Attempts to Improve English L2 Pronunciation
The Variable Effects of Different Types of Instruction
Bibliographic Data
| ID | 7900548 |
|---|---|
| Authors | Doris Macdonald (Northern Illinois University), George Yule (Louisiana State University), Maggie Powers (0000-0002-8584-0310, West Virginia University) |
| Year | 1994 |
| Volume | 44 |
| Issue | 1 |
| Pages | 75-100 |
| Publication date | 1994-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-1770.1994.tb01095.x |
| OpenAlex | W4230517348 |
| Language | EN |
| Citations received | 26 |
| References cited | 25 |
This 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 condition. One hundred and twenty native‐speaking listeners judged whether there was improvement or deterioration in pronunciation before and at two separate times subsequent to each of the four conditions. Because none of the results appeared to overwhelmingly favor one teaching technique, we included a discussion of the range of patterns of change brought about by the four input types. We also present arguments for a more serious consideration of the complex effects potentially involved when setting out to modify a learner's L2 pronunciation
Control (management) · Intervention (counseling) · Linguistics · Mathematics education · Pronunciation · Teaching method · Variable (mathematics) · Vocabulary · Vocabulary development · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Philosophy · Phonetics and Phonology Research · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Pronunciation instruction Classroom practice and empirical research
Can pronunciation be taught? A review of research and implications for teaching
Changing Contexts and Shifting Paradigms in Pronunciation Teaching
Phonetics and Technology in the Classroom
Pronunciation Instruction
Foreign Accent
Pronunciation Fundamentals
The Effectiveness of Second Language Pronunciation Instruction
Analysing the acoustic evidence of consonant productions among students at the university level
The efficacy of the type of instruction on second language pronunciation acquisition
Examining the Effects of Explicit Pronunciation Instruction on the Development of L2 Pronunciation
Keep them talking! A project for improving students' L2 pronunciation
Visual feedback and second language segmental production
The short-term effects of individual corrective feedback on L2 pronunciation
Language awareness and second language pronunciation
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development
Segmentals and Global Foreign Accent
Phonology Courses Offered by Matesol Programs in the U.S
Second Language Accent and Pronunciation Teaching
Exploring Teachers' Knowledge of Second Language Pronunciation Techniques
Conceptualizing Pronunciation As Part of Translingual/Transcultural Competence
Learning how to speak
Effects of Instruction on L2 Pronunciation Development
Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners
Pronunciation instruction and syllabic-pattern discrimination
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
Second Language Classrooms
The Learner-Centred Curriculum
Interlanguage
Linguistic and Conversational Adjustments to Non-Native Speakers
Individual Differences in Second Language Learning
Input, Interaction, and Second‐language Acquisition
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Peter Strevens 1992-1989
Restructuring
Does Second Language Instruction Make a Difference? A Review of Research
Computer-Assisted Instruction in Pronunciation for Chinese Speakers of American English
Listening Perception Accuracy of ESL Learners as a Variable Function of Speaker L1
Accurate English
Paying Attention to Pronunciation
Pronunciation Revisited
"Information Gap" Tasks
Clear Speech
Visual Feedback of Intonation I
The Psychologist and the Foreign-Language Teacher
The Pronunciation Component in Teaching English to Speakers of Other Languages
What the "Good Language Learner" Can Teach Us
Interlanguage Adjustments as an Outcome of NS-NNS Negotiated Interaction
Comparative Research on Language Learning
| Unique citing works | 26 |
|---|---|
| Citations per year | 0,84 |
| Citation span | 1995 - 2024 (30) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 22 |