Journal of Second Language Pronunciation - Volume 6, Issue 1, 2020

Abstract

A recurring question for researchers in any field concerns the best place to submit their research. This is also true of L2 pronunciation research. In this paper, we look at journals that have repeatedly published pronunciation research over the past decade. Publication venues include specialist journals that focus on speech, general second language acquisition and learning journals, regional journals, and newsletters. The first two sets of journals are accompanied by word clouds from their scope and aims statements. The paper encourages authors to consider a number of issues in determining the best places to submit L2 pronunciation research.

Abstract

This experimental study aimed to determine the impact of mobile-based Automatic Speech Recognition (ASR) in Gmail on intelligibility and proficiency, as well as whether any individual factors influenced learning outcomes. It focused on 26 Intermediate learners of French as a foreign language enrolled in two university courses geared towards the development of advanced oral skills but with different approaches to integrated instruction. It innovatively combined human-based and machine-based ratings within an ecological paradigm, following Levis’s (2005) intelligibility principle and Thomson and Derwing’s (2015) call for research that is readily useful for language instructors. Results show that ASR users significantly outperformed non-ASR users on intelligibility, particularly when exposed to instruction on spelling-to-sound patterns, and demonstrated the biggest growth in proficiency. Gender was also found to impact results. Pedagogical implications and venues for future research are offered.

Abstract

Pronunciation is critical for English oral language proficiency because of its immediate role in language judgments. However, effective and targeted English pronunciation instruction is scarce. Given the need for pronunciation instruction and the undeniable impact of suprasegmentals on intelligibility and on comprehensibility, the Supra Tutor, a four-module online pronunciation tutor focusing on suprasegmentals, was developed. This mixed methods study assessed the impact of the Supra Tutor on the comprehensibility of international teaching assistants (ITAs). Participants were evaluated for comprehensibility before and after training. The study also examined ITAs’ perceptions of the Supra Tutor in terms of usefulness, engagement, and overall quality. Findings indicated that the Supra Tutor can provide effective pronunciation instruction and engage learners to successfully complete the training. Research and pedagogical implications of the Supra Tutor and its contribution to pronunciation instruction are discussed.

Abstract

In both research and educational settings, native and non-native speakers are often asked to make foreign accent ratings (FARs) as a measure of second language pronunciation. However, previous research has identified several factors that influence these ratings. The current study investigates one such variable that, to date, has received little attention in the literature: personality. Thirty-six monolingual English speakers completed the Big Five Aspects Scales personality test (DeYoung, Quilty, & Peterson, 2007) and provided accentedness ratings for 15 non-native English speakers (L1 Mandarin) and five native controls. Results show that two of the Big Five personality traits – conscientiousness and extraversion – were significantly correlated with the ratings listeners provided, while another trait – agreeableness – approached significance. These findings further underline the need to interpret FARs with caution, as variables unrelated to foreign accent, in this case listeners’ personality, may be associated with these ratings, as well.

Abstract

Second language (L2) scholars generally agree that pronunciation development should prioritize understandable over nativelike speech. However, which linguistic features enable understanding lacks clarity. While monologic research indicates a combined effect of segmental and suprasegmental measures, interactive research has emphasized a segmental focus. The current study takes a step in addressing this divide by applying a monologic methodology to interactive speech. 20 L2 English learners completed one interactive and three monologic tasks. 36 native listeners rated each speaker per task for comprehensibility. I additionally coded all utterances for a series of phonological and fluency measures. Surprisingly, segmental and suprasegmental measures had minimal impact on listerners’ ratings. Instead, ratings for the two more linguistically-constrained monologic tasks demonstrated stronger associations with fluency measures than the less-constrained monologic and interactive tasks. This finding is likely an effect of (a) increased cognitive task demands placed on speakers, and (b) listener familiarity with L2 English speech.

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