90 The Effectiveness of Interactive Instruction on the Intonation Learning of Chinese College Learners

Abstract: The paper reported the findings from the study on the different effects of two form-focused instructional techniques on the EFL learner’s learning of English intonation. The purposes are to investigate: 1) do the intonation instructions reset EFL leaner’s interlanguage phonology, e.g., improving their intonation？; and 2) if there were some improvements of the interlanguage phonology through the pronunciation instruction, do two types of explicit instruction, differing in the manner of instruction, have the same or different effects on EFL leaner’s learning of English intonation? To which extent, the instruction is better than the other. The examination of F0 range and pitch contour in the study indicated that 1) most of the Chinese test subjects could improve their intonation performance after the instructions; 2) the experimental group input plus interaction(II) outperformed the experimental group input plus explanation(IE). The gain in intonation awareness leads to their (II group) significant improvement in the prosodic performance. Key words: Intonation instruction, cognitive approach, communicative approach Résumé: Le présent article reporte les résultats d’étude sur les différents effets de deux techniques d’enseignement focalisées sur la forme dans l’apprentissage de l’intonation anglaise des étudiants qui ont l’anglais comme langue étrangère (EFL). Le but de l’article consiste à investiguer: (1