Journal of Second Language Pronunciation - Volume 12, Issue 1, 2026

Abstract

Bilingualism researchers have intensively studied how learning and using multiple languages affects all levels of linguistic structure. In this strand, examining diversity in the bilingual experience and the extent to which variables like language dominance regulate crosslinguistic interaction has been of special interest. However, most studies sample small groups of bilinguals from a single research site, creating a twofold generalizability problem. First, with small samples it is unlikely that researchers will be able to fully capture and quantify the range of variables known to affect findings. Second, when bilinguals are recruited from a single site, it is impossible to determine if findings are site-specific or apply to bilinguals more broadly. To address these issues, we propose a large(r)-scale, multisite approach to bilingualism research. We believe that such an approach, when informed by open science practices, has the potential to significantly advance the state of the art.

Abstract

The pronunciation of the Spanish phonemes /b d ɡ/ is challenging for L2 learners, but most studies have relied on native speakers of English. This study examines the pronunciation of stop and approximant variants of Spanish /b d ɡ/ in two groups of Czech learners, 9 more and 9 less experienced users of Spanish, and compares it with the Spanish pronunciation norm as well as a group of 9 native speakers of Spanish. In total, 3280 items were coded as stop or approximant; alveolar productions of Spanish dental /d/ and labiodental productions of spelled were also noted. Logistic regression was used to predict the likelihood of a correct realization, and exploratory analyses were used for finer articulation place distinctions. The Spanish dental /d/ was revealed as most difficult for the Czech learners. A clear effect of spelling was shown for . Interesting cases of connected speech processes were also documented.

Abstract

Orthography has well-documented effects on L2 pronunciation accuracy. This study investigates the effects of orthographic input on the devoicing of L2 German learners’ production of voiced stops /b, d, g/ in final position. Additionally, we investigate the interaction of cognate status and orthographic input. Thirty L2 German students completed read-aloud, picture-naming, and delayed-repetition tasks using target words classified as identical, near, and noncognates. Analysis of voicing using stop closure duration and the amount of glottal pulse during stop closure showed orthography interfered with pronunciation accuracy. Cognate status resulted in more target-like pronunciation only for noncognates in the read-aloud and delayed-repetition tasks. The results confirm earlier findings that orthographic input in L1 English-L2 German matching leads to less accurate pronunciation and that identical cognates and near cognates suffer most from orthographic effects.

Abstract

This study aimed to explore the impact of segmental characteristics of Spanish-accented English on pronunciation ratings by international listeners. The speech of 60 Northern Peninsular Spanish users of English was recorded and 42 segmental characteristics were analysed per talker. The samples were then rated by 330 international listeners for intelligibility, comprehensibility, and foreign-accentedness. The data yielded insights into the pronunciation difficulties faced by the speakers, based on which a Segmental Accuracy Score (SAS) was calculated, which showed a negative correlation with foreign-accentedness and positive correlations with comprehensibility and intelligibility. The findings also suggested that SAS was better associated with subjective assessments than with more objectively gauged intelligibility. Additionally, different aspects of pronunciation predicted the dependent variables to varying degrees with aspiration emerging as the best predictor. The implications underscore the importance of segmental accuracy in pronunciation instruction for improved international communication, while offering empirical evidence potentially useful for curricular design.

Abstract

While research on accent bias has demonstrated the potential real-world impact of speaking with a second language accent, the results of this work rarely make their way into the hands of practitioners. Inspired by participatory action research models, this contribution responds to calls to more actively engage community members in research. Co-researchers in the current project include 18 individuals in two cities, Montreal and Burnaby (Canada): six academic facilitators, seven undergraduate HR management majors, and five community members unaffiliated with a university. The collaborative work included an introductory workshop focused on the establishment of a shared understanding of accent bias along with a series of co-design and implementation meetings. The work culminated in the creation of 10 mini-projects focused on raising awareness about accent bias. We share details of the process, insights from community members, and recommendations for those wishing to undertake a similar journey.

Abstract

Accuracy of L2 categorization is linked to the degree of perceived similarity between L1 and L2 categories. The effectiveness of high variability phonetic training in improving L2 perception is widely reported. Still, the effect of training on cross-linguistic perceived similarity is largely unexplored. Thirty-eight Catalan/Spanish bilingual learners of English underwent L2 vowel identification and discrimination training and were tested on their perceptual assimilation of English vowels. Although perceptual training improved both vowel identification and discrimination, training generally did not affect cross-linguistic perceived similarity. The only exception was a tendency for English /ɪ/ to show a decrease in assimilations to Spanish /e/ and an increase in assimilations to Spanish /i/, possibly as a result of enhanced metalinguistic knowledge about the target language. Longer training regimes or different types of tasks or stimuli may be necessary to influence the perception of cross-linguistic similarity.

This article reviews The Cambridge handbook of bilingual phonetics and phonology

This article reviews New perspectives on English word stress