Article published in:
Journal of Second Language Pronunciation
Vol. 4:2 (2018) ► pp. 208–231

High Variability [Pronunciation] Training (HVPT)

A proven technique about which every language teacher and learner ought to know

| Brock University
This article is a critical research synthesis of 32 studies that used the High Variability Phonetic Training (HVPT) technique to teach learners to better perceive and produce L2 sounds. Taken together, the studies surveyed provide compelling evidence that HVPT is a very effective pronunciation training tool, and that resulting improvement is long-lasting. The analysis of this research also helps to explain why very few teachers have heard of this empirically-driven approach to pronunciation instruction: HVPT studies are largely published in technically oriented journals; few are accessible to language teachers. A variety of obstacles to the widespread use of HVPT are discussed, and some possible solutions are provided.
Keywords: L2 pronunciation, foreign accent, intelligibility, High Variability Phonetic Training (HVPT), computer assisted pronunciation training
Article outline
  • 1.Introduction
  • 2.Origins of HVPT
  • 3.Details of studies surveyed
    • 3.1Learner ages and language experience
    • 3.2Learner L1s and target L2 sounds
    • 3.3Experimental groups and sample sizes
    • 3.4Number of stimulus talkers and phonetic contexts
    • 3.5Duration of training
    • 3.6Delayed post-tests
    • 3.7Testing of production
  • 4.Overview of findings
    • 4.1Impact of individual and group differences
    • 4.2Generalizability
      • 4.2.1To new talkers
      • 4.2.2To the same sound targets in new words
      • 4.2.3To larger stretches of discourse
      • 4.2.4To untrained sound categories
      • 4.2.5To pronunciation
    • 4.3Retention
    • 4.4HVPT versus LVPT
    • 4.5HVPT versus other techniques
    • 4.6Limits on variability and its effectiveness
    • 4.7Modifications to canonical HVPT
  • 5.Critique of methods and gaps in findings
    • 5.1Individual differences
    • 5.2Learners’ L1s and target L2 sounds
    • 5.3Experimental groups and sample sizes
    • 5.4Number of stimulus talkers and phonetic contexts
    • 5.5Presentation of stimuli
    • 5.6Modifications to canonical HVPT
    • 5.7Duration of training
    • 5.8Delayed post-tests
    • 5.9Testing of production
  • 6.Discussion
  • 7.Conclusion
  • Acknowledgements
  • References
Published online: 01 February 2019
https://doi.org/10.1075/jslp.17038.tho
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