Explicit pronunciation instruction in the second language classroom

Abstract The present study uses an acoustic analysis to examine the effects of implicit and explicit pronunciation instruction on acquisition German final devoicing in L2 classroom. Twenty-nine English-speaking learners at a North American university were assigned or condition. Learner speech samples recorded, following pre/post/delayed-post-test design. Four correlates medial obstruent voicing analyzed establish degree which underlyingly voiced word-final stops phonetically devoiced. Results indicate that condition significantly outperformed condition, with all four measures signaling greater by post-test Orthography, declarative knowledge, level awareness are hypothesized as factors influenced process. calls for additional work different instructional practices pronunciation.