan. 1983. Second-language pronunciation learning and teaching. Language Teaching 16(03). 198–219.10.1017/S0261444800010120Suche in Google Scholar

Leather, Jonathan. H. 1990. Perceptual and productive learning of Chinese lexical tone by Dutch and English speakers. New Sounds 90: Proceedings of the 1990 Amsterdam Symposium on the Acquisition of Second Language Speech. 72–89. Amsterdam: University of Amsterdam Press.Suche in Google Scholar

Leather, Jonathan. 1996. Interrelation of perceptual and productive learning in the initial acquisition of second-language tone. In Alan James & Jonathan Leather (eds.), Studies on language acquisition [SOLA], vol. 13, Second-Language Speech, 75–101. Berlin: De Gruyter Mouton.10.1515/9783110882933.75Suche in Google Scholar

Lee, Andrew H & Roy Lyster. 2015. The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition 38. 1–30.10.1017/S0272263115000194Suche in Google Scholar

Lightbown, P. M. 2000. Anniversary article. Classroom SLA research and second language teaching. Applied Linguistics 21(4). 431–462.10.1093/applin/21.4.431Suche in Google Scholar

Lindblom, Björn. 1963. A spectrographic study of vowel reduction. Journal of the Acoustical Society of America 35. 1773–1781.10.1121/1.1918816Suche in Google Scholar

Logan, John S., Scott E Lively & David B Pisoni. 1991. Training Japanese listeners to identify English/r/and/l/: A first report. Journal of the Acoustical Society of America 89. 874–886.10.1121/1.1894649Suche in Google Scholar

Lyster, Roy. 2001. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning 51(s1). 265–301.10.1111/j.1467-1770.2001.tb00019.xSuche in Google Scholar

Lyster, Roy. 2007. Learning and teaching languages through content: A counterbalanced approach. [Special Issue] Language Learning and Language Teaching 18. Amsterdam: John Benjamins Publishing.10.1075/lllt.18Suche in Google Scholar

Mathews, J. 1997. Influence of pronunciation training on the perception of second language contrasts. In Jonathan H. Leather & Allan James (eds.), New Sounds 97: Proceedings of the 1997 Amsterdam Symposium on the Acquisition of Second Language Speech, 223–230. Amsterdam: University of Amsterdam.Suche in Google Scholar

Norris, John M. & Lourdes Ortega. 2000. Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language Learning 50(3). 417–528.10.1111/0023-8333.00136Suche in Google Scholar

Oddone, Cristina. 2011. Using Videos from YouTube and Websites in the CLIL Classroom. Studies About Languages 18. 105–110.10.5755/j01.sal.0.18.417Suche in Google Scholar

Pavón, Victor & María Ellison. 2013. Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Linguarum Arena 4. 65–78.Suche in Google Scholar

Pennington, Martha C & Jack C Richards. 1986. Pronunciation revisited. TESOL Quarterly 20(2). 207–225.10.2307/3586541Suche in Google Scholar

Pérez Cañado, María Luisa. 2018. CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras 29. 51–70.10.30827/Digibug.54022Suche in Google Scholar

Quilis, Antonio & Joseph A Fernández. 1996. Curso de fonética y fonología españolas para estudiantes Angloamericanos, 15º edn. Madrid: Consejo Superior de Investigaciones Científicas.Suche in Google Scholar

Radwan, Adel Abu. 2005. The effectiveness of explicit attention to form in language learning. System 33(1). 69–87.10.1016/j.system.2004.06.007Suche in Google Scholar

Rafat, Yasaman. 2013. Orthography-induced transfer in the production of English-speaking learners of Spanish. The Language Learning Journal 44(2). 1–17.10.1080/09571736.2013.784346Suche in Google Scholar

Rallo Fabra, Lucrecia. 2015. Can nonnative speakers reduce English vowels in a native-like fashion? Evidence from L1-Spanish L2-English bilinguals. Phonetica, 72(2–3). 162–181.10.1159/000430920Suche in Google Scholar

Rallo Fabra, Lucrecia. & María Juan Garau (2010). Intelligibility and foreign accentedness in a context-and–language–integrated-learning (CLIL) setting. In Katarzyna Dziubalska-Kołaczyk, Magdalena Wrembel and Małgorzata Kul (eds), New Sounds2010: Proceedings of the Sixth International Symposium on the Acquisition of Second Language Speech. 373–378. Poznan (Poland): Federal Adam Mickiewicz University.Suche in Google Scholar

Rallo Fabra, Lucrecia & Karen Jacob. 2015. Does CLIL enhance oral skills? Fluency and pronunciation errors by Spanish-Catalan learners of English. In María Juan Garau & Joana Salazar-Noguera (eds.), Content-based language learning in multilingual educational environments, 163–177. Berlin: Springer.10.1007/978-3-319-11496-5_10Suche in Google Scholar

Ronquest, Rebecca E. 2013. An acoustic examination of unstressed vowel reduction in Heritage Spanish. Selected proceedings of the 15th hispanic linguistics symposium. 151–171.Suche in Google Scholar

Ruiz De Zarobe, Yolanda. 2008. CLIL and foreign language learning: A longitudinal study in the Basque Country. International CLIL Research Journal 1(1). 60–73.Suche in Google Scholar

Ruiz de Zarobe, Yolanda. 2015. The Effects of Implementing CLIL in Education. In: María Juan-Garau & Joana Salazar-Noguera (eds), Content-based Language Learning in Multilingual Educational Environments. Educational Linguistics, volume 23. 51–68. New York: Springer.10.1007/978-3-319-11496-5_4Suche in Google Scholar

Saito, Kazuya. 2012. Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi‐experimental intervention studies. TESOL Quarterly 46(4). 842–854.10.1002/tesq.67Suche in Google Scholar

Saito, Kazuya. 2013. Reexamining Effects of Form-Focused Instruction on L2 Pronunciation Development. The role of Explicit Phonetic Information. Studies in Second language Acquisition 35. 1–29.10.1017/S0272263112000666Suche in Google Scholar

Sakai, Mary & Colleen Moorman. 2018. Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research. Applied Psycholinguistics 39(1). 187–224.10.1017/S0142716417000418Suche in Google Scholar

Schmidt, Richard. W. 1990. The role of consciousness in second language learning. Applied linguistics 11(2). 129–158.10.1093/applin/11.2.129Suche in Google Scholar

Setter, Jane. 2008. Theories and approaches in English Pronunciation. In Rafael Monroy & Aquilino Sanchez (eds.), 25 Years of Applied Linguistics in Spain: Milestones and Challenges. Murcia: Universidad de Murcia.Suche in Google Scholar

Spada, Nina & Yasuyo Tomita. 2010. Interactions between type of instruction and type of language feature: A Meta‐Analysis. Language Learning 60(2). 263–308.10.1111/j.1467-9922.2010.00562.xSuche in Google Scholar

Strange, Winifred & Sibylla Dittman. 1984. Effects of Discrimination training on the perception of /r/ and /l/ by Japanese adults learning English. Perception and Psychophysics 36. 131–145.10.3758/BF03202673Suche in Google Scholar

Szpyra-Kozłowska, Jolanta. 2015. Pronunciation in EFL instruction. A research-based approach. New York: Multilingual Matters.10.21832/9781783092628Suche in Google Scholar

Tammenga-Helmantel, Marjon, Enti Arends & Esther Canrinus. 2014. The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms. System 45. 198–210.10.1016/j.system.2014.06.003Suche in Google Scholar

Trofimovich, Pavel & Elisabeth Gatbonton. 2006. Repetition and focus on form in processing L2 Spanish words: Implication for pronunciation instruction. The Modern Language Journal 90. 519–535.10.1111/j.1540-4781.2006.00464.xSuche in Google Scholar

Wang, Xinchun & Murray J Munro. 2004. Computer-based training for learning English vowel contrasts. System 32. 539–552.10.1016/j.system.2004.09.011Suche in Google Scholar