Journal ArticleDOI
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT: The Role of Explicit Phonetic Information
TLDR
This article examined whether and to what degree providing explicit phonetic information (EI) at the beginning of form-focused instruction (FFI) on second language pronunciation can enhance the generalizability and magnitude of FFI effectiveness by increasing learners' ability to notice a new phone.Abstract:
The present study examines whether and to what degree providing explicit phonetic information (EI) at the beginning of form-focused instruction (FFI) on second language pronunciation can enhance the generalizability and magnitude of FFI effectiveness by increasing learners’ ability to notice a new phone. Participants were 49 Japanese learners of English in English as a foreign language setting. Whereas the control group (n = 14) received meaning-oriented lessons without any focus on form, the experimental groups received 4 hr of FFI treatment designed to encourage them to practice the target feature of an English /ɹ/ in meaningful discourse. Instructors provided EI (i.e., multiple exposure to an exaggerated model pronunciation of /ɹ/ and rule presentation on the relevant articulatory configurations) to the FFI+EI group (n = 17) but not to the FFI-only group (n = 18). Their pre- and posttest performance was acoustically analyzed according to various lexical, task, and following vowel conditions. The results of the ANOVAs showed that (a) the FFI-only group demonstrated moderate improvement with medium effects (e.g., change from hybrid exemplars to poor exemplars), particularly in familiar lexical contexts, and (b) the FFI+EI group not only demonstrated considerable improvement with large effects (e.g., change from hybrid exemplars to good exemplars) but also generalized the instructional gains to unfamiliar lexical contexts beyond the instructional materials.read more
Citations
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Journal ArticleDOI
Oral Corrective Feedback in Second Language Classrooms.
TL;DR: The authors reviewed research on oral corrective feedback (CF) in second language (L2) classrooms, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it.
Journal ArticleDOI
The Effectiveness of L2 Pronunciation Instruction: A Narrative Review
Ron I. Thomson,Tracey M. Derwing +1 more
TL;DR: The authors survey 75 L2 pronunciation studies, particularly their methods and results, and highlight limitations of current research, and offer suggestions for future directions, highlighting limitations of the current research and highlighting the potential of future directions.
Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology
TL;DR: DeKeyser as discussed by the authors discusses the role of second language (L2) practice across two related research fields: applied linguistics and cognitive psychology, and presents a focused definition of practice as "specific activities in the second language, engaged in systematically, deliberately, with the goal of developing knowledge of and skills in second language" (p. 1).
Journal ArticleDOI
Communicative focus on form and second language suprasegmental learning: teaching Cantonese learners to perceive mandarin tones
Kazuya Saito,Xianghua Wu +1 more
TL;DR: This paper examined how form-focused instruction with and without corrective feedback (CF) as output enhancement can facilitate L2 perception of Mandarin tones at both the phonetic and phonological levels in 41 Mandarin learners of Mandarin.
Journal ArticleDOI
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta-Analysis
Kazuya Saito,Luke Plonsky +1 more
TL;DR: This paper proposed a framework for conceptualizing measures of instructed L2 pronunciation proficiency according to three sets of parameters: (a) the constructs being focused on (global vs. specific), (b) the scoring method (human raters vs. acoustic analyses), and (c) the type of knowledge being elicited (controlled vs. spontaneous).
References
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Journal ArticleDOI
Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis
John M. Norris,Lourdes Ortega +1 more
TL;DR: This paper employed systematic procedures for research synthesis and meta-analysis to summarize findings from experimental and quasi-experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998, concluding that explicit types of instruction are more effective than implicit types, and that focus on form and focus on forms interventions result in equivalent and large effects.
Journal ArticleDOI
Handbook of second language acquisition
William C. Ritchie,Tej K. Bhatia +1 more
TL;DR: This review concludes that the current state of second language acquisition in the United States is likely to be worse than in previous years, due to the combination of language barriers and the high level of adoption of English as a second language.
Journal ArticleDOI
Early language acquisition: cracking the speech code
TL;DR: New data show that infants use computational strategies to detect the statistical and prosodic patterns in language input, and that this leads to the discovery of phonemes and words.
BookDOI
Handbook of research in second language teaching and learning
TL;DR: This chapter discusses methods and Curricula in Second Language Teaching and Learning, and a model of Academic Literacy for Integrated Language and Content Instruction based on the work of R.A. Snow and S.L. McKay.