Pronunciation accuracy is essential for communicative competence, yet Mandarin-speaking learners struggle with English interdental fricatives // and //, which are absent in their L1. Drawing on interactionist and corrective feedback (CF) frameworks, this study examines the effects of explicit and implicit CF on young Chinese EFL learners pronunciation. Sixty children (ages 912) will be randomly assigned to explicit CF, implicit CF, or control groups, and will complete word and sentence reading, minimal pair identification, and picture description tasks across pre-test, post-test, and delayed post-test sessions. Proficiency will be measured using the Cambridge Flyers Test. It is hypothesized that both CF groups will outperform the control group, with explicit CF yielding stronger and more sustained improvements, moderated by proficiency level. Findings aim to provide pedagogical implications for pronunciation instruction in EFL contexts.
Hongyan Xu (Thu,) studied this question.
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