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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.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
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
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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.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
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).
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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.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
<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>
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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.
Повний текст джерелаАнотація:
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.
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Kusz, Ewa. "Effects of imitation and self-imitation practice on L2 pronunciation progress." Topics in Linguistics 23, no. 2 (December 1, 2022): 1–17. http://dx.doi.org/10.2478/topling-2022-0008.
Повний текст джерелаАнотація:
Abstract The major aim of the current study is to verify whether an interdependence between self-imitation practice and L2 pronunciation improvement in the process of second-language acquisition is stronger than traditional imitation tasks. 35 Polish students of Applied Linguistics (at English level B2+) divided into two groups performed imitation and self-imitation exercises in order to improve their L2 pronunciation skills. Three acoustic parameters were considered, namely, articulation rate, speech rate and average syllable duration. The results of the research have revealed that there is a significant interdependence between L2 pronunciation improvement and self-imitation training in terms of speech rate. The outcomes of the research are in line with Ding et al. (2019), De Meo et al.’s (2013), and Felps et al.’s (2009) assertion that the better the match between learners’ voices and their modified equivalents, the more positive impact there is on L2 pronunciation training.
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Chun, Dorothy M., Yan Jiang, Justine Meyr, and Rong Yang. "Acquisition of L2 Mandarin Chinese tones with learner-created tone visualizations." Journal of Second Language Pronunciation 1, no. 1 (March 30, 2015): 86–114. http://dx.doi.org/10.1075/jslp.1.1.04chu.
Повний текст джерелаАнотація:
This paper reports on a study of 35 Mandarin Chinese learners who (1) created pitch curves of their spoken word tones and (2) compared their pitch curves with those of native speakers while practicing pronunciation. Following a pretest, the learners received training for 20–25 minutes weekly over nine weeks and took a posttest. Two types of data analyses were performed. First, native speakers of Mandarin auditorily rated the pretests and posttests. The ratings revealed that learners’ pronunciation of tones improved between pretest and posttest. Second, acoustic analyses of the learners’ recordings were conducted, and the learners’ production was compared with that of native speakers. Results indicated that students’ pronunciation of some tones improved in the posttest. The postsurveys indicated that two-thirds of the participants found viewing pitch curves helpful. This study confirms previous research but suggests that acoustic analyses complement auditory analyses with more precise indications of L2 learners’ tonal difficulties.
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Setter, Jane, and Jennifer Jenkins. "State-of-the-Art Review Article." Language Teaching 38, no. 1 (January 2005): 1–17. http://dx.doi.org/10.1017/s026144480500251x.
Повний текст джерелаАнотація:
This article is organised in five main sections. It begins by outlining the scope of pronunciation teaching and the role of pronunciation in our personal and social lives. The second section surveys the background to pronunciation teaching from its origins in the early twentieth century to the present day, and includes a discussion of pronunciation models and of the role of the first language (L1) in the acquisition of second language (L2) pronunciation. Then a third section explores recent research into a range of aspects involved in the process: the effects of L1 and L2 similarities and differences; the role of intelligibility, accent attitudes, identity and motivation; the part played by listening; and the place of pronunciation within discourse. This section concludes with a discussion of a number of controversies that have arisen from recent pronunciation research and of research into the potential for using computer-based technology in pronunciation teaching. The fourth section explores a range of socio-political issues that affect pronunciation teaching when the L2 is learnt as an international rather than a foreign language, and the fifth section moves on to consider the implications of all this for teaching.
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Szalkowska-Kim, Emilia. "Factors influencing the pronunciation of adult speakers of a foreign language." Lingua Posnaniensis 56, no. 1 (July 24, 2015): 141–58. http://dx.doi.org/10.2478/linpo-2014-0009.
Повний текст джерелаАнотація:
Abstract The present paper is an overview of selected investigations into acquisition of second language phonology (L2).1 It describes L2 phonology researchers’ attempts to determine the number, quantity, quality and roles of the factors which shape the pronunciation of L2 adult speakers, i.e. what is the influence of native language limitation, how the L2 phonology acquisition is governed by universal linguistic features, and whether adults use the same processes in acquiring the L2 that are used by children when they acquire their first language. This article will describe a number of longstanding phonetic and phonological projects whose aim was to discover patterns in the improvement of pronunciation in a second language (see research by Archibald, Broselow, Eckman, Flege, Hancin-Bhatt, Major and Weinberger, published in numerous compilations). It strives to explain the universal stages in the development of second language phonology. The main goal of the research is to assess the grammatical knowledge of the L2 learner, i.e. their competence in their interlanguage. The analyses show typological disproportions and universality of the strategies applied by the speakers in the target language. A few important hypotheses have been established (see below for their description), but it is important to note that most of the results verifying these hypotheses concern the acquisition of the English language, with a variable being the “input” languages of the speakers. Although this unilateral focus of the research projects reflects the expansion of the English language as the lingua franca of modern times, it might severely limit understanding of the important and interesting aspects of second language acquisition which structurally do not apply to that language, and are consequently overlooked.
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Bouchhioua, Nadia. "Cross-Linguistic Influence On The Acquisition Of English Pronunciation By Tunisian EFL Learners." European Scientific Journal, ESJ 12, no. 5 (February 28, 2016): 260. http://dx.doi.org/10.19044/esj.2016.v12n5p260.
Повний текст джерелаАнотація:
While acquiring English as a second language (L2) has received substantial research, learning English as a third language (L3) especially in complex sociolinguistic contexts has not received as much attention. Various factors including typological similarity between L2 and L3 are believed to affect the process and the product of learning a third language. Typological similarity is said to facilitate learning at the lexcio-semantic level. However, its effects on the learning of L3 phonology is not always as such. In this study, cross-linguistic influence on the acquisition of English (as L3) pronunciation in the Tunisian context which is characterized by multilingualism involving Tunisian Arabic (TA) as mother tongue, Modern Standard Arabic (MSA) as the first language learnt at school, and French as L2 is investigated. The production of two pronunciation features is tested. These features are the sounds existing in English-French cognates such as information, syntax, important, and stress placement in polysyllabic words. The methodology consisted in having English major university students and their teachers produce these features in read and spontaneous speech. Phonetic analysis and statistical tests revealed significant linguistic transfer from French in the pronunciation of the target features. The participants produced the French nasalized vowel [ɛ̃] in the syllables in English-French cognate vocabulary instead of the correct English pronunciation and placed stress on final syllables according to French stress patterns in their production of English polysyllabic words that should be stressed elsewhere.
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Załóg-Kociuga, Katarzyna. "The Influence of Deductive and Inductive Instruction on Adolescents’ Acquisition of English Vowels." Anglica Wratislaviensia 54 (November 15, 2016): 151–63. http://dx.doi.org/10.19195/0301-7966.54.10.
Повний текст джерелаАнотація:
Difficulties in mastering the pronunciation of a foreign language arise due to numerous factors, among which the differences between the learners’ L1 and L2 seem to be significant. For Polish learners of English, these differences would include considerable disparities between the two vowel systems, which is why the subject of this study are difficult English vowels. The difficulty of vocalic sounds is judged according to Prator’s 1967 Hierarchy of Difficulty. The study aims at determining whether deductive and inductive formal types of phonetic instruction have any influence on the intelligible pronunciation of the most difficult English vowels for Polish 13-year-old learners. Two groups of students were subject to an experiment in which they were taught English pronunciation for 5 weeks: the first group deductively, the second group inductively. Their pronunciation proficiency was tested before and after the teaching sessions by recording the subjects reading a text composed of words containing the tested phonemes. The comparison of the recordings revealed that while the deductive techniques did not yield any statistically significant improvement in the pronunciation of any of the tested vowels, the inductive techniques significantly improved the learners’ pronunciation of [iː], [æ] and [ǝ] in the interconsonantal context. The conclusion to be drawn is that increased aural exposure, imitation and meaning-focused practice yield better results than providing theoretical, metalinguistic information about the sounds, comparing L1 and L2 sounds and pronunciation-focused practice, at least for young adolescent learners, who may not yet be ready to comprehend abstract phonetic notions.
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Derwing, Tracey M., and Murray J. Munro. "Symposium – Accentuating the Positive: Directions in Pronunciation Research." Language Teaching 43, no. 3 (June 10, 2010): 366–68. http://dx.doi.org/10.1017/s026144481000008x.
Повний текст джерелаАнотація:
Held at the Association canadienne de linguistique appliquée/Canadian Association of Applied Linguistics Conference, Ottawa, Canada; 27 May 2009.Over the past few decades perspectives on second language (L2) pronunciation have evolved from pessimistic appraisals of the capabilities of L2 learners and doubts about the value of instruction to a view of pronunciation teaching as an effective and important part of language pedagogy. Earlier research on the teaching of pronunciation dwelt extensively on the identification of learners' errors (mainly consonants and vowels) through comparative analyses. Until recently, little had been established about the effectiveness of pronunciation teaching, and pedagogical techniques were based more on speculation and theoretical notions than on empirically well-justified principles. More recent work addresses a broader range of issues relating not only to L2 phonological acquisition, but to the social implications of speaking with an accent and engaging with interlocutors, both native and non-native speakers of the L2. Among these are the relationship between accent and intelligibility, cognitive processes underlying phonological learning, the evaluation of L2 speech using impressionistic and acoustic techniques, prosodic influences on perception of accented speech, the role of ethnic affiliation and identity in L2 speakers' oral production, and the identification of misguided applications of knowledge about pronunciation by businesses and governments. These lines of work, along with empirical investigations of pronunciation instruction, engender a more sophisticated view of L2 phonological learning and teaching. Though further research remains to be done, important achievements have been made in identifying reasonable, achievable goals in the pronunciation classroom, establishing appropriate instructional foci, and evaluating outcomes. The presenters in this colloquium highlighted the major achievements of recent years and identified some of the important problems that remain.
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Saito, Kazuya, Hui Sun, and Adam Tierney. "Domain-general auditory processing determines success in second language pronunciation learning in adulthood: A longitudinal study." Applied Psycholinguistics 41, no. 5 (September 2020): 1083–112. http://dx.doi.org/10.1017/s0142716420000491.
Повний текст джерелаАнотація:
AbstractIn this study, we propose a hypothesis that domain-general auditory processing, a perceptual–cognitive anchor of first language (L1) acquisition, can serve as an important deciding factor for successful postpubertal second language (L2) pronunciation learning. To examine this hypothesis, samples of spontaneous speech were elicited from a total of 30 L1 Chinese L2 English learners at two points (outset and endpoint) during an 8-month study-abroad period in the United Kingdom. The participants were tested on three different components of auditory processing ability (formant, pitch, and duration discrimination) using behavioral instruments. The auditory processing scores were then linked to the segmental, prosodic, and fluency dimensions of their L2 pronunciation proficiency development throughout the project. Overall, most learners’ speech became smoother, faster, and more fluent (fewer pauses, faster articulation rate, and more optimal perceived tempo). Certain learners with high-level auditory processing ability (more precise formant discrimination) appeared to further attain more correct pronunciation of individual sounds and words (greater segmental and word stress accuracy), leading to more advanced L2 phonological skills (fluent and accurate). The findings suggest that auditory processing abilities can be a root of language learning throughout the life span and may apply to the initial- to midphase of naturalistic L2 pronunciation learning in adulthood.
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Saito, Kazuya. "Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation". Second Language Research 35, № 2 (19 квітня 2018): 149–72. http://dx.doi.org/10.1177/0267658318768342.
Повний текст джерелаАнотація:
The current study longitudinally examined a crucial individual difference variable – i.e. awareness (operationalized as explicit attention and articulatory knowledge) – in adult second language (L2) speech learning in the context of 40 Japanese learners’ English /ɹ/ pronunciation development in an EFL classroom. The participants’ speech, elicited from word reading, sentence reading and timed picture description tasks at the beginning and end of one academic semester, were analysed in terms of three acoustic dimensions of English /ɹ/: third formant (F3), second formant (F2) and duration. Whereas the participants showed gains in the relatively easy aspect of the English /ɹ/ acquisition (F2 reduction for tongue retraction) as a function of increased L2 input, their explicit awareness of accurate English /ɹ/ pronunciation played a significant role in the acquisition of the relatively difficult dimension (lengthening phonemic duration). The awareness-acquisition link was not found, however, for the most difficult dimension (F3 reduction for labial, alveolar and pharyngeal constrictors) at least within the timeframe of the project.
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Jekiel, Mateusz, and Kamil Malarski. "Musical Hearing and Musical Experience in Second Language English Vowel Acquisition." Journal of Speech, Language, and Hearing Research 64, no. 5 (May 11, 2021): 1666–82. http://dx.doi.org/10.1044/2021_jslhr-19-00253.
Повний текст джерелаАнотація:
Purpose Former studies suggested that music perception can help produce certain accentual features in the first and second language (L2), such as intonational contours. What was missing in many of these studies was the identification of the exact relationship between specific music perception skills and the production of different accentual features in a foreign language. Our aim was to verify whether empirically tested musical hearing skills can be related to the acquisition of English vowels by learners of English as an L2 before and after a formal accent training course. Method Fifty adult Polish speakers of L2 English were tested before and after a two-semester accent training in order to observe the effect of musical hearing on the acquisition of English vowels. Their L2 English vowel formant contours produced in consonant–vowel–consonant context were compared with the target General British vowels produced by their pronunciation teachers. We juxtaposed these results with their musical hearing test scores and self-reported musical experience to observe a possible relationship between successful L2 vowel acquisition and musical aptitude. Results Preexisting rhythmic memory was reported as a significant predictor before training, while musical experience was reported as a significant factor in the production of more native-like L2 vowels after training. We also observed that not all vowels were equally acquired or affected by musical hearing or musical experience. The strongest estimate we observed was the closeness to model before training, suggesting that learners who already managed to acquire some features of a native-like accent were also more successful after training. Conclusions Our results are revealing in two aspects. First, the learners' former proficiency in L2 pronunciation is the most robust predictor in acquiring a native-like accent. Second, there is a potential relationship between rhythmic memory and L2 vowel acquisition before training, as well as years of musical experience after training, suggesting that specific musical skills and music practice can be an asset in learning a foreign language accent.
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Eckman, Fred R. "Review article: Spanish-English and Portuguese-English interlanguage phonology." Second Language Research 27, no. 2 (March 28, 2011): 273–82. http://dx.doi.org/10.1177/0267658310377291.
Повний текст джерелаАнотація:
This review article evaluates the intersection of the content of two recent anthologies in second language (L2) phonology. One of the books lays out both the methodological context and theoretical underpinnings of the field, whereas the other volume reports 11 empirical studies on the L2 acquisition of several aspects of pronunciation by adult learners of English whose native language is either Spanish or Brazilian Portuguese. The criteria applied for the evaluation lead to the conclusion that, for the most part, the studies are successful in presenting an interesting array of second-language pronunciation patterns, and that such an intersection of domains is a fruitful way to advance the field of interphonology.
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Kaneko, Emiko, Younghyon Heo, Gregory Iverson, and Ian Wilson. "Quasi-neutralization in the acquisition of English coronal fricatives by native speakers of Japanese." Journal of Second Language Pronunciation 1, no. 1 (March 30, 2015): 65–85. http://dx.doi.org/10.1075/jslp.1.1.03kan.
Повний текст джерелаАнотація:
Second language learners show various forms of mispronunciation, or modification, of target pronunciation, most perhaps due to direct native language transfer, but others, summarized here, to deflected contrast, hypercorrection and covert contrast. The present paper reports on a novel form of adaptation that we term ‘quasi-neutralization,’ in which acoustic characteristics of competing target phonemes are found within the same interlanguage segment (e.g., think [θɪŋk] pronounced as [θsiŋk]). The three English voiceless coronal fricatives /s/, /ʃ/, /θ/ were elicited from Japanese learners of English via two techniques: a wordlist reading task that encouraged participants to focus on their pronunciation, and a sentence construction task that diverted their attention from pronunciation. Among different types of modification, quasi-neutralization was observed predominantly when participants were conscious of their pronunciation, which could reflect their linguistic insecurity as learners. This research thus illuminates another of the strategies that learners employ in the acquisition of L2 pronunciation.
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Moyer, Alene. "The puzzle of gender effects in L2 phonology." Journal of Second Language Pronunciation 2, no. 1 (March 31, 2016): 8–28. http://dx.doi.org/10.1075/jslp.2.1.01moy.
Повний текст джерелаАнотація:
Gender has received scant attention in L2 phonology studies, yet evidence for a female advantage in pronunciation has appeared throughout the past several decades. Neurolinguistic research suggests that females process language differently than males. At the same time, female L2 learners may be more concerned about pronunciation accuracy than their male counterparts. No definitive explanation has yet been offered, however, about why this is so, and how it might impact long-term language acquisition. This paper explores the gender construct in terms of such neurolinguistic predispositions, as well as the L2 evidence for socio-psychological and cognitive differences in orientation to accent, including motivation and strategy use. Suggestions for future research include a closer examination of gender differences in: (a) self-concept; (b) approach to task; (c) access to relevant resources and L2 experience. In this way, gender effects may be more clearly understood as extrinsic or intrinsic in nature.
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Calavalle, Anna Rita, Riccardo E. Izzo, Romina Raimondi, Marco B. L. Rocchi, Davide Sisti, and Vilberto Stocchi. "Music and Physical Activity for L2 Vocabulary Acquisition in First Graders." Sport Science Review 23, no. 5-6 (December 1, 2014): 267–86. http://dx.doi.org/10.1515/ssr-2015-0005.
Повний текст джерелаАнотація:
Abstract The purpose of this work was to experiment a didactic method to enhance learning of L2 by using psychomotor development in a first class of an Italian primary school. Two fundamental questions were posed at the outset of the project: a) can activities based on psycho-motor tasks enhance target language vocabulary acquisition in a group of first graders?; b) can creating a reggae/hip-hop song, improve pronunciation and retention of basic target language vocabulary? The target sample, consisted of 66 children from first grade, was divided into two groups (control vs experimental group). The protocol contents were taught over a period of 20 weeks and were closely related to those of the program of English. The significance of score differences in the entrance test and the final test was quantified through the analysis of the variance. The analysis of the results showed an improvement in the experimental group compared to the control group with respect to the acquisition and retention of L2 vocabulary. On the other hand, the data regarding pronunciation of the target language vocabulary tell a different story, with no significant difference emerging between the two groups. This experimental project allowed us to verify how physical activity and play, used as the primary teaching tool, can enhance L2 learning in primary school.
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Hayes-Harb, Rachel, and Shannon Barrios. "The influence of orthography in second language phonological acquisition." Language Teaching 54, no. 3 (April 29, 2021): 297–326. http://dx.doi.org/10.1017/s0261444820000658.
Повний текст джерелаАнотація:
AbstractWe provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we review studies of the influence of written input on L2 phonological awareness, phoneme perception, the acquisition of phonological processes and syllable structure, and the pronunciation and recognition of words. We elaborate the variables that appear to moderate written input effects: (1) whether or not a novel phonological contrast is systematically represented by the L2 writing system (systematicity); (2) whether some or all of the L2 graphemes are familiar to learners from the L1 (familiarity); (3) for familiar graphemes, whether the native language (L1) and the L2 employ the same grapheme-phoneme correspondences (congruence); and (4) the ability of learners to perceive an auditory contrast that is systematically represented in writing (perceptibility). We conclude by calling for future research on the pedagogical implications of this body of work, which has thus far received very little attention by researchers.
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Reyes, Alexandra Morales, Begona Arechabaleta, and Silvina A. Montrul. "The acquisition of rhotics by child L2 and L3 learners." Journal of Second Language Pronunciation 3, no. 2 (2017): 0. http://dx.doi.org/10.1075/jslp.3.2.04res.
Повний текст джерелаАнотація:
This study investigated how previous linguistic experience and universal strategies guide the acquisition of phonology in the classroom. More specifically, it focused on the possible advantages that bilingual children have over monolingual children. Thirty-four children completed a picture-naming task: 9 Spanish native speakers, 19 English native speakers acquiring Spanish as L2 and 6 Korean-English bilinguals acquiring Spanish as L3. Results indicated that in general the children rapidly acquired native-like pronunciation of the Spanish rhotics, but the Korean-English bilinguals outperformed the English-speaking children. We propose that although previous linguistic knowledge plays a role in L2 and L3 acquisition, children are able to overcome transfer errors because they are guided by universal developmental strategies from the initial stages of acquisition. We suggest that if L3 learners have an advantage over L2 learners, this may be due to their complex linguistic knowledge and higher metalinguistic competence.
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Reyes, Alexandra Morales, Begoña Arechabaleta-Regulez, and Silvina Montrul. "The acquisition of rhotics by child L2 and L3 learners." Journal of Second Language Pronunciation 3, no. 2 (December 4, 2017): 242–66. http://dx.doi.org/10.1075/jslp.3.2.04rey.
Повний текст джерелаАнотація:
This study investigated how previous linguistic experience and universal strategies guide the acquisition of phonology in the classroom. More specifically, it focused on the possible advantages that bilingual children have over monolingual children. Thirty-four children completed a picture-naming task: 9 Spanish native speakers, 19 English native speakers acquiring Spanish as L2 and 6 Korean-English bilinguals acquiring Spanish as L3. Results indicated that in general the children rapidly acquired native-like pronunciation of the Spanish rhotics, but the Korean-English bilinguals outperformed the English-speaking children. We propose that although previous linguistic knowledge plays a role in L2 and L3 acquisition, children are able to overcome transfer errors because they are guided by universal developmental strategies from the initial stages of acquisition. We suggest that if L3 learners have an advantage over L2 learners, this may be due to their complex linguistic knowledge and higher metalinguistic competence.
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Nagle, Charles L. "Individual developmental trajectories in the L2 acquisition of Spanish spirantization." Journal of Second Language Pronunciation 3, no. 2 (December 4, 2017): 218–41. http://dx.doi.org/10.1075/jslp.3.2.03nag.
Повний текст джерелаАнотація:
In Spanish, voiced stops weaken to approximants and display variables degrees of lenition according to the context in which the stop occurs, making them a complex pronunciation feature. Accumulated findings from cross-sectional research on second language (L2) speakers suggests that many L2 learners struggle to produce the approximants even at the most advanced levels of study. The present study offers a new perspective on the approximants by studying individual learners’ production of Spanish [β] over time and across phonetic contexts. Twenty-six English-speaking learners of L2 Spanish recorded two speaking tasks five times over a yearlong period corresponding to their second and third semesters of college-level language instruction. Mixed-effects models were fit to learners’ C:V intensity ratio data to examine development, and stress and task type were included as substantive predictors. Although the group trajectory was flat, many learners displayed substantial change over time, including positive and negative trajectories.
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Li, Ying, and Taylor Somlak. "The effects of articulatory gestures on L2 pronunciation learning: A classroom-based study." Language Teaching Research 23, no. 3 (September 30, 2017): 352–71. http://dx.doi.org/10.1177/1362168817730420.
Повний текст джерелаАнотація:
Research on second-language (L2) speech acquisition suggests that audio-visual aids could be effective in helping learners acquire difficult L2 speech sounds (Li, 2016a). However, most previous studies have been restricted to laboratory settings rather than the classroom environment. The present study, therefore, was designed to fill this knowledge gap by analysing the effectiveness of audio-visual aids, particularly articulatory gestures, in teaching L2 speech sounds in actual classrooms. The participants were students from two classes of non-English majors who had severe difficulties with the differentiation of /θ/–/s/ and /ð/–/z/. ‘Read-aloud’ tasks were employed for pronunciation tests. The baseline data of the students’ pronunciation of the two contrasts was collected with a pre-test, and the intuitive–imitative approach was adopted for teaching. Specifically, the students were exposed to seven audio- or audio-visually recorded poems (one poem per week over the course of seven weeks) containing the target contrasts. The students in Class 1 were taught with the audio-recordings without images of the speaker’s face being displayed; in contrast, students in Class 2 were taught using audio-visual recordings, which allowed them to observe the speakers’ articulatory gestures of /θ/–/s/ and /ð/–/z/. To detect the teaching effect, a post-test was carried out after the teaching programme was completed. A delayed post-test was conducted one month after the post-test. Comparisons with the respective pre-test results indicated that students in Class 2 had a significant improvement in the pronunciation of the target contrasts in the post-test, whereas those in Class 1 did not. In the delayed post-test, neither class showed any significant difference in the pronunciation performance in comparison with the post-test. The findings, therefore, confirmed the effectiveness of exposure to audio-visual aids in teaching L2 pronunciation.
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Llama, Raquel, and Walcir Cardoso. "Revisiting (Non-)Native Influence in VOT Production: Insights from Advanced L3 Spanish." Languages 3, no. 3 (July 31, 2018): 30. http://dx.doi.org/10.3390/languages3030030.
Повний текст джерелаАнотація:
A growing body of research investigating cross-linguistic influence on the acquisition of a third phonological system suggests that first (L1) and second (L2) languages concur in influencing oral production in the target third language (L3). Yet, there are also claims of either a more noticeable effect of the L2 on the L3, or a prevailing influence from the L1. This study further explores whether the L1 and the L2 compete or converge on exerting influence on L3 pronunciation. To do so, we examine the production of voice onset time for voiceless stops by adult advanced learners of L3 Spanish divided into two groups (15 L1 English-L2 French, and 15 L1 French-L2 English speakers). Three monolingual control groups were also tested. Participants were recorded reading word lists that contained voiceless stops in stressed onset position. A Kruskal-Wallis test uncovered significant differences traceable to the L1-English speakers, which puts them at a slight disadvantage vis-à-vis their Francophone counterparts. These results favor claims of a more decisive role for the L1 in L3 pronunciation. We compare our results to findings from previous studies targeting intermediate learners, and find proficiency in the L3 may account for the observed differences.
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Rasier, Laurent. "Van Uitspraakonderzoek Naar Uitspraakonderwijs." T2-verwerving: Onderzoek ontmoet onderwijsparktijk 80 (January 1, 2008): 29–39. http://dx.doi.org/10.1075/ttwia.80.04ras.
Повний текст джерелаАнотація:
The study of pronunciation (especially prosody) has often been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions and/or tend to neglect pronunciation in their teaching practice. This article shows that applied linguistic research on interlanguage phonology and foreign accent has much to offer to second/foreign language teachers in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. After a brief review of the literature on the acquisition of L2 pronunciation, these issues are discussed within a framework in which mutual intelligibility is the primary concern. Finally, we emphasise the need for more collaboration between researchers and practitioners, so that more classroom-relevant research on pronunciation learning and teaching will be conducted in the future.
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Olsen, Michael Kevin. "Limitations of the influence of English phonetics and phonology on L2 Spanish rhotics." Borealis – An International Journal of Hispanic Linguistics 5, no. 2 (December 1, 2016): 313. http://dx.doi.org/10.7557/1.5.2.3898.
Повний текст джерелаАнотація:
This study investigates L2 Spanish rhotic production in intermediate learners of Spanish, specifically addressing the duration of the influence of L1 English rhotic articulations and a phonetic environment involving English taps on the acquisition of Spanish taps and trills that Olsen (2012) found. Results from multiple linear regressions involving thirty-five students in Spanish foreign language classes show that the effect of English rhotic articulations evident in beginners has disappeared after four semesters of Spanish study. However, results from paired samples t-tests show that these more advanced learners produced accurate taps significantly more in words containing phonetic environments that produce taps in English. This effect is taken as evidence that L1 phonetic influences have a shorter duration on L2 production than do L1 phonological influences. These results provide insights into L2 rhotic acquisition which Spanish educators and students can use to formulate reasonable pronunciation expectations.
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Arabiana, Elaiza Flor S., Dayvin Adrian Ember A. Malifer, and Helen Ranoco Betonio. "Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition." English Language Teaching Educational Journal 3, no. 2 (September 3, 2020): 151. http://dx.doi.org/10.12928/eltej.v3i2.2461.
Повний текст джерелаАнотація:
While most studies that explored children’s incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop’s Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children’s literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.
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Bryła-Cruz, Agnieszka. "The gender factor in the perception of English segments by non-native speakers." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 103–31. http://dx.doi.org/10.14746/ssllt.2021.11.1.5.
Повний текст джерелаАнотація:
The aim of the paper is to present the findings of an empirical study which contributes to the ongoing research into gender effects on second language acquisition by exploring a biological influence on L2 pronunciation learning. One of the most frequent arguments used to vindicate single-sex education is that there are substantial sensory and perceptual differences between males and females which rationalize gender-specific teaching methods and gender-segregation at schools. The present study provides some preliminary insights into the perception of selected phonetic contrasts by Polish secondary school learners with the aim of investigating gender-based similarities and differences in the accuracy of sound recognition by males and females. The findings suggest that a commonly cited female advantage in acquiring L2 pronunciation cannot be attributed to their superior phonetic perception, as male participants performed equally well and identified the same number of English segments correctly.
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Saito, Kazuya. "THE ROLE OF AGE OF ACQUISITION IN LATE SECOND LANGUAGE ORAL PROFICIENCY ATTAINMENT." Studies in Second Language Acquisition 37, no. 4 (June 23, 2015): 713–43. http://dx.doi.org/10.1017/s0272263115000248.
Повний текст джерелаАнотація:
The current project examined whether and to what degree age of acquisition (AOA), defined as the first intensive exposure to a second language (L2) environment, can be predictive of the end state of postpubertal L2 oral proficiency attainment. Data were collected from 88 experienced Japanese learners of English and two groups of 20 baseline speakers (inexperienced Japanese speakers and native English speakers). The global quality of their spontaneous speech production was first judged by 10 native English-speaking raters based on accentedness (linguistic nativelikeness) and comprehensibility (ease of understanding) and was then submitted to segmental, prosodic, temporal, lexical, and grammatical analyses. According to the results, AOA was negatively correlated with the accentedness and comprehensibility components of L2 speech production, owing to relatively strong age effects on segmental and prosodic attainment. Yet significant age effects were not observed in the case of fluency and lexicogrammar attainment. The results suggest that AOA plays a key role in determining the extent to which learners can attain advanced-level L2 oral abilities via improving the phonological domain of language (e.g., correct consonant and vowel pronunciation and adequate and varied prosody) and that the temporal and lexicogrammatical domains of language (e.g., optimal speech rate and proper vocabulary and grammar usage) may be enhanced with increased L2 experience, regardless of age.
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Min, Young-Kyung. "Vocabulary Acquisition: Practical Strategies for ESL Students." Journal of International Students 3, no. 1 (January 1, 2013): 64–69. http://dx.doi.org/10.32674/jis.v3i1.520.
Повний текст джерелаАнотація:
The English language is considered to have the largest vocabulary in the world (Crystal, 2002). Educated native speakers of English are expected to know approximately 20,000 word families or 70,000 words (Nation, 2001); however, educated non-native speakers of English know less than one quarter of the native speakers’ vocabulary (Laufer & Yano, 2001). Nonnative speakers of English must increase their vocabulary knowledge in order to become successful in their academic endeavors in English-medium educational environments. A solid foundation of vocabulary knowledge is essential at every stage of the learner’s second language (L2) development. Regardless of the degree of the learner’s competency in grammar and pronunciation; one cannot have effective communication without sufficient vocabulary knowledge.
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Hutchinson, Amy E., and Olga Dmitrieva. "Individual variation in acquisition of voicing contrasts by classroom learners of French." Journal of Second Language Pronunciation 7, no. 3 (November 30, 2021): 408–34. http://dx.doi.org/10.1075/jslp.20061.hut.
Повний текст джерелаАнотація:
Abstract The present study examines the production of voicing by English-speaking learners of French in a traditional classroom environment, focusing on the juxtaposition between group patterns and individual tendencies. Thirty-one intermediate-level learners completed word-reading production tasks in French and English, and voice onset time was measured in word-initial bilabial stops. At the group level, results demonstrated strong interference from English in participants’ French, especially in the production of voiceless stops. In contrast, voiced stops overall were more target-like, revealing an asymmetry in the acquisition of the two members of the phonological distinction. At the individual level, much variability was observed both in the relative attainment of pronunciation targets and in the alignment between participants first and second language pronunciation patterns, ultimately highlighting the need for future research to consider individual trends in order to understand L2 speech acquisition in a more comprehensive manner.
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Łockiewicz, Marta, and Martyna Jaskulska. "Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education." Problemy Wczesnej Edukacji 37, no. 2 (March 30, 2017): 68–76. http://dx.doi.org/10.5604/01.3001.0010.5589.
Повний текст джерелаАнотація:
Research has shown that learners of different linguistic backgrounds make similar errors, which is due to linguistic transfer. Cross-linguistic similarities between L1 and L2 can result in: positive transfer, negative transfer, and differing lengths of acquisition. The bigger the difference between the languages, the bigger Second Language Acquisition difficulties and more numerous potential negative transfer areas. This effect is visible in the case of Polish as L1 and English as L2. English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. Therefore, second language instruction should include the errors caused by linguistic transfer, which would facilitate the selection and development of effective instruction methods and techniques.68-76
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HINCKS, REBECCA. "Speech technologies for pronunciation feedback and evaluation." ReCALL 15, no. 1 (May 2003): 3–20. http://dx.doi.org/10.1017/s0958344003000211.
Повний текст джерелаАнотація:
Educators and researchers in the acquisition of L2 phonology have called for empirical assessment of the progress students make after using new methods for learning (Chun, 1998, Morley, 1991). The present study investigated whether unlimited access to a speech-recognition-based language-learning program would improve the general standard of pronunciation of a group of middle-aged immigrant professionals studying English in Sweden. Eleven students were given a copy of the program Talk to Me from Auralog as a supplement to a 200-hour course in Technical English, and were encouraged to practise on their home computers. Their development in spoken English was compared with a control group of fifteen students who did not use the program. The program is evaluated in this paper according to Chapelle’s (2001) six criteria for CALL assessment. Since objective human ratings of pronunciation are costly and can be unreliable, our students were pre- and post-tested with the automatic PhonePass SET-10 test from Ordinate Corp. Results indicate that practice with the program was beneficial to those students who began the course with a strong foreign accent but was of limited value for students who began the course with better pronunciation. The paper begins with an overview of the state of the art of using speech recognition in L2 applications.
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Face, Timothy L. "Ultimate attainment in Spanish spirantization." Spanish in Context 15, no. 1 (May 31, 2018): 27–53. http://dx.doi.org/10.1075/sic.00002.fac.
Повний текст джерелаАнотація:
Abstract This study examines the acquisition of the Spanish spirantization of /b/, /d/ and /g/ by a group of very advanced L2 learners who immigrated to Spain from the United States and have lived in central Spain for many years. While spirantization has received considerable attention in previous L2 research on Spanish, the participants in previous studies have typically been newer learners of Spanish, typically studying at the university level. By examining the production of immigrants to Spain, the present study provides insight into ultimate attainment, and whether this results in a native-like pronunciation in the case of spirantization. Productions are examined both categorically to determine the manner of articulation employed (i.e., approximant, fricative, stop) and also gradiently, using intensity measurements to determine the degree of spirantization when approximants are produced. The comparisons for manner of articulation show significant differences between native Spanish speakers and L2 learners, although when approximants are produced the intensity measurements often do not differ significantly between the two groups. The degree to which individual learners approach native-like pronunciation, both in terms of manner of articulation and intensity measurements of produced approximants, varies considerably.
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Polushkina, Tatiana Aleksandrovna, and Elena Genrikhovna Tareva. "Developing L2 prosodic competence online: Implications of the emergency remote teaching." XLinguae 14, no. 1 (January 2021): 38–48. http://dx.doi.org/10.18355/xl.2021.14.01.03.
Повний текст джерелаАнотація:
This paper addresses the issue of transferring L2 prosody teaching to online settings due to the lockdown. The reasons are provided to account for the vulnerable status of pronunciation teaching and related risks. We report the results of the research project carried out in Moscow Institute of Physics and Technology with forty Russianspeaking engineering students. In this study a combination of qualitative and quantitative research methods was used. The study first provided a critique of preexisting computer-based pronunciation training (CAPT) options ensuring learning continuity. These options were then analyzed against global educational policies related to the impacts of the COVID-19 pandemic. Based on this understanding, a methodological framework was designed to bridge the gap between prosody teaching goals and digital tools. At the next stage, experimental teaching was conducted to evaluate the feasibility of this framework. Once data from the interviews, rating scales and participant observation were collected, a descriptive analysis of the results was given. The findings showed that the suggested training had an important effect on L2 prosody acquisition by engineering students
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Chang, Yufen. "How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition." Chinese as a Second Language Research 7, no. 2 (October 9, 2018): 195–219. http://dx.doi.org/10.1515/caslar-2018-0008.
Повний текст джерелаАнотація:
AbstractIn L2 Chinese vocabulary instruction, the most conventional method of teaching is to present the new character, its English translation, and pinyin as a pronunciation guide to the segmental and tonal information. In this study focusing on tone formats and the presence of a phonetic radical, we investigated how these two aspects could impact tone acquisition. In the experiment, L2 Chinese participants of three proficiency levels learned 24 unfamiliar words, passed a criterion test with 90 % correctness, and completed a tone perception and production task. The results showed that the learners perceived and produced tones significantly better when characters were shown with tone diacritics and when the phonetic radical was reliable. The presence of pinyin with tone number did not facilitate tone acquisition more than the condition where pinyin was unavailable. The learners’ proficiency levels, only affecting the number of learning sessions required to pass the criterion test, did not correlate with their tone performance.
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Xi, Xiaotong, Peng Li, Florence Baills, and Pilar Prieto. "Hand Gestures Facilitate the Acquisition of Novel Phonemic Contrasts When They Appropriately Mimic Target Phonetic Features." Journal of Speech, Language, and Hearing Research 63, no. 11 (November 13, 2020): 3571–85. http://dx.doi.org/10.1044/2020_jslhr-20-00084.
Повний текст джерелаАнотація:
Purpose Research has shown that observing hand gestures mimicking pitch movements or rhythmic patterns can improve the learning of second language (L2) suprasegmental features. However, less is known about the effects of hand gestures on the learning of novel phonemic contrasts. This study examines (a) whether hand gestures mimicking phonetic features can boost L2 segment learning by naive learners and (b) whether a mismatch between the hand gesture form and the target phonetic feature influences the learning effect. Method Fifty Catalan native speakers undertook a short multimodal training session on two types of Mandarin Chinese consonants (plosives and affricates) in either of two conditions: Gesture and No Gesture. In the Gesture condition, a fist-to-open-hand gesture was used to mimic air burst, while the No Gesture condition included no such use of gestures. Crucially, while the hand gesture appropriately mimicked the air burst produced in plosives, this was not the case for affricates. Before and after training, participants were tested on two tasks, namely, the identification task and the imitation task. Participants' speech output was rated by five Chinese native speakers. Results The perception results showed that training with or without gestures yielded similar degrees of improvement for the identification of aspiration contrasts. By contrast, the production results showed that, while training without gestures did not help improve L2 pronunciation, training with gestures improved pronunciation, but only when the given gestures appropriately mimicked the phonetic properties they represented. Conclusions Results revealed that the efficacy of observing hand gestures on the learning of nonnative phonemes depends on the appropriateness of the form of those gestures relative to the target phonetic features. That is, hand gestures seem to be more useful when they appropriately mimic phonetic features. Supplemental Material https://doi.org/10.23641/asha.13105442
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Chang, Yan. "A Research Proposal on Applying Chinese Phonetic System in Teaching Pronunciation of English Words to Older Chinese EFL Adult Learners." Journal of Higher Education Research 3, no. 1 (February 13, 2022): 21. http://dx.doi.org/10.32629/jher.v3i1.631.
Повний текст джерелаАнотація:
Recent years have seen a rapid growth of older Chinese people going abroad, either visiting their relatives or taking on a long-term trip. These older adults find it is necessary to learn some English words to help them blend in local environment. However, a lot of them encounter challenges of memorizing the pronunciation of English words via using English phonetic alphabet, because many have little English learning experience. Their tongues had never been trained to pronounce English words in their childhood, and it is so difficult for them to remember a new pronunciation system and change their pronunciation habit. So they tend to memorize the pronunciation of words by referring its sound to their acquired pinyin system—a phonology system for Chinese characters. This inspires the author to think it may be, in a way, meaningful to exam the feasibility of applying such approach in teaching older Chinese adult beginners for specific purpose. Hence, the proposal of designing a controlled experiment to explore this teaching method. By offering a tentative research design, the paper provides predicative analysis and implications on studying the L1 play in L2 pronunciation acquisition in second language classroom.
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Rahimi, Meisam. "Second language articulatory training and computer-generated feedback in L2 pronunciation improvement." ITL - International Journal of Applied Linguistics 167, no. 2 (December 31, 2016): 190–209. http://dx.doi.org/10.1075/itl.167.2.04rah.
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This paper investigates the efficacy of articulatory training and acoustic feedback on Persian L2 learners’ production of English segmental (/ɒ/). A sample of 30 Persian ESL learners was recruited- 10 learners were randomly assigned to the experimental group 1, 10 to the experimental group 2, and 10 to the control group. Over a five-week period, the experimental group 1 received training on the manner of articulation of the segment, the experimental group 2 received acoustic-articulatory training and was exposed to CALL software for receiving feedback, and the control group was only exposed to auditory input. The groups were given a pretest, an immediate posttest, and a generalization test. The results of the study showed a significant improvement in the performance of the participants in both the posttest and the generalization test in the experimental group 2. These findings suggest the inefficiency of the mere knowledge of the manner of articulation of the segment and lend support to the feasibility of using acoustic features of sounds and computer-based, learner-centred programs for second language segmental acquisition.
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Zampini, Mary L. "Voiced stop spiratization in the ESL speech of native speakers of Spanish." Applied Psycholinguistics 17, no. 3 (July 1996): 335–54. http://dx.doi.org/10.1017/s0142716400007979.
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ABSTRACTThis study examines the role that voiced stop spirantization plays in the acquisition of English/b d g/ and /dgr;/ by native Spanish speakers. The results of a data-based experiment show that accuracy in English pronunciation is hindered by native language transfer, including the transfer of spirantization and LI syllable structure constraints. Furthermore, the suppression of spirantization is not achieved at an equal rate for all voiced stops: /d/ is spirantized the least often. It is proposed that the phonemic value of /δ/ in English contributes to this disparity. An examination of the L2 pronunciation of /δ/ further reveals that learners do not assign phonemic status to /δ/ in all contexts; it is acquired in postvocalic position first and only more gradually acquired elsewhere.
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Silveira, Rosane. "PL2 production of english word-final consonants: the role of orthography and learner profile variables." Trabalhos em Linguística Aplicada 51, no. 1 (June 2012): 13–34. http://dx.doi.org/10.1590/s0103-18132012000100002.
Повний текст джерелаАнотація:
The present study investigates some factors affecting the acquisition of second language (L2) phonology by learners with considerable exposure to the target language in an L2 context. More specifically, the purpose of the study is two-fold: (a) to investigate the extent to which participants resort to phonological processes resulting from the transfer of L1 sound-spelling correspondence into the L2 when pronouncing English word-final consonants; and (b) to examine the relationship between rate of transfer and learner profile factors, namely proficiency level, length of residence in the L2 country, age of arrival in the L2 country, education, chronological age, use of English with native speakers, attendance in EFL courses, and formal education. The investigation involved 31 Brazilian speakers living in the United States with diverse profiles. Data were collected using a questionnaire to elicit the participants' profiles, a sentence-reading test (pronunciation measure), and an oral picture-description test (L2 proficiency measure). The results indicate that even in an L2 context, the transfer of L1 sound-spelling correspondence to the production of L2 word-final consonants is frequent. The findings also reveal that extensive exposure to rich L2 input leads to the development of proficiency and improves production of L2 word-final consonants.
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Yunus, Yusnul'ain, and Stefanie Pillai. "Pola Sebutan Monoftong Bahasa Jerman oleh Penutur Bahasa Melayu." Melayu: Jurnal Antarabangsa Dunia Melayu 13, no. 2 (July 7, 2020): 223–52. http://dx.doi.org/10.37052/jm.13(2)no3.
Повний текст джерелаАнотація:
This study investigates the pronunciation of German monophthongs (L3) by Malay speakers. It also compares the way the L3 monophthongs are produced with the monophthongs produced in Standard Malay (L1) and English (L2) to examine if there are any similarities in the way that equivalent vowels are produced. A total of 10 female Malay speakers who were learning German were recorded reading aloud carrier sentences containing the target vowels in a /bVd/ and a /bVt/ context in all three languages. All these speakers also speak English as a second language. Based on the formant frequency model, the first (L1) and second (L2) formants of the target monophthongs were measured. The duration of the vowels was also measured. Scatter plots of the vowels were also generated to enable comparison among similar sets of vowels within and among the three languages within the context of L3 acquisition. The findings suggest that speakers tend to produce equivalent vowels with similar acoustic properties, whilst tending to collapse “new†ones in the L3 to neighbouring L1 or L2 vowels. The findings from this study contribute to the growing area of L3 acquisition research.
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Gluhareva, Daria, and Pilar Prieto. "Training with rhythmic beat gestures benefits L2 pronunciation in discourse-demanding situations." Language Teaching Research 21, no. 5 (June 8, 2016): 609–31. http://dx.doi.org/10.1177/1362168816651463.
Повний текст джерелаАнотація:
Recent research has shown that beat gestures (hand gestures that co-occur with speech in spontaneous discourse) are temporally integrated with prosodic prominence and that they help word memorization and discourse comprehension. However, little is known about the potential beneficial effects of beat gestures in second language (L2) pronunciation learning. This study investigates the impact of beat gesture observation on the acquisition of native-like speech patterns in English by examining the effect of a brief training with or without beat gestures on participants’ ratings of accentedness. In a within-participants, pre-/post-test design, participants (undergraduate students learning English as a foreign language) watched a training video in which an L2 instructor gave spontaneous responses to discourse prompts. The prompts belonged to one of two categories (easy and difficult), and were presented by the instructor either with or without accompanying beat gestures. Participants’ own answers to the prompts were recorded before and after training and evaluated by five native speaker judges. The results of the comparison between the participants’ pre-training and post-training speech samples demonstrated that beat gesture training significantly improved the participants’ accentedness ratings on the set of difficult (more discourse-demanding) items. The results of the study support the role of beat gestures as highlighters of rhythmic information and have implications for pronunciation instruction practices.
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Freeborn, Lani, and John Rogers. "Nonlinguistic Factors that Affect the Degree of Foreign Accent in Second Language Mandarin." Studies in Chinese Linguistics 40, no. 1 (June 1, 2019): 75–99. http://dx.doi.org/10.2478/scl-2019-0003.
Повний текст джерелаАнотація:
Abstract Previous research findings have established that a number of nonlinguistic factors can influence the strength of perceived foreign accent in second language (L2) speech. However, the majority of past studies have predominantly considered foreign accent of Indo-European languages, notably English. Therefore, it remains unknown whether the same factors influence foreign accent in other languages, such as Mandarin. This article reports findings from a study on nonlinguistic factors affecting the degree of foreign accent in Mandarin as an L2. Seventy L2 learners of Mandarin Chinese recorded speech samples and completed language background questionnaires. Speech samples were rated by 15 native Mandarin speakers for the degree of foreign accent on a 9-point Likert scale. Stepwise multiple regression analysis resulted in a 3-predictor model of pronunciation accuracy: self-rating of foreign accent, Hànyǔ Shuǐpíng Kǎoshì (HSK) proficiency level, and motivational reasons. Results suggest that (1) foreign accent in L2 Mandarin may not be affected by the same factors as in previous L2 accent studies and (2) the concepts of accentedness and comprehensibility may be more intricately linked in lexical tone languages such as Mandarin, in comparison to nontonal languages. These findings have wider implications for the field of L2 acquisition, which is dominated by studies of L2 English.