Scheffler, P., & Baranowska, K. (2023). Learning pronunciation through television series. Language Learning & Technology, 27(1), 1–16. http://hdl.handle.net/10125/73520
The study described in the paper sought to find empirical support for anecdotal claims that watching FL videos improves pronunciation skills, thus attempting to bridge the gap between research and real-world situations.While there is ample research on the effect of exposure to foreign language (FL) video materials on developing vocabulary knowledge and listening skills, research on the impact of watching videos on acquiring pronunciation skills, especially in terms of both perception and production, is still in its infancy. This study investigates the effect of viewing an English language video in different subtitling conditions (L1, L2, and no subtitles) on learners’ recognition of the correct pronunciation of words and on learners’ ability to produce words intelligibly. The relationship between recognition, intelligibility, and comprehension of the video material is also examined. In the study, 54 Polish intermediate learners of English were divided into three experimental groups based on the subtitling condition.
First, all participants were invited individually to the classroom, where they were asked to read aloud sentences containing the words selected for the experiment. Immediately after the session with individual recordings, each group was gathered in a classroom and completed the pre-test on recognition in which they heard two different pronunciations of each experimental word and had to decide which pronunciation was correct. Then, each group watched the video clip in a given subtitling condition, and subsequently completed post-tests on recognition and production of the words, as well as a comprehension test. The results show that watching the video, either with or without subtitles, significantly improved the recognition of how words are pronounced. As for gains in production, L1 subtitles turned out to be the least effective; however, they led to highest comprehension. The results of the study have practical implications for teachers’ use of video material in pronunciation work in the classroom.
