Academic literature on the topic 'L2 pronunciation acquisition'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'L2 pronunciation acquisition.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "L2 pronunciation acquisition"
1
Roberts, Gillian. "Language attitudes and L2 pronunciation." English Text Construction 13, no. 2 (December 10, 2020): 178–211. http://dx.doi.org/10.1075/etc.00040.rob.
Full textAbstract:
Abstract Since pronunciation serves as a vehicle for both intelligibility and identity, exploring learners’ attitudes towards different accent varieties can allow both pedagogical and sociolinguistic insights into second language acquisition. This study investigates the attitudes of Flemish secondary school students towards RP and General American and the relation between these attitudes and the students’ actual pronunciation in English. Participants rated British and American accents in a verbal guise experiment, and speech recordings provided a sample of respondents’ own pronunciation. Results diverged from previous findings: while participants had more positive attitudes towards RP, they spoke with a higher proportion of GA phonological features. Almost half of the participants did not aim to speak with either a British or an American accent.
2
Reitsma, Sieuwke. "Is De T2-Uitspraak Van Vroege Vogels Beter?" Toegepaste Taalwetenschap in Artikelen 83 (January 1, 2010): 19–29. http://dx.doi.org/10.1075/ttwia.83.03rei.
Full textAbstract:
Early bilingual education is increasing in popularity. lts most important added value is thought to be pronunciation (e.g. Ioup, 2008; Birdsong, 2006). This study investigates the influence of two Dutch primary school educational settings on L2 English pronunciation, investigating aspiration (a feature of the English but not the Dutch sound system) and prevoicing (a feature of only the Dutch sound system). In general,the L2 English pronunciation of the EarlyBird (experimental), the youngest learners who started learning English in the first grade, is more native-like than that of older learners in an EarlyBird Light setting, who started in the fifth grade (control). However, as expected from earlier research (Simon, 2009), in both groups the amount of prevoicing still increases over time. Possibly, the rather late development of prevoicing in LI Dutch affects the L2 English pronunciation. The influence of the LI on L2 English pronunciation is stronger for children in the control group, leading to the conclusion that the EarlyBird educational setting is promising. Birdsong, D. (2006). Age and second language acquisition: An overview. In M. Gullberg & P. Indefrey (Eds.), The congnitive neuroscience of second language acquisition (pp. 9-49). London: Blackwell. Ioup, G. (2008). Exploring the role of age in the acquisition of a second language phonology. In J.G. Hansen Edwards & M.L. Zampini (Eds.), Phonology and second language acquisition (pp. 41-62). Amsterdam: John Benjamins Publishing Company. Simon, E. (2009). Child L2 development: A longitudinal study. The international journal of Bilingual Education and Bilingualism, 10, 582-602
3
Suzukida, Yui. "The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications." RELC Journal 52, no. 1 (February 24, 2021): 48–61. http://dx.doi.org/10.1177/0033688220987655.
Full textAbstract:
Adult second language (L2) learning often exhibits great variability in its rate and outcome. Although research shows that learning trajectories are partly shaped by social and contextual factors (e.g. Larson-Hall, 2008), certain learner factors play an important role in enhancing L2 pronunciation learning by helping L2 learners notice and process input efficiently, whereas certain learner factors may impede L2 pronunciation learning by impairing attention control or slowing down L2 input processing. Therefore, in order for language teachers to provide effective instruction and help students improve their L2 pronunciation proficiency, it is beneficial for them to understand the differential impact of learner characteristics on L2 learning and adapt such understanding to their instruction and learning activities. The aim of the current article is to provide a review of existing studies that have explored individual differences (IDs) in relation to L2 pronunciation acquisition and to present implications for effective L2 pronunciation teaching. The article begins with an introduction of the paradigm shift in L2 pronunciation research and the conceptual framework of IDs proposed by Dörnyei (2009). This is followed by a summary of the processes involved in L2 pronunciation learning. The third section focuses on the characteristics of four IDs that have been found to influence the development of L2 pronunciation. Those IDs include foreign language learning aptitude (e.g. Saito and Hanzawa, 2016), musical aptitude (e.g. Milovanov et al., 2010), L2 learning motivation (e.g. Moyer, 1999), and anxiety (e.g. Baran-Łucarz, 2016). Based on the discussion in the third section, the last section will offer various applications of IDs research findings to L2 pronunciation instruction (e.g. instructional approaches, feedback, and pronunciation syllabi) for successful L2 pronunciation teaching.
4
van de Weijer, Jeroen, Marjoleine Sloos, and Weiyun Wei. "The role of word frequency in the L2 acquisition of variable patterns." Linguistics in the Netherlands 39 (November 4, 2022): 279–94. http://dx.doi.org/10.1075/avt.00074.weij.
Full textAbstract:
Abstract Second language acquisition often involves the acquisition of stable patterns in a target language. Here we investigate how the acquisition of a variable pronunciation pattern, viz. the pronunciation of the semisuffix -man in professional names in English (e.g. policeman, businessman) is related to the lexical frequency of the words concerned. The pronunciation of this suffix varies between a full vowel and a reduced one in a lexically unpredictable manner (i.e. some words with -man tend to have schwa, others a full vowel, and still others vary between the two). To test how the pronunciation of such words is acquired in a second language, we carried out a picture naming experiment in which Chinese subjects were asked to pronounce them. The results show that the pronunciation of this semisuffix is especially related to the educational status of subjects (major vs. non-major).
5
HOPP, HOLGER, and MONIKA S. SCHMID. "Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism." Applied Psycholinguistics 34, no. 2 (December 21, 2011): 361–94. http://dx.doi.org/10.1017/s0142716411000737.
Full textAbstract:
ABSTRACTThis study investigates constraints on ultimate attainment in second language (L2) pronunciation in a direct comparison of perceived foreign accent of 40 late L2 learners and 40 late first language (L1) attriters of German. Both groups were compared with 20 predominantly monolingual controls. Contrasting participants who acquired the target language from birth (monolinguals, L1 attriters) with late L2 learners, on the one hand, and bilinguals (L1 attriters, L2ers) with monolinguals, on the other hand, allowed us to disentangle the impacts of age of onset and bilingualism in speech production. At the group level, the attriters performed indistinguishably from controls, and both differed from the L2 group. However, 80% of all L2ers scored within the native (attriter) range. Correlational analyses with background factors further found some effects of use and language aptitude. These results show that acquiring a language from birth is not sufficient to guarantee nativelike pronunciation, and late acquisition does not necessarily prevent it. The results are discussed in the light of models on the role of age and cross-linguistic influence in L2 acquisition.
6
Levis, John M., and Sinem Sonsaat. "Publication venues for L2 pronunciation research." Journal of Second Language Pronunciation 6, no. 1 (March 25, 2020): 1–11. http://dx.doi.org/10.1075/jslp.20007.lev.
Full textAbstract:
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.
7
Levis, John M. "Pronunciation research in recent dissertations." Journal of Second Language Pronunciation 5, no. 2 (September 17, 2019): 181–94. http://dx.doi.org/10.1075/jslp.19008.edi.
Full textAbstract:
Abstract This editorial looks at L2 pronunciation dissertations from 2017 and 2018 to see what topics were of interest in research, to examine trends, and to suggest ideas for the future. The largest group of dissertations reflect interest in instruction and instructional interventions. These interventions look at a wide variety of features, types of instruction (e.g., implicit vs. explicit), different L1-L2 combinations, and the importance of materials in teacher training. The next most common topic was perception, followed by prosody (including stress, intonation, tone and fluency) and acquisition. English and Spanish were the most frequently studied L2s, indicating a need for L2 pronunciation in less commonly researched languages.
8
Isaacs, Talia. "Integrating Form and Meaning in L2 Pronunciation Instruction." TESL Canada Journal 27, no. 1 (December 18, 2009): 1. http://dx.doi.org/10.18806/tesl.v27i1.1034.
Full textAbstract:
One of the central challenges of ESL teaching is striking the right balance between form and meaning. In pronunciation pedagogy, this challenge is compounded because repetitive practice, which has been shown to enhance phonological acquisition and promote fluency, is widely viewed as being incompatible with communicative principles. This article provides a brief historical background for modern pronunciation pedagogy (from World War II to the present) as part of a backdrop for understanding the current disjuncture between pronunciation and communicative language teaching. A discussion on form-focused instruction, its applicability for pronunciation pedagogy, and challenges in implementation follows with reference to a recent article that presents evidence for the appropriateness of a communicative instructional framework for teaching L2 pronunciation (Trofimovich & Gatbonton, 2006). Finally, a communicative activity that encourages repetitive practice while integrating pronunciation with other components of language use is proposed.
9
Li, Feng. "Contrastive Study between Pronunciation Chinese L1 and English L2 from the Perspective of Interference Based on Observations in Genuine Teaching Contexts." English Language Teaching 9, no. 10 (September 8, 2016): 90. http://dx.doi.org/10.5539/elt.v9n10p90.
Full textAbstract:
<p>Much research has been conducted on factors that impact on second language (L2) speech production in light of the age of L2 acquisition, the length of residence in the L2 environment, motivation, the amount of first language (L1) usage, etc. Very little of this research has taken the perspective of interference between L1 and L2, especially with respect to Asian languages. This article tries to locate the differences in pronunciation between Chinese L1 and English L2 by contrastive analysis through observing genuine teaching and learning contexts, in hope of facilitating English pronunciation pedagogy in China.</p>
10
Abdelrahim, Azza A. M. "Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech." International Journal of English Linguistics 10, no. 5 (July 17, 2020): 203. http://dx.doi.org/10.5539/ijel.v10n5p203.
Full textAbstract:
Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegmental features of L2 speech. Ninety participants at the tertiary level at Tabuk university in the kingdom of Saudi Arabia were divided into two groups which used an online instruction. The only difference between the instruction of the experimental group and the control group is that the experimental group spent part of the time of instruction on collaborative reflection, while the control group spent this time on routine activities without using collaborative reflection (but all other activities were the same). The results showed that the online collaborative reflection improved the pronunciation of the experimental group. The learners learned the pronunciation of the major segmentals (e.g., vowels, consonants, diphthongs), minor segmentals (e.g., the way of articulation), and the suprasegmental features (e.g., intonation, stress). The results also showed that students perceived the online collaborative reflection as a helpful means in improving their use of L2 English phonology features. The findings have important implications and contribute to our theoretical knowledge of second language acquisition and L2 phonetics instruction research.
Dissertations / Theses on the topic "L2 pronunciation acquisition"
1
Gonzalez, Johnson Aracelis Maydee. "Dialectal Allophonic Variation in L2 Pronunciation." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/783.
Full textAbstract:
This thesis investigated the realization of the English voiceless post-alveolar affricate and the voiceless post-alveolar fricative in native Panamanian speakers learning English as a second language. The Spanish of Panama has a typical deaffrication process where the post-alveolar affricate phoneme is mostly pronounced as a fricative; as a result, the Spanish affricate has two allophones, the voiceless post-alveolar affricate and the voiceless post-alveolar fricative that occur in free variation in the Spanish of Panama. The word positions tested were word initially and finally only. Thus, the purpose of the study was to determine the dominant sound in the Spanish of Panama, to identify dialectal allophonic transfer from the Spanish of Panama, and to verify the accomplishment of the phonemic split in English through the frequency of usage of the target sounds. Subsequently, in order to exemplify the deaffrication phonological process of Panama, I developed and discussed a Feature Geometry of the Spanish language along with the Underspecified consonants of the Spanish language. In addition, I tested three main theories about acquisition of contrastive target sounds, Markedness, and similarity and dissimilarity of sounds. The results showed that these Panamanian learners of English produced the English voiceless post-alveolar fricative significantly more target appropriately than the English voiceless post-alveolar affricate. This indicates that the dominant sound in the Spanish of Panama is the dialectal allophone, the voiceless post-alveolar fricative, which I suggest may become the default post-alveolar phoneme in the Spanish of Panama. Subsequently, the high frequency of the voiceless post-alveolar fricative also indicates that the participants transferred their Panamanian Spanish dialectal allophone, the voiceless post-alveolar fricative, into English and more importantly, they have not reached the phonemic split for these two English target sounds. Taking the dialectal allophone, the voiceless post-alveolar fricative, as the default post-alveolar phoneme in the Spanish of Panama, The Markedness Differential Hypothesis (Eckman, 1977) accounts for the observed trends described as follows: the learning of the less marked sound (English voiceless post-alveolar fricative) was easier to acquire and the learning of the more marked sound (English voiceless post-alveolar affricate) was difficult to acquire.
2
Robins, Seth L. "Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2840.
Full textAbstract:
Language learning strategies have become an important element of second language acquisition research over the course of the last few decades. Much research on these strategies has been dedicated to speaking, reading, and other language skill sets. However, one essential skill needed for communication is pronunciation. No matter how proficient other areas of linguistic ability may be, it can be difficult to interact effectively with native speakers if one's pronunciation is poor. Yet research dedicated to pronunciation and language learning strategies is in surprisingly short supply. Of those studies that have researched pronunciation strategies, some have been dedicated to discovering new pronunciation strategies (Derwing & Rossiter, 2002; Osburne, 2003; and Vitanova & Miller, 2002), while others (Peterson, 2000) categorized pronunciation strategies using a well known strategy inventory. However, there is one study that has gone in a different direction concerning pronunciation strategies. Rather than categorize pronunciation strategies using a strategy taxonomy like Oxford (1990), Eckstein (2007) categorized pronunciation strategies using Kolb's (1984) Experiential Learning Cycle model and found significant effects between pronunciation accuracy and use of pronunciation strategies mapped using Eckstein's (2007) Pronunciation Acquisition Construct (PAC).The present study tested the PAC by teaching pronunciation strategies to L2 Japanese learners. The aim of the current study was to examine the effect of pronunciation strategy usage categorized using the PAC upon pronunciation gains and to examine learner differences based upon pronunciation gains and strategy usage. In doing so, significant gains were found in contextualized pronunciation. Additionally, subjects who more frequently used the strategy "think of benefits to be gained by improving pronunciation", a motivation strategy, were found to show higher levels of pronunciation gain in a non-contextualized pronunciation environment.
3
Wisniewska, Natalia. "Pronunciation learning through captioned videos: Gains in L2 speech perception and production." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671457.
Full textAbstract:
This doctoral dissertation examines the benefits of extended exposure to multimodal input through captioned videos for second language pronunciation development. It investigates the effects of TV viewing on both L2 speech processing and perceptual and productive accuracy in learners’ L2 phonology. It also analyses learners' eye-movements while watching captioned videos in order to relate the amount of on-screen text processing to pronunciation gains. Ninety Spanish/Catalan adult learners of English (EFL) were tested on speech processing skills (segmentation, speed of lexical access, and sentence processing) and phonological accuracy in perception (ABX discrimination) and production (accentedness ratings) before and after an 8- week treatment consisting of regular exposure to audiovisual materials. Participants were randomly assigned to four experimental conditions involving two viewing modes (captioned or uncaptioned) and two task focus conditions (focus on phonetic form or focus on meaning). The results revealed that exposure to authentic audiovisual materials in English can benefit the L2 pronunciation of post-intermediate/advanced EFL learners irrespective of viewing mode. Whereas previous studies had found larger benefits for captioned than uncaptioned viewing for speech processing and segmentation after short (e.g. single-session) exposures, the relatively long exposure treatment administered in the current study and inclusion of a form or a meaning-focused condition might have washed away potential advantages of one viewing mode over another. Viewing treatment benefits on L2 speech processing were larger on tasks assessing sentence-level than word- or segment-level gains. No significant benefits were found for phonological accuracy in perception. In production, the results revealed an interplay between viewing mode and task focus, indicating that a focus on phonetic form improved pronunciation only in the absence of captions, whereas captioned viewing led to pronunciation gains as long as there was no focus on phonetic form. Cognitive
overload might explain why no benefits were obtained when attention was directed to pronunciation in a captioned viewing mode. Although large individual differences characterized L2 learners' caption reading behaviour, which was influenced by material-related as well as learner-related factors, the results indicated a relationship between amount of subtitle processing and foreign accent reduction. Viewing mode moderated foreign accent reduction, as incidental learning of pronunciation occurred only through exposure to captioned viewing without a focus on pronunciation, whereas in the absence of captions gains were driven by an intentional focus on pronunciation. Taken as a whole, this dissertation suggests that enriching the limited L2 input learners are exposed to in foreign language settings through the viewing of authentic audiovisual materials in target language may enhance L2 pronunciation development.Esta tesis doctoral examina los beneficios de la exposición prolongada a programas de televisión en inglés con subtítulos para mejorar la pronunciación. La tesis investiga los efectos de la exposición multimodal tanto en el procesamiento del habla como en la corrección fonético-fonológica a nivel perceptivo y productivo del inglés como lengua extranjera. Con este propósito, el estudio analiza los movimientos oculares de los estudiantes mientras visualizan videos subtitulados y poder así relacionar la cantidad del texto procesado en los subtítulos con posibles mejoras en la percepción y producción fonético-fonológica. Noventa estudiantes universitarios, estudiantes de inglés como segunda lengua, fueron evaluados respecto de sus habilidades para el procesamiento del habla en inglés (segmentación, velocidad de acceso léxico y procesamiento del habla en frases) y corrección fonológica en la percepción (discriminación ABX) y producción (nivel perceptivo de acento extranjero) antes y después de un tratamiento de 8 semanas de exposición regular a materiales audiovisuales (películas de video). Los participantes fueron asignados aleatoriamente a cuatro condiciones experimentales que implicaban dos modos de visualización (con subtítulos o sin subtítulos) y dos condiciones de enfoque de la tarea de visualización de los vídeos (un enfoque en el que se induce una atención a la forma fonética de las palabras u otro en el que se induce una atención al significado). Esta tesis demuestra que la visualización de materiales audiovisuales auténticos en la lengua extranjera puede, además de facilitar un mayor contacto con la lengua inglesa en contextos de instrucción sometidos a un input lingüístico mínimo, mejorar el desarrollo de la pronunciación en una segunda lengua.
4
Wen, Tao-Chih. "The Role of Motivation in Second Language Pronunciation." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4829/.
Full textAbstract:
This thesis investigates the phonological ability of exceptional second language (L2) learners of English and their levels of motivation. This study is the first of its kind to do a large-scale examination of L2 learners whose first languages (L1s) do not belong to the same Indo-European language family as English. Fifteen non-native speakers (NNSs) of English filled out a questionnaire and produced four speech samples, including a picture description task, paragraph reading task, sentence reading and word reading task. Fifteen native speaker (NS) controls also produced the same speech samples. Four NSs judged all participants' accents. Six NNSs scored as highly as NSs on some of the speech segments using a 2-standard deviation (SD) cut-off point. There was no significant correlation between their scores on pronunciation and motivation.
5
Peterson, Emily Louise. "The Efficacy of EPG Assisted L2 Pronunciation Instruction: An Audio-Perceptual Analysis of the Speech of Native Japanese Learners of English." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8973.
Full textAbstract:
As there is a clear correlation between one's degree of proficiency in the English language and one's subsequent financial compensation in the workplace setting and in interpersonal relationships, improving one's speaking abilities can be highly valuable from both a financial and emotional perspective. This study examines the efficacy of an electropalatography (EPG) assisted pronunciation training program in helping native Japanese learners of English acquire and improve the /r/ and /l/ sound contrast in American English, as rated by a group of listeners. Additionally, it evaluates whether or not the degree of improvement varied across word position, task type, or assessment period. Four native Japanese speaking learners of English participated in a four-week program which included seven 45- minute training sessions enhanced with visual biofeedback from the EPG. Samples of their productions of the target phonemes were obtained at baseline, at posttreatment, and at follow-up assessment periods. Using a visual analogue scale, 36 adult listeners listened to these recordings and provided comparative auditory perceptual ratings. Overall, subjects showed greater improvement in their production of the phoneme /l/ than in the phoneme /r/. Phoneme-specific patterns emerged in terms of word position, task type, and assessment period. For the phoneme /l/, more improvement was seen in final position than initial position, more improvement was seen in nonsense syllables than in words, and improvements were maintained across posttreatment to follow-up assessment periods. For the phoneme /r/, roughly equal levels of improvement were seen across word position, while greater improvement was seen in the context of words in sentences than in nonsense syllables, and posttreatment showed greater levels of improvement than did follow-up assessment periods. These results are promising as it indicates that EPG assisted pronunciation training may be an effective vehicle to help L2 English language learners acquire and improve their productions of the /r/-/l/ phonemic contrast. This is significant, as the Japanese L2 population has typically been found to be highly resistant to more traditional forms of intervention.
6
Bean, Ariel Rebekah. "Leaving the Dark to Find the Light: A Study of L1 English Acquisition of L2 Spanish /l/." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3415.
Full textAbstract:
Second language acquisition (SLA) research is rich in possibilities for examining language-specific phonetics and phonology in the cross-linguistic context of acquisition. However, much of the existing English-Spanish research focuses on the acquisition of voice onset time (VOT) of /p, t, k, b, d, ɡ/ or rhotics, or on acquisition in relation to factors such as task type, time abroad, and motivational intensity (e.g. Alvord & Christiansen, 2012; Díaz-Campos, 2004, 2006; Face, 2006; Martinsen, 2010; Martinsen & Alvord, 2012; Shively, 2008; Shively & Cohen, 2008; Tanner, 2012 a, 2012b; Zampini, 1994). Like these studies, the present study incorporates linguistic and extralinguistic variables, but this time focusing on Spanish /l/ acquisition in native English speakers. Furthermore, the present study investigates L2 lateral liquid /l/ acquisition by comparing L2 results with previously established L1 research of /l/. Reviewing a variety of SLA phonological research in a wide range of contexts, I include in this study nine independent variables based on syllabic context, phonetic context, level of learning, task type, and motivational intensity. The L2 Spanish /l/ data came from digitally recorded speech samples from 21 L2 Spanish speakers and were compared with a benchmark established by similar recordings from two L1 English and two L1 Spanish speakers. All participated in conversational and reading tasks, and all the L2 participants completed a background questionnaire for demographic and linguistic experience data and the Survey of Motivational Intensity (Gardner, 1985) to measure individual motivational intensities to learn Spanish. From these data, target-like /l/ acquisition was determined by acoustically derived formant measurements and tested for significance in a variety of variables. Of the independent variables, syllabic context proved to be collinear with vowels preceding and following /l/ and motivational intensity was not statistically significant. Moreover, the results prove that syllabic context, certain preceding and following phonetic segments, level of learning, and task type all have a significant effect on successful L2 Spanish /l/ acquisition.
7
Waltmunson, Jeremy C. "The relative degree of difficulty of L2 Spanish /d, t/, trill, and tap by L1 English speakers : auditory and acoustic methods of defining pronunciation accuracy /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8373.
Full text
8
Gibbons, Erin Elizabeth. "The Effects of Second Language Experience on Typologically Similar and Dissimilar Third Language." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1801.
Full textAbstract:
Studies in third language acquisition (L3) add an exciting dimension to the field of language acquisition and present many interesting lines of research. One issue unique to L3 acquisition is the effect of second language (L2) experience on L3 acquisition. Because L3 learners have already experienced the process of language acquisition, it seems likely that the experiences, knowledge, and skills they may have gained while learning an L2 would transfer to, and even enhance, their ability to acquire an L3. It also seems reasonable to believe that the type of language previously studied would have an effect on learners' abilities to acquire additional languages of a similar type. Many research studies have affirmed these theories showing that L3 learners have an advantage in language learning which is absent in L2 learners. Other studies have shown L2 typology, level of proficiency, and extent of L2 experience to be contributing factors in adult L3 learners who had studied French or Spanish as an L2 for varying lengths of time, and were studying French, Spanish, Korean, Japanese, or Russian as an L3. Participants' L2 experience, including length of study and language type, was compared to their scores on an L3 speaking assessment consisting of pronunciation, grammar, vocabulary, and fluency ratings. A linear stepwise multiple regression analysis showed a modest trend in which length of L2 experience did have an effect on L3 acquisition. Although this trend did not achieve statistical significance, a hypothetical analysis showed that the trend became significant with the omission of three outliers. An analysis of variance demonstrated that type of language experience did not significantly affect L3 acquisition since participants from all five L3 groups received comparable scores on the speaking assessment. Another analysis of variance, however, showed language type to be a highly significant factor in the acquisition of L3 pronunciation. The results of the study suggest that length of L2 exposure does seem to affect L3 acquisition to some extent, although the trend found from the data was modest. The study also concluded that language typology was not a significant contributing factor in L3 acquisition, with the exception of its effect on the acquisition of L3 pronunciation.
9
Cashman, Penelope Veronica. "International Best Practice in the Teaching of Lyric Diction to Conservatorium-Level Singers." Thesis, 2019. http://hdl.handle.net/2440/120990.
Full textAbstract:
This doctoral thesis examines international best practice in the teaching of lyric diction to conservatorium-level singers. It provides a unique perspective on lyric diction teaching in that it focuses on pedagogical process and includes the perspectives of multiple experts across a variety of languages and working in different countries. Most of the literature regarding lyric diction at the conservatorium level focuses on pronunciation rules and descriptions of relevant articulations. As such, it can be seen to focus predominantly on the ‘what’ of lyric diction teaching, and significantly less on the ‘how’. It rarely explores the role of the lyric diction coach/teacher and his/her pedagogical approach in successful lyric diction learning. This thesis addresses the ‘how’ of lyric diction teaching by focussing on the pedagogical approaches and priorities of selected expert lyric diction coaches whose work with conservatorium level students is informed by their understanding of lyric diction at the professional level. Chapters 1 and 2 of the thesis introduce lyric diction in an historical and socio-cultural context and provide explanations of vocal acoustics, singing technique, phonology, articulatory phonetics, and foreign language phonology acquisition as they pertain to lyric diction. Chapter 3 addresses the backgrounds and experience of expert lyric diction teachers and coaches, highlighting the skills and qualities they perceive as integral to the effectiveness of their pedagogy. It also provides an insight into lyric diction coaching for professional singers. Chapter 4 presents analysis and discussion of the key themes that emerged from the primary source materials collected for this study. This encompasses broad-ranging facets of lyric diction pedagogy fundamental to the subject as a whole and applicable to all languages. The key themes emerging from the research indicate pedagogical priorities that diverge significantly from those indicated by much of the lyric diction literature. The analysis is synthesized in Chapter 5, revealing the overall picture of best practice in conservatorium-level lyric diction teaching derived from this research.Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2019
10
Nogita, Akitsugu. "Examination of the (si) and (ʃi) confusion by Japanese ESL learners." Thesis, 2010. http://hdl.handle.net/1828/2991.
Full textAbstract:
It is a general belief in Japan that the English /s/ and /ʃ/ before high front vowels (as in "see" and "she") are problematic for Japanese ESL (English-as-a-second-language) learners. Some research has also reported the /s/ and /ʃ/ confusion by Japanese ESL learners. Their pronunciation errors are often explained based on phonetics, but there are reasons to believe that the learners’ knowledge of the phonemes of the target words is at fault. This study examines 1) whether monolingual Japanese speakers distinguish the [si] and [ʃi] syllables in both perception and production in the Japanese contexts and 2) what would be the sources of Japanese speakers’ challenges in mastering the distinction between [si] and [ʃi] in their English production if Japanese speakers can produce and perceive the difference between these syllables. This study conducted two experiments. In the first experiment, 93 monolingual Japanese speakers between the ages of 17 and 89 in and around Tôkyô read aloud the written stimuli that had [si] and [ʃi] in the Japanese contexts, repeated the sound stimuli that had [si] and [ʃi] in the Japanese contexts, and listened to the [si:] and [ʃi:] syllables in isolation recorded by a native speaker of Canadian English. The results showed that the participants all distinguished [si] and [ʃi] in both perception and production regardless of their ages. Based on these results, I hypothesized that the [s] and [ʃ] confusion by Japanese ESL learners is caused by misunderstanding, rather than an inability to articulate these sounds. In the second experiment, 27 Japanese ESL students were recorded reading an English passage. The passage contains /s/ (7 times) and /ʃ/ (11 times) before high front vowels. After the reading, the participants were taught the basic English phonological system and the symbol-sound correspondence rules such as “s”-/s/ and “sh”-/ʃ/. The lesson lasted 40 minutes during which the participants were also interviewed to find out their awareness of the symbol-sound correspondence. No articulation explanations were given during the lesson. After the lesson, the participants read the same passage. The results showed that /s/ and /ʃ/ were mispronounced 39 and 67 times respectively in total by the 27 participants before the lesson, but only 7 and 19 times after the lesson. These changes are statistically significant. Moreover, the interview during the lesson revealed that the participants lacked phonological awareness in English as well as the knowledge of the symbol-sound correspondence rules. This study concluded that many of the mispronunciations by Japanese ESL learners, including /s/ and /ʃ/, can be solved by teaching the English phonics rules and some basic phonological rules without teaching the articulation of these sounds.
Books on the topic "L2 pronunciation acquisition"
1
Sicola, Laura. No, they won't "just sound like each other": NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciation tasks. Frankfurt am Main: Peter Lang, 2009.
Find full text
2
No, they won't "just sound like each other": NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciation tasks. Frankfurt am Main: Peter Lang, 2009.
Find full text
3
Accent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test. Frankfurt am Main: Peter Lang, 2011.
Find full text
4
Tiittanen, Mike. The role of production and interaction in L2 classroom vocabulary acquisition. $c2002, 2002.
Find full text
5
Bardel, Camilla, Christina Hedman, Katarina Rejman, and Elisabeth Zetterholm, eds. Exploring Language Education: Global and Local Perspectives. Stockholm University Press, 2022. http://dx.doi.org/10.16993/bbz.
Full textAbstract:
The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.
Book chapters on the topic "L2 pronunciation acquisition"
1
Yang, Chunsheng, Jing Chu, Si Chen, and Yi Xu. "Effects of Segments, Intonation and Rhythm on the Perception of L2 Accentedness and Comprehensibility." In The Acquisition of Chinese as a Second Language Pronunciation, 233–55. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_11.
Full text
2
Raymond Elliott, A. "A theoretical framework in the acquisition and teaching of fricatives to L2 learners of Spanish." In Key Issues in the Teaching of Spanish Pronunciation, 84–104. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge advances in Spanish language teaching: Routledge, 2019. http://dx.doi.org/10.4324/9781315666839-5.
Full text
3
Chen, Kaidi, and Chunsheng Yang. "The Effect of Fundamental Frequency on Mandarin Intelligibility by L2 Learners in Quiet and Noise Environments: A Pilot Study." In The Acquisition of Chinese as a Second Language Pronunciation, 213–32. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_10.
Full text
4
Liu, Jiang, and Cheng Xiao. "Tone Category Learning Should Serve Tone Word Learning: An Experiment of Integrating Pronunciation Teaching in the L2 Chinese Curriculum." In The Acquisition of Chinese as a Second Language Pronunciation, 141–62. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_6.
Full text
5
"Research and L2 Phonological Acquisition." In English Phonology and Pronunciation Teaching. Continuum International Publishing Group, 2011. http://dx.doi.org/10.5040/9781350934177.ch-002.
Full text
6
Motoko, Ueyama. "New Approach to Teaching Japanese Pronunciation in the Digital Era." In Ca’ Foscari Japanese Studies. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-428-8/010.
Full textAbstract:
Pronunciation has been a black hole in the L2 Japanese classroom on account of a lack of class time, teacher’s confidence, and consciousness of the need to teach pronunciation, among other reasons. The absence of pronunciation instruction is reported to result in fossilized pronunciation errors, communication problems, and learner frustration. With an intention of making a contribution to improve such circumstances, this paper aims at three goals. First, it discusses the importance, necessity, and effectiveness of teaching prosodic aspects of Japanese pronunciation from an early stage in acquisition. Second, it shows that Japanese prosody is challenging because of its typological rareness, regardless of the L1 backgrounds of learners. Third and finally, it introduces a new approach to teaching L2 pronunciation with the goal of developing L2 comprehensibility by focusing on essential prosodic features, which is followed by discussions on key issues concerning how to implement the new approach both inside and outside the classroom in the digital era.
7
Papin, Kevin, and Walcir Cardoso. "Pronunciation practice in Google Translate: focus on French liaison." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 322–27. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1478.
Full textAbstract:
This paper examines the impact of self-directed pronunciation practice using Google Translate (GT) on the acquisition of French liaison (the production of latent consonants when they appear in consonant-vowel contexts across words: /z/ in le/za/mis ‘the friends’). Second-language (L2) French learners completed homework activities on GT to practice pronunciation, utilizing the tool’s Text-To-Speech (TTS) and Automatic Speech Recognition (ASR) capabilities. Using a pretest/posttest design, the acquisition of liaison was assessed in terms of phonological awareness, perception, and production. The results indicated that while the L2 French learners significantly improved in their ability to produce liaison, their awareness and perception were not affected due to ceiling effects. Overall, learners reported positive views of their GT-based, self-directed learning experience.
8
Barcomb, Mike, and Walcir Cardoso. "“I found the fish in Pronunciation Quiz #3!” Examining the effect of a game-informed site on young learners’ L2 pronunciation." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 12–17. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1427.
Full textAbstract:
This paper examines the impact that a game-informed pronunciation site has on the acquisition of English /r/-/l/. Twenty-three Japanese-speaking English learners completed a series of pronunciation activities directed at improving their phonological awareness and oral production of the /r/-/l/ contrast. The activities included game-informed tasks that rewarded learners with points, badges, and scavenger hunt items. For control, eight students completed the same activities without game-informed affordances. The study followed a mixed-methods approach with a pre-, post-, and delayed post-test design. Qualitative results indicate that learners in the game-informed group developed metaphonological awareness and perceived the proposed learning environment positively. For production, the quantitative results indicate that participants in the game-informed group improved their pronunciation of /r/-/l/ items. Pedagogical implications for the use of game-informed environments for L2 pronunciation instruction are discussed.
9
Jerotijević Tišma, Danica. "CAN “ACCESS” FRAMEWORK OFFER A FRESH ALTERNATIVE TO TEACHING TARGET SOUNDS PRODUCTION? - AN EXAMPLE OF POSTALVEOLAR SEQUENCES." In JEZIK, KNJIŽEVNOST, ALTERNATIVE/LANGUAGE, LITERATURE, ALTERNATIVES - Jezička istraživanja, 535–50. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/jkaj.2022.32.
Full textAbstract:
The present paper investigates the effects of the ACCESS framework (Gatbonton & Segalowitz, 2005) in teaching L2 sound production, in this particular case the production of /tr/-/dr/ postalveolar sequences by Serbian EFL learners. The given postalveolar sequences represent an ongoing sound change, especially in the General American variety, where the retracted plosive allophonic variation seems to approach complete affrication (e.g. Magloughlin, 2018), thus representing an interesting phenomenon of variable pronunciation particularly relevant for second language acquisition. Serbian EFL learners likewise demonstrate variable production of these particular sound sequences, probably due to the influence of L1. The chosen ACCESS framework incorporates both form-focused instruction and communicative aspects of language learning, and it seemed suitable for the type of training the participants needed at the particular stage of learning. The study included an experiment with preand post-test production testing, including sentence list recordings of target sounds in the initial position. The experimental period lasted three months and included an experimental and a control group at B1 level CEFR. The results show positive effects of the applied instruction on the production of postalveolar sequences, especially / tr/. The obtained results underscore significant pedagogical implications, particularly regarding the amount and type of phonetic instruction in the Serbian EFL setting.
10
Cárdenas Sánchez, Silva E. Elizabeth, and Jessica Valentina Galimberti. "Implications of the use of podcast in the development of listening skills at a university level." In Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers, 35–54. Editorial UTMACH, 2020. http://dx.doi.org/10.48190/9789942241375.2.
Full textAbstract:
A second or foreign language acquisition is a process in which learners develop and enhance different skills such as listening. However, students still struggle to comprehend L2. For instance, when a trainee works on a language proficiency, English listening material such as audios/videos and different pronunciations or sounds is difficult to analyze. Therefore, researchers have been investigating about techniques that work in classes and they found out that podcasting is increasingly being exploited by language teachers as a new popular and dynamic method to inspire learning inside and outside the traditional classroom (Stanley, 2006). This paper deals with student’s listening difficulties, podcasts’ technique and suggestions to be implemented in other settings.