Explicit phonetics instruction in L2 French: A global analysis of improvement

The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners

“…While some have shown an effect of pronunciation instruction (Derwing et al, 1998;Kissling, 2013;Sturm, 2013) others have not (Derwing and Rossiter, 2003;Saito, 2011;Derwing et al, 2014). The results of the current study provide support for previous studies showing no effect of segmental pronunciation teaching on the degree of perceived foreign accent.…”

“…It is possible that using foreign accent judgement is not an appropriate way of measuring the efficacy of teaching segments, as other factors, such as suprasegmentals and speech rate, which can also have an impact on the overall degree of perceived foreign accent (Munro, 1995), were not controlled for. On the other hand, the studies that used accuracy measurements showed improvement after instruction (Kissling, 2013;Sturm, 2013). The question that then arises is whether these improvements have no effect on the overall degree of perceived foreign accent, given the fact that many non-native speakers wish to reduce their foreign accent (Timmis, 2002).…”

“…She found that both the phonetic and pronunciation instruction was effective in improving the accuracy of the learners' production of the target phones. Sturm (2013) found that a course in French phonetics given to non-native French learners was effective in improving their overall accuracy of French pronunciation. Derwing et al (2014) examined the effect of a short-term pronunciation instruction on the perceived degree of foreign accent in the speech of seven L2 English speakers who had lived in an English speaking country for an extended period of time (range: 19-23 years).…”

“…A number of these studies have focused on the effect of teaching segments or individual sounds on the accuracy of L2 pronunciation (Derwing and Rossiter, 2003;Lord, 2005;Saito, 2007;Lord, 2010;Saito, 2011;Saito and Lyster, 2012;Kissling, 2013;Saito, 2013;Sturm, 2013;Derwing, Munro, Foote, Waugh and Fleming, 2014;Kennedy, Blanchet and Trofimovich, 2014). Derwing and Rossiter (2003) showed that the teaching of segments or individual sounds to L2 English learners, who were of different L1 backgrounds, was not effective in reducing the degree of perceived foreign accent in their speech.…”

The Use of Pre‐/Posttest and Self‐Assessment Tools in a French Pronunciation Course

“…Much less has been written on the acquisition of native‐like pronunciation of languages other than English (Zambini, ); however, it is worth noting that research on Dutch first language (L1) (Bongaerts, ) and English L1 (Birdsong, ) adult learners of French has suggested that native‐like pronunciation can constitute a realistic goal for some, given certain “ideal” conditions; these studies stressed the importance of quality phonetic training and high learner motivation. Some classroom‐based studies have examined the role of implicit vs. explicit instruction, highlighting the value of the latter (e.g., Couper, , 2006; Derwing, Thomson, Foote, & Munro, ; Saito & Lyster, ; Sturm, ) . It follows that providing students with individual corrective feedback and fueling their desire to improve appear to be two important aspects of effective pronunciation pedagogy.…”