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Particularly, it addresses the question of whether ASR-based pronunciation instruction using a mobile device can improve the production and perception of French /y/. Forty-two elementary French students participated in an experimental study in which they were assigned to one of three groups: (1) the ASR Group, which used an ASR application on their mobile devices to complete weekly pronunciation activities, with immediate written visual (textual) feedback provided by the software and no human interaction; (2) the Non-ASR Group, which completed the same weekly pronunciation activities in individual weekly sessions but with a teacher who provided immediate oral feedback using recasts and repetitions; and finally, (3) the Control Group, which participated in weekly individual meetings ‘to practice their conversation skills’ with a teacher who provided no pronunciation feedback. The study followed a pretest/posttest design. According to the results of the dependent samplest-tests, only the ASR group improved significantly from pretest to posttest (p \u003C 0.001), and none of the groups improved in perception. The overall success of the ASR group on the production measures suggests that this type of learning environment is propitiousfor the development of segmental features such as /y/ in L2 French.  \nKeywords: learner autonomy; pronunciation; second language acquisition; speech recognition  \nAffiliation  \nConcordia University, Montreal, Canada. [email: denis.liakin@concordia.ca](email: denis.liakin@concordia.ca)  \ncalico vol 32.1 2015 1–25 ©2014, equinox publishing  \ndoi : 10.1558/cj.v32i1.25962  \n2 Learning L2 pronunciation  \nIntroduction  \nIn the context of mobile devices such as smartphones, tablets, and media players, ASR (Automatic Speech Recognition) is found in the form of applications (apps) which identify the words that a person speaks into a microphone, and automatically convert them into readable text. Recent developments invoice-to-text abilities have encouraged ASR’s implementation in computerassisted language learning (CALL – e.g., Aist, 1999; Cucchiarini et al., 2009; Eskenazi, 1999; Hincks, 2003; Kim, 2006; Neri et al., 2008; Strik et al., 2009) . In the context of pronunciation teaching, researchers suggest two possible applications for ASR (Dalby and Kewley-Port, 1999; Holland, 1999; Mostowand Aist, 1999): (1) to teach pronunciation of a foreign language; and (2) to assess students’ oral production. These applications have been adopted in a variety of studies on the use of ASR in computer-assisted pronunciation teaching (CAPT) at the segmental level in a second or foreign language (L2) (e.g., Bondar et al., 2011; Cucchiarini et al., 2009; Dalby and Kewley-Port, 1999; Kawai and Hirose, 2000; Kim, 2006; LaRocca et al., 1999; Levis, 2007; Mostowand Aist, 1999; Neri et al, 2006, 2008; Penning de Vries et al., 2014; Strik et al., 2009, 2012) . Unfortunately, possibly because prosodic information is filtered out in ASR processing, the use of the technology has not received the same level of attention in the investigation of suprasegmental features (Coniam, 2002; Hönig et al., 2012; Kaltenboeck, 2002; Levis, 2007) .  \nOne of the interesting aspects of ASR is that it fulfills the criteria proposed by Chapelle and Jamieson (2008) for selecting pronunciation software and activities to develop oral skills. Specifically, ASR allows for: (1) learner fit (ASR is useful for learners as it allows them to identify needed features); (2) explicit teaching (focus on particular pronunciation features and how they contrast with other sounds); (3) opportunities for interactions with the computer, including t","cbCaiacMRDUbklqn","https://ap.wps.com/l/cbCaiacMRDUbklqn","pdf",1064461,25,"English","# Introduction\n## Background\n## ASR and the Acquisition of Second Language Pronunciation","[{\"question\":\"What is the study’s main purpose regarding French /y/?\",\"answer\":\"To investigate whether mobile ASR-based pronunciation instruction improves the acquisition of the L2 French vowel /y/ in terms of production and perception.\"},{\"question\":\"How were the participants divided into groups?\",\"answer\":\"Forty-two elementary French students were assigned to an ASR group, a non-ASR group with teacher oral feedback (recasts and repetitions), or a control group with weekly practice but no pronunciation feedback.\"},{\"question\":\"What were the key findings for production and perception?\",\"answer\":\"Only the ASR group showed significant improvement from pretest to posttest in production (p \\u003c 0.001). None of the groups improved in perception.\"}]","Learning L2 pronunciation with a mobile speech recognizer - French /y/ | PDF",1792081632,63]