Explicit and Implicit Pronunciation Instruction and English Language Learners’ Listening Motivation and Listening Comprehension

The present quantitative study investigated the impact of pronunciation instruction (explicit and implicit mediators) on L۲ listening comprehension and listening motivation of English language Learners. Over ۴ months, two groups of ۳۰ English language learners were exposed to pronunciation instruction (explicit -using phonetic rules- and implicit -without phonetic rules), and a control group of ۱۵ students received no pronunciation instruction. Pre-tests and post-tests were used to measure learners’ improvement in listening comprehension and motivation. The obtained outcomes revealed that all learners made a breakthrough in listening comprehension and listening motivation. Notwithstanding, improvements that were evident in all groups in their ratings for the research variables (listening comprehension & listening motivation) from the pretest to the posttest, these developments were significant in PI groups, particularly in the explicit PI group. This study has some practical suggestions for language teachers and material designers to consider pronunciation instruction effects when teaching listening comprehension to language learners.

Keywords:

explicit instruction , implicit instruction , pronunciation instruction , listening comprehension , listening motivation