LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Saito, Y.; Saito, Kazuya (2016)
Publisher: Sage
Languages: English
Types: Article
Subjects: alc
The current study examined in depth the effects of suprasegmental-based instruction on the global (comprehensibility) and suprasegmental (word stress, rhythm, and intonation) development of 10 Japanese English-as-a-Foreign-Language (EFL) learners. Students in the experimental group (n = 10) received a total of three hours of instruction over six weeks, while those in the control group (n = 10) were provided with meaning-oriented instruction without any focus on suprasegmentals. Speech samples elicited from read-aloud tasks were assessed via native-speaking listeners’ intuitive judgments and acoustic analyses. Overall, the pre-/post-test data showed significant gains in the overall comprehensibility, word stress, rhythm, and intonation of the experimental group in both trained and untrained lexical contexts. In particular, by virtue of explicitly addressing L1-L2 linguistic differences, the instruction was able to help learners mark stressed syllables with longer and clearer vowels; reduce vowels in unstressed syllables; and use appropriate intonation patterns for yes/no and wh-questions. The findings provide empirical support for the value of suprasegmental-based instruction in phonological development, even with beginner-level EFL learners with a limited amount of L2 conversational experience.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Anderson-Hsieh, J., Johnson, R., & Koehler, K. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 42, 529-555.
    • Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford, UK: Oxford University Press.
    • Boersma, D., & Weenink, P. (2012). Praat: Doing phonetics by computer version 5.3.14. Retrieved from http://www.praat.org
    • Celce-Murcia, M., Brinton, D., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation : A course book and reference guide (2nd ed.). Cambridge, UK: Cambridge University Press.
    • Cobb, T. (2011). The compleat lexical tutor. Retrieved from http://www.lexutor.ca/vp/
    • Daulton, F. E. (2008). Japan's built-in lexicon of English-based loanwords. Clevedon, UK: Multilingual Matters.
    • Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in Second Language Acquisition, 20, 1-16.
    • Derwing, T. M., Munro, M. J., Foote, J. A., Waugh, E., & Fleming, J. (2014). Opening the window on comprehensible pronunciation after 19 years: A workplace training study. Language Learning, 64, 526-548.
    • Derwing, T. M., Munro, M. J., & Wiebe, G. (1997). Pronunciation instruction for "fossilized" learners: Can it help? Applied Language Learning, 8, 217-235.
    • Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
    • Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In M. Long & C. Doughty (Eds.), The handbook of second language acquisition (pp. 257-310). Malden, MA: Blackwell.
    • Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? Studies in Second Language Acquisition, 24, 223-236.
    • Ellis, R. (2003). Task-based language learning and teaching. New York, NY: Oxford University Press.
    • Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39, 399-423.
    • Gilbert, J. B. (2012). Clear speech : Pronunciation and listening comprehension in North American English (4th ed.). New York, NY: Cambridge University Press.
    • Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 194-206). Ames, IA: Iowa State University.
    • Hanh, L. D. (2004). Stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201-223.
    • Harrington, D., & LeBeau, C. (2009). Speaking of speech. Tokyo: Macmillan.
    • Isaacs, T., & Trofimovich, P. (2012). Deconstructing comprehensibility. Studies in Second Language Acquisition, 34, 475-505.
    • Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23, 83-103.
    • Kang, O., Rubin, D. O. N., & Pickering, L. (2010). Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. The Modern Language Journal, 94, 554-566.
    • Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19, 171-185.
    • Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York, NY: Routledge.
    • Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation Instruction: A meta-analysis. Applied Linguistics, 36, 345-366.
    • Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 369-377.
    • Lightbown, P. M. (2008). Transfer appropriate processing as a model for class second language acquisition. In Z. Han (Ed.), Understanding second language process (pp. 27-44). Clevedon, UK: Multilingual Matters.
    • Lyster, R., & Saito, K. (2010). Corrective feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302.
    • Munro, M., & Derwing, T. (2014, March). How different can you get? Ten-year learning trajectories for two L2 groups. Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, OR.
    • Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
    • Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 842-854.
    • Saito, K. (2013). The acquisitional value of recasts in instructed second language speech learning: Teaching the perception and production of English /ɹ/ to adult Japanese learners . Language Learning, 63, 499-529.
    • Saito, K. (2014). Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics, 24, 250-277.
    • Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62, 595-633.
    • Saito, K., Trofimovich, P., & Isaacs, T. (2015). Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics. Advanced online publication. doi: 10.1093/applin/amv047
    • Saito, K., Trofimovich, P., & Isaacs, T. (2016). Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 37, 217-240.
    • Schmitt, N. (2008). State of the art: Instructed second language vocabulary acquisition. Language Teaching Research, 12, 329-363.
    • Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30, 73-87.
    • Spada, N. (2011). Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching, 44, 225-236.
    • Spada, N., & Lightbown, P. M. (2008). Form-focused instruction: Isolated or Integrated? TESOL Quarterly, 42, 181-207.
    • Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263-308.
    • Tanner, M. W., & Landon, M. M. (2009). The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation, and overall comprehenisibility. Language learning and Technology, 13, 51-65.
    • Thomson, R. I., & Derwing, T. M. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36, 326-344.
    • Trofimovich, P., & Baker, W. (2006). Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 28, 1-30.
    • Trofimovich, P., & Gatbonton, E. (2006). Repetition and focus on form in processing L2 Spanish words: Implications for pronunciation instruction. The Modern Language Journal, 90, 519-535.
    • VanPatten, B. (2004). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.
    • Zielinski, B., & Yates, L. (2014). Pronunciation instruction is not appropriate for beginner-level learners. In L. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp. 56-79). Ann Arbor, MI: University of Michigan Press. h
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article