Guidelines and recommendations for second language pronunciation teaching

Authors

  • Federica Cavicchio Dipartimento di Studi umanistici, Università del Salento, federica.cavicchio@unisalento.it

DOI:

https://doi.org/10.7346/-fei-XX-03-22_16

Keywords:

Learning abilities in the 21st century, Training practices, Linguistics

Abstract

An intelligible speech (i.e., speech that can be easily understood by an interlocutor) is a realistic target for learners of a foreign language, surely more than speech without any accent. This paper reviews the most recent research on the perception and production of both segmental (e.g., speech sounds) and suprasegmental (e.g., accent, rhythm, tone, intonation) characteristics by speakers of a second language (L2) learned in a classroom. Researchers and teachers have suggested numerous ways to apply technology to facilitate the learning of L2 pronunciation. However, many teachers still feel insecure about methods of teaching pronunciation, and the idea of using computers, mobile devices, or other technologies in the classroom can seem sometimes intimidating. In this paper, we will look at technology by focusing on pedagogical tasks, choosing the most effective support tools to achieve the best results in the classroom.

References

Añorga, A., & Benander, R. (2015). Creating a pronunciation profile of first-year Spanish students. Foreign Language Annals, 48(3), 434–446. https://doi.org/10.1111/flan.12151

Aoyama, K., Guion, S., Flege, J. E., Yamada, T., & Akahane-Yamada, R. (2008). The first years in an L2-speaking environment: a comparison of Japanese children and adults learning American English. International Review in Applied Linguistics, 46(1), 61–90. https://doi.org/10.1515/IRAL.2008.003

Audacity Team (2021). Audacity(R): Free Audio Editor and Recorder [Computer application]. Version 3.0.0 retrieved March 17th, 2021, from https://audacityteam.org/

Baker, A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: staking out the territory. TESL Canada Journal, 28(2), 29–50. https://doi.org/10.18806/tesl.v28i2.1071

Baker, A. (2011). Discourse prosody and teachers’ stated beliefs and practices. TESOL Journal, 2(3), 263–292. https://doi.org/10.5054/tj.2011.259955

Barcomb, M., & Cardoso, W. (2020). Rock or lock? Gamifying an online course management system for pronunciation instruction: focus on English/r/and/l/. CALICO Journal, 37(2), 127–147. https://doi.org/10.1558/cj.36996

Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese listeners to identify English/r/and/l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustic Society of America, 101(4), 2299–2310. https://doi.org/10.1121/1.418276

Boersma, P., & Weenink, D. (2022). Praat: doing phonetics by computer [Computer program]. Version 6.2.14, retrieved 24 May 2022 from http://www.praat.org/

Carlet, A. F. (2017). L2 perception and production of English consonants and vowels by Catalan speakers: The effects of attention and training task in a cross-training study (Doctoral dissertation).

Chun, D. M. (2013). Computer-assisted pronunciation teaching. In Encyclopedia of applied linguistics. C. A. Chapelle (Ed.), Oxford: Wiley-Blackwell, 823–834.

Chun, D. M., Jiang, Y., Meyr, J., & Yang, R. (2015). Acquisition of L2 Mandarin Chinese tones with learner-created tone visualizations. Journal of Second Language Pronunciation, 1(1), 86–114. https://doi.org/10.1075/jslp.1.1.04chu

Counselman, D. (2015). Directing attention to pronunciation in the second language classroom. Hispania, 98(1), 31–46. https://doi.org/10.1353/hpn.2015.0006

Couper, G. (2017). Teacher cognition of pronunciation teaching: teachers’ concerns and issues. Tesol Quarterly, 51(4), 820–843. https://doi.org/10.1002/tesq.354

Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047

Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476–490. https://doi.org/10.1017/S026144480800551X

Derwing, T. M., Thomson, R. I., Foote, J. A., & Munro, M. J. (2012). A longitudinal study of listening perception in adult learners of English: implications for teachers. Canadian Modern Language Review, 68(3), 247–266. https://doi.org/10.3138/cmlr.1215

Derwing, T. M., Munro, M. J., Foote, J. A., Waugh, E., & Fleming, J. (2014). Opening the window on comprehensible pronunciation after 19 years: a workplace training study. Language Learning, 64(3), 526–548. https://doi.org/10.1111/lang.12053

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: evidence-based perspectives for L2 teaching and research. Amsterdam, Netherlands: John Benjamins.

Engwall, O., Wik, P., Beskow, J., & Granström, B. (2004). Design strategies for a virtual language tutor. 8th international conference on spoken, Jiju Island, South Korea, March 31, 2004 (Seoul, South Korea: ISCA), 1–4.

Evers, K., Chen, S. (2020). Effects of automatic speech recognition software on pronunciation for adults with different learning styles. Journal of Educational Computing Research, 59(4), 669–685. https://doi.org/10.1177/0735633120972011

Foote, J., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34–56. https://doi.org/10.1075/jslp.3.1.02foo

Haslam, M. (2011). The effect of perceptual training including required lexical access and meaningful linguistic context on second language phonology. PhD dissertation. Salt Lake City, Utah: University of Utah.

Hardison, D. M. (2003). Acquisition of second-language speech: effects of visual cues, context, and talker variability. Applied Psycholinguistics, 24(4), 495–522. https://doi.org/10.1017/s0142716403000250

Hardison, D. M. (2004). Generalization of computer-assisted prosody training: quantitative and qualitative findings. Language Learning Technology, 8(1), 34–52. http://dx.doi.org/10125/25228

Hazan, V., Sennema, A., Iba, M., & Faulkner, A. (2005). Effect of audiovisual perceptual training on the perception and production of consonants by Japanese learners of English. Speech Communication, 47(3), 360–378. https://doi.org/10.1016/j.specom.2005.04.007

Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15(1), 3–20. https://doi.org/10.1017/S0958344003000211

Huensch, A., & Tremblay, A. (2015). Effects of perceptual phonetic training on the perception and production of second language syllable structure. Journal of Phonetics, 52, 105–120. https://doi.org/10.1016/j.wocn.2015.06.007

Iverson, P., Pinet, M., & Evans, B. G. (2011). Auditory training for experienced and inexperienced second language learners: native French speakers learning English vowels. Applied Psycholinguistics, 33(1), 145–160. https://doi.org/10.1017/S0142716411000300

Jenkins, J. (2004). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics, 24, 109–125. https://doi.org/10.1017/S0267190504000054

Kaiser, D. J. (2017, June 8). IPronounce: Understanding pronunciation apps [Webinar]. Laureate-Cambridge Online Language Learning Research Network (OLLReN). Retrieved September 30th, 2022, from https://ollren.org/%20events/past-events-s-lg-box-wrapper-17792711

Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: a classroom study. Language Awareness, 19(3), 171–185. https://doi.org/10.1080/09658416.2010.486439

Kholis, A. (2021). Elsa Speak App: Automatic Speech Recognition (ASR) for Supplementing English Pronunciation Skills. Pedagogy: Journal of English Language Teaching, 9(1), 1–14. https://doi.org/10.32332/joelt.v9i1.2723

Lee, J., Jang, J., & Plonsky, L. (2014). The effectiveness of second language pronunciation instruction: a meta-analysis. Applied Linguistics, 36(3), 1–23. https://doi.org/10.1093/applin/amu040

Lengeris, A. (2018). Computer-based auditory training improves second-language vowel production in spontaneous speech. Journal of Acoustic Society of America, 144 3). https://doi.org/10.1121/1.5052201

Levis, J. (1999). Intonation in theory and practice, revisited. Tesol Quarterly, 33(1), 37–63. https://doi.org/10.2307/3588190

Levis, J. (2007). Computer technology in teaching and researching. Annual Review of Applied Linguistics, 27, 184–202. https://doi.org/10.1017/S0267190508070098

Levis, J. M. (2016). Research into practice: how research appears in pronunciation teaching materials. Language Teaching, 49(3), 423–437. https://doi.org/10.1017/S0261444816000045

Levis, J. (2020). Revisiting the intelligibility and nativeness principles. Journal of Second Language Pronunciation, 6(3), 310–328. https://doi.org/10.1075/jslp.20050.lev

Levis, J., & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32, 505–524. https://doi:10.1016/j.system.2004.09.009

Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: effects on learner performance. Tesol Quarterly, 50(4), 894–951. https://doi.org/10.1002/tesq.272

Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): focus on French liaison. Computer Assisted Language Learning, 30(3–4), 348–365. https://doi.org/10.1080/09588221.2017.1312463

Lima, E. F. (2015). Feel the rhythm! Fun and effective pronunciation practice using Audacity and sitcom scenes (teaching tip). In J. Levis, R. Mohammed, M. Qian, & Z. Zhou (Eds.), Proceedings of the 6th pronunciation in second language learning and teaching conference, Santa Barbara (pp. 277–284). Ames, IA: Iowa State University.

Liu, X., Xu, M., Li, M. et al. (2019). Improving English pronunciation via automatic speech recognition technology. International Journal of Innovation and Learning, 25(2), 126–140. https://10.1504/IJIL.2019.097674

Martin, I. A. (2018). Bridging the gap between L2 pronunciation research and teaching: using iCPRs to improve German learners’ pronunciation in distance and face-to-face classrooms [PhD dissertation]. State College, PA: The Pennsylvania State University

McCrocklin, S.M. (2016). Pronunciation learner autonomy: The potential of Automatic Speech Recognition. System, 57, 25–42. https://10.1016/j.system.2015.12.013

McCrocklin, S., & Edalatishams, I. (2020). Revisiting popular speech recognition software for ESL speech. Tesol Quarterly, 54(4), 1086–1097. https://doi.org/10.1002/tesq.3006

Melnik, G.A, & Peperkamp, S. (2021). High-Variability Phonetic Training enhances second language lexical processing: evidence from online training of French learners of English. Bilingualism: Language and Cognition, 24, 497–506. https://doi.org/10.1017/S1366728920000644

Mitra, S., Tooley, J., Inamdar, P., & Dixon, P. (2003). Improving English pronunciation: An automated instructional approach. Information Technologies and International Development, 1(1), 75–84. https://10.1162/154475203771799720

Motohashi-Saigo, M., & Hardison, D. M. (2009). Acquisition of L2 Japanese geminates: training with waveform displays. Language Learning Technology, 13(2), 29–47. https://doi.org/10125/44179

Munro, M. J., & Derwing, T. M. (2006). The functional load principle in ESL pronunciation instruction: an exploratory study. System, 34(4), 520–531. https://doi.org/10.1016/j.system.2006.09.004

Nagle, C. (2018). Motivation, comprehensibility, and accentedness in L2 Spanish: investigating motivation as a time‐varying predictor of pronunciation development. Modern Language Journal, 102(1), 199–217. https://doi.org/10.1111/modl.12461

Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393–408. https://doi.org/10.1080/09588220802447651

O’Brien, M. G. (2019). Targeting pronunciation (and perception) with technology. In N. Arnold, & L. Ducate (Eds.), Engaging language learners through CALL. Sheffield: Equinox, 309–352.

O’Brien, M. G., Derwing, T. M., Cucchiarini, C., Hardison, D. M., Mixdorff, H., Thomson, R., Strik, H., Levis, J. M., Munro, M. J., Foote, J. A., & Muller Levis, G. (2018). Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, 4(2), 182–207. https://doi.org/10.1075/jslp.17001.obr

Offerman, H. M., & Olson, D. J. (2016). Visual feedback and second language segmental production: the generalizability of pronunciation gains. System, 59, 45–60. https://doi.org/10.1016/j.system.2016.03.003

Okuno, T., & Hardison, D. M. (2016). Perception–production link in L2 Japanese vowel duration: training with technology. Language Learning Technology, 20(2), 61–80. https://doi.org/10125/44461

Olson, D. J. (2019). Feature acquisition in second language phonetic development: evidence from phonetic training. Language Learning, 69(2), 366–404. https://doi.org/10.1111/lang.12336

Olson, D. J., & Offerman, H. M. (2020). Maximizing the effect of visual feedback for pronunciation instruction: a comparative analysis of three approaches. Journal of Second Language Pronunciation, 7(1), 89-115. https://doi.org/10.1075/jslp.20005.ols

Sakai, M., & Moorman, C. (2018). Can perception training improve the production of second-language phonemes? A meta-analytic review of 25 years of perception training research. Applied Psycholinguistics, 39(1), 187–224. https://doi.org/10.1017/S0142716417000418

Saito, K. (2013). Reexamining effects of form-focused instruction on L2 pronunciation development. Studies in Second Language Acquisition, 35(1), 1–29. https://doi.org/10.1017/S0272263112000666

Saito, K., & Lyster, R. (2012). Effects of form‐focused instruction and corrective feedback on L2 pronunciation development of/ɹ/by Japanese learners of English. Language Learning, 62(2), 595–633. https://doi.org/10.1111/j.1467-9922.2011.00639.x

Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H. (2006). Language learners’ perceptions of accent. Tesol Quarterly, 40, 715–738. https://doi.org/10.2307/40264305

Sifakis, N. C., & Sougari, A. M. (2005). Pronunciation issues and EIL pedagogy in the periphery: a survey of Greek state schoolteachers’ beliefs. Tesol Quarterly, 39, 467–488. https://doi.org/10.2307/3588490

Suemitsu, A., Dang, J., Ito, T., & Tiede, M. (2015). A real-time articulatory visual feedback approach with target presentation for second language pronunciation learning. Journal of the Acoustic Society of America, 138(4). https://doi.org/10.1121/1.4931827

Tejedor-García, C., Escudero-Mancebo, D., Cardeñoso-Payo, V., & González-Ferreras, C. (2020). Using challenges to enhance a learning game for pronunciation training of English as a second language. IEEE Access, 8, 74250–74266. https://doi.org/10.1109/ACCESS.2020.2988406

Thomson, R. I. (2011). Computer-assisted pronunciation training: targeting second language vowel perception improves pronunciation. CALICO Journal, 28(3), 744–765. https://doi.org/10.11139/cj.28.3.744-765

Thomson, R. I. (2018). High Variability [Pronunciation] Training (HVPT). A proven technique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 4(2), 208-231. https://doi.org/10.1075/jslp.17038.tho

Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: a narrative review. Applied Linguistics, 36(3), 326–344. https://doi.org/10.1093/applin/amu076

Trofimovich, P., Iaacs, T., Kennedy, S., Saito, K., & Crowther, D. (2016). Flawed self-assessment: investigating self-and other perception of second language speech. Bilingualism: Language and Cognition, 19(1), 122–140. https://doi.org/10.1017/S1366728914000832

Wallace L. (2015). Using Google web speech as a springboard for identifying personal pronunciation problems. The 7th Annual Pronunciation in Second Language Learning and Teaching Conference, Dallas, USA.

Wang, X. (2002). Training Mandarin and Cantonese speakers to identify English vowel contrasts: long-term retention and effects on production. Burnaby, Canada: Simon Fraser University.

Yuan, Y., Liu, X. (2020). An empirical study of the effect of ASR-supported English reading aloud practices on pronunciation accuracy. In The 5th International Conference on Technology in Education (ICTE 2020), Macau, China.

Zając, M., & Rojczyk, C. (2014). Imitation of English vowel duration upon exposure to native and non-native speech. Poznań Studies in Contemporary Linguistics, 50(4), 495–514. https://doi.org/10.1515/psicl-2014-0025

Published

2022-12-30

How to Cite

Cavicchio, F. (2022). Guidelines and recommendations for second language pronunciation teaching. Formazione & Insegnamento, 20(3), 207–220. https://doi.org/10.7346/-fei-XX-03-22_16