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- Title
The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees.
- Authors
Yenkimaleki, Mahmood; van Heuven, Vincent J.; Hosseini, Mostafa
- Abstract
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF. The Challenge: Few studies have examined the extent to which targeted instruction may help L2 students to take advantage of the subtle meanings communicated through prosodic features. The present study shows that prosody instruction by providing feedback enhances the listening comprehension skills of the interpreter trainees more than by providing feedforward.
- Subjects
COMPREHENSION testing; FOREIGN language education; LEARNING readiness; ENGLISH as a foreign language; TRAINING of translators
- Publication
Foreign Language Annals, 2024, Vol 57, Issue 1, p184
- ISSN
0015-718X
- Publication type
Article
- DOI
10.1111/flan.12725