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Attempts to Improve English L2 Pronunciation: The Variable Effects of Different Types of Instruction
Language Learning, 1994This study compared the pronunciation of targeted vocabulary items in spontaneous speech by 23 adult Chinese L1 learners of L2 English grouped into four different conditions reflecting current pedagogical practices: (a) traditional drilling activities, (b) self‐study with tape recordings, (c) interactive activities, and (d) a no‐intervention control ...
Doris Macdonald +2 more
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Integrating AI-powered tools in EFL pronunciation instruction: effects on accuracy and L2 motivation
Computer Assisted Language LearningSafaa M Abdelhalim, Raniya Alsehibany
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International Journal of Pedagogies and Learning, 2016
The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching.
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The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching.
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Designing L2 pronunciation instruction activities for primary school learners
Language Teaching for Young LearnersAbstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China.
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Jarosz, Anna (2019). English Pronunciation in L2 Instruction: The Case of Secondary School Learners
Journal of Second Language Pronunciation, 2021This article reviews English Pronunciation in L2 Instruction: The Case of Secondary School ...
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Pronunciation Instruction Can Improve L2 Learners’ Bottom‐Up Processing for Listening
The Modern Language Journal, 2018AbstractListening is widely regarded as an important skill that is difficult and necessary to teach in L2 classrooms. Listening requires both top‐down and bottom‐up processing, yet pedagogical techniques for the latter are often lacking. This study explores the efficacy of pronunciation instruction (PI) for improving learners’ bottom‐up processing. The
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Functional Load in Phonology: A Framework for Prioritizing L2 Pronunciation Instruction
Communications in Humanities ResearchPronunciation instruction in second language (L2) classrooms faces the persistent challenge of limited instructional time and numerous potential teaching targets. Traditional approaches often lack systematic prioritization, leading to arbitrary target selection.
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TESOL Quarterly, 2012
Over the past 25 years second language (L2) acquisition researchhas paid considerable attention to the effectiveness of instruction onL2 morphosyntax development, and the findings of relevant empiricalstudies have been extensively summarized using narrative review meth-ods (e.g., Ellis, 2002) as well as meta-analytic review methods (e.g.,Spada & Tomita,
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Over the past 25 years second language (L2) acquisition researchhas paid considerable attention to the effectiveness of instruction onL2 morphosyntax development, and the findings of relevant empiricalstudies have been extensively summarized using narrative review meth-ods (e.g., Ellis, 2002) as well as meta-analytic review methods (e.g.,Spada & Tomita,
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Language Awareness, 2011
This paper reports on an instructed second language acquisition study that investigated the effects of explicit phonetic instruction on second language pronunciation by adopting two different outcome measurements (i.e. a rubric of accentedness as well as comprehensibility). Twenty native Japanese learners of English in ESL (English as a second language)
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This paper reports on an instructed second language acquisition study that investigated the effects of explicit phonetic instruction on second language pronunciation by adopting two different outcome measurements (i.e. a rubric of accentedness as well as comprehensibility). Twenty native Japanese learners of English in ESL (English as a second language)
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