Can “Access” Framework Offer a Fresh Alternative to Teaching Target Sounds Production? - An Example of Postalveolar Sequences

Abstract

The present paper investigates the effects of the ACCESS framework (Gatbonton & Segalowitz, 2005) in teaching L2 sound production, in this particular case the production of /tr/-/dr/ postalveolar sequences by Serbian EFL learners. The given postalveolar sequences represent an ongoing sound change, especially in the General American variety, where the retracted plosive allophonic variation seems to approach complete affrication (e.g. Magloughlin, 2018), thus representing an interesting phenomenon of variable pronunciation particularly relevant for second language acquisition. Serbian EFL learners likewise demonstrate variable production of these particular sound sequences, probably due to the influence of L1. The chosen ACCESS framework incorporates both form-focused instruction and communicative aspects of language learning, and it seemed suitable for the type of training the participants needed at the particular stage of learning. The study included an experiment with preand post-test production testing, including sentence list recordings of target sounds in the initial position. The experimental period lasted three months and included an experimental and a control group at B1 level CEFR. The results show positive effects of the applied instruction on the production of postalveolar sequences, especially / tr/. The obtained results underscore significant pedagogical implications, particularly regarding the amount and type of phonetic instruction in the Serbian EFL setting.