Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?

This study examined how mode of input affects the learning pronunciation and form–meaning connection second language (L2) words. Seventy-five Japanese learners English were randomly assigned to 1 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words viewing their corresponding pictures, completed a picture-naming test times (before, immediately, about 6 days after treatment). The elicited speech samples assessed for (spoken form recall) accuracy (accentedness, comprehensibility). Results showed that reading-while-listening group recalled significantly greater number spoken word forms than did listening-only group. Learners in modes judged be less accented more comprehensible compared reading-only mode. However, only receiving without orthographic support retained target-like (less accented) written input. Furthermore, sound–spelling consistency moderated degree which different impacted learning. Taken together, findings suggest simultaneous presentation is optimal development comprehensibility novel but provision may beneficial attainment accent.