A Cognitive Linguistic Approach for Second Language pronunciation Learning

This study investigated the effectiveness of implementing Embodied cognition (E.C) and Multi-sensory Multi-cognitive (M.M.A) approaches for improving pronunciation challenges for AFL learners .The main objective is to provide a pedagogical and research field with a potential conclusive program for teachers to adopt/adapt. To achieve this objective a qualitative case study was conducted for a Spanish AFL learner who studied in the AUC for one academic year. The program extended for five sessions with unregularly conducted videotaped meetings. The learner's progression was tracked along the 5 sessions starting from a baseline in session 1 until the performance evaluation session number 5. The data was collected and analysed from the recordings, videos, semi-structured interview and post program assessment questionnaire. Data analysis revealed a level of contradictory perceptions in respect to the direct impact of E.C and M.M.A instructions on pronunciation improvement. The videotapes data analysis showed the learner's progress for the primarily perceived problematic sounds such as the throat sounds as /ه,ح,ع /.The adopted techniques proved an indirect impact as a stimulator for improving the learner conscious pronunciation perception as perceived by the teacher/observer. However, the learner's responses on the questionnaire, his 'metacognition 'opposed the overall direct usefulness of the adopted techniques disagreeing with the connection between body and pronunciation. However, he approved with the positive impact of certain E.C and M.M.A activities in recalling or distinguishing between the target sounds, despite having difficulty in imitating these sounds. The study results are not subject to generalizability since it is a case study.