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Implicit feedback and lexical stress: Development of perception and production in a classroom environment
Ziegler, Nicole Rabea, Reem
Ziegler, Nicole
Rabea, Reem
Date
2025
Advisor
Type
Article
Peer-Reviewed
Published version
Peer-Reviewed
Published version
Degree
Description
Abstract
The current study explored the effects of recasts on the production and perception of primary stress in a classroom context. Following a pretest-posttest-delayed posttest design, 28 L1 Arabic speakers were randomly assigned to intervention and control groups. Participants received four hours of instruction over a period of four days, and the lessons were recorded for stimulated recall. Teaching materials focused on argumentation, and were embedded with the target vocabulary to facilitate incidental mispronunciation. When the intervention group produced target words with misplaced primary stress, they received a recast. The control group did not receive corrective feedback. The results of linear mixed-effects analyses showed that recasts facilitated primary stress development through increased vowel duration. Stimulated recall data confirmed that participants noticed the recasts they received. However, there were no changes in participants’ perceptions of stress placement. These findings suggest that incidental pronunciation errors can be addressed through implicit feedback.