From ‘hoh-laa’ to ‘o-la’: an investigation into using songs to help second language Spanish students learn grapheme-phoneme correspondences to improve pronunciation when reading aloud

Thesis

The ability to read aloud in a second language (L2) is an important skill requiring secure knowledge of the sound-symbol relationships, also known as grapheme-phoneme correspondences (GPC). However, previous research amongst students in England studying a modern foreign language (MFL) has consistently highlighted a weak ability to decode written language into its spoken sounds, which can lead to disengagement and demotivation for language learning. This is particularly concerning given the recently elevated position of L2 GPCs in official policy documents, as well as the imminent introduction of a reading aloud component in the new MFL GCSE speaking examinations. Current UK teaching methodology largely approaches L2 decoding implicitly which does not appear to be supportive of L2 phonological development.

The present study therefore aimed to explore the effect of an explicit approach to teaching Spanish decoding on pronunciaton accuracy when reading aloud among Year 8 learners of Spanish at an English independent school. Songs were used as the vehicle of instruction as many studies have highlighted their pedagogical potential for linguistic outcomes, although such claims are often based on poor quality research with methodological flaws. This study compared the effects of song-based GPC instruction on Spanish pronunciation accuracy with a usual practice comparator. Data were also analysed to assess whether the introduction of the GPC training came at a cost to development in other areas of Spanish learning, and whether it affected motivation to learn Spanish.

Pre- and post-test scores revealed that both the song group (SG) and usual practice group (UPG) demonstrated a statistically significant improvement in their L2 pronunciation accuracy. However, the extent of the improvement in the SG was statistically significantly greater than that of the UPG. Additionally, the introduction of the GPC training was not found to be detrimental to general Spanish proficiency and both groups made comparable progress. Questionnaire findings also highlighted increased levels of L2 motivation amongst the intervention group, along with a positive evaluation of the GPC training. Overall, the study suggests that using songs to deliver explicit L2 decoding instruction may effectively support the development of L2 sound-symbol mappings for MFL learners in England.

Authors: Howe, RE

• DOI: 10.5287/ora-vjq0vd6bx
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: L2 pronunciation; reading aloud; ALSLA; songs; quasi-experimental study; grapheme-phoneme correspondences; MFL; pre- and post-test design; ALSLA2024; phonics
• Subjects: Reading--Phonetic method; Second language acquisition; Reading; Languages, Modern; Applied linguistics; Pronunciation by foreign speakers