Second language pronunciation & increased dissemination

Second language (L2) pronunciation patterns that differ from those of first language (L1) speakers can affect communication effectiveness. Research on children’s L2 pronunciation in bilingual education that involves non-English languages is much needed for the field of language acquisition. Due to limited research in these specific populations and languages, researchers often need to refer to literature on L2 pronunciation in general. However, the multidisciplinary literature can be difficult to access. This paper draws on research from different disciplines to provide a brief but holistic overview of L2 pronunciation. A conceptual model of L2 pronunciation is developed to organize multidisciplinary literature, including interlocutors’ interactions at three layers: the sociopsychological, acquisitional, and productive-perceptual layers. Narrative literature review method is used to identify themes and gaps in the field. It is suggested that challenges related to L2 pronunciation exist in communication. However, the interlocutors share communication responsibilities and can improve their communicative and cultural competencies. Research gaps are identified and indicate that more studies on child populations and non-English L2s are warranted to advance the field. Furthermore, we advocate for evidence-based education and training programs to improve linguistic and cultural competencies for both L1 speakers and L2 speakers to facilitate intercultural communication.

Many L2 children exhibit native-like phonology, which can result in false assumptions about overall language development. For instance, teachers may assume that a child’s difficulties understanding schoolwork are due to cognitive delays rather than attributable to incomplete language acquisition. These suppositions can lead to the placement of L2 students in special education classes rather than language enrichment programming. Studies of children’s second language (L2) pronunciation development reveal that, contrary to popular opinion, some children have foreign accents. Although some L2 accents are easy to understand, requiring no intervention, pronunciation instruction research has identified strategies to enhance intelligibility when children’s productions are difficult to understand. Suggestions for assisting children and youth with intelligibility difficulties are made.

Language pronunciation is an indispensable part of the language learning process. It plays a substantial role in enhancing the communicative competence and performance of sound language learners. The learning of pronunciation is a very sensitive and complicated aspect of the English language classroom. However, all L1 students are not equally good at learning pronunciation. The research aims to explore the phonological features of L1 that influence the pronunciation of L2. Similarities and differences between the phonological systems of the L1 and L2 are also part of this study. The study discusses theory and personal observations that classify the influence of L1 on L2. This research is significant because it highlights importance of acquiring the pronunciation of a second language. This study assesses the impact of L1 on the pronunciation of L2 using a quantitative data analysis approach and Transfer Hypothesis Theory. The Transfer Hypothesis Theory suggests that the skills and knowledge acquired in one language can transfer and influence the learning and use of another language. The result of this analysis provides valuable insights into the relationship between L1 and L2 and contributes to our understanding of the Transfer Hypothesis Theory.

This study employed an explanatory sequential design to examine the impact of utilizing automatic speech recognition technology (ASR) with peer correction on the improvement of second language (L2) pronunciation and speaking skills among English as a Foreign Language (EFL) learners. The aim was to assess whether this approach could be an effective tool for enhancing L2 pronunciation and speaking abilities in comparison to traditional teacher-led feedback and instruction. A total of 61 intermediate-level Chinese EFL learners were randomly assigned to either a control group (CG) or an experimental group (EG). The CG received conventional teacher-led feedback and instruction, while the EG used ASR technology with peer correction. Data collection involved read-aloud tasks, spontaneous conversations, and IELTS speaking tests to evaluate L2 pronunciation and speaking skills. Additionally, semi-structured interviews were conducted with a subset of the participants to explore their perceptions of the ASR technology and its impact on their language learning experience. The quantitative analysis of the collected data demonstrated that the EG outperformed the CG in all measures of L2 pronunciation, including accentedness and comprehensibility. Furthermore, the EG exhibited significant improvements in global speaking skill compared to the CG. The qualitative analysis of the interviews revealed that the majority of the participants in the EG found the ASR technology to be beneficial in enhancing their L2 pronunciation and speaking abilities. The results of this study suggest that the utilization of ASR technology with peer correction can be a potent approach in enhancing L2 pronunciation and speaking skills among EFL learners. The improved performance of the EG compared to the CG in pronunciation and speaking tasks demonstrates the potential of incorporating ASR technology into language learning environments. Additionally, the positive feedback from the participants in the EG underscores the value of using ASR technology as a supportive tool in language learning classrooms.

This chapter examines the ongoing debate surrounding the roles and professional legitimacy of native (NS) and non‐native speaker (NNS) teachers in second language (L2) pronunciation instruction. Challenging the traditional binary distinction, we argue that native‐speakerism—a belief in the superiority of NS teachers—has long fostered discriminatory practices in English language teaching. Drawing on scholarly literature, we trace the historical and ideological roots of native‐speakerism and advocate for shifting the focus from nativeness to professional expertise and intelligibility. The chapter compares the Nativeness Principle, which seeks native‐like pronunciation, with the Intelligibility Principle, which prioritizes comprehensibility in communication. We assert that intelligibility‐based instruction aligns more realistically with learners' needs, especially in English as a lingua franca contexts, where most interactions occur between NNSs. Both NS and NNS teachers are acknowledged to bring distinct advantages to pronunciation instruction. NS teachers may offer intuitive linguistic knowledge, while NNS teachers possess valuable insights into learner challenges and L1 interference. However, neither group is inherently more effective; rather, successful pronunciation instruction depends on formal training and pedagogical competence. The chapter also addresses the psychological effects of native‐speakerism on NNS teachers and calls for the adoption of inclusive descriptors such as “expert teacher” and “intercultural speaker.” We argue that the emphasis on nativeness is outdated and counterproductive. Instead, pronunciation teaching should be guided by the goal of intelligibility, which supports diverse teacher identities and empowers all qualified educators, regardless of L1 background.

In order to investigate the characteristics and effects of peer feedback targeting second language (L2) pronunciation, the present study recruited 32 Mandarin-speaking learners of English who received five pronunciation instructional sessions through an instant messaging application on their smart phones. The phonological targets, types, and formats of peer feedback as well as its effects on their pronunciation (i.e., comprehensibility and accentedness) were examined. Results revealed that the participants mainly targeted segmental errors rather than suprasegmental errors and that they tended to provide more feedback on vowels rather than on consonants. Their feedback, delivered mainly in writing, was found to be effective in improving learners’ comprehensibility, but not their accentedness. The findings demonstrate the potential of peer feedback complementary to teacher feedback in instructed L2 pronunciation and highlight the importance of training in optimizing the effectiveness of peer feedback.

The Critical Period Hypothesis (CPH), originally proposed by Lenneberg (1967), states that there is a maturational period of time during which language acquisition can take place. The CPH is often cited to account for difference in success between early and late language learners. Based on Lenneberg’s hypothesis, other researchers have generated additional hypothesis, all of which consider a maturational period of time during which language acquisition take place. This Final Research Project investigates the critical period hypothesis for second language pronunciation from and English-as-a-foreign-language perspective. It aims to investigate whether it is possible for late learners of English to achieve a native-like pronunciation regardless of maturational constraints. This project also investigates whether the variable ‘exposure to the target language’ influences significantly or not the ability for late L2 learners to obtain native-like pronunciation. In order to find out about this, two groups of non-native speakers, differing in the amount of exposure they receive to the target language in their secondary education, were included in this study, alongside a native speaker control group. Three speech samples were collected for each speaker: a word list, a paragraph, and an answer to an open-ended question. After these speech samples were collected from each subject, 6 linguistically naive native speakers of English evaluated the sound samples based on native likeness. After these scores were obtained, means were calculated to determine their performance and to determine intergroup comparison. Results indicate that there were no late L2 learners of English who had obtained a native-like pronunciation. This could provide evidence in favor of a critical period for second language pronunciation. Results also indicate that there was a significant difference in mean scores between the non-native speaker groups, with an advantage for students in bilingual Spanish-English programs over those in monolingual Spanish programs, suggesting a significance for the variable ‘exposure to the target language’ in determining second language pronunciation in late learners. Thus, exposure to the target language influences the acquisition of second language pronunciation, possibly, alongside a developmental critical period.

This study was focused on the implementation of multilingualism used by UMM buddies along with the problems and the solutions. The purposes of this study were: (1) to describe the implementation of multilingualism used by UMM Buddies in conducting interview at the Learning Express Program, (2) to uncover the problems faced by UMM Buddies in using multilingualism in conducting interview at the Learning Express Program, and (3) to investigate the ways UMM Buddies solved the problems in using multilingualism when conducting interview at the Learning Express program. The researcher described the result through interpretative and narrative description. Therefore, qualitative research design suited this study. There were two techniques to collect the data. They were observation and interview in which observation checklist and interview guide were employed as the instruments. The research findings showed that, in conducting interview at the Learning Express program, UMM buddies occupied multilingualism. They spoke English, Javanese (Ngoko/Krama) and Bahasa Indonesia. UMM buddies who implemented the multilingualism during the interview section were UMM Buddies I, as the interviewer, UMM Buddies II, as the note taker, and UMM Buddies III as the interpreter during the interview session.There were some problems faced by UMM buddies, namely: difficulty in the language selection and the fallacy in language pronunciation. The strategies applied in solving the difficulties in the language selection were by means of body language, Google Translate, and simple vocabulary use to convey the real meaning. Besides, the cooperative synergy of each role also helped to solve this problem and saved the interview process. Moreover, in dealing with the problem of the fallacy in language pronunciation, UMM buddies tried to get acquitted and began to develop their multilingual abilities through the improvement of their speaking habit

This issue addresses the intersection of technology and pronunciation, discussing past, current and future uses of technology, the use of technology for researching L2 pronunciation, for training instructors, and for teaching learners. Technology is put forth as an essential and interconnected element of second language pronunciation. The topic grew out of the 8th Pronunciation in Second Language Learning and Teaching conference, held in August 2016 in Calgary, Alberta.

The present study explored whether listening to songs and singing can improve second language pronunciation and vocabulary learning at beginning stages of language acquisition. One hundred and eight Chinese students underwent a 4‐min training session to learn 14 words from a meaningful French song about the parts of the body in either one of two conditions: in Experiment 1, listening to rhythmic speech vs listening to the same words but in a song (50 participants), and in Experiment 2, listening to vs singing a song (58 participants). Accentedness ratings of pretest and posttest recordings revealed that (a) the song listening group reduced accentedness significantly more than the rhythmic speech listening group (Experiment 1); and (b) singing and listening to a song yielded similar significant improvements after training (Experiment 2). No advantage of song listening compared to rhythmic speech listening nor of singing compared to song listening was found for word recall. Individual measures of working memory and imitation ability significantly influenced our results.

The Journal of Second Language Pronunciation is a scholarly journal devoted to research into the acquisition, perception, production, teaching, assessment, and description of prosodic and segmental pronunciation of second languages in all contexts of learning. The journal encourages research that connects theory and practice, enhances our understanding of L2 phonological learning processes, and provides connections between L2 pronunciation and other areas of applied linguistics such as pragmatics, CALL, and speech perception. The Journal publishes papers in four main areas: experimental, instructed, and naturalistic research about second language pronunciation; review articles that synthesize research perspectives of key pronunciation issues from different disciplines;teaching-oriented papers detailing successful practices and research-based instruction; and reviews of technology and books focused on second language pronunciation.Contributions focusing on empirical research will represent all portions of the methodological spectrum including quantitative, qualitative, and mixed-methods studies. The journal invites papers on topics such as intelligibility and comprehensibility, accent, phonological acquisition, the use of technology (such as automatic speech recognition, text-to-speech, and CAPT), spoken language assessment, the social impact of L2 pronunciation, the ethics of pronunciation teaching, pronunciation acquisition in less commonly taught languages, speech perception and its relationship to speech production, and other topics. The Journal of Second Language Pronunciation publishes its articles Online First.

While the philosophy of flipped classroom has recently been drawing much attention of second language teachers, integrating technology into pedagogy is often an issue. This is also the case in pronunciation teaching. Second language pronunciation teaching has been largely dependent on teachers' intuition and beliefs, realized by repetition. Although recent technology developments in the field of linguistics, namely ultrasound imaging, enable visualization of movement and motion inside the mouth, it has not yet been widely used in second language education. In this chapter, taking a self-learning website for Japanese language pronunciation, the authors explore what makes teachers stay away from technology integration into language learning and how this barrier can be overcome to implement a flipped classroom. Specifically, the authors address the importance of taking initiative in planning how technology can be integrated into pedagogy while closely collaborating with and involving other fields of study, like linguistics, as well as information technology.

Abstract: With the advance of information globalization and economic globalization, it is of great importance for non-native speakers to master English or another widely spoken second language to involve themselves in international communication better. Nonstandard accents in second language pronunciation, assumed to originate from first languages pronunciation habits, and their influence on communicating with native speakers have triggered foreign speakers concern accordingly. The paper, through literature review, theoretical analysis, and experiment, explores the impact of first language accent on the pronunciation habit of the second language, specifically on the rhotic-related words in both languages (Chinese and English). The paper finds that speakers' Chinese accent does affect how they say rhotic-related words in English, even when the approach to learning a second language is taken into account. This helps build theories about the link between how people pronounce words in their first language and how they pronounce words in their second language Further research and more generalized experiments are needed to support a universal conclusion.

The present study investigates whether training second language pronunciation with tactile cues facilitates the production of non-native sounds involving accessible articulatory features. In a between-subjects experiment with a pretest-training-posttest design, 50 Turkish learners of English received audiovisual training on a set of target words and sentences containing two English interdental fricatives, /θ/ and /ð/, in one of two conditions, tactile and non-tactile. The tactile condition involved self-touching the tongue as it protruded during pronunciation of the two target sounds. Participants’ pronunciation performance was assessed through a word-imitation task, a sentence-imitation task, and a discourse reading task. Results showed that while both training conditions helped learners to improve their pronunciation performance in all three tasks, the tactile condition triggered greater improvements in the discourse reading task. These results extend previous findings on the benefits of tactile input for speech perception and suggest the efficacy of multisensory training paradigms for improving second language pronunciation.

Pronunciation that deviates from native norms – what many refer to as a ‘foreign accent’ – in second and additional languages acts an immediate marker. It has been shown to negatively affect attitudes toward the speaker in question. Native speakers of a given language are tuned in to accents, and research has shown that all but the youngest second language learners acquire accented speech. This contribution focuses primarily on the methodological and theoretical issues surrounding investigations of pronunciation in a second language from the perspective of both the speaker and the listener. The notions of foreign accent, intelligibility and comprehensibility are explored, and current research in second language pronunciation and pronunciation training are presented.