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- Volume 7, Issue 2, 2021
Journal of Second Language Pronunciation - Volume 7, Issue 2, 2021
Volume 7, Issue 2, 2021
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L2 pronunciation research and teaching
Author(s): John Levispp.: 141–153 (13)More LessAbstractResearch on L2 pronunciation needs to occur in a much wider range of languages in order to ensure that findings are not just applicable to dominant languages. This paper argues that research on a wider variety of languages will be valuable for understanding different contexts of learning/instruction, different types and combinations of phonological features, and different instructional approaches. The field especially needs two parallel and interrelated threads of research and teaching-oriented publications. The first is descriptions of and materials for teaching pronunciation in particular languages. The second is research that is built around questions of practical interest and theoretically-motivated models of L2 speech perception and production.
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Assessing the state of the art in longitudinal L2 pronunciation research
Author(s): Charles L. Naglepp.: 154–182 (29)More LessAbstractLongitudinal research methods often call to mind studies of various lengths. However, longitudinal research involves complex decisions related to study length, number of sessions, and session spacing, and these longitudinal choices must be coordinated with other aspects of research methodology. In this synthesis, I analyze 39 longitudinal L2 pronunciation studies that were published between 2006 and 2021 and did not include a pronunciation-specific intervention. I examine longitudinal design choices in light of participant sample characteristics such as age and context of learning, and measurement framework characteristics, which include choices related to target structures and tasks. Among other findings, results point to a lack of longer-term, multiwave studies dealing with pronunciation development. I offer suggestions for future work that can enhance the scope of L2 pronunciation research as well as recommendations for conducting and reporting longitudinal research.
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Productive phonological bootstrapping in early EFL of 4th-graders in German primary schools
Author(s): Teresa Kieseierpp.: 183–211 (29)More LessAbstractIt has been suggested that learners can use their phonological knowledge receptively in other linguistic domains, for instance to support lexical acquisition, a process referred to as “phonological bootstrapping” (Christophe et al., 1997). However, research on productive phonological processes in early foreign language acquisition has been rare. The present study addresses this gap and shows that phonology functions as a deliberate productive resource to compensate for lexical limitations in early foreign language acquisition. 184 4th grade students learning English at German primary schools were asked to tell a picture story in English. Findings show that the majority of learners use a strategy we name “productive phonological bootstrapping” to fill lexical gaps by adapting German items to the English sound system. Similar phonological phenomena as in other language contact domains occur in a combination with manipulations based on differences between German and English, suggesting an interplay of universal and language-specific processes.
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Teacher cognition of pronunciation teaching
Author(s): Graeme Couperpp.: 212–239 (28)More LessAbstractRecent advances in our empirically-based understanding of the role of instruction in pronunciation learning have been accompanied by growing recognition of the need for more knowledge about teachers’ cognitions of pronunciation teaching. That is, we want to know what they do and why because it informs teacher educators and researchers and provides a useful forum for teacher reflective practice. This paper draws on semi-structured interviews (N = 19), classroom observations (N = 6) and follow-up discussions to report on the pronunciation techniques the participants say they use, what they were observed using, and their related knowledge and beliefs. The following thematic areas emerged: Ways of presenting pronunciation; Listen-and-repeat practice; Explicit/analytic practice activities; Sounds and spelling; Use of phonemic symbols; Speech perception and awareness raising. The findings are discussed in terms of factors driving teacher behaviour, advice that can be given to language teachers and teacher educators and areas that need further research.
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Speech language pathologists’ beliefs and knowledge-base for providing pronunciation instruction
Author(s): J. A. Foote and R. I. Thomsonpp.: 240–264 (25)More LessAbstractA number of studies have investigated the degree to which language instructors are prepared to offer pronunciation instruction (PI), but little research has addressed the readiness of another group of professionals, speech-language pathologists (SLPs), who are increasingly offering pronunciation instruction under the term foreign accent modification (FAM). To address this gap, the study reported here investigates the extent to which SLPs who offer PI are equipped to do so. We surveyed 54 SLPs who offer PI in North America, focusing on their beliefs, and the extent to which they are able to critically evaluate a range of statements and materials obtained from pronunciation resources. Results indicated that while survey respondents may have transferrable knowledge with respect to the articulation of speech sounds, many of their beliefs and practices are not grounded in a comprehensive understanding of the field. We recommend that SLPs offering PI should first receive specialized training in this area.
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Punching through the barrier
Author(s): Bianca Mister, Amanda Baker and Honglin Chenpp.: 265–290 (26)More LessAbstractThis paper aims to investigate how productive oral vocabulary development can be promoted by focusing on word stress patterns. The Rhythmic Fight Club (RFC) pronunciation technique has been used in numerous ESL/EFL classrooms, but its effect on the L2 vocabulary development of learners has yet to be investigated. The present study focused on adult ESL learners and tested a four-stage learning cycle aimed at developing productive oral vocabulary. This paper focuses on findings related to one aspect of that learning cycle which used the RFC to draw learner attention to word stress patterns in order to control productive output. Findings reveal that repetition of target words whilst making a gesture helped to enhance the learners’ productive output accordingly. The paper concludes that kinaesthetic/tactile classroom teaching techniques such as the RFC can help learners to develop productive oral vocabulary by reconceptualising their perception of English speech rhythm.
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Smakman, D. Clear English pronunciation: A practical guide
Author(s): Lara Wallacepp.: 291–295 (5)More LessThis article reviews Clear English pronunciation: A practical guide
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Review of Ward (2019): Prosodic Patterns in English Conversation
Author(s): Martha C. Penningtonpp.: 296–301 (6)More LessThis article reviews Prosodic Patterns in English Conversation
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Review of Plonsky (2020): Professional development in applied linguistics: A guide to success for graduate students and early career faculty
Author(s): Tracey M. Derwingpp.: 302–306 (5)More LessThis article reviews Professional development in applied linguistics: A guide to success for graduate students and early career faculty
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