The purpose of this study is to investigate the effect of self-monitoring activity on the pronunciation learning of Japanese initial voiced plosives by Korean L2 learners. Subjects were divided into two groups. The experimental group performed a self-monitoring task whereas the control group performed a traditional pronunciation learning task. Data from an identification test using words and from a perception test using stimuli were collected. Each subject's pronunciation was evaluated by native speakers and by acoustic analysis. The results showed that the experimental group outperformed the control group in terms of both perception and production of the target sounds.
