The Effectiveness of Second Language Pronunciation Instruction: A Meta-Analysis

Lee, Junkyu; Jang, Juhyun; Plonsky, Luke

doi:10.1093/applin/amu040

Cited by 284 publications

(223 citation statements)

References 38 publications

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“…In Hattie's (2009) (Ellis, Loewen, & Erlam, 2006, p. 340) Research has shown that corrective feedback (CF) on errors facilitates pronunciation improvement of language learners (Lee et al, 2015). Of the numerous forms of CF strategies available to teachers (e.g., repetition, explicit correction, clarification requests, metalinguistic information, elicitation), one of the most dominant and well-researched types of CF typically employed in the ESL classroom are recasts (Ellis & Sheen, 2006).…”

Section: Research Into Pronunciation-focused Feedbackmentioning

confidence: 99%

Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices

Baker

Burri

2016

AJTE

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Section: Research Into Pronunciation-focused Feedbackmentioning

confidence: 99%

Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices

Baker

Burri

2016

AJTE

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“…Nevertheless, our research was limited, as whether such gains could be maintained in spontaneous speech remains unanswered. Future research should overcome this issue by including extemporaneous speech samples which are representative of natural speech (Lee et al, 2015).…”

Section: Suprasegmental-based Instruction Revisitedmentioning

confidence: 99%

Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners

Saito

2016

Language Teaching Research

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The current study examined in depth the effects of suprasegmental-based instruction on the global (comprehensibility) and suprasegmental (word stress, rhythm, and intonation) development of 10 Japanese English-as-a-Foreign-Language (EFL) learners. Students in the experimental group (n = 10) received a total of three hours of instruction over six weeks, while those in the control group (n = 10) were provided with meaning-oriented instruction without any focus on suprasegmentals. Speech samples elicited from read-aloud tasks were assessed via native-speaking listeners' intuitive judgments and acoustic analyses. Overall, the pre-/post-test data showed significant gains in the overall comprehensibility, word stress, rhythm, and intonation of the experimental group in both trained and untrained lexical contexts. In particular, by virtue of explicitly addressing L1-L2 linguistic differences, the instruction was able to help learners mark stressed syllables with longer and clearer vowels; reduce vowels in unstressed syllables; and use appropriate intonation patterns for yes/no and wh-questions. The findings provide empirical support for the value of suprasegmental-based instruction in phonological development, even with beginner-level EFL learners with a limited amount of L2 conversational experience.

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“…Publication bias-a tendency for journals to publish and/or researchers to submit only statistically significant findings-is a widely acknowledged problem, and null findings are confined to the "file drawer," a term coined by Rosenthal (1979) and a phenomenon documented by many scholars (e.g., Bakker, van Dijk, & Wicherts, 2012;Schmidt & Oh, 2016;Sterling, Rosenbaum, & Weinkam, 1995;Sutton, 2009). Though the extent of field-wide publication bias in L2 research has not yet been systematically studied, it likely exists (Fanelli, 2012;Plonsky, 2013), and several meta-analysts have found some evidence of it in specific domains (Lee & Huang, 2008;Lee, Jang, & Plonsky, 2015;Plonsky, 2011). This means that even unintentionally, anyone choosing a study to replicate is likely, due to chance alone, to select one with statistically significant findings.…”

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confidence: 99%

Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field

et al. 2018

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Despite its critical role for the development of the field, little is known about replication in second language (L2) research. To better understand replication practice, we first provide a narrative review of challenges related to replication, drawing on recent developments in psychology. This discussion frames and motivates a systematic review, building on syntheses of replication in psychology, education, and L2 research. We coded 67 self-labeled L2 replication studies found across 26 journals for 136 characteristics. We estimated a mean rate of 1 published replication study for every 400 articles, with a mean of 6.64 years between initial and replication studies and a mean of 117 citations of the initial study before a replication was published. Replication studies had an annual mean of 7.3 citations, much higher than averages in linguistics and education. Overlap in authorship between initial and replication studies and the availability of the initial materials both increased the likelihood of a replication supporting the initial findings. Our sample contained no direct (exact) replication attempts, and changes made to initial studies were numerous and wide ranging, which likely obscured, if not undermined, the interpretability of replication studies. To improve the amount and quality of L2 replication research, we propose 16 recommendations relating to rationale, nomenclature, design, infrastructure, and incentivization for collaboration and publication.

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The Effectiveness of Second Language Pronunciation Instruction: A Meta-Analysis

Cited by 284 publications

References 38 publications

Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices

Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices

Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners

Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field

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