Journal of Second Language Pronunciation - Current Issue

Abstract

Pronunciation training studies shed light on the training paradigms and features that are most likely to promote learning and lead to optimal instructional outcomes. Yet, delayed posttesting is surprisingly rare in experimental work. As such, although several research syntheses have shown that pronunciation instruction is effective for promoting short-term gains, the long-term impact of instruction remains largely unknown. In this editorial, I address the need for delayed measures in experimental pronunciation research and make the case for rethinking the number, timing, and scope of such measures.

Abstract

This study reports the results of a pronunciation intervention to enhance the comprehensibility, fluency, and accentedness of three groups of second language (L2) learners in an English-as-a-foreign-language (EFL) context. Three groups of first-semester EFL students at a small university in Costa Rica underwent a 10-week pronunciation intervention for segmentals, suprasegmentals, or a combination of both using explicit phonetic and phonological instruction and communicative tasks. Spontaneous-speech samples from a pretest and posttest were presented to L1 speakers of English to be rated for comprehensibility, fluency, and accentedness. The group trained on suprasegmentals significantly improved comprehensibility and fluency, as opposed to the other two groups that did not improve. No groups improved in accentedness. Analyses of participants’ speech production revealed key differences that may have contributed to the perception of comprehensibility and fluency in their speech. Pedagogical implications are discussed for the implementation of explicit pronunciation instruction in intact L2 classes.

Abstract

Phonetic training has been found to expedite aural and oral abilities in the L2. While considerable research has been conducted on the effects of perception training on production and of production training on perception, fewer studies have addressed them as separate training regimes in the same experimental setting outside laboratory conditions. This paper examined the effects of two training procedures (one based on production tasks and one based on perception tasks) on the production of English lexical schwa by young Spanish learners in their intact EFL classrooms. Both trained groups exhibited significant gains in the post-test and a slight advantage of the production-based trained group was observed. Learners’ orosensory awareness, self-perception, and self-feedback were actions included in this protocol which may have contributed to such advantage. Our results demonstrate that guided pronunciation training protocols can be successful in the classroom with young learners to boost production skills.

Abstract

A large range of studies has generated predictions of second language (L2) speech learning problems from perceptual assimilation patterns of nonnative sounds to native (L1) categories. The present study extends our knowledge of assimilation patterns as a predictor of L2 speech perception by examining the relationship between perceptual assimilation and L2 identification. Specifically, we examine how nonnative listeners’ perceptual assimilation of the full range of English initial consonants predicts their identification accuracy. Four groups of non-native listeners, differing orthogonally with regard to their L1 (Danish, Finnish) and English-language immersion experience (immersion, non-immersion) participated. As predicted, assimilation patterns interacted with L2 experience in accounting for how the L2 learners identified English consonants for some assimilation types, while the predictions were less successful for other assimilation types.

Abstract

The present study investigated whether age of acquisition (AOA) is a significant predictor of the extent to which Korean learners of English perceive and produce two nonnative vowels and the extent to which their speech perception and production accuracy are linked. A total of 100 Korean learners of English with a varying range of AOA participated in the study by completing perception and production measurement tasks. Overall, there were significant AOA effects found in the case of Korean participants who moved to Canada before the age breakpoint range of 17.0 to 25.5, after which AOA failed to be a significant predictor of their perception and production accuracy. In addition, compared to late second language (L2) learners, early L2 learners more consistently demonstrated instances of significant perception-production correlation. This study concludes by highlighting the role of AOA in L2 speech acquisition, supporting the existence of a critical period for intelligible L2 pronunciation.

Abstract

The present study investigated the attitudes of long-time residents of Quebec City towards French Lx economic immigrants settling into their community. We evaluated the speech of four linguistic groups (English, Spanish, Mandarin and Farsi) using the verbal-guise methodology. Listeners were presented with 10 audio-only stimuli (1 male and 1 female speakers from each group and 2 distractors) and 10 combined audio-visual stimuli (1 male and 1 female Quebec French speakers associated with photographs from our target language groups). After hearing each excerpt, listeners rated the speakers on their perceived characteristics. Results showed that the combined stimuli were evaluated more favorably than the audio-only stimuli. We also found that female voices were significantly better evaluated than those of men. Last, listeners showed preferences towards Spanish and Farsi groups over English and Mandarin, and specifically towards female voices. The evaluations thus seem to reflect past and present stereotypes circulating in the community.

This article reviews English Pronunciation Instruction: Research-based Insights

This article reviews Pragmatics of Accents

This article reviews Your voice speaks volumes