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Article published In:
Journal of Second Language Pronunciation
Vol. 4:2 (2018) ► pp.260–278

Plenary talk

Technology and the intelligibility-based classroom, given at the Pronunciation in Second Language Learning and Teaching conference, August 2016, University of Calgary, Alberta, Canada

ORCID logo | Iowa State University

Second language pronunciation is undergoing dramatic changes in research visibility, in the intelligibility-centered goals that drive the field, and in the ways that technology is being deployed to address new needs. This plenary delineates problems that face the field as it has grown. I suggest the reasons that technology must be a critical part of the future of L2 pronunciation and the ways in which technology use can help to address problems facing future growth. These reasons include providing the support teachers need, individualizing instruction, providing ways to ensure that intelligibility-based instruction adheres to effective goals, combining information in unusual and innovative ways, taking advantage of multi-modality in instruction and delivering varied types of feedback, and researching pronunciation learning and teaching processes.

Keywords: intelligibility, technology, individualized instruction, pronunciation teaching, multi-modality, feedback, innovation
Article outline
  • 1.Introduction
  • 2.Technology and an intelligibility-based approach to instruction
    • 2.1Supporting teachers
    • 2.2Individualized instruction
    • 2.3Selecting pronunciation targets in a principled way
    • 2.4Combining information in innovative ways
    • 2.5Being multimodal in approach
    • 2.6Providing varied types of feedback
      • 2.6.1Technology and feedback – Visualization
      • 2.6.2Technology and feedback – Voices
      • 2.6.3Technology and feedback – Automatic Speech Recognition
    • 2.7Researching learning and teaching
  • 3.Conclusion: What can you do?
  • References
Published online: 1 February 2019
DOI logo
https://doi.org/10.1075/jslp.18025.lev
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