Implicit feedback and lexical stress: Development of perception and production in a classroom environment
The current study explored the effects of recasts on the production and perception of primary stress in a classroom context. Following a pretest-posttest-delayed posttest design, 28 L1 Arabic speakers were randomly assigned to intervention and control groups. Participants received four hours of inst...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | , |
| Format: | article |
| Published: |
2025
|
| Subjects: | |
| Online Access: | https://hdl.handle.net/11073/26190 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1864513444550541312 |
|---|---|
| author | Parlak, Özgür |
| author2 | Ziegler, Nicole Rabea, Reem |
| author2_role | author author |
| author_facet | Parlak, Özgür Ziegler, Nicole Rabea, Reem |
| author_role | author |
| dc.creator.none.fl_str_mv | Parlak, Özgür Ziegler, Nicole Rabea, Reem |
| dc.date.none.fl_str_mv | 2025-07-08T04:22:32Z 2025-07-08T04:22:32Z 2025 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | Parlak, Ö., Ziegler, N., & Rabea, R. (2025). Implicit feedback and lexical stress: Development of perception and production in a classroom environment. Journal of Second Language Pronunciation, 11(1), 76-102. 2215-194X https://hdl.handle.net/11073/26190 10.1075/jslp.24050.par |
| dc.publisher.none.fl_str_mv | John Benjamins Publishing |
| dc.relation.none.fl_str_mv | https://doi.org/10.1075/jslp.24050.par |
| dc.rights.none.fl_str_mv | Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ |
| dc.subject.none.fl_str_mv | Corrective feedback Interaction Lexical stress Pronunciation Recast |
| dc.title.none.fl_str_mv | Implicit feedback and lexical stress: Development of perception and production in a classroom environment |
| dc.type.none.fl_str_mv | Peer-Reviewed Published version info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article |
| description | The current study explored the effects of recasts on the production and perception of primary stress in a classroom context. Following a pretest-posttest-delayed posttest design, 28 L1 Arabic speakers were randomly assigned to intervention and control groups. Participants received four hours of instruction over a period of four days, and the lessons were recorded for stimulated recall. Teaching materials focused on argumentation, and were embedded with the target vocabulary to facilitate incidental mispronunciation. When the intervention group produced target words with misplaced primary stress, they received a recast. The control group did not receive corrective feedback. The results of linear mixed-effects analyses showed that recasts facilitated primary stress development through increased vowel duration. Stimulated recall data confirmed that participants noticed the recasts they received. However, there were no changes in participants’ perceptions of stress placement. These findings suggest that incidental pronunciation errors can be addressed through implicit feedback. |
| format | article |
| id | aus_61e93f7e0f321a1172cd8dfff89b91ca |
| identifier_str_mv | Parlak, Ö., Ziegler, N., & Rabea, R. (2025). Implicit feedback and lexical stress: Development of perception and production in a classroom environment. Journal of Second Language Pronunciation, 11(1), 76-102. 2215-194X 10.1075/jslp.24050.par |
| network_acronym_str | aus |
| network_name_str | aus |
| oai_identifier_str | oai:repository.aus.edu:11073/26190 |
| publishDate | 2025 |
| publisher.none.fl_str_mv | John Benjamins Publishing |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ |
| spelling | Implicit feedback and lexical stress: Development of perception and production in a classroom environmentParlak, ÖzgürZiegler, NicoleRabea, ReemCorrective feedbackInteractionLexical stressPronunciationRecastThe current study explored the effects of recasts on the production and perception of primary stress in a classroom context. Following a pretest-posttest-delayed posttest design, 28 L1 Arabic speakers were randomly assigned to intervention and control groups. Participants received four hours of instruction over a period of four days, and the lessons were recorded for stimulated recall. Teaching materials focused on argumentation, and were embedded with the target vocabulary to facilitate incidental mispronunciation. When the intervention group produced target words with misplaced primary stress, they received a recast. The control group did not receive corrective feedback. The results of linear mixed-effects analyses showed that recasts facilitated primary stress development through increased vowel duration. Stimulated recall data confirmed that participants noticed the recasts they received. However, there were no changes in participants’ perceptions of stress placement. These findings suggest that incidental pronunciation errors can be addressed through implicit feedback.American University of SharjahCollege of Arts and SciencesDepartment of EnglishJohn Benjamins Publishing2025-07-08T04:22:32Z2025-07-08T04:22:32Z2025Peer-ReviewedPublished versioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfParlak, Ö., Ziegler, N., & Rabea, R. (2025). Implicit feedback and lexical stress: Development of perception and production in a classroom environment. Journal of Second Language Pronunciation, 11(1), 76-102.2215-194Xhttps://hdl.handle.net/11073/2619010.1075/jslp.24050.parhttps://doi.org/10.1075/jslp.24050.parAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/oai:repository.aus.edu:11073/261902025-07-08T18:15:21Z |
| spellingShingle | Implicit feedback and lexical stress: Development of perception and production in a classroom environment Parlak, Özgür Corrective feedback Interaction Lexical stress Pronunciation Recast |
| status_str | publishedVersion |
| title | Implicit feedback and lexical stress: Development of perception and production in a classroom environment |
| title_full | Implicit feedback and lexical stress: Development of perception and production in a classroom environment |
| title_fullStr | Implicit feedback and lexical stress: Development of perception and production in a classroom environment |
| title_full_unstemmed | Implicit feedback and lexical stress: Development of perception and production in a classroom environment |
| title_short | Implicit feedback and lexical stress: Development of perception and production in a classroom environment |
| title_sort | Implicit feedback and lexical stress: Development of perception and production in a classroom environment |
| topic | Corrective feedback Interaction Lexical stress Pronunciation Recast |
| url | https://hdl.handle.net/11073/26190 |