Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback

This study investigated to what extent teacher and peer feedback promote L2 lexical stress perception skills and how gains are maintained over time. Eighty-two participants from 11 sections of first-year German courses at three universities were assigned to a teacher feedback group, a peer feedback...

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Bibliographic Details
Published in:International review of applied linguistics in language teaching, IRAL IRAL, 2023-09, Vol.61 (3), p.1173-1195
Main Authors: Sippel, Lieselotte, Martin, Ines A.
Format: Article
Language:English
Subjects:
Cognates
corrective feedback
English language
Feedback
German
German as a second language
peer feedback
Perceptions
pronunciation
Pronunciation instruction
Second language learning
Second language teachers
Stress
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Summary:This study investigated to what extent teacher and peer feedback promote L2 lexical stress perception skills and how gains are maintained over time. Eighty-two participants from 11 sections of first-year German courses at three universities were assigned to a teacher feedback group, a peer feedback provider group, a peer feedback receiver group, or a control group. After completing a pronunciation training on word stress in German–English cognates, the teacher group received feedback on their pronunciation from a teacher, the provider group gave feedback to peers, and the receiver group received feedback from peers. The control group did not complete the pronunciation training or receive feedback. Results comparing learners’ pretest, immediate posttest, and delayed posttest perception accuracy revealed that the teacher group and the provider group made significant gains in terms of their ability to perceive word stress in cognates, whereas the receiver group and the control group showed no improvement.
ISSN:0019-042X
1613-4141
DOI:10.1515/iral-2021-0175