1887
Volume 8, Issue 2
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Phonetic training has been found to expedite aural and oral abilities in the L2. While considerable research has been conducted on the effects of perception training on production and of production training on perception, fewer studies have addressed them as separate training regimes in the same experimental setting outside laboratory conditions. This paper examined the effects of two training procedures (one based on production tasks and one based on perception tasks) on the production of English lexical by young Spanish learners in their intact EFL classrooms. Both trained groups exhibited significant gains in the post-test and a slight advantage of the production-based trained group was observed. Learners’ orosensory awareness, self-perception, and self-feedback were actions included in this protocol which may have contributed to such advantage. Our results demonstrate that guided pronunciation training protocols can be successful in the classroom with young learners to boost production skills.

Loading

Article metrics loading...

/content/journals/10.1075/jslp.20043.gom
2022-10-13
2022-12-08
Loading full text...

Full text loading...

References

  1. Aliaga-García, C., & Mora., J. C.
    (2009) Assessing the effects of phonetic training on L2 sound perception and production. InM. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.). Recent research in second language phonetics/phonology: Perception and production (pp.2–31). Cambridge Scholars Publishing.
    [Google Scholar]
  2. Boersma, P. & Weenink, D.
    (2019) Praat: doing phonetics by computer [Computer program]. Version 6.1.04, retrieved28 September 2019fromwww.praat.org/
  3. Bradlow, A. R.
    (2008) Training non-native language sound patterns: lessons from training Japanese adults on the English. (pp.287–308). InJ. G. H. Edwards, & M. L. Zampini, (Eds.), Phonology and second language acquisition (Vol.361). John Benjamins Publishing. 10.1075/sibil.36.14bra
    https://doi.org/10.1075/sibil.36.14bra [Google Scholar]
  4. Bros, K.
    (2015) Percepción de acento y acortamiento vocálico en español. Itinerarios: revista de estudios lingüisticos, literarios, históricos y antropológicos (22), 13–34.
    [Google Scholar]
  5. Brown, R. L.
    (1990) A Maverick vowel: The notorious /ə/ (schwa). Hispania, 73 (4), 1158–1161. 10.2307/344323
    https://doi.org/10.2307/344323 [Google Scholar]
  6. Calvo Benzies, Y. J.
    (2016) The teaching and learning of English pronunciation in Spain. An analysis and appraisal of students’ and teachers’ views and teaching materials. Unpublished doctoral dissertation. Universidad de Santiago de Compostela, Spain. hdl.handle.net/10347/13862
  7. Casserly, E. D., & Pisoni, D. B.
    (2010) Speech perception and production. Wiley Interdisciplinary Reviews: Cognitive Science, 1(5), 629–647. 10.1002/wcs.63
    https://doi.org/10.1002/wcs.63 [Google Scholar]
  8. Catford, J. C., & Pisoni, D.
    (1970) Auditory versus articulatory training in exotic sounds. The Modern Language Journal, 541, 477–481.
    [Google Scholar]
  9. Chun, D. M., Jiang, Y., Meyr, J., & Yang, R.
    (2015) Acquisition of L2 Mandarin Chinese tones with learner-created tone visualizations. Journal of Second Language Pronunciation, 1(1), 86–114. 10.1075/jslp.1.1.04chu
    https://doi.org/10.1075/jslp.1.1.04chu [Google Scholar]
  10. Cibelli, E.
    (2022) Articulatory and perceptual cues to non-native phoneme perception: Cross-modal training for early learners. Second Language Research, 38(1), 117–147. 10.1177/0267658320921217
    https://doi.org/10.1177/0267658320921217 [Google Scholar]
  11. Cobb, K. & Simonet, M.
    (2015) Adult Second Language Learning of Spanish Vowels. Hispania, 98(1), 47–60. 10.1353/hpn.2015.0026
    https://doi.org/10.1353/hpn.2015.0026 [Google Scholar]
  12. Cohen, J.
    (1973) Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and psychological measurement, 33(1), 107–112. 10.1177/001316447303300111
    https://doi.org/10.1177/001316447303300111 [Google Scholar]
  13. Cruttenden, A.
    (2014) Gimson’s pronunciation of English. Routledge. 10.4324/9780203784969
    https://doi.org/10.4324/9780203784969 [Google Scholar]
  14. Cucchiarini, C., Neri, A., & Strik, H.
    (2009) Oral proficiency training in Dutch L2: The contribution of ASR-based corrective feedback. Speech Communication, 51(10), 853–863. 10.1016/j.specom.2009.03.003
    https://doi.org/10.1016/j.specom.2009.03.003 [Google Scholar]
  15. Delattre, P.
    (1969) An acoustic and articulatory study of vowel reduction in four languages. International Review of Applied Linguistics, 6(4), 295–323. 10.1515/iral.1969.7.4.295
    https://doi.org/10.1515/iral.1969.7.4.295 [Google Scholar]
  16. Delforge, A. M.
    (2008) Unstressed vowel reduction in Andean Spanish. InSelected proceedings of the 3rd Conference on Laboratory Approaches to Spanish Phonology. (pp.107–124).
    [Google Scholar]
  17. Delvaux, V., Huet, K., Piccaluga, M., & Harmegnies, B.
    (2013, August). Production training in second language acquisition: a comparison between objective measures and subjective judgments. Proceedings of XIVth Interpeech. Lyon, France. (pp.2375–2379). 10.21437/Interspeech.2013‑554
    https://doi.org/10.21437/Interspeech.2013-554 [Google Scholar]
  18. Derwing, T. M., Munro, M. J., & Wiebe, G.
    (1998) Evidence in favour of a broad framework for pronunciation instruction. Language learning, 48(3), 393–410. 10.1111/0023‑8333.00047
    https://doi.org/10.1111/0023-8333.00047 [Google Scholar]
  19. Flege, J. E.
    (1988) Using Visual Information to Train Foreign-Language Vowel Production. Language Learning, 38(3), 365–407. 10.1111/j.1467‑1770.1988.tb00417.x
    https://doi.org/10.1111/j.1467-1770.1988.tb00417.x [Google Scholar]
  20. (1995) Two procedures for training a novel second language phonetic contrast. Applied Psycholinguistics, 16(4), 425–442. 10.1017/S0142716400066029
    https://doi.org/10.1017/S0142716400066029 [Google Scholar]
  21. Flege, J. E., and Bohn, O.-S.
    (1989) An Instrumental study of vowel reduction and stress placement in Spanish accented English. Studies in Second Language Acquisition, 111, 35–62. 10.1017/S0272263100007828
    https://doi.org/10.1017/S0272263100007828 [Google Scholar]
  22. Fry, D. B.
    (1955) Duration and intensity as physical correlates of linguistic stress. The Journal of the Acoustical Society of America, 27(4), 765–768. 10.1121/1.1908022
    https://doi.org/10.1121/1.1908022 [Google Scholar]
  23. Fouz-González, J.
    (2015) Trends and directions in computer-assisted pronunciation training. InMompean, J. A., & Fouz-González, J. (Eds.) (2015) Investigating English pronunciation: Trends and directions. (pp.314–342). Springer. 10.1057/9781137509437_14
    https://doi.org/10.1057/9781137509437_14 [Google Scholar]
  24. Fullana, N.
    (2006) The development of English (FL) perception and production skills: Starting age and exposure effects. InC. Muñoz (Ed.), Age and rate of foreign language learning (pp.41–64). Multilingual Matters. 10.21832/9781853598937‑004
    https://doi.org/10.21832/9781853598937-004 [Google Scholar]
  25. Galantucci, B., Fowler, C. A., & Turvey, M. T.
    (2006) The motor theory of speech perception reviewed. Psychonomic Bulletin and Review, 13(3), 361. 10.3758/BF03193857
    https://doi.org/10.3758/BF03193857 [Google Scholar]
  26. Gallardo-del-Puerto, F., García Lecumberri, M. L., & Gómez-Lacabex, E.
    (2015) The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non-native judges. International Journal of Applied Linguistics, 25(2), 202–224. 10.1111/ijal.12063
    https://doi.org/10.1111/ijal.12063 [Google Scholar]
  27. García Lecumberri, M. L., & Gallardo-del-Puerto, F.
    (2003) English FL sounds in school learners of different ages. InM. P. García Mayo & M. L. García Lecumberri (Eds.), Age and the acquisition of English as a foreign language (pp.115–135). Multilingual Matters. 10.21832/9781853596407‑007
    https://doi.org/10.21832/9781853596407-007 [Google Scholar]
  28. Gómez-Lacabex, E.
    (2009) Perception and Production of Vowel reduction in Second Language Acquisition. Serie Tesis Doctorales. University of the Basque Country.
    [Google Scholar]
  29. Gómez-Lacabex, E., & Gallardo-del-Puerto, F.
    (2014) Two Phonetic-Training Procedures for Young Learners: Investigating Instructional Effects on Perceptual Awareness. Canadian Modern Language Review, 70(4). 500–531. 10.3138/cmlr.2324
    https://doi.org/10.3138/cmlr.2324 [Google Scholar]
  30. (2020) Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL. International Review of Applied Linguistics in Language Teaching, 58(4), 419–442. 10.1515/iral‑2017‑0079
    https://doi.org/10.1515/iral-2017-0079 [Google Scholar]
  31. Gómez-Lacabex, E., Garcia Lecumberri, M. L., & Cooke, M.
    (2009) Training and generalization effects of English Vowel reduction for Spanish Learners. In: M. A. Watkins, A. S. Rauber, and B. O. Baptista (Eds.), Recent Research in Second language Phonetics/Phonology: Perception and Production. (pp.32–42) New Castle upon Tyne: Cambridge Scholars Publishing.
    [Google Scholar]
  32. Hazan, V., Sennema, A., Faulkner, A., Ortega-Llebaria, M., Iba, M., & Chung, H.
    (2006) The use of visual cues in the perception of non-native consonant contrasts. The Journal of the Acoustical Society of America, 119(3), 1740–1751. 10.1121/1.2166611
    https://doi.org/10.1121/1.2166611 [Google Scholar]
  33. Herd, W., Jongman, A., & Sereno, J.
    (2013) Perceptual and production training of intervocalic/d, ɾ, r/ in American English learners of Spanish. The Journal of the Acoustical Society of America, 133(6), 4247–4255. 10.1121/1.4802902
    https://doi.org/10.1121/1.4802902 [Google Scholar]
  34. Hualde, J. I.
    (2005) The Sounds of Spanish. Cambridge University Press.
    [Google Scholar]
  35. Ikeno, A., Pellom, B., Cer, D., Thornton, A., Brenier, J. M., Jurafsky, D., … & Byrne, W.
    (2003) Issues in recognition of Spanish-accented spontaneous English. InISCA & IEEE Workshop on Spontaneous Speech Processing and Recognition. pp.63–66, Tokyo, Japan.
    [Google Scholar]
  36. Jia, G., Strange, W., Wu, Y., Collado, J., & Guan, Q.
    (2006) Perception and production of English vowels by Mandarin speakers: Age-related difference vary with amount of L2 exposure. Journal of the Acoustical Society of America, 1191, 1118–1130. 10.1121/1.2151806
    https://doi.org/10.1121/1.2151806 [Google Scholar]
  37. Kartushina, N., Hervais-Adelman, A., Frauenfelder, U. H., & Golestani, N.
    (2015) The effect of phonetic production training with visual feedback on the perception and production of foreign speech sounds. The Journal of the Acoustical Society of America, 138(2), 817–832. 10.1121/1.4926561
    https://doi.org/10.1121/1.4926561 [Google Scholar]
  38. Katz, L., & Frost, R.
    (1992) The reading process is different for different orthographies: The orthographic depth hypothesis. InAdvances in psychology (Vol.941, pp.67–84). North-Holland.
    [Google Scholar]
  39. Laver, J.
    (1994) Principles of Phonetics. Cambridge: Cambridge University Press. 10.1017/CBO9781139166621
    https://doi.org/10.1017/CBO9781139166621 [Google Scholar]
  40. Leather, J. H.
    (1996) Interrelation of perceptual and productive learning in the initial acquisition of second-language tone. InJames, A. and Leather, J. (Eds.), Studies on Language Acquisition [SOLA]. Volume131: Second-Language Speech. Berlin: De Gruyter Mouton. 75–101.
    [Google Scholar]
  41. Lee, A. H., and Lyster, R.
    (2015) The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 381, 1–30. 10.1017/S0272263115000194
    https://doi.org/10.1017/S0272263115000194 [Google Scholar]
  42. Lee, J., Jang, J., & Plonsky, L.
    (2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. 10.1093/applin/amu040
    https://doi.org/10.1093/applin/amu040 [Google Scholar]
  43. Major, R. C.
    (2007) Identifying a foreign accent in an unfamiliar language. Studies in Second Language Acquisition29, 4, 539–56. 10.1017/S0272263107070428
    https://doi.org/10.1017/S0272263107070428 [Google Scholar]
  44. Mora, J. C. & Levkina, M.
    (2017) Training the production of English L2 vowel contrasts through collaborative map tasks. 9th Annual Conference Pronunciation in Second Language Learning & Teaching (PSLLT), September 1–2, 2017, University of Utah, Salt Lake City, Utah, USA.
    [Google Scholar]
  45. Murphy, J. M.
    (2018) Teacher training in the teaching of pronunciation. InKang, O., Thomson, R., & Murphy, J. (Eds.), The Routledge Handbook of Contemporary English Pronunciation. New York, NY: Routledge. (pp.298–319).
    [Google Scholar]
  46. O’Brien, M. G., Derwing, T. M., Cucchiarini, C., Hardison, D. M., Mixdorff, H., Thomson, R. I., Strik, H., Levis, J., Munro, M. J., Foote, J. A. & Levis, G. M.
    (2018) Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, 4(2), 182–207. 10.1075/jslp.17001.obr
    https://doi.org/10.1075/jslp.17001.obr [Google Scholar]
  47. Oh, J. S., Jun, S.-A., Knightly, L. M., & Au, T. K. M.
    (2003) Holding on to childhood language memory. Cognition, 861, B53–B64. 10.1016/S0010‑0277(02)00175‑0
    https://doi.org/10.1016/S0010-0277(02)00175-0 [Google Scholar]
  48. Ortega-Llebaria, M., & Prieto, P.
    (2011) Acoustic correlates of stress in Central Catalan and Castilian Spanish. Language and Speech, 54(1), 73–97. 10.1177/0023830910388014
    https://doi.org/10.1177/0023830910388014 [Google Scholar]
  49. Patten, I., & Edmonds, L. A.
    (2015) Effect of training Japanese L1 speakers in the production of American English/r/using spectrographic visual feedback. Computer Assisted Language Learning, 28(3), 241–259. 10.1080/09588221.2013.839570
    https://doi.org/10.1080/09588221.2013.839570 [Google Scholar]
  50. Pennington, M. C.
    (2021) Teaching Pronunciation: The State of the Art 2021. RELC Journal, 52(1), 3–21. 10.1177/00336882211002283
    https://doi.org/10.1177/00336882211002283 [Google Scholar]
  51. Rallo-Fabra, L.
    (2015) Can nonnative speakers reduce English vowels in a native-like fashion? Evidence from L1-Spanish L2-English bilinguals. Phonetica, 72(2–3), 162–181. 10.1159/000430920
    https://doi.org/10.1159/000430920 [Google Scholar]
  52. Rallo-Fabra, L. and Jacob, K.
    (2016) ‘When ‘politician’ becomes ‘policía’ and ‘border’ becomes ‘brother’: effects of orthography and cognate status on Spanish-Catalan EFL learners’ pronunciation’, poster presented at the8th International Conference on Second-Language Speech. New Sounds 2016. Aarhus.
  53. Richardson, J. T.
    (2011) Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. 10.1016/j.edurev.2010.12.001
    https://doi.org/10.1016/j.edurev.2010.12.001 [Google Scholar]
  54. Roach, P.
    (2000) English phonetics and phonology. Cambridge Univesity Press.
    [Google Scholar]
  55. Rogerson-Revell, P. M.
    (2021) Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions. RELC Journal, 52(1), 189–205. 10.1177/0033688220977406
    https://doi.org/10.1177/0033688220977406 [Google Scholar]
  56. Ronquest, R.
    (2013) An acoustic examination of unstressed vowel reduction in Heritage Spanish. InSelected proceedings of the 15th Hispanic linguistics symposium, 151–171.
    [Google Scholar]
  57. Saito, K.
    (2012) Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. Tesol Quarterly, 46(4), 842–854. 10.1002/tesq.67
    https://doi.org/10.1002/tesq.67 [Google Scholar]
  58. (2013) Reexamining Effects of Form-Focused Instruction on L2 Pronunciation Development. The role of Explicit Phonetic Information. Studies in Second language Acquisition351, 1–29. 10.1017/S0272263112000666
    https://doi.org/10.1017/S0272263112000666 [Google Scholar]
  59. Saito, K., & Lyster, R.
    (2012) Effects of form-focused instruction and corrective feedback on L2 pronunciation development of/ɹ/by Japanese learners of English. Language Learning, 62(2), 595–633. 10.1111/j.1467‑9922.2011.00639.x
    https://doi.org/10.1111/j.1467-9922.2011.00639.x [Google Scholar]
  60. Sakai, M., & Moorman, C.
    (2018) Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research. Applied Psycholinguistics, 39(1), 187–224. 10.1017/S0142716417000418
    https://doi.org/10.1017/S0142716417000418 [Google Scholar]
  61. Tergujeff, E.
    (2013) Learner Perspective on English Pronunciation Teaching in an EFL context. Research in Language11(1), 81–95. 10.2478/v10015‑012‑0010‑z
    https://doi.org/10.2478/v10015-012-0010-z [Google Scholar]
  62. Thomson, R. I., & Derwing, T. M.
    (2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. 10.1093/applin/amu076
    https://doi.org/10.1093/applin/amu076 [Google Scholar]
  63. Trask, R. L.
    (2004) A dictionary of phonetics and phonology. Routledge. 10.4324/9780203695111
    https://doi.org/10.4324/9780203695111 [Google Scholar]
  64. Tsukada, K., Birdsong, D., Bialystok, E., Mack, M., Sung, H., & Flege, J.
    (2005) A developmental study of English vowel production and perception by native Korean adults and children. Journal of Phonetics, 33(3), 263–290. 10.1016/j.wocn.2004.10.002
    https://doi.org/10.1016/j.wocn.2004.10.002 [Google Scholar]
  65. Wong, J. W. S.
    (2013) The effects of perceptual and/or productive training on the perception and production of English vowels/ɪ/and/iː/by Cantonese ESL learners. Proceedings of XIVthInterpeech. Lyon, France (pp.2113–2117). 10.21437/Interspeech.2013‑501
    https://doi.org/10.21437/Interspeech.2013-501 [Google Scholar]
  66. Yavas, M.
    (2020) Applied English Phonology. John Wiley & Sons.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/jslp.20043.gom
Loading
/content/journals/10.1075/jslp.20043.gom
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error