Achieving Self-Imitation for English Intonation Learning: The Role of Corrective Feedback

Abstract

Abstract Corrective feedback is crucial for pronunciation teaching. However, in current pronunciation teaching practice, the corrective feedback provided usually fails to locate pronunciation problems and inform learners of the differences between their mispronunciations and the correct form. Based on the motor theory, this study attempted to explore a new way of corrective feedback for pronunciation teaching. Specifically, the learners’ speech output was modified and then was played back to them as an input model for learning. In this way, the learners can imitate the pronunciation model of their own voices, achieving self-imitation. This study included two experiments. The first explored the viability of obtaining one’s self-perceived voice through delayed feedback paradigm. The second experiment examined the effectiveness of self-imitation for English intonation learning. Results showed that imitating the pronunciation model of one’s own voice can reduce the learners’ phonological memory load, assist critical listening and facilitate accurate phonetic realizations of the target intonation.