Abstract
A nonsense word retrieval test was conducted to examine the effectiveness of two common practices in language classrooms: repetition “with” a teacher and “after” a teacher. Participants were asked to memorize two lists of bisyllabic test words by reading the words aloud with and after the model presentation (repetition phase). Participants heard test words and were expected to reject the “new” test words as “words that were not repeated in the test phase”. The number of correct responses and participants' levels of confidence were analysed, and both ANOVA and ROC (Receiver Operating Chracteristic) curve showed that repetition “with a teacher” significantly surpassed “after a teacher”. These results demonstrate the advantage of pronunciation practice simultaneously with a teacher.
