Task-Based Pronunciation Teaching and Research

Abstract

This article synthesizes the conclusions of the empirical studies in this special issue and outlines key questions in future research. The research reported in this volume has identified several fundamental issues in pronunciation-focused task design that are discussed in detail and on which suggestions for further research are outlined. One crucial issue is how attention to pronunciation resulting in language-related episodes effectively leads to robust gains in accuracy. Another important aspect discussed is the need to adapt task design features to the phonological domain under focus and how to incorporate systematic patterns of first language interference into the task structure. Finally, we propose that future research in task-based pronunciation teaching and second language phonetics and phonology should systematically examine learner factors known to affect task performance and task features established in the research domains of lexical and grammatical development.

Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis

“…Third, including both controlled and spontaneous tasks is crucial to obtaining a better and more detailed picture of the effectiveness of pronunciation teaching. Because recent studies have proposed a list of communicatively oriented practice activities for L2 pronunciation development (see Mora & Levkina, ), the impact of different types of pronunciation teaching on controlled and automatized knowledge should be adequately assessed through controlled and spontaneous tasks. We consider type of instruction as one promising direction for future pronunciation teaching research.…”

The phonetics of second language learning and bilingualism

“…Studies of third language (L3) learners are investigating what factors influence speech learning in multilingual situations (Gallardo del Puerto, 2007), how L3 learning resembles and differs from L2 learning (Onishi, 2013;Wrembel, 2014), and how L3 learning may influence the phonological representations and processes associated with previously learned languages (Cabrelli Amaro, 2017), in line with the multicompetence view of language development over the lifespan (Cook, 1991(Cook, , 1992(Cook, , 2003. Finally, it would be remiss not to mention the work of scholars who are connecting L2 speech research to L2 instructional practices and strategies (see, e.g., Mora and Levkina, 2017). Far from declining, research in L2 speech learning is thriving.…”

Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention

“…Additionally, recent research findings indicate that task-based instruction (TBI) can be beneficial for L2 pronunciation learning (Gurzynski-Weiss et al, 2017), particularly when learners are exposed to sequences of tasks that increase in complexity (Robinson, 2001, 2005, 2007). This is because TBI prompts more interaction and negotiation of meaning among learners (Loewen and Isbell, 2017; Solon et al, 2017), which improves the perception and production of pronunciation features (Mora and Levkina, 2017, 2018).…”