1887
Volume 8, Issue 3
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
USD
Buy:$35.00 + Taxes

Abstract

Abstract

L2 pronunciation research has recently seen an increasing amount of documentary research approaches, which use previous research or other documentation of the field as the primary data to synthesize and quantify the findings of previous research on specific topics, such as the effects of pronunciation instruction. These research approaches have changed the character of the field by identifying findings upon which there are agreement, important gaps that have not yet been addressed, and key researchers and topics that have shaped the field. This editorial lists some examples of these types of research studies over the past decade that are specifically related to L2 speech and pronunciation.

Loading

Article metrics loading...

/content/journals/10.1075/jslp.22049.lev
2023-01-17
2024-05-21
Loading full text...

Full text loading...

References

  1. Chang, A. C-S.
    (2022) The effect of listening instruction on the development of L2 learners’ listening competence: A meta-analysis. International Journal of Listening, 1–19. 10.1080/10904018.2022.2074851
    https://doi.org/10.1080/10904018.2022.2074851 [Google Scholar]
  2. Dalman, M., & Plonsky, L.
    (2022) The effectiveness of second-language listening strategy instruction: A meta-analysis. Language Teaching Research, 1–30. 10.1177/13621688211072981
    https://doi.org/10.1177/13621688211072981 [Google Scholar]
  3. Demir, Y., & Kartal, G.
    (2022) Mapping research on L2 pronunciation: A bibliometric analysis. Studies in Second Language Acquisition, 1–29. 10.1017/S0272263121000966
    https://doi.org/10.1017/S0272263121000966 [Google Scholar]
  4. Fuertes, J. N., Gottdiener, W. H., Martin, H., Gilbert, T. C., & Giles, H.
    (2012) A meta-analysis of the effects of speakers’ accents on interpersonal evaluations. European Journal of Social Psychology, 421, 120–133. 10.1002/ejsp.862
    https://doi.org/10.1002/ejsp.862 [Google Scholar]
  5. Hu, X., Kuo, L., & Dixon, L. Q.
    (2022) Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review. Language Teaching Research, 1–25. 10.1177/13621688221106832
    https://doi.org/10.1177/13621688221106832 [Google Scholar]
  6. In’nami, Y., Koizumi, R., & Tomita, Y.
    (2020) Meta-analysis in applied linguistics. InJ. McKinley & H. Rose (Eds.), Routledge Handbook of Research Methods in Applied Linguistics (240–252). Routledge.
    [Google Scholar]
  7. Johnson, M. D., & Tabari, M. A.
    (2022) Task planning and oral L2 production: A research synthesis and meta-analysis. Applied Linguistics. 10.1093/applin/amac026
    https://doi.org/10.1093/applin/amac026 [Google Scholar]
  8. Kostromitina, M., & Plonsky, L.
    (2022) Elicited imitation tasks as a measure of L2 proficiency: A meta-analysis. Studies in Second Language Acquisition, 441, 886–911. 10.1017/S0272263121000395
    https://doi.org/10.1017/S0272263121000395 [Google Scholar]
  9. 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]
  10. Mahdi, H. S., & Al Khateeb, A. A.
    (2019) The effectiveness of computer-assisted pronunciation training: A meta-analysis. Review of Education, 7(3), 733–753. 10.1002/rev3.3165
    https://doi.org/10.1002/rev3.3165 [Google Scholar]
  11. McAndrews, M.
    (2019) Short periods of instruction improve learners’ phonological categories for L2 suprasegmental features. System, 821, 151–160. 10.1016/j.system.2019.04.007
    https://doi.org/10.1016/j.system.2019.04.007 [Google Scholar]
  12. Olson, D. J., & Offerman, H.
    (2021) Maximizing the effect of visual feedback for pronunciation instruction: A comparative analysis of three approaches. Journal of Second Language Pronunciation, 7(1), 89–115. 10.1075/jslp.20005.ols
    https://doi.org/10.1075/jslp.20005.ols [Google Scholar]
  13. Pham, M. T., Rajić, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & McEwen, S. A.
    (2014) A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 51, 371–385. 10.1002/jrsm.1123
    https://doi.org/10.1002/jrsm.1123 [Google Scholar]
  14. Piazza, G., Martin, C. D., & Kalashnikova, M.
    (2022) The acoustic features and didactic function of foreigner-directed speech: A scoping review. Journal of Speech, Language, and Hearing Research, 65(8), 2896–2918. 10.1044/2022_JSLHR‑21‑00609
    https://doi.org/10.1044/2022_JSLHR-21-00609 [Google Scholar]
  15. Saito, K.
    (2021) What characterizes comprehensible and native-like pronunciation among English-as-a-second-language speakers? Meta-analyses of phonological, rater, and instructional factors. TESOL Quarterly, 55(3), 866–900. 10.1002/tesq.3027
    https://doi.org/10.1002/tesq.3027 [Google Scholar]
  16. (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]
  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. 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, 391, 187–224. 10.1017/S0142716417000418
    https://doi.org/10.1017/S0142716417000418 [Google Scholar]
  19. Sardegna, V. G., & McGregor, A.
    (2022) Classroom Research for Pronunciation. InJ. M. Levis, T. M. Derwing., & S. Sonsaat-Hegelheimer. Second Language Pronunciation: Bridging the Gap Between Research and Teaching (pp.107–129). Wiley Blackwell.
    [Google Scholar]
  20. Shirvan, M. E., Khajavy, G. H., MacIntyre, P. D., & Taherian, T.
    (2019) A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 481, 1241–1267. 10.1007/s10936‑019‑09656‑9
    https://doi.org/10.1007/s10936-019-09656-9 [Google Scholar]
  21. Suzuki, S., Kormos, J., & Uchihara, T.
    (2021) The Relationship Between Utterance and Perceived Fluency: A Meta-Analysis of Correlational Studies. The Modern Language Journal, 105(2), 435–463. 10.1111/modl.12706
    https://doi.org/10.1111/modl.12706 [Google Scholar]
  22. Tan, K. H., Jospa, M. E. A. W., Mohd-Said, N. E., & Awang, M. M.
    (2021) Speak like a Native English Speaker or Be Judged: A Scoping Review. International Journal of Environmental Research and Public Health, 18(23). 10.3390/ijerph182312754
    https://doi.org/10.3390/ijerph182312754 [Google Scholar]
  23. 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]
  24. Tseng, W., Chen, S., Wang, S., Cheng, H., Yang, P., & Gao, X. A.
    (2022) The effects of MALL on L2 pronunciation learning: A meta-analysis. Journal of Educational Computing Research, 60(5), 1220–1252. 10.1177/07356331211058662
    https://doi.org/10.1177/07356331211058662 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/jslp.22049.lev
Loading
  • Article Type: Editorial
Keyword(s): documentary research; meta-analysis
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