Attending to second language lexical stress: exploring the roles of metalinguistic awareness and self-assessment

O’Brien, Mary Grantham

doi:10.1080/09658416.2019.1625912

Cited by 7 publications

(3 citation statements)

References 57 publications

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“…Prior research shows that L2 learners are likely to accept both correct L2 structures and incorrect structures resulting from negative L1 transfer (Lightbown & Spada, 2000;Zufferey et al, 2015). Furthermore, L2 learners have been reported to have poor awareness of the differences between L1 and L2 (Ammar et al, 2010;O'Brien, 2019) and rarely make cross-linguistic comparisons without explicit guidance from the teacher (Bell et al, 2020). Therefore, it is crucial to employ pedagogical approaches in which students are actively encouraged to compare their languages and in this way develop a habit of drawing on their L1 knowledge in learning the L2.…”

Section: Discussionmentioning

confidence: 99%

Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study

Tribushinina

Berg

Karman³

2021

Language Awareness

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There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if implementing explicit spelling instruction, based on a direct comparison between L1 Dutch and L2 English spelling, facilitates the development of spelling skills of dyslexic learners in English as a Foreign Language. The participants were 40 Dutch-speaking secondary-school students independently diagnosed with dyslexia (age 12-14). Twenty participants attended their regular English lessons (comparison group), whereas 20 other participants received explicit contrastive spelling instruction once a week for eight weeks (intervention group). The results reveal that during the eight weeks of the intervention spelling skills of the intervention group developed faster than those of the control group, and they remained at the same level five weeks after the intervention. These findings suggest that even a relatively short intervention based on explicit instruction of spelling rules and cross-linguistic comparisons has a facilitative effect on the development of spelling skills of students with dyslexia in a foreign language.

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Section: Discussionmentioning

confidence: 99%

Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study

Tribushinina

Berg

Karman³

2021

Language Awareness

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“…Although L2 learners' ability to assess their own speaking performance is related to their actual speaking performance, the better their speaking skills, the more likely they are to accurately self-assess their performance [81]. Accurate speaking self-assessments indicate a lack of awareness and limitations in noticing the pronunciation features that affect their speech intelligibility, comprehensibility and accentedness [80] and the speech of others, which could have a negative impact on L2 speech development [82].…”

Section: Comprehensibility and Accentedness Self-assessmentmentioning

confidence: 99%

From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching

Mora,

Mora-Plaza

2023

Education Sciences

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Input and context-related factors identified by research as key success variables in L2 pronunciation development in immersion contexts play a very modest role in instructed foreign language (FL) learning environments. Scarce L2 exposure and use and L1-accented input make pronunciation learning extremely challenging. Current L2 speech learning models attribute difficulties in L2 speech acquisition to L2-to-L1 perceptual sound mappings guided by L1-based perception and poor phonological awareness and noticing of cross-language phonetic differences, which are typically not adequately addressed in instruction through pedagogic tasks. Explicit and incidental pronunciation teaching methods have been found effective at improving learners’ pronunciation, but ways to integrate them into communicative approaches to language teaching are still largely unexplored. Thus, language education practices currently lack a research-informed pedagogical approach that incorporates principles of L2 speech learning and task-based language teaching (TBLT) into pronunciation instruction. This article (1) presents an outline of new avenues for research and practice in L2 pronunciation instruction and (2) reports on the findings of an empirical study that implemented a task-based pronunciation teaching (TBPT) approach to teaching a difficult L2 vowel contrast through computerized collaborative map tasks that could be easily integrated into communicative FL classrooms.

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“…However, fewer studies have investigated L2 learners' perceptions of their own speech or the speech of other L2 learners. This would be valuable knowledge, as in general, self-assessment ability is related to L2 performance (Li & Zhang, 2021) and inaccurate speaking self-assessments could indicate that learners are not able to notice the pronunciation, lexical and grammatical errors affecting the comprehensibility of their speech and the speech of others, which could have a negative impact on their L2 pronunciation development (O'Brien, 2019;Wrembel, 2015). In addition, assessment of comprehensibility of L2 speech by listeners of diverse L1 backgrounds would be useful in determining a comprehensibility benchmark in communicative interaction among L2 speakers of various L1s.…”

Section: Introductionmentioning

confidence: 99%

L2 Learners’ Self-Assessment of Comprehensibility and Accentedness: Over/Under-Estimation, Effects of Rating Peers, and Attention to Speech Features

2022

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Comprehensibility and accentedness of L2 speech are often assessed through native listeners' ratings, but there is little research on learners' speech self-assessments. This study investigates the extent to which learners' self-assessment matched native listeners' evaluations and whether their self-assessments were influenced by having previously assessed the performance of peers. In addition, we asked learners to identify the speech features they related to comprehensibility and accentedness when self-assessing their speech. Advanced L2 English learners (N=56) performed a picture-description oral narrative task, which they then self-assessed for comprehensibility and accentedness under two conditions: having previously evaluated 20 speech samples of peers (N=24) or not (N=32). Native English listeners (N=14) assessed the 56 learners' narratives for the same dimensions. Results indicated that learners self-assessed their speech inaccurately for comprehensibility and accentedness, by either overestimating or underestimating their own speech, in accordance with previous research on comprehensibility (Trofimovich et al., 2016). Nevertheless, previous rating experience did not lead to more accurate self-assessments of comprehensibility and accentedness, suggesting that extended practice in the assessment of comprehensibility may be necessary for learners to be able to calibrate their speech selfassessments. When assessing their speech for comprehensibility, learners reported paying attention to pronunciation and the story plot rather than grammar or fluency, whereas for accentedness they focused on segmentals and overall accent rather than suprasegmentals.

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Attending to second language lexical stress: exploring the roles of metalinguistic awareness and self-assessment

Cited by 7 publications

References 57 publications

Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study

Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study

From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching

L2 Learners’ Self-Assessment of Comprehensibility and Accentedness: Over/Under-Estimation, Effects of Rating Peers, and Attention to Speech Features

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