Journal of Second Language Pronunciation - Volume 11, Issue 1, 2025

Abstract

This study investigated Mandarin-speaking English-as-a-foreign-language (EFL) learners’ prominence production in relation to prominence position, focus type, and proficiency. Eighty Mandarin-speaking EFL learners and 20 native English speakers read 12 question-answer pairs in English, with the questions eliciting different prominence patterns (end vs. non-end) for different focus types (broad vs. narrow). The results revealed that the phonological aspect (prominence assignment) was influenced by prominence position, focus type, and proficiency, but the phonetic aspect (phonetic realization of prominence) was affected only by prominence position. Phonologically, the learners achieved more native-like performance on end than non-end prominence, on broad than narrow focus, and their performance improved with proficiency. Phonetically, they achieved more native-like performance on end than non-end prominence and produced native-like F and intensity, but not duration. Drawing on these patterns, in teaching priorities should be given to prominence assignment over phonetic realization, non-end over end prominence, and narrow over broad focus.

Abstract

The effects of observing pitch gestures on non-native English intonation perception among 80 Japanese learners of English were examined to uncover whether pitch gestures boost the perception of intonation patterns in the contexts of congruent, incongruent, and no gestures (CGs, IGs, and NGs, respectively); gestural effects differ from various intonation patterns; and gestural effects are based on the complexity of stimuli. The results showed that identification was most accurate for CGs, followed by NGs and IGs for both word and sentence stimuli. Although gestural effects differed depending on intonation patterns and the target stimuli, observing CGs enhances the perception of intonation patterns, including rising patterns, which are particularly challenging for Japanese learners. Consequently, these findings provide pedagogical implications for incorporating pitch gestures into both the learning and teaching of second-language intonation.

Abstract

This is the first observational study to evaluate the feasibility of implementing large language models (LLMs) for second language (L2) metaphonological awareness training. A custom implementation of GPT-4 acting as a homework tutor was piloted in an English phonetics and phonology course for first-year university students. Two novel homework assignments were designed to leverage the LLM’s strengths and explore its weaknesses. Analysis of learner interaction logs, homework reflections, and survey data revealed that most learners perceived the AI Tutor as helpful for its personalised explanations. However, the overall sentiment was mixed due to the LLM’s propensity for confabulation. Despite these challenges, the pilot demonstrated the potential for LLMs to engage learners in active and self-regulated learning. Recommendations for future directions include designing LLM-based learning environments, promoting AI literacy among educators and learners, and experimentally researching long-term effects of AI tutors on learning outcomes.

Abstract

The current study explored the effects of recasts on the production and perception of primary stress in a classroom context. Following a pretest-posttest-delayed posttest design, 28 L1 Arabic speakers were randomly assigned to intervention and control groups. Participants received four hours of instruction over a period of four days, and the lessons were recorded for stimulated recall. Teaching materials focused on argumentation, and were embedded with the target vocabulary to facilitate incidental mispronunciation. When the intervention group produced target words with misplaced primary stress, they received a recast. The control group did not receive corrective feedback. The results of linear mixed-effects analyses showed that recasts facilitated primary stress development through increased vowel duration. Stimulated recall data confirmed that participants noticed the recasts they received. However, there were no changes in participants’ perceptions of stress placement. These findings suggest that incidental pronunciation errors can be addressed through implicit feedback.

Abstract

The present study compares the L2 acquisition of Spanish rhotics (intervocalic taps /ɾ/ and trills /r/) by 16 semester-long study-abroad (SA) participants and 7 at-home (AH) peers using an experimental production task. Data collected at three different time points (pre-/mid-/post-semester) suggest an advantage of study-abroad in the acquisition of trills containing multiple occlusions. Participants at all proficiency levels showed significant movement towards multiple-occlusion trills throughout the semester. Intensity of contact with Spanish interacted with proficiency, enhancing gains at certain levels. Results indicate that segment duration can also serve as a useful phonemic contrast. While both the SA and AH groups significantly increased trill segment duration over time, only the SA group sustained the increase from mid- to post-semester. These findings have theoretical and pedagogical implications for the acquisition of L2 phonetic categories and phonemic distinctions that differ from the L1.

This article reviews Voice and mirroring in L2 pronunciation instruction