Abstract
Despite the efforts of existing studies in the domain of L2 phonology to examine ESL learners’ pronunciation development, little research has comprehensively demonstrated ESL learners’ pronunciation improvement in academic immersion contexts. Similarly, few studies have focused on learners’ proficiency levels linked to their developmental success. The current exploratory study investigated the changes of learners’ pronunciation constructs as a result of their ESL program. Seventy-five newly arrived ESL students (25 in each proficiency; beginner, intermediate, and advanced) enrolled in an Intensive English Program in the United States provided their speech responses (to the placement and exit tests from the program). One hundred fifty speaking samples were linguistically analyzed for the following suprasegmental features: fluency (speech rates and pauses) and prosody (prominence and pitch range). Segmental features were analyzed by employing a functional load approach with randomly selected 90 speech files. Findings revealed different developmental patterns among phonological features and proficiency levels; that is, the upper-level learners improved more in fluency and prominence than the lower-level learners. Segmental changes were minimal, suggesting that both high functional and low functional load sounds involve a complex process in learning. Overall findings provide important implications for ESL curriculum planning and development: 1) intonation acquisition can be difficult; 2) skill improvement differs by proficiency level; and 3) level-specific curriculum may be needed.
Highlights
Recent developments in the field of second language (L2) speech have instigated a shift of the emphasis on intelligible speech over the unrealistic goal of sounding native-like (Derwing and Munro, 2005; Field, 2005)
The present study sought to offer a comprehensive investigation of the effects of a 15-week ESL immersion on learners’ segmental and suprasegmental pronunciation features
The study attempted to find out whether ESL immersion experience may play a role in reducing functional load divergences as well as making the participants’ speech more fluent and intelligible
Summary
Recent developments in the field of second language (L2) speech have instigated a shift of the emphasis on intelligible speech over the unrealistic goal of sounding native-like (Derwing and Munro, 2005; Field, 2005). Following this trend, instead of a complete absence of a foreign accent, second language (L2) English speakers are encouraged to strive for clear and intelligible speech. Pronunciation Development in Immersion Contexts development (Stevens, 2002; Lord, 2010) This development can happen differently depending on certain learner factors. The studies demonstrated differences in the improvement of these L2 pronunciation features between the two groups, emphasizing the role of motivational, cultural, and interactional factors in L2 pronunciation development in immersion (Derwing and Munro, 2013)
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