The effects of deductive versus inductive pronunciation instruction in combination with captioned video on the acquisition of incongruent grapheme‐phoneme correspondences in L2 German

Prior research indicates that first language (L1) orthography can adversely affect second language (L2) phonological acquisition, yet studies on orthographic interference and pedagogical strategies to mitigate these effects remain sparse. Addressing these research gaps, this study investigates the impact of orthographic interference on L2 German pronunciation among L1 English speakers, employing a technology‐based homework intervention with , an educational video platform, in three beginner courses. Students in two experimental groups engaged with captioned video clips and were guided through questions using either an inductive or deductive approach, while a control group focused solely on meaning. Analysis of a pre‐intervention production task revealed German grapheme‐phoneme correspondences < v > ‐ /f/, < s > ‐ /z/, and < z > ‐ /ts/ were most frequently mispronounced. Comprehensibility ratings by native German speakers suggest that both experimental groups significantly improved in their word‐level productions, with the inductive group also significantly improving in their sentence‐level productions. This study also sheds light on student perceptions of these instructional activities, enhancing our understanding of engaging L2 German pronunciation pedagogy. This research underscores the potential of integrating technology and accessible content in homework assignments to enrich and supplement L2 German pronunciation instruction in the classroom.

Duke Scholars

Author Carolin Jolitz German Studies