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Journal of Second Language Pronunciation - Online First
Online First articles are the published Version of Record, made available as soon as they are finalized and formatted. They are in general accessible to current subscribers, until they have been included in an issue, which is accessible to subscribers to the relevant volume
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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. DerwingAvailable online: 18 January 2021More Less
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Productive phonological bootstrapping in early EFL of 4th-graders in German primary schools
Author(s): Teresa KieseierAvailable online: 08 January 2021More 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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Is giving better than receiving?
Author(s): Ines A. Martin and Lieselotte SippelAvailable online: 08 January 2021More LessAbstractThis study investigated the effects of teacher and peer corrective feedback on pronunciation development, with a special focus on whether providing or receiving peer feedback on pronunciation is more beneficial for L2 production skills. Participants included 96 L2 learners of German. They were assigned to one of three experimental groups or a control group. After general pronunciation training on a segmental and a suprasegmental feature, the teacher group received feedback from a teacher, the provider group gave feedback to peers, and the receiver group listened to feedback from peers. The control group received neither pronunciation training nor feedback. Results from native speaker comprehensibility ratings of learners’ productions indicated that while all groups outperformed the control group, both the teacher and the provider group improved more than the receiver group. In addition, the provider group had a slight edge over the teacher group. Theoretical and pedagogical implications of these findings are discussed.
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Maximizing the effect of visual feedback for pronunciation instruction
Author(s): Daniel J. Olson and Heather M. OffermanAvailable online: 01 October 2020More LessAbstractVisual feedback, in which learners visually analyze acoustic speech characteristics, has been shown to significantly improve pronunciation, but extant research has varied widely with respect to the target feature, length of the intervention, and type of intervention. This study presents a comparative analysis of three methods of visual feedback for L2 segmental pronunciation instruction. These methods, all focused on training voice onset time for English-speaking learners of Spanish, differed in duration of instruction (i.e., short and long) and the nature of each intervention (i.e., phonemes presented simultaneously or sequentially). Results show that while all forms of visual feedback significantly improve L2 Spanish pronunciation, evidenced by a reduction in voice onset time, the greatest improvement was found following both longer treatments and a sequential approach. Theoretical and pedagogical implications are discussed.
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Elina Tergujeff & Maria Kautonen (Eds.). Suullinen kielitaito – Opi, opeta, arvioi
Author(s): Katja ImmonenAvailable online: 11 September 2020More Less
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Laura Patsko & Katy Simpson. (2019). How to Write Pronunciation Activities
Author(s): Donna M. BrintonAvailable online: 01 September 2020More Less
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Prosody transfer failure despite cross-language similarities
Author(s): Di LiuAvailable online: 06 August 2020More LessAbstractThis study investigates how English and Mandarin speakers (1) use pitch resets and pauses to signal discourse boundaries, and (2) use pitch, duration, and intensity to indicate contrastive stress in their L1s. This study also explores how Mandarin-speaking English learners use prosodic features in L1 Mandarin and L2 English. Linear mixed-effects models showed that Mandarin and English share similarities in the forms and functions of prosody. However, Mandarin-speaking English learners did not transfer prosody usage to L2 English despite these similarities. These findings suggest that L2 prosody learning is not a typological transfer between two static language systems. Rather, it involves the interaction between two complex and dynamic prosody systems, each with its own mapping between prosodic forms and functions. Prosody teaching, therefore, should take into account the dynamic nature of prosody and compare L1 and L2 prosody in forms, meanings, and functions.
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Effect of pronunciation instruction on L2 learners’ listening comprehension
Author(s): Phung Dao, Mai Xuan Nhat Chi Nguyen and Ngoc Bao Chau NguyenAvailable online: 07 July 2020More LessAbstractThis study explored the potential impact of pronunciation instruction on L2 listening comprehension. Seventy-two intermediate Vietnamese EFL university learners formed two groups. The pronunciation group (n = 35) received seven weekly 45-minute pronunciation instruction sessions targeting segmental and suprasegmental features of English. The control group (n = 37) did not receive any pronunciation instruction. Weekly reflections, an exit questionnaire and focus group interviews were used to investigate learners’ perceptions of the impact of the pronunciation instruction. Results showed that the two groups’ immediate listening post-test scores did not differ significantly after the first two sessions on syllables and consonants/vowels. However, the pronunciation group outperformed the control group after three further pronunciation sessions on word stress, thought groups and sentence focus, but these differences disappeared on subsequent immediate and delayed post-tests. Self-report data indicated learners’ positive perceptions of the helpfulness of the pronunciation instruction and how the gained pronunciation knowledge helped improve their listening comprehension.
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