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Review of LaScotte, Meyers & Tarone (2023): Voice and mirroring in L2 pronunciation instruction

Journal of Second Language Pronunciation
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Intelligibility, suprasegmentals, and L2 pronunciation instruction for EFL Japanese learners

Intelligibility, suprasegmentals, and L2 pronunciation instruction for EFL Japanese learners
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Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes

Language Awareness, 2021
The general consensus in second language (L2) acquisition research that instruction facilitates L2 development has been confirmed in a growing number of meta-analyses and research syntheses conducted in an increasingly wide range of L2 areas, including ...
Solene İnceoğlu
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EXAMINING THE EFFECTS OF EXPLICIT PRONUNCIATION INSTRUCTION ON THE DEVELOPMENT OF L2 PRONUNCIATION

Studies in Second Language Acquisition, 2020
AbstractThe current study compares the effects of two types of pronunciation instruction (segmental- and suprasegmental-based) on the development of second-year Chinese undergraduate students’ English pronunciation as against a group with no specific pronunciation (NSP) instruction.
Runhan Zhang, Zhou-min Yuan
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The Effectiveness of L2 Pronunciation Instruction: A Synthesis of 10 Empirical Studies

Advances in Education, Humanities and Social Science Research, 2023
The number of studies on effectiveness pronunciation instruction (PI) has been increasing during the past decades and produced mixed results, though most of them reports significant improvements. Moreover, what factors might moderate the overall effectiveness of PI on L2 development and to what extent they function are still unclear.
Qiuli Chen, Yuanhua Xie, Yu He
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The Effectiveness of L2 Pronunciation Instruction: A Narrative Review

Applied Linguistics, 2014
Research on the efficacy of second language (L2) pronunciation instruction has produced mixed results, despite reports of significant improvement in many studies. Possible explanations for divergent outcomes include learner individual differences, goals and foci of instruction, type and duration of instructional input, and assessment procedures.
Thomson, Ron I, Derwing, Tracey
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Voice and Mirroring in SLA: Top-Down Pedagogy for L2 Pronunciation Instruction

RELC Journal, 2020
There are two broad approaches to the research and teaching of second-language (L2) pronunciation—‘bottom-up’ and ‘top-down’—which roughly align with structural and communicative approaches to language teaching. A bottom-up approach, explicitly focusing on de-contextualised linguistic forms, is structuralist and predominated in the second half of the ...
Darren LaScotte, Colleen Meyers, Elaine Tarone   +2 more
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Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation

2022
L2 pronunciation training should unequivocally be linked to complex daily life experiences (Derwing 2017). Each client comes from a different background, participates in a different environmental context and engages in different activities within those contexts (Threats 2008). This is a particularly challenging aspect in the L2 practice (Derwing 2017).
Blessenaar, Ilvi, Ewijk, Lizet van
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REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT

Studies in Second Language Acquisition, 2012
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.
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Repetition and Focus on Form in Processing L2 Spanish Words: Implications for Pronunciation Instruction

The Modern Language Journal, 2006
Situated in the context of learning second language (L2) pronunciation, this article discusses from information‐processing and pedagogical perspectives the role of repetitive practice with L2 input and of explicit focus on its form‐related (phonological) properties. First, we report the results of an auditory word‐priming experiment with 60 L2 learners
PAVEL TROFIMOVICH, ELIZABETH GATBONTON
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