In the field of second language (L2) acquisition, the number of studies focusing on L2 pronunciation instruction and perceptual/production training has increased as new classroom methodologies have been proposed and new goals for L2 pronunciation have been set. This book brings together different approaches to L2 pronunciation research in the classroom or in the language laboratory.
13 chapters, written by well-known researchers focusing on a variety of first and target languages, are divided into four parts:
- Pronunciation development and intelligibility: implications for teaching and training studies;
- L2 pronunciation teaching;
- L2 pronunciation training: implications for the classroom; and
- Pronunciation in the laboratory: High Variability Phonetic Training.
Intended for researchers in the fields of second language acquisition, phonetics, phonology, psycholinguistics, speech therapies, speech technology, as well as second language teaching, this book not only summarizes the current research questions on L2 pronunciation teaching and training, but also predicts future scenarios for both researchers and practitioners in the field.
Author(s): Kickhöfel Alves, Ubiratã, Alcantara de Albuquerque, Jeniffer Imaregna
Series: Studies on Language Acquisition, 64
Publisher: De Gruyter Mouton
Year: 2022
Language: English
Pages: 429
City: Berlin
About the Authors
Contents
Introduction
Part I: Pronunciation development and intelligibility: Implications for teaching and training studies
Plural formation in English: A Brazilian Portuguese case study
Effect of task, word length and frequency on speech perception in L2 English: Implications for L2 pronunciation teaching and training
L2 accented speech measured by Argentinian pre-service teachers
Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese
Part II: L2 pronunciation teaching
A dynamic account of the development of English (L2) vowels by Brazilian learners through communicative teaching and through explicit instruction
An extra layer of support: Developing an English-speaking consultation program
Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation
Part III: L2 pronunciation training: Implications for the classroom
Orthographic interference in the acquisition of English /h/ by Francophones
Improving fossilized English pronunciation by simultaneously viewing a video footage of oneself on an ICT self-learning system
Speech technologies and pronunciation training: What is the potential for efficient corrective feedback?
Part IV: Pronunciation in the laboratory: High variability phonetic training
On the robustness of high variability phonetic training effects: A study on the perception of non-native Dutch contrasts by French-speaking learners
Effects of perceptual training in the perception and production of heterotonics by Brazilian learners of Spanish
Assessing the robustness of L2 perceptual training: A closer look at generalization and retention of learning
Conclusion
An overview of pronunciation teaching and training
Index
