Input modality effects in foreign accent

Markham, Duncan; Nagano-Madsen, Yasuko

doi:10.1109/icslp.1996.607894

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…It is conceivable that the relative visibility of articulation was a factor in the pronunciation difficulties of the Cantonese-speaking learners of French studied by Cichoki et al (this volume): Voiced stops and fricatives tended to be worse produced the farther back (so less visible) their articulation in the oral cavity. Markham and Nagano-Madsen (1996) found that learners' rhythm in imitations of Japanese speakers improved when they saw the stimuli being produced (and that this coincided with improvements in intonation and vowel quality). Hardison (1997) reported combined audio and visual training as being superior to audio-only training; again, perceptual training in her study resulted in a significant improvement in production.…”

Section: Instructional Approaches and Rationalesmentioning

confidence: 92%

“…Research on L2 prosody continues to be lively (e.g., Archibald, 1992aArchibald, , 1994Archibald, , 1997aBroselow, Hurtig, and Ringen, 1987;Grosser, 1989;Harley, Howard, & Hart, 1995;Husby, 1997;Kaltenbacher, 1997;Mairs, 1989;Markham & Nagano-Madsen, 1996). Yet "prosody" should not be viewed as some autonomous structural level: As Beckman and Edwards (1992, p. 360) pointed out, using prosody as a cover term for a subset of the phonetic parameters of F0, duration and intensity can make for problems in disentangling the "suprasegmental" from the "segmental," since all components of speech reflect their inherent interaction in production (Fant, 1987), "higher" levels of structure interacting with segments to determine the timing patterns of articulatory gestures.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Second‐Language Research: An Introduction

Leather

1999

Language Learning

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Pronunciation is an aspect of proficiency on which most second-language (L2) learners have ready views and, sometimes, clear motivations-possibly because they are aware from their primary language experience of the social dimensions of accent. Yet the scientific study of the structures and processes of speech in second-language learning, once quite prominent (see, e.g., Lado, 1957Lado, , 1961, now seems comparatively underrepresented: While phonology is one of the liveliest areas of contemporary theoretical linguistic inquiry, phonological investigation of second-language acquisition trails in quantitative terms behind research on syntax, discourse, and pragmatics (Major, 1998a, p. 131). One reason for this is that for many learners intelligibility in spontaneous speech is a sufficient goal, and as this is usually favored by the pragmatic context of comprehension there may be little incentive to reduce foreign accent. But to learners, teachers, and researchers who are interested in the sound patterning of the L2, syntax, morphology, and lexis may remain more accessible (through orthography) than phonetic and phonological variables. Furthermore, the abstractness and technicality of contemporary phonological models, not to mention the specialized skills required for the phonetic analyses I am grateful to three anonymous reviewers for their helpful comments on an earlier version of this chapter, and to Alister Cumming for editorial suggestions and advice.

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Section: Instructional Approaches and Rationalesmentioning

confidence: 92%

Section: Theoretical Frameworkmentioning

confidence: 99%

Second‐Language Research: An Introduction

Leather

1999

Language Learning

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“…Other types of visual pronunciation feedback include the graphical display of a native speaker's face, the vocal tract, spectrum information, and speech waveforms. Experiments have shown that a visual display of the speaker improves not only word identification accuracy (Bernstein & Christian, 1996) but also speech rhythm and timing (Markham & Nagano-Madesen, 1996). Yet others have experimented with using a real-time spectrogram or waveform display of speech to provide pronunciation feedback.…”

Section: Previous Studiesmentioning

confidence: 99%

Learning French Pronunciation

Weinberg¹,

Knoerr²

2013

CALICO

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Phonetics, intonation, and pronunciation are integral parts of language learning. However, they are not often an actual part of the content of language classes. One reason may be that teachers are not necessarily trained in phonetics and therefore are reluctant to make this component a part of their teaching. Another reason may be that the proper tools are not being used or that the proper tools are not being used appropriately in order to assist teachers and students in integrating phonetics into the curriculum. This article describes a two phase experiment that was conducted at the University of Ottawa using audiocassettes and multimedia while teaching French, specifically French phonetics, intonation, and pronunciation, to a group of low-intermediate level language students. The present study addresses three questions: (a) Are the receptive and productive skills of intermediate-level learners of French as a second language influenced by the explicit teaching of phonetic and prosodic elements? (b) if so, which delivery mode is the most effective to teach these elements: audio cassettes or multimedia? and (c) what are the students' preferences with regards to these two delivery modes?

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“…Prosody is now comparatively well represented in research on L2 phonological acquisition (e.g. Archibald, 1992aArchibald, , 1992bArchibald, , 1994Archibald, , 1997Broselow et al, 1987;Grosser, 1989;Harley et al, 1995;Husby, 1997;Kaltenbacher, 1997;Mairs, 1989;Markham & Nagano-Madsen, 1996). There is good evidence of the importance of prosody in L2 speech (e.g.…”

Section: Prosodymentioning

confidence: 99%

Age and the Acquisition of English as a Foreign Language

Mayo¹,

Lecumberri²

2003

149

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This new series will bring together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language will thus be interpreted in its broadest possible sense. The volumes included in the series will all in their different ways offer, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance will be privileged in the series; nor will any relevant perspectivesociolinguistic, psycholinguistic, neurolinguistic, etc.-be deemed out of place. The intended readership of the series will be final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers and teachers in general whose interests include a second language acquisition component.

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Input modality effects in foreign accent

Cited by 6 publications

References 8 publications

Second‐Language Research: An Introduction

Second‐Language Research: An Introduction

Learning French Pronunciation

Age and the Acquisition of English as a Foreign Language

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