SECOND LANGUAGE PRONUNCIATION INSTRUCTION
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Published:
Jun 30, 2019
Keywords:
speech perception, pronunciation instruction, L2 pronunciation, corrective feedback, phonological awareness
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Abstract
The aim of this study is to evaluate the results of the laboratory and classroom-based research studies that investigate the effect of pronunciation instruction. The analysis shows that pronunciation instruction facilitates modification of learners’ L2 pronunciation. Different types of instruction develop different aspects of pronunciation as a language skill; in particular, prosody-focused instruction considerably improves learners’ communicative performance. Inaddition, the corrective feedback given by the teacher is of great significance for enhancing learners’ noticing skills and raising their phonological awareness and critical attitude towards their own pronunciation. The effectiveness of phonetic instruction suggests that there are long-term benefits of pronunciation training if it is systematically incorporated into the teaching practice.
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How to Cite
Kirkova-Naskova, Anastazija. 2019. “SECOND LANGUAGE PRONUNCIATION INSTRUCTION ”. Journal of Contemporary Philology 2 (1), 80-101. https://doi.org/10.37834/JCP1910080kn.
Section
Linguistics
Copyright © 2014 Blaže Koneski Faculty of Philology, Skopje
Journal of Contemporary Philology (JCP)
Современа филологија
References
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Akahane-Yamada, R., Tokhura, Y., Bradlow, A. R. and Pisoni, D. B. (1996). Does training in speech perception modify speech production? Spoken Language (ICSLP 96 Proceedings), 2: 606–609.
Aliaga-García, C. (2009). Effects of audiovisual auditory vs. articulatory training on L2 vowel category. In M. Ashby and J. Maidment (eds.). Proceedings of the PTLC 2009 Phonetics Teaching and Learning Conference, 7–10. London: Department of Phonetics and Linguistics, University College London. [Online] Available from:
https://www.phon.ucl.ac.uk/ptlc/ptlc2009/ptlc2009-proceedings/ptlc2009_aliagagarcia-009_ed.pdf
Archibald, J. (1998). Second language phonology. Amsterdam: John Benjamins Publishing.
Beddor, P. S. and Gottfried, T. S. (1995). Methodological issues in cross-language speech perception research with adults. In W. Strange (ed.). Speech perception and linguistic experience: Issues in cross-language research, 207–232. Timonium, MD: York Press.
Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (ed.). Second language acquisition and the Critical Period Hypothesis, 133–160. Mahwah: Lawrence Erlbaum Associates.
Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R. and Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America, 101 (4): 2299–2310.
Celce-Murcia, M., Brinton, D. M. and Goodwin J. M. (2007). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: CUP.
Cenoz, J. and García Lecumberri, L. (1999). The effect of training on the discrimination of English vowels. International Review of Applied Linguistics in Language Teaching, 37: 261–275.
Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18 (3): 53–70.
Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21 (1): 46–66.
Crystal, D. (2003). A dictionary of linguistics and phonetics. Cambridge: Blackwell.
Derwing, T. M. (2010). Utopian goals for pronunciation teaching. In J. Levis and K. LeVelle (eds.). Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, 24–37. Iowa State University, Sept 2009. Ames, IA: Iowa State University.
Derwing, T. M. and Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39 (3): 379–397.
Derwing, T. M. and Rossiter, M. J. (2003). The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning, 13 (1): 1–17.
Derwing, T. M., Munro, M. J. and Wiebe, G. (1998) Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48 (3): 393–410.
Flege, J. E. (1995). Two procedures for training a novel second language phonetic contrast. Applied Psycholinguistics, 16 (4): 425–442.
Flege, J. E. (2003). Assessing constraints on second-language segmental production and perception. In A. Meyer and N. Schiller (eds.). Phonetics and phonology in language comprehension and production: Differences and similarities, 319–355. Berlin: Mouton de Gruyter.
Gómez Lacabex, E. and del Puerto, F. G. (2014). Raising perceptual phonemic awareness in the EFL classroom. Concordia Working Papers in Applied Linguistics, 5: 203–215.
Gordon, J., Darcy, I. and Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis and K. LeVelle (eds.). Pronunciation and assessment: Proceedings of the 4th Annual Pronunciation in Second Language Learning and Teaching Conference, 194–206. Iowa State University, Aug. 2012. Ames, IA: Iowa State University.
Gut, U. (2009). Introduction to English phonetics and phonology. Frankfurt am Main: Peter Lang.
Hardison, D. M. (2003). Acquisition of second-language speech: Effects of visual cues, context and talker variability. Applied Psycholinguistics, 26 (4): 495–522.
Hardison, D. M. (2012). Second language speech perception: A cross-disciplinary perspective on challenges and accomplishments. In S. M. Gass and A. Mackey (eds.). The Routledge handbook of second language acquisition, 349–363. New York: Routledge.
Hazan, V., Sennema, A., Iba, M. and Faulkner, A. (2005). Effect of audiovisual perceptual training on the perception and production of consonants by Japanese learners of English. Speech Communication, 47 (3): 360–378.
Jongman, A. and Wade, T. (2007). Acoustic variability and perceptual learning. In O-S. Bohn and M. J. Munro (eds.). Language experience and second language speech learning: In honour of James Emil Flege, 135–150. Amsterdam: John Benjamins.
Kendrick, H. (1997). Keep them talking! A project for improving students’ L2 pronunciation. System, 25 (4): 545–560.
Kormos, J. and Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32: 145–164.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.
Leather, J. and James, A. (1996). Second language speech. In W. C. Ritchie and T. K. Bahtia (eds.). The handbook of second language acquisition, 269–316. San Diego: Academic Press, Inc.
Lee, J., Jang, J. and Plonsky, L. (2014). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36 (3): 1–23. First published online July 25, 2014, doi: 10.1093/applin/amu040.
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 25 (3): 369–377.
Levis, J. M. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27: 184–202.
Levis, J. M. and Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2): 13–19.
Lively, S. E., Logan, J. S. and Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/: II. The role of phonetic environment and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94: 1242–1255.
Lively, S. E., Pisoni, D. B., Yamada, R., Tohkura, Y. and Yamada, T. (1994). Training Japanese listeners to identify English /r/ and /l/. III. Long-term retention of new phonetic categories. Journal of the Acoustical Society of America, 96: 2076–2087.
Logan, J. S., Lively, S. E. and Pisoni, D. B. (1991). Training Japanese listeners to identify English /r/ and /l/: A first report. Journal of the Acoustical Society of America, 89: 874–886.
Macdonald, D., Yule, G. and Powers, M. (1994). Attempts to improve English L2 pronunciation: The variable effects of different types of instruction. Language Learning, 44 (1): 75–100.
Maeda, M. (2010). English vowel production for Japanese adults: Comparison of two training methods. In Proceedings of the 6th Annual Symposium: Graduate and Research Scholarly Projects, 145–146. April 2010. Wichita KS: Wichita State University.
Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivationri instruction. Studies in Second Language Acquisition, 21: 81–108.
Munro, M. J. and Derwing, T. M. (1995). Foreign accent, comprehensibility and intelligibility in the speech of second language learners. Language Learning, 45: 73–97.
Munro, M. J. and Derwing, T. M. (1998). The effects of speaking rate on listener evaluations of native and foreign-accented speech. Language Learning, 48 (2): 159–182.
Munro, M. J. and Derwing, T. M. (1999). Foreign accent, comprehensibility and intelligibility in the speech of second language learners. In J. Leather (ed.). Phonological issues in language learning, 285–310. Oxford: Basil Blackwell.
Nishi, K. and Kewley-Port, D. (2007). Training Japanese listeners to perceive American English vowels: Influence of training sets. Journal of Speech, Language and Hearing Research, 50: 1496–1509.
Nobre-Oliveira, D. (2008). Effects of perceptual training on the learning of English vowels in non-native settings. In A. S. Rauber, M. A. Watkins and B. O. Baptista (eds.), New Sounds 2007: Proceedings of the 5th International Symposium on the Acquisition of Second Language Speech, 382–389. Florianópolis, Brazil: Federal University of Santa Catarina.
Piske, T. (2007). Implications of James E. Flege’s research for the foreign language classroom. In O.-S. Bohn and M. J. Munro (eds.). Language experience and second language speech learning: In honour of James Emil Flege, 301–314. Amsterdam: John Benjamins.
Rasmussen, J. and Zampini, M. L. (2010). The effects of phonetic training on the intelligibility and comprehensibility of native Spanish speech by second language learners. In J. Levis and K. LeVelle (eds.). Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, 38–52. Iowa State University, Sept 2009. Ames, IA: Iowa State University.
Rochet, B. (1995). Perception and production of second language speech sounds by adults. In W. Strange (ed.). Speech perception and linguistic experience: Issues in cross-language research, 379–340. Timonium, MD: York Press.
Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation in EFL settings: The case of English vowels and Japanese learners of English. The Linguistics Journal, 3 (3): 16–41.
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 4 (4): 842–854.
Sato, M. and Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34: 591–626.
Strange, W. (1995). Cross-language study of speech perception: An historical review. In W. Strange (ed.), Speech perception and linguistic experience: Issues in cross-language research, 3–45. Timonium, MD: York Press.
Strange, W. and Shafer, V. L. (2008). Speech perception in second language learners: The re-education of selective perception. In J. Hansen and M. L. Zampini (eds.). Phonology and second language acquisition, 153–191. Amsterdam: John Benjamins Publishing Co.
Trask, R. L. (2006). A dictionary of phonetics and phonology. London: Routledge.
Venkatagiri, H. S. and Levis, J. M. (2007). Phonological awareness and speech comprehensibility. Language awareness, 16 (4): 263–277.
Wang, X. (2002). Training Mandarin and Cantonese speakers to identify English vowel contrasts: Long-term retention and effects on production. Doctoral dissertation. Simon Fraser University.
Wang, X. and Munro, M. J. (2004). Computer-based training for learning English vowel contrasts. System, 32: 539–552.
Young-Scholten, M. and Hannahs, S. J. (1997). Introduction: Current issues in the first and second language acquisition of phonology. In S. J. Hannahs and M. Young-Scholten (eds.). Focus on phonological acquisition, 1–14. Amsterdam: John Benjamins.
Akahane-Yamada, R., Tokhura, Y., Bradlow, A. R. and Pisoni, D. B. (1996). Does training in speech perception modify speech production? Spoken Language (ICSLP 96 Proceedings), 2: 606–609.
Aliaga-García, C. (2009). Effects of audiovisual auditory vs. articulatory training on L2 vowel category. In M. Ashby and J. Maidment (eds.). Proceedings of the PTLC 2009 Phonetics Teaching and Learning Conference, 7–10. London: Department of Phonetics and Linguistics, University College London. [Online] Available from:
https://www.phon.ucl.ac.uk/ptlc/ptlc2009/ptlc2009-proceedings/ptlc2009_aliagagarcia-009_ed.pdf
Archibald, J. (1998). Second language phonology. Amsterdam: John Benjamins Publishing.
Beddor, P. S. and Gottfried, T. S. (1995). Methodological issues in cross-language speech perception research with adults. In W. Strange (ed.). Speech perception and linguistic experience: Issues in cross-language research, 207–232. Timonium, MD: York Press.
Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (ed.). Second language acquisition and the Critical Period Hypothesis, 133–160. Mahwah: Lawrence Erlbaum Associates.
Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R. and Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America, 101 (4): 2299–2310.
Celce-Murcia, M., Brinton, D. M. and Goodwin J. M. (2007). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: CUP.
Cenoz, J. and García Lecumberri, L. (1999). The effect of training on the discrimination of English vowels. International Review of Applied Linguistics in Language Teaching, 37: 261–275.
Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18 (3): 53–70.
Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21 (1): 46–66.
Crystal, D. (2003). A dictionary of linguistics and phonetics. Cambridge: Blackwell.
Derwing, T. M. (2010). Utopian goals for pronunciation teaching. In J. Levis and K. LeVelle (eds.). Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, 24–37. Iowa State University, Sept 2009. Ames, IA: Iowa State University.
Derwing, T. M. and Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39 (3): 379–397.
Derwing, T. M. and Rossiter, M. J. (2003). The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning, 13 (1): 1–17.
Derwing, T. M., Munro, M. J. and Wiebe, G. (1998) Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48 (3): 393–410.
Flege, J. E. (1995). Two procedures for training a novel second language phonetic contrast. Applied Psycholinguistics, 16 (4): 425–442.
Flege, J. E. (2003). Assessing constraints on second-language segmental production and perception. In A. Meyer and N. Schiller (eds.). Phonetics and phonology in language comprehension and production: Differences and similarities, 319–355. Berlin: Mouton de Gruyter.
Gómez Lacabex, E. and del Puerto, F. G. (2014). Raising perceptual phonemic awareness in the EFL classroom. Concordia Working Papers in Applied Linguistics, 5: 203–215.
Gordon, J., Darcy, I. and Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis and K. LeVelle (eds.). Pronunciation and assessment: Proceedings of the 4th Annual Pronunciation in Second Language Learning and Teaching Conference, 194–206. Iowa State University, Aug. 2012. Ames, IA: Iowa State University.
Gut, U. (2009). Introduction to English phonetics and phonology. Frankfurt am Main: Peter Lang.
Hardison, D. M. (2003). Acquisition of second-language speech: Effects of visual cues, context and talker variability. Applied Psycholinguistics, 26 (4): 495–522.
Hardison, D. M. (2012). Second language speech perception: A cross-disciplinary perspective on challenges and accomplishments. In S. M. Gass and A. Mackey (eds.). The Routledge handbook of second language acquisition, 349–363. New York: Routledge.
Hazan, V., Sennema, A., Iba, M. and Faulkner, A. (2005). Effect of audiovisual perceptual training on the perception and production of consonants by Japanese learners of English. Speech Communication, 47 (3): 360–378.
Jongman, A. and Wade, T. (2007). Acoustic variability and perceptual learning. In O-S. Bohn and M. J. Munro (eds.). Language experience and second language speech learning: In honour of James Emil Flege, 135–150. Amsterdam: John Benjamins.
Kendrick, H. (1997). Keep them talking! A project for improving students’ L2 pronunciation. System, 25 (4): 545–560.
Kormos, J. and Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32: 145–164.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.
Leather, J. and James, A. (1996). Second language speech. In W. C. Ritchie and T. K. Bahtia (eds.). The handbook of second language acquisition, 269–316. San Diego: Academic Press, Inc.
Lee, J., Jang, J. and Plonsky, L. (2014). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36 (3): 1–23. First published online July 25, 2014, doi: 10.1093/applin/amu040.
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 25 (3): 369–377.
Levis, J. M. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27: 184–202.
Levis, J. M. and Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2): 13–19.
Lively, S. E., Logan, J. S. and Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/: II. The role of phonetic environment and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94: 1242–1255.
Lively, S. E., Pisoni, D. B., Yamada, R., Tohkura, Y. and Yamada, T. (1994). Training Japanese listeners to identify English /r/ and /l/. III. Long-term retention of new phonetic categories. Journal of the Acoustical Society of America, 96: 2076–2087.
Logan, J. S., Lively, S. E. and Pisoni, D. B. (1991). Training Japanese listeners to identify English /r/ and /l/: A first report. Journal of the Acoustical Society of America, 89: 874–886.
Macdonald, D., Yule, G. and Powers, M. (1994). Attempts to improve English L2 pronunciation: The variable effects of different types of instruction. Language Learning, 44 (1): 75–100.
Maeda, M. (2010). English vowel production for Japanese adults: Comparison of two training methods. In Proceedings of the 6th Annual Symposium: Graduate and Research Scholarly Projects, 145–146. April 2010. Wichita KS: Wichita State University.
Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivationri instruction. Studies in Second Language Acquisition, 21: 81–108.
Munro, M. J. and Derwing, T. M. (1995). Foreign accent, comprehensibility and intelligibility in the speech of second language learners. Language Learning, 45: 73–97.
Munro, M. J. and Derwing, T. M. (1998). The effects of speaking rate on listener evaluations of native and foreign-accented speech. Language Learning, 48 (2): 159–182.
Munro, M. J. and Derwing, T. M. (1999). Foreign accent, comprehensibility and intelligibility in the speech of second language learners. In J. Leather (ed.). Phonological issues in language learning, 285–310. Oxford: Basil Blackwell.
Nishi, K. and Kewley-Port, D. (2007). Training Japanese listeners to perceive American English vowels: Influence of training sets. Journal of Speech, Language and Hearing Research, 50: 1496–1509.
Nobre-Oliveira, D. (2008). Effects of perceptual training on the learning of English vowels in non-native settings. In A. S. Rauber, M. A. Watkins and B. O. Baptista (eds.), New Sounds 2007: Proceedings of the 5th International Symposium on the Acquisition of Second Language Speech, 382–389. Florianópolis, Brazil: Federal University of Santa Catarina.
Piske, T. (2007). Implications of James E. Flege’s research for the foreign language classroom. In O.-S. Bohn and M. J. Munro (eds.). Language experience and second language speech learning: In honour of James Emil Flege, 301–314. Amsterdam: John Benjamins.
Rasmussen, J. and Zampini, M. L. (2010). The effects of phonetic training on the intelligibility and comprehensibility of native Spanish speech by second language learners. In J. Levis and K. LeVelle (eds.). Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, 38–52. Iowa State University, Sept 2009. Ames, IA: Iowa State University.
Rochet, B. (1995). Perception and production of second language speech sounds by adults. In W. Strange (ed.). Speech perception and linguistic experience: Issues in cross-language research, 379–340. Timonium, MD: York Press.
Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation in EFL settings: The case of English vowels and Japanese learners of English. The Linguistics Journal, 3 (3): 16–41.
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 4 (4): 842–854.
Sato, M. and Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34: 591–626.
Strange, W. (1995). Cross-language study of speech perception: An historical review. In W. Strange (ed.), Speech perception and linguistic experience: Issues in cross-language research, 3–45. Timonium, MD: York Press.
Strange, W. and Shafer, V. L. (2008). Speech perception in second language learners: The re-education of selective perception. In J. Hansen and M. L. Zampini (eds.). Phonology and second language acquisition, 153–191. Amsterdam: John Benjamins Publishing Co.
Trask, R. L. (2006). A dictionary of phonetics and phonology. London: Routledge.
Venkatagiri, H. S. and Levis, J. M. (2007). Phonological awareness and speech comprehensibility. Language awareness, 16 (4): 263–277.
Wang, X. (2002). Training Mandarin and Cantonese speakers to identify English vowel contrasts: Long-term retention and effects on production. Doctoral dissertation. Simon Fraser University.
Wang, X. and Munro, M. J. (2004). Computer-based training for learning English vowel contrasts. System, 32: 539–552.
Young-Scholten, M. and Hannahs, S. J. (1997). Introduction: Current issues in the first and second language acquisition of phonology. In S. J. Hannahs and M. Young-Scholten (eds.). Focus on phonological acquisition, 1–14. Amsterdam: John Benjamins.