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Sixty female intermediate learners were assigned to three equivalent groups: explicit instruction with examples and explanations, implicit instruction with exposure only, and a control group without cluster pronunciation instruction. After ten sessions, post-test recordings showed treatment differences. ANOVA, Tukey, and paired t-tests indicated explicit instruction produced the strongest gains, followed by implicit learning, then control.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-vol-6-no-2-flourishing-creativity-literacy/589606/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-vol-6-no-2-flourishing-creativity-literacy/589606.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study?","Question",{"text":112,"@type":113},"To determine an effective pronunciation-teaching method for English consonant clusters for Iranian EFL learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the learners grouped and what treatments did they receive?",{"text":117,"@type":113},"Sixty intermediate female learners were split into three groups: explicit instruction (correct clusters, extra examples, explanations), implicit instruction (exposure only), and a control group with no pronunciation instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about explicit vs. implicit instruction?",{"text":121,"@type":113},"Post-test performance differed across groups; explicit instruction was the best for improving pronunciation, implicit instruction showed progress, and the control group performed worst.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589606,1792167892,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 6 No. 2; April 2015  \nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nThe Effect of Explicit vs. Implicit Instruction on the Learnability of English Consonant Clusters by Iranian  \nLearners of English  \nRuhollah Khanbeiki  \nEnglish Department, Science and Research Branch, Islamic Azad University, Gorgan, Iran  \nSeyed Jalal Abdolmanafi-Rokni (Corresponding author)  \nEnglish Department, Golestan University, Gorgan, Iran  \n[E-mail: j.abdolmanafi@gmail.com](E-mail: j.abdolmanafi@gmail.com)  \nDoi:10.7575/aiac.alls.v.6n.2p. 103  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.2p. 103](http://dx.doi.org/10.7575/aiac.alls.v.6n.2p. 103)  \nReceived: 28/ 11/2014  \nAccepted: 01/02/2015  \nAbstract  \nThe present study was aimed at providing the English teachers across Iran with a good and fruitful method of teaching pronunciation. To this end, sixty female intermediate EFL learners were put in three different but equivalent groups of 20 based on the results of a pronunciation pre-test. One of the groups received explicit instruction including exposure to the correct pronunciation of consonant clusters, extra examples, and explanations. The kind of treatment for the second group was implicit including only exposure to the correct pronunciation of such clusters. The third group, serving as the control group, received no instruction on pronunciation. After ten sessions of instruction, all the participants were provided with the post-test in which they were to read aloud 50 words containing initial and final consonant clusters while they were recorded. The results ofANOVA showed that although they were all the same in the pre-test, they had performed differently on the post-test, demonstrating that different treatments had various impacts on learning pronunciation. The results of Tukey test showed that although the participants in the implicit group had progressed during the course, the explicit instruction was the best method in improving participants' pronunciation. To compare the groups ’mean scores two by two, t-test was also used. The results of this test showed that explicit instruction is better than the implicit instruction which in turn is better than the control group.  \nKeywords: pronunciation, consonant cluster, explicit teaching, implicit teaching  \n1. Introduction  \nPronunciation is an important aspect of language learning which could form either the main objective of a class or a section of it. Thus, teachers may allocate the whole class time to teaching pronunciation, or they may choose to indirectly draw the students ’ attention to pronunciation while the main goal of the lesson is the other aspects of language such as listening or reading. The issue of pronunciation or phonology can be dealt with at two levels, segmental and supra-segmental. While the former, i.e. segmental level, deals with the role of individual sounds and sound segments in a language, the latter, i.e. supra-segmental level, pays a special attention to the features such as stress, rhythm, and intonation.  \nCorrect pronunciation of English sounds is crucially important in terms of communication since in the majority of cases the replacement of one sound for another will result in changes in meaning and hence will affect the flow of communication. Therefore, a main goal ofthe teachers must be training the students to pronounce sounds the same way as native speakers of the target language. The fact that few second language learners have acquired high levels of proficiency has caused many researchers as well as teachers to assume that this goal, i.e. acquiring native-like pronunciation, is a difficult one for learners (especially adult learners) to get to.  \nHowever, one of the objectives most second language learners set for themselves once they start learning a second language is improving their proficiency in pronunciation. In effect, they consider pronu","cbCaiuKCGam08aPb","https://ap.wps.com/l/cbCaiuKCGam08aPb","pdf",204867,"English","# Abstract\n# 1. Introduction\n# 2. Literature Review","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To determine an effective pronunciation-teaching method for English consonant clusters for Iranian EFL learners.\"},{\"question\":\"How were the learners grouped and what treatments did they receive?\",\"answer\":\"Sixty intermediate female learners were split into three groups: explicit instruction (correct clusters, extra examples, explanations), implicit instruction (exposure only), and a control group with no pronunciation instruction.\"},{\"question\":\"What did the results show about explicit vs. implicit instruction?\",\"answer\":\"Post-test performance differed across groups; explicit instruction was the best for improving pronunciation, implicit instruction showed progress, and the control group performed worst.\"}]","Advances in Language and Literary Studies - Vol. 6 No. 2 - Flourishing Creativity & Literacy | PDF",1792067735,25]