Exploring a Phonological Process Approach to Adult Pronunciation Training

Franklin, Amber; McDaniel, Lana

doi:10.1044/2015_ajslp-14-0172

Cited by 9 publications

(6 citation statements)

References 34 publications

(52 reference statements)

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“…Studies dealing with a comparison of two phonological systems (Demircioglu, 2013;Nahiu, 2013;Şimon et al, 2015) are still being carried out because non-native learners must know the pronunciation specifics of the language they learn. However, an in-depth analysis of phonological development may predict future progress in pronunciation training (Franklin and McDaniel, 2016). At the segmental level, word stress is one of the suprasegmental features the current research studies focus on.…”

Section: Discussionmentioning

confidence: 99%

“…From the second type of paper, the study by Franklin and McDaniel (2016) compares two phonemic inventories to find a relation between the interference between the mother tongue and the target language (English). The time speaking English was a critical variable, and the researchers applied phonological process analysis.…”

Section: Pronunciation Classroom Practicesmentioning

confidence: 99%

“…The time speaking English was a critical variable, and the researchers applied phonological process analysis. The study was based on the theory by Flege (SLM;Flege, 1981;Flege et al, 1995in Franklin & McDaniel, 2016 according to which a learner's foreign accent stems from the decreasing ability to learn new sounds with increasing age, however, it can be supplemented by experience and time spent speaking the foreign language. They also emphasise the importance of knowing the phonetic inventories of the mother tongue and the target language to expect potentially problematic sounds.…”

Section: Pronunciation Classroom Practicesmentioning

confidence: 99%

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Current Issues in Pronunciation Teaching to Non-Native Learners of English

Vancova

2019

Journal of Language and Cultural Education

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Pronunciation plays an indisputable role in communication; even more so in communication between native and non-native speakers of English. The goals for pronunciation teaching have shifted from accent-free or native-like pronunciation to comprehensibility and teaching practices aimed at non-native English learners vary and are often based on teachers’ opinions rather than research findings. The paper aims to present the current topics in twenty selected research papers dealing with pronunciation teaching (teaching practices in the English language classrooms, selected segmental and suprasegmental features). The analysed papers indicate that a teacher’s good theoretical background can raise students’ awareness and the overall performance of pronunciation phenomena, whether at the segmental or the suprasegmental level. Students may benefit from different strategies applied to pronunciation learning, but traditional teaching methods are still prevalent in the contemporary English language classroom. The contribution presents partial results of the research project KEGA 001TTU-4/2019.

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Section: Discussionmentioning

confidence: 99%

Section: Pronunciation Classroom Practicesmentioning

confidence: 99%

Section: Pronunciation Classroom Practicesmentioning

confidence: 99%

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Current Issues in Pronunciation Teaching to Non-Native Learners of English

Vancova

2019

Journal of Language and Cultural Education

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“…At present, Flege's Speech Learning Model (SLM) [1], and Best's Perceptual Assimilation Model (PAM) [1,2] are two of the most important models that try to explain nonnative sound perception. Both are concerned with how the foreign phonetic categories are assimilated to L1 phonetic categories in perception, and take the view that many L2 production errors have a perceptual origin [3].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Relationship between Speech Production and Perception

Gu¹,

Chen²,

Yang³

2020

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The study, based on two theoretical models, i.e. SLM and PAM, consisted of two experiments which were controlled with the computer software E-Prime and assisted by Praat, a software used for analysis, editing and synthesis of sound signals. The first experiment is a production test which examined the first two formants of the vowels in Putonghua produced by the research subjects. The second experiment is a perception test which investigated the categorical perception of the vowels in Putonghua by the participants. The results show that vowel perception partially correlates with that of production.

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“…The use of IPA is usually rejected by students, who find its symbols clumsy and hard to memorize. According to (Franklin and McDaniel, 2016) "the lack of empirical studies addressing pronunciation instruction" constitutes one of the greatest challenges reported by experts in the field of adult pronunciation.…”

Section: Uniskript Eslmentioning

confidence: 99%

Featural-visual Indexicality and Sound-shape Congruency in a Phonologically Engineered Alphabet

Suzuki¹

Authorea

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The term uniskript was coined to refer to a class of phonologically engineered alphabets that employ visual-featural indexicality combined with sound-shape congruency to represent speech. In this working paper, I introduce the uniskript methodology, an alphabet generator technique that uses indices instead of symbols to represent the flow of speech. I refer to the Peircean theory of signs to explain the crucial semiotic distinction between uniskript and the traditional alphabets: in uniskript, an icon resembling relevant articulatory features of a given phoneme is used to index sound to shape. I also indicate how the findings in sound-symbolism were incorporated into the indices to facilitate cross-modal correspondences. I propose that uniskript indexical nature and sensorial mappings can explain why it is so much easier to learn than symbolic and sensory incongruent alphabets. I then briefly discuss how the study of uniskript alphabets can shed some light on the role of cross-modal correspondences in learning. It can also bring a deeper understanding of the role of phonology in sound symbolism. Finally, I refer to some applications of uniskript in the teaching of literacy and in remediating reading issues and illustrate the entire concept by introducing a uniskript alphabet developed as a tool to teach pronunciation in an ESL program.

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Exploring a Phonological Process Approach to Adult Pronunciation Training

Cited by 9 publications

References 34 publications

Current Issues in Pronunciation Teaching to Non-Native Learners of English

Current Issues in Pronunciation Teaching to Non-Native Learners of English

Investigating the Relationship between Speech Production and Perception

Featural-visual Indexicality and Sound-shape Congruency in a Phonologically Engineered Alphabet

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