1887
Volume 7, Issue 2
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Longitudinal research methods often call to mind studies of various lengths. However, longitudinal research involves complex decisions related to study length, number of sessions, and session spacing, and these longitudinal choices must be coordinated with other aspects of research methodology. In this synthesis, I analyze 39 longitudinal L2 pronunciation studies that were published between 2006 and 2021 and did not include a pronunciation-specific intervention. I examine longitudinal design choices in light of participant sample characteristics such as age and context of learning, and measurement framework characteristics, which include choices related to target structures and tasks. Among other findings, results point to a lack of longer-term, multiwave studies dealing with pronunciation development. I offer suggestions for future work that can enhance the scope of L2 pronunciation research as well as recommendations for conducting and reporting longitudinal research.

Loading

Article metrics loading...

/content/journals/10.1075/jslp.20059.nag
2021-08-04
2024-09-14
Loading full text...

Full text loading...

References

  1. Akiyama, Y., & Saito, K.
    (2016) Development of comprehensibility and its linguistic correlates: A longitudinal study of video-mediated telecollaboration. The Modern Language Journal, 100(3), 585–609. doi:  10.1111/modl.12338
    https://doi.org/10.1111/modl.12338 [Google Scholar]
  2. Andringa, S., & Godfroid, A.
    (2020) Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 40, 134–142. doi:  10.1017/S0267190520000033
    https://doi.org/10.1017/S0267190520000033 [Google Scholar]
  3. Anwyl-Irvine, A. L., Massonnié, J., Flitton, A., Kirkham, N., & Evershed, J. K.
    (2020) Gorilla in our midst: An online behavioral experiment builder. Behavior Research Methods, 52(1), 388–407. doi:  10.3758/s13428‑019‑01237‑x
    https://doi.org/10.3758/s13428-019-01237-x [Google Scholar]
  4. Baker Smemoe, W., & Haslam, N.
    (2013) The effect of language learning aptitude, strategy use and learning context on L2 pronunciation learning. Applied Linguistics, 34(4), 435–456. doi:  10.1093/applin/ams066
    https://doi.org/10.1093/applin/ams066 [Google Scholar]
  5. Casillas, J. V.
    (2019) Phonetic category formation is perceptually driven during the early stages of adult L2 development. Language and Speech. Advance online publication. doi:  10.1177/0023830919866225
    https://doi.org/10.1177/0023830919866225 [Google Scholar]
  6. (2020) The longitudinal development of fine-phonetic detail: Stop production in a domestic immersion program. Language Learning. Advance online publication. doi:  10.1111/lang.12392
    https://doi.org/10.1111/lang.12392 [Google Scholar]
  7. Chang, C.
    (2012) Rapid and multifaceted effects of second-language learning on first-language speech production. Journal of Phonetics, 40(2), 249–268. doi:  10.1016/j.wocn.2011.10.007
    https://doi.org/10.1016/j.wocn.2011.10.007 [Google Scholar]
  8. Chang, C. B.
    (2019) Language change and linguistic inquiry in a world of multicompetence: Sustained phonetic drift and its implications for behavioral linguistic research. Journal of Phonetics, 74, 96–113. doi:  10.1016/j.wocn.2019.03.001
    https://doi.org/10.1016/j.wocn.2019.03.001 [Google Scholar]
  9. Cunnings, I., & Finlayson, I.
    (2015) Mixed effects modeling and longitudinal data analysis. InL. Plonsky (Ed.), Advancing Quantitative Methods in Second Language Research (pp.159–181). New York: Routledge. 10.4324/9781315870908‑8
    https://doi.org/10.4324/9781315870908-8 [Google Scholar]
  10. de Bot, K., Lowie, W., & Verspoor, M.
    (2007) A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21. doi:  10.1017/S1366728906002732
    https://doi.org/10.1017/S1366728906002732 [Google Scholar]
  11. Derwing, T. M.
    (2010) Utopian goals for pronunciation teaching. InJ. Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp.24–37). Ames, IA: Iowa State University.
    [Google Scholar]
  12. Derwing, T. M., & Munro, M. J.
    (2013) The development of L2 oral language skills in two L1 groups: A 7-year study. Language Learning, 63(2), 163–185. doi:  10.1111/lang.12000
    https://doi.org/10.1111/lang.12000 [Google Scholar]
  13. (2015) Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins. 10.1075/lllt.42
    https://doi.org/10.1075/lllt.42 [Google Scholar]
  14. (2017, August31). Overcoming fears about longitudinal pronunciation research: Anxiety reduction through planning, flexibility, and teamwork [Workshop presentation]. Pronunciation in Second Language Learning and Teaching Conference, Salt Lake City, UT, United States.
    [Google Scholar]
  15. Derwing, T. M., Munro, M. J., & Thomson, R. I.
    (2008) A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, 29(3), 359–380. doi:  10.1093/applin/amm041
    https://doi.org/10.1093/applin/amm041 [Google Scholar]
  16. Derwing, T. M., Munro, M. J., Thomson, R. I., & Rossiter, M. J.
    (2009) The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31(4), 533–557. doi:  10.1017/S0272263109990015
    https://doi.org/10.1017/S0272263109990015 [Google Scholar]
  17. Earle, F. S., & Myers, E. B.
    (2014) Building phonetic categories: an argument for the role of sleep. Frontiers in Psychology, 5, Article 1192. doi:  10.3389/fpsyg.2014.01192
    https://doi.org/10.3389/fpsyg.2014.01192 [Google Scholar]
  18. Ellis, N. C.
    (2014) Cognitive AND social language usage. Studies in Second Language Acquisition, 36(3), 397–402. doi:  10.1017/S0272263114000035
    https://doi.org/10.1017/S0272263114000035 [Google Scholar]
  19. Gass, S., Loewen, S., & Plonsky, L.
    (2020) Coming of age: The past, present, and future of quantitative SLA research. Language Teaching. Advance online publication. doi:  10.1017/S0261444819000430
    https://doi.org/10.1017/S0261444819000430 [Google Scholar]
  20. Heinrich, J., Heine, S. J., & Norenzayan, A.
    (2010) The weirdest people in the world?Behavioral and Brain Sciences, 33(2–3), 61–83. doi:  10.1017/S0140525X0999152X
    https://doi.org/10.1017/S0140525X0999152X [Google Scholar]
  21. Hiver, P., & Al-Hoorie, A.
    (2019) Research methods for complexity theory in applied linguistics. Multilingual Matters.
    [Google Scholar]
  22. Holliday, J. J.
    (2015) A longitudinal study of the second language acquisition of a three-way stop contrast. Journal of Phonetics, 50, 1–14. doi:  10.1016/j.wocn.2015.01.004
    https://doi.org/10.1016/j.wocn.2015.01.004 [Google Scholar]
  23. Huensch, A., & Tracy-Ventura, N.
    (2017) L2 utterance fluency development before, during, and after residence abroad: A multidimensional investigation. The Modern Language Journal, 101(2), 275–293. doi:  10.1111/modl.12395
    https://doi.org/10.1111/modl.12395 [Google Scholar]
  24. Kim, D., Clayards, M., & Goad, H.
    (2018) A longitudinal study of individual differences in the acquisition of new vowel contrasts. Journal of Phonetics, 67, 1–20. doi:  10.1016/j.wocn.2017.11.003
    https://doi.org/10.1016/j.wocn.2017.11.003 [Google Scholar]
  25. Lee, J., Jang, J., & Plonsky, L.
    (2015) The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. doi:  10.1093/applin/amu040
    https://doi.org/10.1093/applin/amu040 [Google Scholar]
  26. Loewen, S., & Hui, B.
    (2021) Small samples in instructed second language acquisition research. The Modern Language Journal, 105(1), 187–193. doi:  10.1111/modl.12700
    https://doi.org/10.1111/modl.12700 [Google Scholar]
  27. McAndrews, M.
    (2019) Short periods of instruction improve learners’ phonological categories for L2 suprasegmental features. System, 82, 151–160. doi:  10.1016/j.system.2019.04.007
    https://doi.org/10.1016/j.system.2019.04.007 [Google Scholar]
  28. Moyer, A.
    (2014a) Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, 35(4), 418–440. doi:  10.1093/applin/amu012
    https://doi.org/10.1093/applin/amu012 [Google Scholar]
  29. (2014b) What’s age got to do with it? Accounting for individual factors in second language accent. Studies in Second Language Learning and Teaching, 3, 443–464. doi:  10.14746/ssllt.2014.4.3.4
    https://doi.org/10.14746/ssllt.2014.4.3.4 [Google Scholar]
  30. Muñoz, C., & Llanes, À.
    (2014) Study abroad and changes in degree of foreign accent in children and adults. The Modern Language Journal, 98(1), 432–449. doi:  10.1111/j.1540‑4781.2014.12059.x
    https://doi.org/10.1111/j.1540-4781.2014.12059.x [Google Scholar]
  31. Munro, M. J., & Derwing, T. M.
    (2008) Segmental acquisition in adult ESL learners: A longitudinal study of vowel production. Language Learning, 58(3), 479–502. doi:  10.1111/j.1467‑9922.2008.00448.x
    https://doi.org/10.1111/j.1467-9922.2008.00448.x [Google Scholar]
  32. Munro & Derwing
    Munro & Derwing (2015) Intelligibility in research and practice: Teaching priorities. InJ. Levis & M. Reed (Eds.), The handbook of English pronunciation (pp.377–396). Routledge.
    [Google Scholar]
  33. Nagle, C.
    (2018a) Examining the temporal structure of the perception-production link in second language acquisition: A longitudinal study. Language Learning, 68(1), 234–270. doi:  10.1111/lang.12275
    https://doi.org/10.1111/lang.12275 [Google Scholar]
  34. (2018b) Motivation, comprehensibility, and accentedness in L2 Spanish: Investigating motivation as a time-varying predictor of pronunciation development. The Modern Language Journal, 102(1), 1–19. doi:  10.1111/modl.12461
    https://doi.org/10.1111/modl.12461 [Google Scholar]
  35. (2019a) A longitudinal study of voice onset time development in L2 Spanish stops. Applied Linguistics, 40(1), 86–107. doi:  10.1093/applin/amx011
    https://doi.org/10.1093/applin/amx011 [Google Scholar]
  36. (2019b) Developing and validating a methodology for crowdsourcing L2 speech ratings in Amazon Mechanical Turk. Journal of Second Language Pronunciation, 3(2), 294–323. doi:  10.1075/jslp.18016.nag
    https://doi.org/10.1075/jslp.18016.nag [Google Scholar]
  37. Nagle, C. L.
    (2021) Revisiting perception-production relationships: Exploring a new approach to investigate perception as a time-varying predictor. Language Learning, 71(1), 243–279. doi:  10.1111/lang.12431
    https://doi.org/10.1111/lang.12431 [Google Scholar]
  38. Nagle, C., Levis, J., & Todey, E.
    (2019) The changing face of L2 pronunciation research and teaching. InJ. Levis, C. Nagle, & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference (pp.1–9). Ames, IA: Iowa State University.
    [Google Scholar]
  39. Nagle, C., & Rehman, I.
    (in press). Doing L2 speech research online: Why and how to collect online ratings data. Studies in Second Language Acquisition.
    [Google Scholar]
  40. Nagle, C., Trofimovich, P., & Bergeron, A.
    (2019) Toward a dynamic view of second language comprehensibility. Studies in Second Language Acquisition, 41(4), 647–672. doi:  10.1017/S0272263119000044
    https://doi.org/10.1017/S0272263119000044 [Google Scholar]
  41. Norouzian, R.
    (2020) Sample size planning in quantitative L2 research. Studies in Second Language Acquisition, 42(4), 849–870. doi:  10.1017/S0272263120000017
    https://doi.org/10.1017/S0272263120000017 [Google Scholar]
  42. Ortega, L., & Iberri-Shea, G.
    (2005) Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics, 25, 26–45. doi:  10.1017/S0267190505000024
    https://doi.org/10.1017/S0267190505000024 [Google Scholar]
  43. Plonsky, L., & Oswald, F. L.
    (2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. doi:  10.1111/lang.12079
    https://doi.org/10.1111/lang.12079 [Google Scholar]
  44. Raudenbush, S. W., & Xiao-Feng, L.
    (2001) Effects of study duration, frequency of observation, and sample size on power in studies of group differences in polynomial change. Psychological Methods, 6(4), 387–401. doi:  10.1037/1082‑989X.6.4.387
    https://doi.org/10.1037/1082-989X.6.4.387 [Google Scholar]
  45. Saito, K.
    (2019) Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation. Second Language Research, 35(2), 149–172. doi:  10.1177/0267658318768342
    https://doi.org/10.1177/0267658318768342 [Google Scholar]
  46. Saito, K., & Akiyama, Y.
    (2017) Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study. Language Learning, 67(1), 43–74. doi:  10.1111/lang.12184
    https://doi.org/10.1111/lang.12184 [Google Scholar]
  47. Saito, K., Dewaele, J.-M., Abe, M., & In’nami, Y.
    (2018) Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743. doi:  10.1111/lang.12297
    https://doi.org/10.1111/lang.12297 [Google Scholar]
  48. Saito, K., Macmillan, K., Mai, T., Suzukida, Y., Sun, H., Magne, V., Ilkan, M., & Murakami, A.
    (2020) Developing, analyzing and sharing multivariate datasets: Individual differences in L2 learning revisited. Annual Review of Applied Linguistics, 40, 9–25. doi:  10.1017/S0267190520000045
    https://doi.org/10.1017/S0267190520000045 [Google Scholar]
  49. Saito, K., & Plonsky, L.
    (2019) Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta-analysis. Language Learning, 69(3), 652–708. doi:  10.1111/lang.12345
    https://doi.org/10.1111/lang.12345 [Google Scholar]
  50. Saito, K., Suzuki, S., Oyama, T., & Akiyama, Y.
    (2019) How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels. Second Language Research. Advance online publication. doi:  10.1177/0267658319884981
    https://doi.org/10.1177/0267658319884981 [Google Scholar]
  51. Saito, K., Suzukida, Y., & Sun, H.
    (2019) Aptitude, experience, and second language pronunciation proficiency development in classroom settings. Studies in Second Language Acquisition, 41, 201–225. doi:  10.1017/S0272263117000432
    https://doi.org/10.1017/S0272263117000432 [Google Scholar]
  52. Sturm, J. L.
    (2019) Current approaches to pronunciation instruction: A longitudinal case study in French. Foreign Language Annals, 52(1), 32–44. doi:  10.1111/flan.12376
    https://doi.org/10.1111/flan.12376 [Google Scholar]
  53. Thomson, R. I., & Derwing, T. M.
    (2015) The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. doi:  10.1093/applin/amu076
    https://doi.org/10.1093/applin/amu076 [Google Scholar]
  54. Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H.
    (2009) Comprehension-based practice. Studies in Second Language Acquisition, 31(4), 609–639. doi:  10.1017/S0272263109990040
    https://doi.org/10.1017/S0272263109990040 [Google Scholar]
  55. Trofimovich, P., Nagle, C. L., Grantham O’Brien, M., Kennedy, S., Taylor Reid, K., & Strachan, L.
    (2020) Second language comprehensibility as a dynamic construct. Journal of Second Language Pronunciation, 6(3), 430–457. doi:  10.1075/jslp.20003.tro
    https://doi.org/10.1075/jslp.20003.tro [Google Scholar]
  56. Ushioda, E.
    (2009) Motivating learners to speak as themselves. InG. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp.11–24). Multilingual Matters.
    [Google Scholar]
  57. Westfall, J., Kenny, D. A., & Judd, C. M.
    (2014) Statistical power and optimal design in experiments in which samples of participants respond to samples of stimuli. Journal of Experimental Psychology: General, 143(5), 2020–2045. doi:  10.1037/xge0000014
    https://doi.org/10.1037/xge0000014 [Google Scholar]
  58. Zielinski, B., & Pryor, E.
    (2020) Comprehensibility and everyday English use. Journal of Second Language Pronunciation, 6(3), 352–379. doi:  10.1075/jslp.20011.zie
    https://doi.org/10.1075/jslp.20011.zie [Google Scholar]
/content/journals/10.1075/jslp.20059.nag
Loading
/content/journals/10.1075/jslp.20059.nag
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): L2 pronunciation; longitudinal research; research methods; research synthesis
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