Background
Which learners of English have difficulty categorizing /i/ and /I/ and often classify both of these sounds as the phoneme /i/?
What are Korean learners of English?
What was the purpose of this study?
To add to the understanding of the instructional characteristics and effects of perception training in contexts other than individualized tutoring in laboratory settings.
Who were the participants in this study?
What are 32 Korean learners of EFL and 21 L1 English participants?
What was the first step in the design of this study?
What is a pretest?
Which group performed better overall on the generalizability test?
What is the instruction + CF group?
What kind of information do Korean learners of English tend to rely on?
What is durational information?
How many research questions do Lee and Lyster (2016) seek to answer?
What is 2?
Where were the L2 learners of English living?
Where is Montreal, Canada?
How many steps were part of the design of this study? What were the steps?
What is 4?
1)Pretest
2)Instruction
3)Immediate Posttest
4)Delayed Posttest (2 weeks)
What played a key role in helping the L2 learners to acquire the target phoneme /I/?
What is corrective feedback?
What phoneme does NOT belong to the Korean vowel inventory?
What is /I/?
"i" sounds as in 'hip', 'rip', 'tip'
What motivated this specific classroom-based study?
There is no specific classroom-based research that has investigated whether L2 learners benefit from classroom-based perception training including L2 instruction and oral feedback provided during instructor-student interaction.
Why were only intermediate learners of English recruited for this study?
To ensure that the student participants had knowledge of the target vowels
What type of instruction were the five 1-hour lessons based on?
What is form-focused instruction?
What was the most noteworthy finding of this study?
The instruction + CF group significantly outperformed the instruction- only group as a result of the instructional sessions specifically with respect to the use of /I/-natural and /I/-synthesized sounds.
What is the difference between the vowels /i/ and /I/? What sounds do they make?
/i/ makes the 'ee' sound as in 'feel' or 'heat'
/I/ makes the 'i' sound as in 'fill' or 'hit'
Identify one of the research questions of this study.
1. As a result of classroom perception training, to what extent do Korean learners of english improve their perceptual accuracy in categorizing /i/ and /I/ in words occurring in the training sessions as well as in words not occurring in the training sessions.
2. To what extent do the training effects differ between a group receiving instruction only and a group receiving instruction plus CF(corrective feedback)?
What was included in the immediate posttest that was not included in the pretest or instruction?
Hint: page 48
What are 8 generalizability words?
Why were distractors included in the computerized tests?
How many sets of distractors were included?
To prevent participants from noticing linguistic targets of the experiment.
12 sets of distractors.
What is a critique that you may have of the study?
Answers may differ
Regarding feedback, why are classroom settings more likely to be beneficial to L2 learners than laboratory settings?
Answers will vary.
How does previous research affect this specific study?
Answers will vary.
What were the 4 dependent variables used in the MANOVA test?
1. /i/-natural
2. /i/-synthesized
3. /I/-natural
4. /I/-synthesized
Why were the classes video-recorded? Did it serve a purpose?
To confirm that no CP was provided on perceptual errors concerning the target form in the instruction-only classes.
What did the findings in this study allow us to conclude about using corrective feedback?
CF played a key role in helping the L2 learners to acquire the target phoneme /I/.