This case study examined the benefits of a sensory-based approach for teaching second language pronunciation to actors, addressing the unique learning goal of nativelike speech for nonnative professional actors. Two French Canadian actors (Marianne and Sebastian) were followed over 10 weeks of pronunciation instruction based on Knight’s (2012) theatrical voice methods and Gibson’s (1969) principles of sensory learning. Audio samples from scripted performances before and after instruction were rated for global and linguistic measures by 10 linguistically trained listeners and for performance measures by 10 advanced acting students. Listener ratings showed a significant improvement in accentedness for Marianne and greater comprehensibility for both actors, while qualitative data revealed actors’ preferences for different types of instruction. Results suggest that sensory learning appears beneficial for some learners and that pronunciation instruction could be supplemented with sensory-based activities.
Acton, B., Baker, A., Burri, M., & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 234–244). Ames, IA: Iowa State University.
Aiguo, W. (2007). Teaching aviation English in the Chinese context: Developing ESL theory in a non-English speaking country. English for Specific Purposes, 261, 121–128.
Banks, J. A. (2006) Democracy, diversity, and social justice: Educating citizens for the public interest in a global age. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 141–157). New York, NY: Teachers College Press.
Barnes, M. (2011). Standard speech practices and pedagogy: A snapshot of the moment. Voice and Speech Review, 71, 224–234.
Carey, M. D., Mannell, R. H., & Dunn, P. K. (2011). Does a rater’s familiarity with a candidate’s pronunciation affect the rating in oral proficiency interviews?Language Testing, 281, 201–219.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A coursebook and reference guide. Cambridge: Cambridge University Press.
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Copeman, P. (2012). Performing English: Adapting actor voice training techniques for TESOL to improve pronunciation intelligibility. English Australia Journal, 271, 17–33.
de Saint Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 371, 269–285.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 481, 393–410.
Esling, J. H., & Wong, R. F. (1983). Voice quality settings and the teaching of pronunciation. TESOL Quarterly, 171, 89–95.
Fine, P. (1999). Quiet! Action! Speak American! Quebec actors are turning to a U.S. speech therapist to expunge accents unwanted by Hollywood. The Globe and Mail, 1–2.
Fitzmaurice, C. (2003). Structured breathing. VASTA Newsletter, 171, 1–3.
Foote, J. A., Trofimovich, P., Collins, L., & Soler Urzúa, F. (2016). Pronunciation teaching practices in communicative ESL classes. The Language Learning Journal, 441, 181–196.
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Galante, A., & Thomson, R. I. (2016). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. TESOL Quarterly.
Gibson, E. J. (1969). Principles of perceptual learning and development. New York: Appleton-Century-Croft.
Gilbert, J. B. (2012). Clear speech: Pronunciation and listening comprehension in North American English. Cambridge: Cambridge University Press.
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Hardison, D. M., & Sonchaeng, C. (2005). Theatre voice training and technology in teaching oral skills: Integrating the components of a speech event. System, 331, 593–608.
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Knight, D. (1997). Standard speech: The ongoing debate. In M. E. Hampton & B. Acker (Eds.), The vocal vision: Views on voice (pp. 155–184) New York, NY: Hal Leonard Corporation.
Knight, D. (2012). Speaking with skill: An introduction to Knight-Thompson speech work. London: Bloomsbury.
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Leigh, S. A. (2016). Testing an approach to teaching Italian lyric diction to opera singers: An action research study (Unpublished master’s thesis). Ontario Institute for Studies in Education, Toronto, Ontario.
Levis, J. M., & Barriuso, T. A., (2012). Nonnative speakers’ pronunciation errors in spoken and read English. In J. Levis & K. LeVelle (Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference (pp. 187–194). Ames, IA: Iowa State University.
McGuinness, D., & Pribram, K. H. (1979). The origins of sensory bias in the development of gender differences in perception and cognition. In M. Bortner (Ed.), Cognitive growth and development: Essays in memory of Herbert G. Birch (pp. 3–56). New York, NY: Brummer/Mazel.
Munro, M. J. (2003). A primer on accent discrimination in the Canadian context. TESL Canada Journal, 201, 38–51.
Munro, M. J., & Derwing, T. M. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 341, 520–531.
Polatajko, H. J., Kaplan, B. J., & Wilson, B. N. (1992). Sensory integration treatment for children with learning disabilities: Its status 20 years later. OTJR: Occupation, Participation and Health, 121, 323–341.
Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 621, 595–633.
Saito, K., Trofimovich, P., & Isaacs, T. (2017). Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics, 381, 439–462.
Saito, K., Trofimovich, P., Isaacs, T., & Webb, S. (2017). Re-examining phonological and lexical correlates of second language comprehensibility: The role of rater experience. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 141–156). Bristol, UK: Multilingual Matters.
Schiffman, J. (2004). Spotlight on speech/voiceover/dialects: The rain in Maine. Backstage. Retrieved from <[URL]>
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Spolin, V. (1986). Theater games for the classroom: A teacher’s handbook. Evanston, IL: Northwestern University Press.
Stanislavski, C. (1936). An actor prepares. New York, NY: Rutledge/Theatre Arts Books.
Stern, S. L. (1980). Drama in second language learning from a psycholinguistic perspective. Language Learning, 301, 77–100.
Stevens, S. G. (1989). A “dramatic” approach to improving the intelligibility of ITAs. English for Specific Purposes, 81, 181–194.
Thirsk, J., & Solak, H. G. (2012). Vocal clarity through drama strategy. Procedia–Social and Behavioral Sciences, 461, 343–346.
Tokumoto, M., & Shibata, M. (2011). Asian varieties of English: Attitudes towards pronunciation. World Englishes, 301, 392–408.
Trofimovich, P., & Isaacs, T. (2012). Disentangling accent from comprehensibility. Bilingualism: Language and Cognition, 151, 905–916.
Wennerstrom, A. (1992). Content-based pronunciation. TESOL Journal, 11, 15–18.
This list is based on CrossRef data as of 10 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.