REEXAMINING EFFECTS OF FORM-FOCUSED INST
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Saito, Kazuya
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Article
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2012
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Cambridge University Press
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English
β 500 KB
The present study examines whether and to what degree providing explicit phonetic information (EI) at the beginning of form-focused instruction (FFI) on second language pronunciation can enhance the generalizability and magnitude of FFI effectiveness by increasing learnersβ ability to notice a new p