Abstract The present study aims at determining whether instruction in the form of explicit phonetic training and of implicit exposure to native input impacted Content and Language Integrated Learning (CLIL) students’ phonological awareness of the occurrence of English schwa in unstressed syllables of content words (bacon). Four intact CLIL groups were administered a perception task immediately before and after an intervention period of one month in which two groups underwent explicit instruction on the incidence of reduced vowels versus full vowels in English disyllabic words while another group was exposed to native input in their CLIL sessions. A fourth CLIL group with neither explicit intervention nor native teacher input served as control group. All four groups tended to judge both schwas and full vowels as correct in the pre-test, indicating that they were not knowledgeable of the general pattern of vowel reduction occurrence in unstressed syllables in English prior to intervention. In the post-test, the three experimental groups significantly improved their ability to identify full vowels as incorrect, the groups receiving explicit instruction exhibiting higher gains than the group which was implicitly exposed to native input.

中文翻译：

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显式语音教学与对母语暴露的隐式关注：CLIL 中英语 schwa 的语音意识

摘要 本研究旨在确定显式语音训练和隐式暴露于母语输入形式的教学是否会影响内容和语言集成学习 (CLIL) 学生对实词的无重读音节中英语 schwa 发生的语音意识（培根）。四个完整的 CLIL 组在一个月的干预期之前和之后立即进行感知任务，其中两组接受关于英语双音节单词中减少元音与完整元音发生率的明确指导，而另一组则在他们的 CLIL 中接受母语输入会议。既没有明确干预也没有本土教师输入的第四个 CLIL 组作为对照组。所有四组都倾向于在预测试中判断 schwas 和全元音都是正确的，表明他们不了解干预前英语非重读音节中元音减少发生的一般模式。在后测中，三个实验组显着提高了识别全元音错误的能力，接受显式指令的组比隐式暴露于本地输入的组表现出更高的增益。