Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters among Second Language Learners: An Individual Differences-Treatment Interaction Design
Saved in:
| Title: | Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters among Second Language Learners: An Individual Differences-Treatment Interaction Design |
|---|---|
| Language: | English |
| Authors: | Mohammad N. Karimi (ORCID |
| Source: | Language Learning. 2026 76(2):633-670. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Pronunciation, Second Language Learning, English (Second Language), Emotional Response, Second Language Instruction, Context Effect, Direct Instruction, Incidental Learning, Correlation |
| DOI: | 10.1111/lang.70010 |
| ISSN: | 0023-8333 1467-9922 |
| Abstract: | The present study investigated how instruction across explicit versus implicit conditions interacts with aptitude to affect gains in the pronunciation of lexeme-initial biconsonantal clusters among learners of English as a second language. The study further examined whether condition-congruent aptitudes correlate with emotions that learners experience during instruction and whether and how such emotional reactions mediate the effect of condition-congruent aptitudes on the learners' pronunciation outcomes. Results from the general linear model analyses indicated a significant effect of instruction on pronunciation outcomes, as well as a superiority for explicit instruction compared with implicit instruction. The results further revealed a significant effect of the interaction of aptitude and instructional condition on the learners' pronunciation gains. Condition-congruent aptitudes were also found to correlate strongly with different emotions that learners experienced. Furthermore, the results of the mediated regression analyses in R revealed that emotions mediated the influence of condition-congruent aptitudes on pronunciation outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504694 |
| Database: | ERIC |
| Abstract: | The present study investigated how instruction across explicit versus implicit conditions interacts with aptitude to affect gains in the pronunciation of lexeme-initial biconsonantal clusters among learners of English as a second language. The study further examined whether condition-congruent aptitudes correlate with emotions that learners experience during instruction and whether and how such emotional reactions mediate the effect of condition-congruent aptitudes on the learners' pronunciation outcomes. Results from the general linear model analyses indicated a significant effect of instruction on pronunciation outcomes, as well as a superiority for explicit instruction compared with implicit instruction. The results further revealed a significant effect of the interaction of aptitude and instructional condition on the learners' pronunciation gains. Condition-congruent aptitudes were also found to correlate strongly with different emotions that learners experienced. Furthermore, the results of the mediated regression analyses in R revealed that emotions mediated the influence of condition-congruent aptitudes on pronunciation outcomes. |
|---|---|
| ISSN: | 0023-8333 1467-9922 |
| DOI: | 10.1111/lang.70010 |
