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Article published In:
Journal of Second Language Pronunciation
Vol. 2:1 (2016) ► pp.56–92

The development of comprehensible speech in L2 learners

A classroom study on the effects of short-term pronunciation instruction

| Universidad Nacional, Sede Región Brunca, Costa Rica
| Indiana University, Bloomington, USA

Developing comprehensible speech is an important goal for L2 learners. At present, there is clear evidence indicating that pronunciation instruction can help develop comprehensibility compared to no instruction at all (see Thomson & Derwing, 2015, for a review). However, it is unclear whether rapid improvements can be obtained through explicit pronunciation instruction. This study investigated the effects of explicit and nonexplicit instruction in the development of comprehensible speech in ESL learners. Three groups (n = 12) received about four hours of pronunciation instruction over three weeks using the same teaching sequence. Groups differed in the type of explicit instruction received: two experimental groups received explicit instruction either on suprasegmental features or four vowel sounds. The same content was presented to the third group without explicit instruction. Speech samples collected from all L2 learners before and after treatment revealed an effect of explicit instruction on comprehensibility: the group instructed in suprasegmentals was rated as more comprehensible. No significant improvement was seen in the nonexplicit group. These results suggest that focusing on suprasegmental aspects seems to be most effective for comprehensibility when time is limited, and argue for a major role for explicit phonetic instruction in developing enhanced comprehensibility (e.g., Derwing, Munro, & Wiebe, 1998; Munro, 1995).

Keywords: pronunciation instruction, explicit phonetic instruction, suprasegmentals, comprehensibility
Published online: 31 March 2016
DOI logo
https://doi.org/10.1075/jslp.2.1.03gor
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2024. Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers. Language Teaching Research DOI logo
Sturm, Jessica L.
2019. Current approaches to pronunciation instruction: A longitudinal case study in French. Foreign Language Annals 52:1 ► pp. 32 ff. DOI logo
Tsai, Pi-hua
2019. Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach. Computer Assisted Language Learning 32:7 ► pp. 713 ff. DOI logo
Vural, Ersen & Eda Başak Hancı-Azizoglu
2022. A Linguistic Analysis Study for Teaching American-English Pronunciation: A Case Study Research. Journal of Language and Cultural Education 10:2 ► pp. 1 ff. DOI logo
Wang, Xue
2022. Segmental versus Suprasegmental: Which One is More Important to Teach?. RELC Journal 53:1 ► pp. 194 ff. DOI logo
Wu, Ching-Hsuan
2023. Workplace intelligibility: form-focused pronunciation instruction on ESL spontaneous speech. English Teaching & Learning DOI logo
Yenkimaleki, Mahmood & Vincent J. van Heuven
2021. Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice. System 100 ► pp. 102557 ff. DOI logo
Yenkimaleki, Mahmood, Vincent J. van Heuven & Hassan Soodmand Afshar
2023.  The efficacy of segmental/suprasegmental vs. holistic pronunciation instruction on the development of listening comprehension skills by EFL learners . The Language Learning Journal 51:6 ► pp. 734 ff. DOI logo
Zetterholm, Elisabeth & Emeli Ydringer
2023. Uttalsundervisning på sfi. Venue DOI logo
Zhang, Runhan & Zhou-min Yuan
2020. EXAMINING THE EFFECTS OF EXPLICIT PRONUNCIATION INSTRUCTION ON THE DEVELOPMENT OF L2 PRONUNCIATION. Studies in Second Language Acquisition 42:4 ► pp. 905 ff. DOI logo
[no author supplied]
2021. Tools: Grammar, Vocabulary, Pronunciation, and Spelling. In Introduction to TESOL, ► pp. 226 ff. DOI logo

This list is based on CrossRef data as of 2 april 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.