Effects of recasts, clarification requests on suprasegment development of English intonation

A total of 102 English as a Foreign Language (EFL) learners participated in the present study, which aimed to test how different types corrective feedback-recasts and clarification requests-can differentially affect suprasegment development intonation. All participants received 5 treatment sessions designed encourage them notice practice target feature meaningful discourse; recasts or requests were provided participants’ untargetlike production, except those control group (n=34), who comparable instruction but without feedback. Acoustic analyses conducted on 7 intonation features including words/IP, pause, anacrusis, lengthing, pitch reset, improper tonicity tone selection elicited via pretest posttest measures targeting trained instances untrained instances. The results showed that 1) are more effective than EFL learners’ intonation; 2) may not only lead establish, reinforce generalize their new phonological knowledge they had practiced during treatments, also help transmit attention from learning foreign language input at suprasegmental level.