The Effects of Corrective Feedback Techniqueson Students’ English Vocabularies Pronunciation

This quasi-experimental study investigated the impact of two corrective feedback techniques (recasts and prompts) on students’ pronunciation accuracy. Seventy-two students from Shahid Beheshti High School in Ardabil were assigned as the participants of this study. The data collected from three classroom-based studies; the two experimental conditions–one received corrective feedback in the form of recasts and the other in the form of prompts–and a control group. The instructional intervention, which was spread over a period of two weeks, targeted the final –s and –es endings’ pronunciation, a difficult aspect of English pronunciation for these learners. To measure the students’ prior knowledge of the targeted pronunciation, a pre-test was designed. Immediate post-test were administrated after the treatments were given to participants. Delayed post-test were administrated two weeks after the immediate post-test. Fill-in-the-blank, oral picture-description, and read-aloud tasks formed the materials of this study. Comparison of group means across testing sessions using a one-way repeated measure ANOVA consistently revealed that corrective feedback conditions had a positive effect on the learner’s pronunciation accuracy. The effects of recasts were greater than those of prompts for increasing accuracy in the targeted pronunciation of final –s and –es endings.

کلیدواژه ها:

Corrective feedback ، Recasts ، Prompts ، Pronunciation