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The Effect of Immediate Correction of EFL Learners’ Mispronunciation in Enhancing Classroom Discussion

Authors:

Abstract

The studies that viewed in this study showed that breaking students’ communication has a negative effect on their interaction. Although, the tremendous efforts that have been exerted in order not to break the flow of EFL learners’ verbal communication, EFL teachers are forced to do it i.e. necessity of immediate correction of some errors. This study is to examine whether immediate correction of mispronounced key utterances of interlocutors could enhance a classroom discussion. Analysis of collected data revealed that Group1’s participants who dealt with the conversation in which its interlocutors were immediately corrected in their mispronouncing key utterances significantly outperformed Group2’s participants who dealt with the conversation in which its interlocutors were corrected with some delayed i.e. after finishing their speech. Hence, immediate correction of mispronounced key utterances positively enhances classroom discussion more than delayed correction.
Th
e
Mi
s
Receiv
e
doi: 10
.
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eak the fl
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mispron
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o
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a
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cussion, i
m
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ough, the t
r
learners’
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p
ronounce
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lysis of
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oom discu
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breaking s
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emendous
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erbal com
m
n
of some e
r
d
key utte
r
collected
d
w
hich its i
n
e
s signific
a
h
ich its int
e
e
, immediat
s
sion more
t
r
rection, d
e
to involve
g
uage inev
i
d
not to bre
a
h
, i.e. com
p
b
ulary will
m
unication
i
s negative
l
e
r English
p
m
ake error
s
pronunciat
i
n
ternational
R
o
f EF
L
s
room
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f
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k
/ S
a
m
i
shed: Aug
u
re.v7i2.15
2
t
udents’ co
m
efforts tha
t
m
unication
,
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rors. This
s
r
ances of
i
d
ata revea
l
n
terlocutors
a
ntly outp
e
e
rlocutors
w
e
correctio
n
t
han delaye
d
layed corre
its studen
t
tably invo
l
a
k the flow
p
leting an
h
elp us in
i
s unwelco
m
l
y affect
c
p
ronunciat
i
s
in other a
r
i
on unlikel
y
R
esearch in
E
ISSN
2
2019, Vol.
http://ire.mac
r
L
Learn
D
iscus
a
udi Arabi
a
u
st 17, 201
9
2
86
mmunicati
o
t
have bee
n
, EFL teac
h
study is to
e
i
nterlocuto
r
l
ed that
G
were im
m
e
rformed
G
w
ere correc
t
n
of mispro
n
d
correctio
n
e
ction
t
s in an in
t
l
ves the m
a
w
of student
s
idea. Thu
s
comprehe
n
me techni
q
c
omprehen
d
i
on probab
l
a
reas, in co
n
y understa
n
E
ducation
2
327-5499
7, No. 2
r
othin
k
.org
ers’
s
ion
a
.
9
o
n has a
n
exerted
h
ers are
e
xamine
r
s could
G
roup1’s
m
ediately
G
roup2’s
t
ed with
n
ounced
n
.
t
eresting
a
king of
s
’ verba l
s
, if the
n
ding an
q
ue, still
d
ing an
l
y better
n
trast of
n
d what
sugges
t
Thus, t
h
influen
c
Pronun
c
differe
n
System
pronun
c
on the
overw
h
have d
deviati
o
desirab
l
(Chouc
h
/v/ and
not ide
n
2015).
T
comm
u
caused
2016 c
i
for the
listener
pronun
c
pronun
c
Many
s
flow p
a
(Martí
n
Walk er
,
that e
v
utteran
c
embarr
a
hand t
h
(Mous
a
learner
s
Conse
q
langua
g
2. Met
h
2.1 Pa
r
The st
u
20, firs
into tw
o
2.2 Pro
The st
u
t
ed for the
m
h
e study is
c
e in a disc
u
c
iation dif
fi
n
t linguisti
c
s. For inst
c
iation, an
d
fact that
h
elmingly r
e
ifficulty d
i
o
ns they
m
l
e to cope
h
ane, 2016
)
even these
c
n
tical but
d
T
hus, if the
u
nicate cor
r
by vocabu
l
i
ted in Ker
r
speakers
t
s puzzled
(
c
iation lea
d
c
iation erro
r
s
tudies hav
e
articularly
n
ez, 2006;
M
,
1973; Bur
t
v
en for th
e
c
e has a n
e
a
ssed and
d
h
e effect o
f
a
vi & Gorj
i
s
immediat
e
q
uently, it
n
g
e is fluenc
y
h
odolo
gy
r
ticipants
u
dy’s partic
i
t year uni
v
o
groups,
G
cedures
u
dy used
a
m
properly,
e
to investi
g
u
ssion of t
h
fi
culties of
E
c
families o
ance, to t
h
d
they are
o
in contra
s
e
gula
r
(Kha
r
i
stinguishin
g
m
ake from
R
with tho
s
)
. Some En
g
c
onsonants
,
d
ifferent in
t
learners c
a
r
ectly (Gila
k
l
ary and pr
o
r
(2017).
W
t
o make t
h
(
Jing, Xiao
d
d
s to greate
r
r
s incorrec
t
e
conducte
d
for the p
u
M
ousavi &
t
, 1975; Ho
r
e
purpose
o
e
gative eff
e
d
iscouraged
f
immediat
e
i
an, 2018;
e
ly could b
e
n
egatively
a
y
.
i
pants cons
i
v
ersity stud
e
G
roup1 and
G
a
n observa
t
e
ven if thei
r
g
ate an im
m
h
e classroo
m
E
FL Arabi
c
f
English a
n
h
e learner,
o
ften misle
d
s
t to the
r
ma & Hajj
g
some v
o
R
eceive
d
p
r
s
e problem
s
g
lish conso
n
,
which see
m
t
he manne
r
a
nnot utter t
h
k
jani, 201
6
o
nunciation
W
ithout ade
q
emselves
u
d
ong & Yu
r
learning g
a
t
ed break le
a
d
for inves
u
rpose of
c
Gorjian, 2
0
r
witz & Co
p
o
f correcti
o
e
ct that bes
and lead t
o
e
correctio
n
R
ahimi &
e
demotiva
t
ffect the fl
u
i
sted of tw
e
e
nts, Tabu
k
G
roup2, ea
c
ion checkl
i
83
r grammar
m
ediate cor
r
m
.
c
learners r
e
a
nd Arabic
c
written E
n
d
by the gr
a
irregular s
aj, 1997).
A
o
wels and
r
onunciatio
n
s for the
p
n
ants soun
d
m
similar t
o
r
and even
i
t
he correct
v
6
). Commu
n
n
issues rat
h
q
uate or int
e
u
nderstood
u
, 2016; Te
j
ains (Lyste
r
a
rners` inte
s
tigating th
e
correction.
0
18; Bai, 2
0
p
e, 1986;
Y
o
n, interru
p
s
ide imped
e
o
students’
w
n
on learne
r
Dastjerdi,
t
ing and it
c
u
ency of l
e
e
nty males
k
Universit
y
c
h one incl
u
i
st as a to
o
I
n
knowledge
r
ection of i
n
e
ferred to t
h
c
onsequent
l
n
glish is n
o
a
phic repre
s
pelling of
A
rab learne
r
some con
s
n
(RP) do
p
urpose o
f
d
s do not ex
i
o
some Ara
b
i
n the plac
e
v
ersion of
a
n
ication pr
o
h
er than by
e
lligible pr
o
or even
m
j
eda & Sa
n
r
et al., 201
r
action (Gi
l
e
effect of
From on
e
0
06 cited i
n
Y
oung, 1991
p
ting the
s
e
compreh
e
w
ithdrawal
r
s’ interact
i
2
012) thei
r
c
ould end
u
e
arners part
i
EFL Saudi
y
, Saudi A
r
u
ded 10 par
t
o
l for dat
a
n
ternational
R
was perfec
n
correct pr
o
h
e different
l
y the diffe
r
o
t always
a
s
entation o
f
English,
A
r
s, like man
y
s
onants as
not hinder
f
enhancin
g
i
st in the Ar
a
b
ic consona
n
e
of articul
a
word then
o
blems are
grammar o
n
o
nunciation
m
ake them
m
tos, 2014).
T
3 cited in
K
l
akjani, 201
breaking s
t
e
hand, re
s
n
Jing, Xia
o
cited in M
a
s
tudent be
fo
n
sion and
m
from learn
i
on have b
e
r
studies s
h
p
killing th
i
cularly if
t
learners a
g
r
abia. The
p
t
icipants.
a
collectio
n
R
esearch in
E
ISSN
2
2019, Vol.
http://ire.mac
r
c
t (Gilakjan
i
onunciatio
n
factors su
c
e
rence in th
a
reliable
g
f
sounds t
h
A
rabic sp
e
y
other L2
l
well. Eve
n
intelligibi
l
g
understa
n
abic like /p
/
n
ts like /t/ o
a
tion (Abd
u
they are n
o
more like
l
nes (Mack
e
n
often mak
e
m
isunderst
o
T
hus, Fee
d
K
err,2017).
6.)
t
udents’ in
t
s
earch stu
d
o
dong, &
Yu
a
rtínez, 20
0
f
ore finishi
n
make stud
e
i
ng. From
t
e
en investi
g
h
ow that c
o
h
eir self-co
n
t
he aim of
g
ed betwee
n
p
articipant
s
n
. For che
c
E
ducation
2
327-5499
7, No. 2
r
othin
k
.org
i
, 2016).
n
and its
c
h as the
e
Sound
g
uide to
h
is based
e
lling is
l
earners,
n
if the
ity, it is
n
dability
/
, /ŋ/ and
r /k/, are
u
lwahab,
o
t able to
l
y to be
e
y et al.,
e
it hard
o
od and
d
back on
Leaving
t
eraction
d
ies like
Yu
, 2016;
0
6) show
n
g their
e
nts feel
he other
g
ated by
o
rrecting
n
fidence.
learning
n
18 and
s
divided
c
king an
observ
a
differe
n
partici
p
correct
e
dealt
w
some
d
applied
3. Dat
a
The st
u
impede
Group1
checkli
s
checkli
s
interpr
e
discuss
i
1) Aw
a
Majori
t
that int
e
the key
on wh
a
concer
n
conver
s
points
h
2) Inte
r
(70%)
o
(30%)
o
which
(
and 2,
t
part in
t
3) Con
f
The e
ff
propos
e
discuss
i
Theref
o
them o
f
4) Shar
i
Majori
t
their p
a
with th
e
their p
a
5) App
r
a
tion chec
k
n
t convers
a
p
ants of Gr
o
e
d its inter
l
w
ith the co
n
d
elayed, i.e
.
for each g
r
a
Anal
y
sis
u
dy aims t
o
d for class
r
or Group
2
s
t was an
a
s
t in the
c
e
tation an
d
i
on has co
m
a
reness of t
h
t
y of Grou
p
e
nd to chec
k
points que
s
a
t is relate
d
n
ing key p
o
s
ation. Thu
s
h
elps partic
i
r
est of parti
c
o
f Group1’
o
f Group2’
s
(
80%) of its
t
he particip
a
t
he classro
o
f
usion abo
u
ff
ective int
e
e
d. The m
a
i
on confus
i
o
re, aware
n
f
interactin
g
i
ng ideas o
f
t
y of Group
a
rtners whi
l
e
ir partners
.
a
rtners than
r
opriatenes
s
k
list items,
a
tions that
o
up1 dealt
l
ocutors w
h
n
versation
.
after fini
s
r
oup in its
o
o
identify
w
r
oom discu
s
2
was supp
o
a
lyzed and
c
lass was
t
d
critical t
h
m
e with as
fo
h
e key poin
t
p
1’s partici
p
k
the key p
s
tions quit
v
d
to the ke
y
o
ints whil
e
s
, for class
i
pants getti
n
c
ipation in
t
s participa
t
s
participati
o
participati
o
a
nts those
w
o
m discussi
o
u
t what sug
g
e
raction of
a
jority of
G
i
ngly whil
e
n
ess of Gro
u
g
assuredly.
f
the conve
r
1’s particip
l
e only (2
0
.
Thus, Gro
Group2’s
p
s
of partici
p
participant
s
intentional
l
with the c
o
h
en they mi
B’ in whi
c
s
hing their
o
wn.
w
hether the
s
sion. Coll
e
o
rtive or i
m
compared
t
hrough di
s
h
inking. A
n
fo
llows:
t
s that prop
o
p
ants (87%
)
o
ints of the
v
aried, as (
5
y
points, (3
8
e
only (7%
room disc
u
n
g intende
d
t
he classro
o
ion in the
d
o
n
b
ased n
o
o
n has not
c
w
ho with
w
o
n.
g
ested for t
h
all Group
G
roup2’s p
e
(15%) o
f
u
p’s partici
p
r
sation in t
h
ants (80%)
0
%) of Gro
u
p1’s parti
c
p
articipants.
p
ants’ contr
i
84
s
of both
l
y designe
o
nversation
spronounc
e
c
h the corr
e
speech. T
e
method o
f
e
cted data
w
m
peded to t
h
in both g
r
s
cussion q
u
n
alysis of
o
sed in the
)
positively
e
conversati
o
5
5%) of the
8%) of the
%
) who we
r
u
ssion, im
m
d
key points
o
m discussi
o
d
iscussion
b
o
t on its par
c
ome based
w
ell aware
o
h
e classroo
m
1’s partici
p
p
articipants
f
participa
n
p
ants abou
t
h
e classroo
m
were able
t
o
up2’s parti
c
ipants wer
e
i
bution in t
h
I
n
groups w
e
d to the
‘A in wh
i
e
d key utte
r
e
ction of it
s
e
sting item
s
f
immediat
e
w
ere to che
c
h
e classroo
m
r
oups. Tes
t
u
estions th
a
five succ
e
c
onversati
o
interacted
o
n. Respon
Group2’s
p
participan
t
r
e able of
m
ediate cor
r
in contrast
o
n
b
ased on i
t
t
icipants’ i
n
on its parti
c
o
f the key p
m
discussio
n
p
ants refle
c
(85%) dis
c
n
ts assure
d
t
the key i
d
m
discussio
n
t
o share the
cipants en
a
e
more cap
a
h
e discussi
o
n
ternational
R
e
re expose
d
purpose o
f
i
ch their te
a
r
ances. Par
t
s
interlocu
t
s
of the o
b
e
correction
c
k whether
m
discussio
n
ing items
a
t inspire
a
e
ssive sess
i
o
n
with the d
i
s
es of Gro
u
p
articipants
t
s only pro
v
i
dentifying
r
ection of
m
to delayed
t
s participa
n
n
itiative. In
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