L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency
Keywords:
Second language teaching, English phonology, student development.Abstract
Using a mixed methodology, this study examines the impact of a university-level English phonology course on the acquisition of vowel and consonant sounds in that language, by beginning (n = 4), pre-intermediate (n = 8) and intermediate-level (n = 6) students. The 5-hour-a-week, 16-week course was taught by teacher of English. To determine the effects of the course, students participated in two oral activities during an interview at the beginning of the course, and another at the end. During these interview, nine classes were observed, and the instructor reported the activities implemented. The analysis of variance revealed positive changes in all the students’ pronunciation students. Observations and reports verified the presence of systematic and focused phonological teaching through a variety of activities. The results suggest that this type of teaching allows students to counteract the negative effects which biological factors and the influence of the mother tongue have on learning.Downloads
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References
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Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian Modern Language Review, 59, 547-566.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: An empirical approach. TESOL Quarterly, 39, 379-397.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1997). Pronunciation instruction for “fossilized” learners: Can it help? Applied Language Learning, 8, 217-235.
DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499-533.
DeKeyser, R. M., & Larson-Hall, J. (2004). What does a critical period really mean? In Kroll, J. F., & De Groot, A. M. B. (Eds.) Handbook of Bilingualism, Psycholinguistic Approaches (pp. 88-108). New York: Oxford University Press.
Ellis, R. (2003). The Study of second language acquisition. UK: Oxford University Press.
Elliot, R. (1997). On the teaching and acquisition of pronunciation within a communicative Approach. Hispania, 80, 95-108.
Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-linguistic research (pp. 233-277). Timonium, MD: York Press.
Harley, B., & Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379-400.
Hinenoya, K. (2009). Conceptual complexity and accessibility of the article 'the': Is the traditional interpretation of 'the' enough for ESL learners? Unpublished doctoral dissertation, McGill University, Montreal.
Izquierdo, J. (2009). L’aspect lexical et la production du temps du passé en français L2: Une étude quantitative auprès des apprenants hispanophones. La Revue Canadienne de Langues Vivantes-The Canadian Modern Language Review, 65, 587-613.
Izquierdo, J. & Collins, L. (2008). The facilitative effects of L1 influence on L2 tense-aspect marking: Hispanophones and Anglophones learning French.The Modern Language Journal, 93, 349 -366.
Kulh, P. (1992). Psychoacoustics and speech perception: Internal standards, perceptual and anchors, and prototypes. In L. Werner & E. Rubel (Eds.), Developmental psychoacoustics, (pp. 293-332). Washington, DC: American Psychological Association.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
Lenneberg, E. (9671). Biological foundations of language. New York: John Wiley & Sons.
Lightbown, P. & Spada, N. (2006). How languages are learned. UK: Oxford University Press.
Long, M. (1990). Maturational constraints on language development. Studies in Second Language Acquisition,12, 251-285.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14, 321-341.
Lyster, R. (2007). Learning and teaching languages through content: A counter-balanced approach. Amsterdam: John Benjamins.
Lyster, R. & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498
Major, R. C. (2008). Transfer in second language phonology. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp.63-94). Amsterdam: John Benjamins.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction. A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Oller, J. W. & Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189.
Pennington, M. C., Ellis, N. C., Lee, Y. P., Lau, L. & Lock, G. (2002). Instructing intonation in a second language: Lessons from a study with Hong-Kong Cantonese undergraduate English majors. Unpublished manuscript.
Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. Cambridge, MA: Newbury House.
Skehan, P. (1998). A cognitive approach to language learning. New York: Oxford University Press.
Spada, N. & Frölich, M. (1995). The communicative orientation of language teaching observation scheme: Coding conventions and applications. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Swam, M. & Smith, B. (1987). Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
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). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Lawrence Erlbaum Associates.
Brown, H. D. ( 2007). Principles of language learning and teaching. White Plains, NY: Pearson.
Derwing, T. (2008). Curriculum issues in teaching pronunciation to second language learners. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp. 347-369). Philadelphia: John Benjamins.
Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian Modern Language Review, 59, 547-566.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: An empirical approach. TESOL Quarterly, 39, 379-397.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1997). Pronunciation instruction for “fossilized” learners: Can it help? Applied Language Learning, 8, 217-235.
DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499-533.
DeKeyser, R. M., & Larson-Hall, J. (2004). What does a critical period really mean? In Kroll, J. F., & De Groot, A. M. B. (Eds.) Handbook of Bilingualism, Psycholinguistic Approaches (pp. 88-108). New York: Oxford University Press.
Ellis, R. (2003). The Study of second language acquisition. UK: Oxford University Press.
Elliot, R. (1997). On the teaching and acquisition of pronunciation within a communicative Approach. Hispania, 80, 95-108.
Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-linguistic research (pp. 233-277). Timonium, MD: York Press.
Harley, B., & Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379-400.
Hinenoya, K. (2009). Conceptual complexity and accessibility of the article 'the': Is the traditional interpretation of 'the' enough for ESL learners? Unpublished doctoral dissertation, McGill University, Montreal.
Izquierdo, J. (2009). L’aspect lexical et la production du temps du passé en français L2: Une étude quantitative auprès des apprenants hispanophones. La Revue Canadienne de Langues Vivantes-The Canadian Modern Language Review, 65, 587-613.
Izquierdo, J. & Collins, L. (2008). The facilitative effects of L1 influence on L2 tense-aspect marking: Hispanophones and Anglophones learning French.The Modern Language Journal, 93, 349 -366.
Kulh, P. (1992). Psychoacoustics and speech perception: Internal standards, perceptual and anchors, and prototypes. In L. Werner & E. Rubel (Eds.), Developmental psychoacoustics, (pp. 293-332). Washington, DC: American Psychological Association.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
Lenneberg, E. (9671). Biological foundations of language. New York: John Wiley & Sons.
Lightbown, P. & Spada, N. (2006). How languages are learned. UK: Oxford University Press.
Long, M. (1990). Maturational constraints on language development. Studies in Second Language Acquisition,12, 251-285.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14, 321-341.
Lyster, R. (2007). Learning and teaching languages through content: A counter-balanced approach. Amsterdam: John Benjamins.
Lyster, R. & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498
Major, R. C. (2008). Transfer in second language phonology. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp.63-94). Amsterdam: John Benjamins.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction. A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Oller, J. W. & Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189.
Pennington, M. C., Ellis, N. C., Lee, Y. P., Lau, L. & Lock, G. (2002). Instructing intonation in a second language: Lessons from a study with Hong-Kong Cantonese undergraduate English majors. Unpublished manuscript.
Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. Cambridge, MA: Newbury House.
Skehan, P. (1998). A cognitive approach to language learning. New York: Oxford University Press.
Spada, N. & Frölich, M. (1995). The communicative orientation of language teaching observation scheme: Coding conventions and applications. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Swam, M. & Smith, B. (1987). Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
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). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Lawrence Erlbaum Associates.
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Published
2011-05-01
