Comprehensibility improvements in integrated pronunciation instruction

Darcy, Isabelle; Rocca, Brian

doi:10.1075/jslp.21035.dar

Cited by 8 publications

(11 citation statements)

References 43 publications

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“…In the context of the acquisition of second language pronunciation, our study backs up the general claim made by various researchers that suprasegmental (e.g. Darcy, Ewert & Lidster, 2012) or rhythmic training including a variety of activities can enhance the learning of prosody in a second language (e.g. on the use of rap music, see Fischler, 2009; on the use of beat gestures, see Gluhareva & Prieto, 2017;Kushch, 2018; on the use of hand-clapping, see Iizuka et al, 2020;Zhang et al, 2018).…”

Section: Discussionsupporting

confidence: 76%

Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words

Baills

Prieto

2021

Language Teaching Research

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This study tested the effects of hand-clapping to the rhythm of newly learned French words on the pronunciation of these words by 7- to 8-year-old Catalan children. In a short training experiment with a pre- and posttest design, 28 children either repeated cognate words in French (e.g. French aspirateur, Catalan aspirador ‘vacuum cleaner’) while clapping to the rhythmic structure of those words or only repeated the words. Participants’ oral productions before and after training were rated for accentedness by three French native speakers. Results showed that in both groups, participants’ pronunciation improved after training, and crucially, children in the clapping group improved significantly more than those in the non-clapping group. Additionally, an acoustic analysis of the duration of word-final vowels indicated that only children in the clapping group significantly lengthened the final vowel after training, thus producing more target-like durational patterns. Our results suggest that a brief embodied intervention based on highlighting the rhythmic structure of words through hand-clapping has the potential to enhance pronunciation in a foreign language. The implications for second language teaching of pronunciation are discussed.

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Section: Discussionsupporting

confidence: 76%

Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words

Baills

Prieto

2021

Language Teaching Research

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“…In fact, instruction seems beneficial even for learners with fossilized characteristics (Derwing, Munro, & Wiebe, 1997;Derwing et al, 2014), and in short amounts of instruction embedded within communicative classes (Levis & Muller Levis, 2018). Despite these key findings, teachers in different contexts do not necessarily approach pronunciation instruction systematically (Darcy, Ewert, & Lidster, 2012;Foote, et al, 2011;Huensch, 2019;Macdonald, 2002). This is in part due to lack of training in areas such as phonetics, phonology, L2 speech development theory, and pronunciation pedagogy (Couper, 2016(Couper, , 2017Murphy, 2014bMurphy, , 2017, and it has been demonstrated in different studies that investigated what teachers believe, think, and know about pronunciation instruction.…”

Section: Literature Review 1 Pronunciation Teaching and Learningmentioning

confidence: 99%

Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher

Gordon

2020

Language Teaching Research

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Studies in second language teacher cognition (SLTC) of pronunciation teachers have increased in the last 10 years, due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language (L2) pronunciation in learners. Although recent research has indicated that nonnative-speaking teachers (NNSTs) can be as effective as native-speaking teachers (NSTs) in pronunciation instruction, and that their training needs resemble those of NSTs, the way NNSTs implement L2 pronunciation instruction has not been studied extensively. This is important to understand given the number of NNSTs of English worldwide at present, and because of the potential benefits of nonnative-speaking pronunciation teaching models in general. In this study, I analysed the way an experienced NNST implemented explicit pronunciation instruction in a context of English as a foreign language (EFL) to understand both his actual teaching practices and the rationale behind such practices. Using a framework of knowledge base of language teaching, this study demonstrates how factors such as previous teaching and learning experiences, teaching context, and L2 learner characteristics shaped and guided the techniques the teacher implemented in class. These results are discussed in terms of implications for pronunciation teaching and teacher training purposes.

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“…L2 pronunciation research [53][54][55] has demonstrated the superiority of explicit instruction combined with communicative form-focused instruction (FFI) over explicit instruction alone. FFI entails drawing learners' attention to form in communicative contexts, that is, practicing L2 pronunciation while being engaged in contextualized meaning-oriented communicative activities [20].…”

Section: Form-focused Communicative Instructionmentioning

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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Comprehensibility improvements in integrated pronunciation instruction

Cited by 8 publications

References 43 publications

Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words

Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words

Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher

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

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