Segmental Acquisition in Adult ESL Learners: A Longitudinal Study of Vowel Production

Abstract

Research on second language (L2) phonetic learning indicates that, even in adults, segmental acquisition remains possible through L2 experience. However, the findings of previous cross-sectional studies of vowel and consonant learning have proved difficult to interpret. In this longitudinal investigation of 44 recent arrivals in Canada, productions of 10 English vowels in CVC context were elicited at 2-month intervals and evaluated by trained and untrained listeners. Improved intelligibility was observed, even in the absence of focused instruction on vowels. The results support the proposal that L2 phonetic learning is initially rapid but tends to plateau within a few months. However, this finding is complicated by different learning trajectories across vowels, differential L1 influences, and possible effects of word frequency.A central concern in the study of second language acquisition (SLA) is the fact that learners' ultimate attainment often does not match the input in a number

Exploring a Phonological Process Approach to Adult Pronunciation Training

“…Flege's SLM states that the adult phonological system is malleable and that adult language learners can and do improve TL pronunciation with increased experience and without direct pronunciation training (Flege, 1981;Mack, 2003;Munro & Derwing, 2008;Oh et al, 2011). Future studies should investigate whether there is a predictable pattern in the disappearance of phonological processes over time in the speech of adult ELLs.…”

“…In addition, Flege states that experience can alter an adult's phonological system. This experience can come from time spent speaking the foreign language (Flege, 1981;Mack, 2003;Munro & Derwing, 2008;Oh et al, 2011) or from direct phonological instruction (Franklin & Stoel-Gammon, 2014). These last two points are important to consider because pronunciation instruction would be of no value if adult phonological systems were intractable.…”

“…However, clinicians should take care not to assume that all predicted interlanguage processes will be produced by all speakers from a given NL background. Variables such as time speaking a TL, motivation, and age of learning have been documented to affect pronunciation patterns in language learners (Flege et al, 1995;Munro & Derwing, 2008;Oh et al, 2011).…”

Formant Frequencies and Vowel Space Area in Javanese and Sundanese English Language Learners

“…As highlighted by Gass & Selinker (2008), the gaps in vowel space area would cause the L2 learners to notice the divergent areas of L2 sounds. Noticing the gaps between the L2 learners and the native speakers' production would increase the learner's awareness and increase the L2 competency (Munro & Derwing 2008, Gass & Selinker 2008.…”

The effect of previous language experience and ‘proper’ L2 input on the aspiration of English voiceless stops by Polish adult immigrants to London

“…As far as the results are concerned, it is worth mentioning that statistically significant differences in VOT levels can be noticed in 2 words out of 6. These words are café and pipes -it indicates that inexperienced L2 speakers had problems with less frequent words (which corresponds to more recent studies on possible effects of word frequency conducted by Munro and Derwing 2008). Table 8.…”