| Abstrakt: |
Pronunciation training studies shed light on the training paradigms and features that are most likely to promote learning and lead to optimal instructional outcomes. Yet, delayed posttesting is surprisingly rare in experimental work. As such, although several research syntheses have shown that pronunciation instruction is effective for promoting short-term gains, the long-term impact of instruction remains largely unknown. In this editorial, I address the need for delayed measures in experimental pronunciation research and make the case for rethinking the number, timing, and scope of such measures. [ABSTRACT FROM AUTHOR] |
