“That’s wrong. It is pronounced /æŋˈzaɪətɪ/”: corrective feedback, foreign language anxiety and pronunciation development

Luquin Urtasun, María

Publication:
“That’s wrong. It is pronounced /æŋˈzaɪətɪ/”: corrective feedback, foreign language anxiety and pronunciation development

dc.contributor.advisorTFE	Roothooft, Hanne
dc.contributor.affiliation	Facultad de Ciencias Humanas y Sociales	es_ES
dc.contributor.affiliation	Giza eta Gizarte Zientzien Fakultatea	eu
dc.contributor.author	Luquin Urtasun, María
dc.date.accessioned	2017-08-21T09:08:39Z
dc.date.available	2017-08-21T09:08:39Z
dc.date.issued	2017
dc.date.updated	2017-08-09T08:47:14Z
dc.description.abstract	Although there is a well-documented body of research on what type of corrective feedback (CF) works best for students’ EFL development, little is known about the individual differences that may interfere in such corrections and hence, in their EFL acquisition. The study reported in this paper aims to investigate the extent to which students with high and low foreign language anxiety (FLA) benefit from recasts and metalinguistic feedback on the pronunciation of the past tense morpheme (-ed) and how they respond to the feedback. To this purpose, 30 twelve-year-old Spanish students of English (A2+ level) at a secondary school were divided into six high- and low-anxiety groups according to scores they obtained in an abbreviated version of the Foreign Language Classroom Anxiety Scale (FLCAS). Then, in a pre- and post-experimental design, recasts were administered to two high- and low-anxiety groups during the treatment sessions, metalinguistic feedback was provided to two other high- and lowanxiety groups, and the high- and low-anxiety control group did not receive any feedback for their errors. The findings showed that corrective feedback has a positive effect on the learners’ pronunciation of the –ed. Particularly, the results seem to make a case for the effectiveness of recasts for correcting pronunciation and for increasing the rate of repair. Regarding FLA, although there are clear trends that insinuate an impact on the students’ performance, the role of anxiety on error correction and on the students’ responses could not be statistically identified in this analysis. These findings suggest that pronunciation-focused recasts might be particularly effective for anxious and non-anxious students’ FL pronunciation development. In addition, it is advised that an EFL pedagogy that is mindful not only of the type of corrective feedback, but also of the students’ degree of anxiety may have a beneficial effect on their foreign language acquisition	es_ES
dc.description.degree	Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra	es_ES
dc.description.degree	Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan	eu
dc.format.mimetype	application/pdf	en
dc.identifier.uri	https://academica-e.unavarra.es/handle/2454/25296
dc.language.iso	eng	en
dc.rights.accessRights	Acceso abierto / Sarbide irekia	es
dc.rights.accessRights	info:eu-repo/semantics/openAccess	en
dc.subject	Foreign language anxiety	es_ES
dc.subject	Corrective feedback	es_ES
dc.subject	Recasts	es_ES
dc.subject	Metalinguistic feedback	es_ES
dc.subject	Modified output	es_ES
dc.subject	Pronunciation	es_ES
dc.title	“That’s wrong. It is pronounced /æŋˈzaɪətɪ/”: corrective feedback, foreign language anxiety and pronunciation development	es_ES
dc.type	info:eu-repo/semantics/masterThesis
dspace.entity.type	Publication
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