Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: evidence from training Chinese adolescents with French words

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• dc.contributor.author Zhang, Yuan
• dc.contributor.author Baills, Florence
• dc.contributor.author Prieto Vives, Pilar, 1965-
• dc.date.accessioned 2020-10-26T10:03:16Z
• dc.date.available 2020-10-26T10:03:16Z
• dc.date.issued 2018
• dc.description.abstract Though research has shown that rhythmic training is beneficial for phonological speech processing, little empirical work has been carried out to assess whether rhythmic training in the classroom can help to improve pronunciation in a second language. This study tests the potential benefits of hand-clapping to the rhythm of newly learned French words for the acquisition of pronunciation patterns by Chinese adolescents. In a between-subjects training experiment with a pretest/posttest design, 50 Chinese adolescents either repeated new French words while clapping out their rhythmic structure (clapping condition) or only repeated the words (non-clapping condition). Participants’ oral production before and after training was (1) perceptually rated for accentedness by two French native speakers and (2) acoustically analysed for final syllable duration. While the results showed an only near-significant improvement from pretest to posttest in accentedness ratings for the clapping group, a significant improvement was obtained for acoustic durational measures. Individual musical abilities did not interact significantly in either of the two analyses, and working memory interacted significantly only with accentedness. These results show that a short training session in which clapping is used to highlight the prosodic structure of words can help improve pronunciation in a foreign language.en
• dc.description.sponsorship This research was supported by funding from the Spanish Ministry of Economy and Competitiveness (FFI2015-66533-P) and the Generalitat de Catalunya projects 2014 SGR-925 and 2017 SGR _ 971).
• dc.format.mimetype application/pdf
• dc.identifier.citation Zhang Y, Baills F, Prieto P. Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: evidence from training Chinese adolescents with French words. Language Teaching Research. 2018;24(5):666-89. DOI: 10.1177/1362168818806531
• dc.identifier.doi http://dx.doi.org/10.1177/1362168818806531
• dc.identifier.issn 1362-1688
• dc.identifier.uri http://hdl.handle.net/10230/45571
• dc.language.iso eng
• dc.publisher SAGE Publications
• dc.relation.ispartof Language Teaching Research. 2018;24(5):666-89
• dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/FFI2015-66533-P
• dc.rights Zhang Y, Baills F, Prieto P. Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: evidence from training Chinese adolescents with French words. Language Teaching Research. 2018;24(5):666-89. Copyright © 2018 SAGE Publications. DOI: 10.1177/1362168818806531
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Hand-clappingen
• dc.subject.keyword Prosodic structureen
• dc.subject.keyword Rhythmen
• dc.subject.keyword Rhythmic trainingen
• dc.subject.keyword Second language phonologyen
• dc.subject.keyword Second language pronunciationen
• dc.title Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: evidence from training Chinese adolescents with French wordsen
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion