Isabelle Darcy
List of John Benjamins publications for which Isabelle Darcy plays a role.
Articles
2022. Comprehensibility improvements in integrated pronunciation instruction: A comparison of instructional methods and task effects. Journal of Second Language Pronunciation 8:3, pp. 328–362
Integration of pronunciation into content courses is appealing because of its potential in helping learners apply their developing pronunciation skills in spontaneous speech. However, the effectiveness of pronunciation instruction (PI) when it is integrated still needs to be demonstrated. This… read more | Article
2022. Teaching segmentals and suprasegmentals: Effects of explicit pronunciation instruction on comprehensibility, fluency, and accentedness. Journal of Second Language Pronunciation 8:2, pp. 168–195
This study reports the results of a pronunciation intervention to enhance the comprehensibility, fluency, and accentedness of three groups of second language (L2) learners in an English-as-a-foreign-language (EFL) context. Three groups of first-semester EFL students at a small university in… read more | Article
2016. Review of Derwing & Munro (2015): Pronunciation Fundamentals. Evidence-based perspectives for L2 teaching and research. Journal of Second Language Pronunciation 2:2, pp. 285–288
Review
2016. Executive control and phonological processing in language acquisition: The role of early bilingual experience in learning an additional language. Cognitive Individual Differences in Second Language Processing and Acquisition, Granena, Gisela, Daniel O. Jackson and Yucel Yilmaz (eds.), pp. 249–277
This chapter discusses the relationship between cognitive control and phonological processing in a second language (L2). Cognitive control is globally referred to as executive functions, mainly consisting of attention control, working memory and inhibitory control. Our research examines how… read more | Chapter
2016. The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation 2:1, pp. 56–92
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… read more | Article
2015. Asymmetric lexical access and fuzzy lexical representations in second language learners. Phonological and Phonetic Considerations of Lexical Processing, Jarema, Gonia and Gary Libben (eds.), pp. 119–168
For L2-learners, confusable phonemic categories lead to ambiguous lexical representations. Yet, learners can establish separate lexical representations for confusable categories, as shown by asymmetric patterns of lexical access, but the source of this asymmetry is not clear (Cutler et al., 2006).… read more | Article
2013. Asymmetric lexical access and fuzzy lexical representations in second language learners. Phonological and Phonetic considerations of Lexical Processing, pp. 372–420
For L2-learners, confusable phonemic categories lead to ambiguous lexical representations. Yet, learners can establish separate lexical representations for confusable categories, as shown by asymmetric patterns of lexical access, but the source of this asymmetry is not clear (Cutler et al., 2006).… read more | Article