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Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters among Second Language Learners: An Individual Differences-Treatment Interaction Design

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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 0000-0001-7834-6368), Parisa Ashkani
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
FullText Text:
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  Data: Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters among Second Language Learners: An Individual Differences-Treatment Interaction Design
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  Data: <searchLink fieldCode="AR" term="%22Mohammad+N%2E+Karimi%22">Mohammad N. Karimi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7834-6368">0000-0001-7834-6368</externalLink>)<br /><searchLink fieldCode="AR" term="%22Parisa+Ashkani%22">Parisa Ashkani</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2026 76(2):633-670.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
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  Data: 10.1111/lang.70010
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  Data: 0023-8333<br />1467-9922
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Correlation
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      – TitleFull: Gains in Pronunciation of Lexeme-Initial Biconsonantal Clusters among Second Language Learners: An Individual Differences-Treatment Interaction Design
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              Y: 2026
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