Phonetics and Technology in the Classroom: A Practical Approach to Using Speech Analysis Software in Second-language Pronunciation Instruction

Abstract

While speech analysis technology has become an integral part of phonetic research, and to some degree is used in language instruction at the most advanced levels, it appears to be mostly absent from the beginning levels of language instruction. In part, the lack of incorporation into the language classroom can be attributed to both the lack of practical pedagogical methods for implementation, as well as objections to the complex design of the software itself. The present study first seeks to create a brief picture of phonetic instruction at lower levels of language instruction. The second, and main aim, is to address the dearth in practical implementations by presenting one possible pedagogical application of speech analysis software called Praat with attention given to key considerations to facilitate student self-analysis. Lastly, to assess the previous objections to such software, this study provides empirical, student-driven pilot data for the usability of speech analysis software in the classroom. In addition to confirming that speechanalysis software is largely absent at the lowest levels of language instruction, the findings demonstrate that, with a carefully designed approach to self-analysis, students indicate that the program is both beneficial and highly usable.

Feature Acquisition in Second Language Phonetic Development: Evidence From Phonetic Training

“…Pedagogical design aside, the broader implication of these feature‐oriented findings is relevant given the generally limited amount of time spent on phonetics in the lower level L2 classroom (Foote et al., , ; Olson, ). Moreover, Lee et al.…”

“…This study used a visual feedback approach to phonetic instruction (e.g., Olson, ) in order to explore the mechanisms that underpin L2 phonetic acquisition. Specifically, this line of research sought to determine whether, following phonetic instruction, learners acquire (or improve production of) a single segment (i.e., a single voiceless stop) or a more generalizable phonetic feature (i.e., voice onset time).…”

Pronunciation proficiency and musical aptitude in Spanish as a foreign language: results of an experimental research project

“…In this respect, computer-assisted pronunciation training has a huge potential to administer individual exercises to the learner with significant and motivating feedback that does not require teacher mediation (Tanner & Landon, 2009, Peabody, 2011. However, research on how this potential can be used to improve the acquisition process of pronunciation and prosody skills has not been able to keep up, and an empirically founded pedagogical approach is very much needed (Levy, 2009;Olson, 2014). Currently, getting to know the student's response to the potential of technologically assisted learning activities seems to be one of the most important challenges in the training and teaching of pronunciation and prosody in a second/foreign language, as reported recently by e.g.…”

Creating a Pronunciation Profile of First‐Year Spanish Students

“…Recording both the original text and the students' repeated version of the text provides opportunities for direct comparison of their pronunciation with that of a native speaker. Olson () appears to have had success in using this type of comparison recording: “The design allows students to analyze their own recordings, compare their productions with the productions of a native Spanish speaker, and attempt to produce the target sounds in a more native‐like manner” (p. 53). Using this approach, students not only have access to a wider range of authentic texts and topics but also benefit from modeling after speakers of varying ages, with varying intents and styles, across a variety of genres and dialects.…”