1887
image of Rethinking pronunciation posttesting
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Pronunciation training studies shed light on the training paradigms and features that are most likely to promote learning and lead to optimal instructional outcomes. Yet, delayed posttesting is surprisingly rare in experimental work. As such, although several research syntheses have shown that pronunciation instruction is effective for promoting short-term gains, the long-term impact of instruction remains largely unknown. In this editorial, I address the need for delayed measures in experimental pronunciation research and make the case for rethinking the number, timing, and scope of such measures.

Loading

Article metrics loading...

/content/journals/10.1075/jslp.22019.nag
2022-07-19
2022-08-16
Loading full text...

Full text loading...

References

  1. Casillas, J. V.
    (2020) The longitudinal development of fine-phonetic detail: Stop production in a domestic immersion program. Language Learning, 70(3), 768–806. 10.1111/lang.12392
    https://doi.org/10.1111/lang.12392 [Google Scholar]
  2. 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). Routledge. 10.4324/9781315870908‑8
    https://doi.org/10.4324/9781315870908-8 [Google Scholar]
  3. 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). Iowa State University.
    [Google Scholar]
  4. 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. 10.1111/lang.12000
    https://doi.org/10.1111/lang.12000 [Google Scholar]
  5. Kennedy, S. & Trofimovich, P.
    (2010) Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171–185. 10.1080/09658416.2010.486439
    https://doi.org/10.1080/09658416.2010.486439 [Google Scholar]
  6. 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]
  7. Linck, J. A., & Cunnings, I.
    (2015) The utility and application of mixed-effects models in second language research. Language Learning, 65(S1), 185–207. 10.1111/lang.12117
    https://doi.org/10.1111/lang.12117 [Google Scholar]
  8. Mackey, A., & Gass, S.
    (2015) Second language research: Methodology and design (2nd ed.). Routledge. 10.4324/9781315750606
    https://doi.org/10.4324/9781315750606 [Google Scholar]
  9. McAndrews, M.
    (2019) Short periods of instruction improve learners’ phonological categories for L2 suprasegmental features. System, 82, 151–160. 10.1016/j.system.2019.04.007
    https://doi.org/10.1016/j.system.2019.04.007 [Google Scholar]
  10. 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. 10.1111/j.1467‑9922.2008.00448.x
    https://doi.org/10.1111/j.1467-9922.2008.00448.x [Google Scholar]
  11. Nagle, C.
    (2018) 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. 10.1111/modl.12461
    https://doi.org/10.1111/modl.12461 [Google Scholar]
  12. Nagle, C. L.
    (2019) A longitudinal study of voice onset time development in L2 Spanish stops. Applied Linguistics, 40(1), 86–107. 10.1093/applin/amx011
    https://doi.org/10.1093/applin/amx011 [Google Scholar]
  13. Offerman, H. M., & Olson, D. J.
    (2016) Visual feedback and second language segmental production: The generalizability of pronunciation gains. System, 59, 45–60. 10.1016/j.system.2016.03.003
    https://doi.org/10.1016/j.system.2016.03.003 [Google Scholar]
  14. Rato, A., & Oliveira, D.
    (in press). Assessing the robustness of L2 perceptual training: A closer look at generalization and retention of learning. InU. Alves & J. Albuquerque Eds. L2 pronunciation teaching and training: Different approaches. de Gruyter Mouton.
    [Google Scholar]
  15. 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. 10.1111/lang.12297
    https://doi.org/10.1111/lang.12297 [Google Scholar]
  16. Saito, K., & Lyster, R.
    (2012) Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/ 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]
  17. 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. 10.1111/lang.12345
    https://doi.org/10.1111/lang.12345 [Google Scholar]
  18. Saito, K., Sun, H., & Tierney, A.
    (2020) Domain-general auditory processing determines success in second language pronunciation learning in adulthood: A longitudinal study. Applied Psycholinguistics, 41(5), 1083–1112. 10.1017/S0142716420000491
    https://doi.org/10.1017/S0142716420000491 [Google Scholar]
  19. Saito, K., Suzuki, S., Oyama, T., & Akiyama, Y.
    (2021) How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels. Second Language Research, 37(4), 547–571. 10.1177/0267658319884981
    https://doi.org/10.1177/0267658319884981 [Google Scholar]
  20. 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]
  21. Sardegna, V. G., Lee, J., & Kusey, C.
    (2018) Self-efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1), 83–114. 10.1111/lang.12263
    https://doi.org/10.1111/lang.12263 [Google Scholar]
  22. 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]
  23. Wang, Y., Spence, M. M., Jongman, A., & Sereno, J. A.
    (1999) Training American listeners to perceive Mandarin tones. Journal of the Acoustical Society of America, 106, 3649–3658. 10.1121/1.428217
    https://doi.org/10.1121/1.428217 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/jslp.22019.nag
Loading
/content/journals/10.1075/jslp.22019.nag
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: posttesting ; delayed measures ; research methods ; experimental studies
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