Martinsen, R., Montgomery, C. and Willardson, V. (2017), there was an error in the fourth sentence of the abstract section. The sentence has been modified and a new sentence also have been added in the below corresponding sentence as below:

Abstract: This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and 7 females (n¼19) enrolled in a fourth-year high school French class. Interventions occurred three times per week over a semester and required participants to repeat what they heard while watching subtitled, cultural videos in French—both during class and in self-directed computer-lab exercises. Researchers assessed the improvement in pronunciation performance using pre- and post tests consisting of both read-aloud and oral free response tasks. Statistically significant improvements were observed on the read aloud task. The students also demonstrated some gains in spontaneous speech, but the gains did not reach significance. Participants' perceptions of interventions were also examined using both qualitative and quantitative surveys, which indicated that students appreciated the authenticity and learning autonomy of the self-directed exercises. Findings suggest that distributed practice through culturally contextualized, video-based interventions may offer an engaging way to incorporate explicit pronunciation instruction into the high school classroom.

Martinsen, R.、Montgomery, C. 和 Willardson, V. (2017)，摘要部分第四句有错误。该句子已被修改，并在下面的相应句子中添加了新句子如下：

摘要：这项探索性课堂研究调查了两种视频辅助发音干预对高中四年级法语班的 12 名男性和 7 名女性 (n=19) 的法语发音的影响。干预措施在一个学期内每周进行三次，要求参与者在课堂上和自主计算机实验室练习中重复观看带字幕的法语文化视频时听到的内容。研究人员使用包括朗读和口头自由反应任务在内的前后测试来评估发音表现的改善情况。在朗读任务中观察到统计上显着的改进。学生们在自发演讲中也表现出了一些收获，但收获并没有达到显着的程度。还使用定性和定量调查来检查参与者对干预措施的看法，这表明学生赞赏自我指导练习的真实性和学习自主性。研究结果表明，通过文化情境化、基于视频的干预措施进行分布式练习可能会提供一种引人入胜的方式，将明确的发音教学纳入高中课堂。