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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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MARTIN, INES A.
2020. Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training. The Modern Language Journal 104:2 ► pp. 457 ff. 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
Ding, Shaojin, Christopher Liberatore, Sinem Sonsaat, Ivana Lučić, Alif Silpachai, Guanlong Zhao, Evgeny Chukharev-Hudilainen, John Levis & Ricardo Gutierrez-Osuna
2019. Golden speaker builder – An interactive tool for pronunciation training. Speech Communication 115 ► pp. 51 ff. DOI logo
Huensch, Amanda
2019. The pronunciation teaching practices of university‐level graduate teaching assistants of French and Spanish introductory language courses. Foreign Language Annals 52:1 ► pp. 13 ff. DOI logo
Murphy, Solange Lopes, Timothy M. Hall & Angelica Lina Vanderbilt
2019. Supporting English Learners' Development of Intelligible Speech. In Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners [Advances in Linguistics and Communication Studies, ], ► pp. 380 ff. DOI logo
Saito, Kazuya, Mai Tran, Yui Suzukida, Hui Sun, Viktoria Magne & Meltem Ilkan
2019. HOW DO SECOND LANGUAGE LISTENERS PERCEIVE THE COMPREHENSIBILITY OF FOREIGN-ACCENTED SPEECH?. Studies in Second Language Acquisition 41:5 ► pp. 1133 ff. 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
KISSLING, ELIZABETH M.
2018. Pronunciation Instruction Can Improve L2 Learners’ Bottom‐Up Processing for Listening. The Modern Language Journal 102:4 ► pp. 653 ff. DOI logo
Sadat‐Tehrani, Nima
2017. Teaching English Stress: A Case Study. TESOL Journal 8:4 ► pp. 943 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 20 october 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.