Impact of self-reflection and awareness-raising on novice French learners’ pronunciation

Camille Meritan, Aurore Mroz

Research output: Contribution to journalArticlepeer-review


Developing intelligible pronunciation is an important goal for language learners. Although it can be fostered through explicit instruction in communicative-based courses, instructors need practical solutions to address their learners’ pronunciation individually. This one-semester quasi-experimental mixed methods study of 60 Generation Z novice French learners examined whether and how self-reflection could be an effective learning strategy and an efficient complement in supporting the development of intelligible production of two phonological aspects (/y/-/u/ and mandatory liaisons). Results of pre/post production tests for a treatment group (explicit instruction with self-reflections) and a comparison group (explicit instruction only) were compared and responses to guided, open-ended self-reflections framed by the Awareness Continuum theory served to document students’ learning process. Self-reflection resulted in significant production gains, particularly for learners who applied their attention and (multi-)linguistic background to raise their phonological awareness.

Original languageEnglish (US)
Pages (from-to)798-821
Number of pages24
JournalForeign Language Annals
Issue number4
StatePublished - Dec 1 2019


  • French
  • language learning strategies
  • postsecondary education
  • pronunciation
  • self-evaluation

ASJC Scopus subject areas

  • Linguistics and Language


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