Explicit pronunciation instruction enhances production of intelligible, comprehensible, and fluent second language (L2) speech. Additionally, task-based instruction (TBI) enhances the production of segmentals and suprasegmentals, and promotes awareness of L2 forms in pronunciation. Since most previous research on TBI in L2 pronunciation learning has been carried out in laboratory settings, it is necessary to investigate how the implementation of tasks that differ in complexity in actual classroom settings could benefit L2 pronunciation learners. This classroom-based study investigated the effects of combining focus on form and TBI in L2 pronunciation instruction in the production of comprehensible, fluent, and L2-accented speech in English-as-a-foreign-language learners. Although the results of the study present modest gains, they make a case for the inclusion of explicit pronunciation instruction and tasks that differ in complexity to help learners develop pronunciation skills. Responding to recent calls for more classroom-based research that demonstrates how pronunciation can be implemented in systematic and principled ways, the results of this study are discussed in terms of implications and pedagogical recommendations for L2 pronunciation teaching and learning.

明确的语音教学可增强可理解，可理解和流利的第二语言（L2）语音的产生。此外，基于任务的教学（TBI）增强了分段和超分段的产生，并提高了语音中对L2形式的认识。由于先前在L2语音学习中对TBI的大多数研究都是在实验室环境中进行的，因此有必要研究如何在实际教室环境中实施复杂程度不同的任务如何使L2语音学习者受益。这项基于课堂的研究调查了在英语作为外语学习者的第二语言发音教学中，注重形式和TBI的结合对产生可理解，流利和具有L2口音的语音的影响。尽管研究结果显示收益不大，他们为包含明确的发音指令和复杂性不同的任务提供了依据，以帮助学习者发展发音技能。响应最近对更多基于课堂的研究的呼吁，这些研究表明了如何以系统和有原则的方式实现发音，并从对L2语音教学的启示和教学建议的角度讨论了本研究的结果。