L2 Pronunciation Research Articles

Designing L2 pronunciation instruction activities for primary school learners

Abstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong. Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022), the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers. This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.

Task complexity effects on L2 speech rhythm in spontaneous speech production

Task-based pronunciation teaching studies have shown that the cognitive complexity of a task affects different aspects of second language (L2) speech, such as vowel accuracy and comprehensibility. However, its impact on L2 speech rhythm is still under-researched, especially in spontaneous pronunciation-unfocused tasks. In this study, we first investigated how task complexity influences L2 speech rhythm, and we then explored how L2 speech rhythm metrics might predict global pronunciation proficiency (comprehensibility and accentedness). Eighty-two Spanish/Catalan bilingual learners of English and a control group of eight native speakers (NSs) completed a simple and a complex version of an adapted monologic decision-making task. Oral production data were analysed using well-established rhythm metrics (%V, VarcoV, nPVI-V, and VarcoC), novel distance measures (Euclidean and Mahalanobis distance scores) and ratings from 13 English NSs. Results showed differential task complexity effects on L2 speech rhythm depending on the rhythm metrics and distance measures considered. Additionally, the %V rhythm metric and the Mahalanobis distance measure accounted for a modest amount of variance in both comprehensibility and accentedness scores, with Mahalanobis distances having a more reliable predicting power. The outcomes of this study point to the importance of further examining the role of task complexity in L2 speech rhythm in spontaneous speech and to what extent L2 speech rhythm is related to global measures of L2 pronunciation proficiency. These findings also highlight the need for identifying which rhythm metrics are more suitable to depict L2 speech elicited through different methods, particularly spontaneous speech.

ChatGPT for L2 pronunciation teaching and learning

ChatGPT for L2 pronunciation teaching and learning

Lenition in L2 Spanish: The Impact of Study Abroad on Phonological Acquisition.

Objective: This study investigated the degrees of lenition, or consonantal weakening, in the production of Spanish stop consonants by native English speakers during a study abroad (SA) program. Lenition is a key phonological process in Spanish, where voiced stops (/b/, /d/, /ɡ/) typically weaken to fricatives or approximants in specific phonetic environments. For L2 learners, mastering this subtle process is essential for achieving native-like pronunciation. Methods: To assess the learners' progress in acquiring lenition, we employed Phonet, a deep learning model. Unlike traditional quantitative acoustic methods that focus on measuring the physical properties of speech sounds, Phonet utilizes recurrent neural networks to predict the posterior probabilities of phonological features, particularly sonorant and continuant characteristics, which are central to the lenition process. Results: The results indicated that while learners showed progress in producing the fricative-like variants of lenition during the SA program and understood how to produce lenition in appropriate contexts, the retention of these phonological gains was not sustained after their return. Additionally, unlike native speakers, the learners never fully achieved the approximant-like realization of lenition. Conclusions: These findings underscore the need for sustained exposure and practice beyond the SA experience to ensure the long-term retention of L2 phonological patterns. While SA programs offer valuable opportunities for enhancing L2 pronunciation, they should be supplemented with ongoing support to consolidate and extend the gains achieved during the immersive experience.

Computer-assisted pronunciation training: A systematic review

Abstract This systematic review maps the trends of computer-assisted pronunciation training (CAPT) research based on the pedagogy of second language (L2) pronunciation instruction and assessment. The review was limited to empirical studies investigating the effects of CAPT on healthy L2 learners’ pronunciation. Thirty peer-reviewed journal articles published between 1999 and 2022 were selected based on specific inclusion and exclusion criteria. Data were collected about the studies’ contexts, participants, experimental designs, CAPT systems, pronunciation training scopes and approaches, pronunciation assessment practices, and learning measures. Using a pedagogically informed codebook, the pronunciation training and assessment practices were classified and evaluated based on established L2 pronunciation teaching guidelines. The findings indicated that most of the studies focused on the pronunciation training of adult English learners with an emphasis on the production of segmental features (i.e. vowels and consonants) rather than suprasegmental features (i.e. stress, intonation, and rhythm). Despite the innovation promised by CAPT technology, pronunciation practice in the studies reviewed was characterized by the predominant use of drilling through listen-and-repeat and read-aloud activities. As for assessment, most CAPT studies relied on human listeners to measure the accurate production of discrete pronunciation features (i.e. segmental and suprasegmental accuracy). Meanwhile, few studies employed global pronunciation learning measures such as intelligibility and comprehensibility. Recommendations for future research are provided based on the discussion of these results.

O’Speak Version 1.0: A New Tool to Measure Segmental Pronunciation Features

The rapid enhancement of technology has made it possible to integrate technology and L2 pronunciation assessment. While the investigation of L2 pronunciation was considered vital in English Language Teaching, assessing pronunciation is granted the least attention. This study attempts to discuss the roles and impacts of O’Speak version 1.0 as an automated pronunciation tool and compare it with human ratings while assessing L2 segmental pronunciation features uttered by Indonesian learners of English. This study aims to pilot an android-based pronunciation test, namely, O’Speak, which was developed using Feuerstein’s Mediated Learning Experience principles. Performed under a quasi-experimental research design, this study ran an independent two-sample t-test involving 50 participants. The study showed that there was no statistically significant difference between O’Speak and human ratings in the segmental pronunciation assessment. This indicates that a new tool functions equally with the ability that human rating has. During the study, this study identified some caveats shown by the human rating that leads to its ability to be equal to O’Speak, and these include teaching experience, hallo effect, and rating experience.

Monitoring student behavior in autonomous automatic speech recognition-based pronunciation practice

A growing number of studies are investigating the role of Automatic Speech Recognition (ASR) technology in second language (L2) pronunciation learning, highlighting its potential to promote autonomous learning and enhance the development of L2 pronunciation. However, how learners interact with ASR systems remains largely unknown. The current study examined the behavior of 46 English-as-a-foreign language learners over six sessions of autonomous ASR-based pronunciation practice. It also explored potential relationship between learners' behavior and individual differences in motivation and pronunciation attitude. Analyses of the learners' screen recordings shed light on their interaction with the ASR output, including the proportion of words successfully transcribed on the first attempt and unsuccessful cases requiring subsequent attempts—whether repaired, ignored, or remaining unrepaired despite several attempts. Results from motivation and attitude questionnaires revealed that learners with a higher pronunciation attitude at the study's onset were more likely to reattempt a word not successfully transcribed by the ASR system. Motivation, however, was not found to be linked to learner behavior. The findings contribute to the expanding research on ASR technology in L2 pronunciation learning by emphasizing the influence of learner behaviors and attitudes, and providing important insights for L2 practitioners and researchers.

Study on Task-Based Language Teaching in L2 Pronunciation Development

Study on Task-Based Language Teaching in L2 Pronunciation Development

The Effectiveness of L2 Pronunciation Instruction: A Critical Systematic Review of the Intervention Studies

Pronunciation instruction studies have taken considerable attention in the field of foreign language teaching and research in recent years. In this systematic review, only the intervention studies indexed in SSCI were included. A literature search up to April 2024 was conducted using the Web of Science and relevant meta-analytic studies. 55 interventions met the eligibility criteria based on the PRISMA 2020. This review is twofold: to examine the effects of English L2 pronunciation instruction and to identify the methodological status of these studies in terms of treatment formulation, design, sampling type/size, treatment duration and outcome measures. Results showed that pronunciation instruction treatments positively affected L2 users’ pronunciation performance. Regarding research methodology, the studies employed mostly pre- and post-tests, with at least one experimental group having relatively few delayed tests. The most common participant group was undergraduate students with pre-intermediate and intermediate levels. The participants' performance tended to be measured through technological tools in recent years. The suprasegmental features of speech increasingly took place compared to the mere segmental features. These studies also tended to include native speakers’ ratings in the assessment phase of the instruction. The findings of this study are assumed to provide insights and recommendations for future research studies

Exploring Rhotacism in English Spoken by Urdu Speakers in Pakistan

This study examines the Rhotacismof the /r/ sound among native Urdu speakers learning English, focusing on minimal pairs and medial contexts. The aim is to understand phonological transfer and improve language teaching and therapy techniques. The study analyzed formant frequencies and durations of /r/ sounds produced by early learners (exposed to English before age 10) and late learners (exposed after age 10) using a purposive sample of 20 participants. Grounded in the Critical Period Hypothesis and the Speech Learning Model (SLM), which together suggest that early language exposure leads to more native-like pronunciation and that L1 phonetic characteristics influence L2 acquisition. The findings reveal that early learners exhibit clearer formant frequencies and shorter durations, effectively distinguishing the /r/ sound from others. In contrast, late learners demonstrate overlapping frequencies and longer durations, influenced by the retroflex /r/ in Urdu. The discussion underscores the impact of L1 phonology on L2 pronunciation and the necessity for targeted pronunciation exercises and speech therapy interventions. The study concludes that early exposure to English significantly enhances phonological proficiency. However, limitations such as the small sample size and the focus on specific phonetic contexts suggest the need for further research with larger samples and diverse contexts to validate these findings and explore additional phonological features influencing L2 acquisition.

Shadowing textbook and authentic materials in beginning L2 learners’ acquisition of Mandarin Chinese tones in spontaneous speech

Abstract Addressing the lack of research examining the use of discourse-level speech input in beginning L2 learners’ Mandarin tone production in spontaneous speech, this study compares the effects of authentic videos and textbook audios as shadowing materials on beginners’ multisyllabic tone production in spontaneous speech and learner attitudes. Fourteen college students, randomly divided into the “authentic” and “textbook” groups, shadowed for four weeks. From the pretest to the posttest, both groups significantly improved tone accuracy in sentence-level spontaneous speech with no significant differences between groups. Quantitative and qualitative analyses of learners’ responses show that (1) both groups had positive attitudes toward the materials, (2) authentic materials generated greater interest, and learners appreciated shadowing authentic conversations or conversations that mimic natural discourse, and (3) the learners primarily cared about whether the materials were comprehensible, interesting, and accessible. The findings shed light on using authentic materials to teach L2 pronunciation.

The effect of settings, educational level and tools on computer‐assisted pronunciation training: A meta‐analysis

AbstractBackground studyComputer‐assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts.ObjectivesThis study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools.MethodsThe meta‐analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results.ResultsThe findings of the meta‐analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size.ConclusionsThe study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills.

Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity

One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers’ professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy.

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

In recent decades, a vast literature has documented crosslinguistic influences on the acquisition of L2 phonology and in particular the effects of spelling on pronunciation. However, articulating these research findings in terms of taking into account the effects of L1 phonology and spelling on L2 pronunciation in language teaching remains to be examined. These studies are based on experimental cross-sectional methods and mainly focus on L2 English learning by speakers of languages with an alphabetic system. In French, there are few studies on crosslinguistic influences on the acquisition of the nasal vowels (/ɑ~/, /ↄ~/ and /ε~/) and few experimental studies that point to a possible effect of orthography on the pronunciation of these phonemes. The results of experimental studies are difficult to transpose to the language classroom because they are based on word or sentence reading and writing activities, which are quite far-removed from the conversational activities practised in the classroom in interaction with peers and the teacher. Hence, we opted here for a case study of the effect of spelling on the production of nasal vowels in interaction tasks. We conducted a longitudinal study during the first year of extensive learning of French (4 hrs 30 per week). The results of a perceptive analysis by expert listeners show that (i) learners spell nasal vowels with an <n> or <m> in 98% of the obligatory contexts; (ii) most nasal vowels are perceived as nasal vowels in speech (72%), the others being perceived as vowels followed by a nasal consonant (19, 5%) or as oral vowels (8.5%); (iii) consonantisation is stronger when the learner spontaneously produces a word than when (s)he repeats it, (iv) which decreases with time (learning effect) and varies (v) according to the consonant, /ε~/ being less consonantised than /ↄ~/ and /ɑ~/. Finaly, we propose a didactic discussion in the light of intelligibility and influence of orthography.

Mobile-assisted language learning and pronunciation instruction: A systematic literature review

AbstractIn recent years, learners worldwide have expressed increasing interest in mobile learning and the utilization of mobile devices for language learning purposes. However, few research synthesis studies have focused on pronunciation development in relation to employing MALL (mobile-assisted language learning). This review article contributes to the discourse on how mobile learning aids in acquiring and practicing EFL (English as a foreign language) pronunciation since it is this language system that is both a crucial and frequently neglected aspect of English language learning. With the emergence of e-generation, it is necessary to investigate the influence of MALL on pronunciation acquisition. This paper provides a systematic literature review of the findings of 15 empirical studies published between 2015 and 2022, which is based on PRISMA 2020. The aim of the review is threefold: to investigate the effect of mobile devices on L2 learners’ pronunciation performance, examine learners’ attitudes toward employing mobile learning for pronunciation practice and development, and identify which mobile devices and apps are present in the process. The results indicate that overall, mobile learning exerts a beneficial impact on L2 pronunciation and that participants in the reviewed studies demonstrate positive attitudes toward MALL. Moreover, smartphones appear to be at the center of attention as the primary mobile device, and it was revealed that a variety of mobile apps and platforms have been employed in the studies. The article concludes with pedagogical implications and recommendations for potential research exploration in the future.

“The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction

AbstractAlthough explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic‐phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English‐as‐a‐foreign‐language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data‐collection methods (e.g., semi‐structured interviews, classroom observations, and stimulated‐recall interviews), and Freeman's (2020) Knowledge Base of Language Teaching Framework, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.

Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English

AbstractIssues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.

The multimodal assessment task: Extending the pedagogical shift in L2 pronunciation teaching to assessment

This article explores contemporary approaches to teaching and assessing L2 pro-nunciation, acknowledging a shift from prioritizing native-like pronunciation to emphasizing intelligibility. Leveraging this transition, the study introduces a Mul-timodal Assessment Task (MAT) aimed at assessing English pronunciation. The MAT empowers learners to handle the intricacies of spoken language with con-fidence through a number of structured activities. The participants were twen-ty-three pre-service teachers taking a pronunciation course in a TEFL program at a state-owned university in Argentina. Their responses to a self-assessment report revealed important advancements in their awareness of pronunciation, bolstered self-confidence, and self-efficacy in relation to learning L2 pronunciation. However, some students pinpointed certain challenges associated with the MAT, including the necessity for additional practice time and guidance, ongoing focus on certain sounds, and some difficulties related to prosody. This article advocates for further research to refine pronunciation teaching and assessment methods in language education, emphasizing ongoing exploration and improvement in this domain.

Teaching prosody in research studies

Abstract This special issue looks at the decisions behind prosody teaching in recently published L2 pronunciation studies. The teaching of prosody can include a variety of topics (e.g., lexical stress, intonation, prominence, rhythm, etc.) and approaches to teaching, but the justifications for the decisions about what to emphasize often are not extensively explained in published articles. It is the intention of this issue to provide descriptions of a variety of studies, some face-to-face and some using technology, in the hope that future studies focused on prosody will provide more complete accounts of their own decisions. Each of the articles in this issue address decisions to teach prosody, the teaching approach of the study, materials used, and an evaluation of the decisions made.

Perception and production of French oral vowels by Japanese-speaking learners: does dialectal variation play a role?

This paper presents a series of studies on the impact of regional variation in L1 (source language) on L2 (target language) pronunciation, focusing on the high back vowel /u/ in French perceived or produced by native speakers of Japanese from the Kanto area (around Tokyo) and the Kansai area (around Osaka). 1) To serve as a base line, the 5 Japanese vowels were pronounced by 11 speakers (5 women and 6 men) from Kansai with no learning experience of French and their first 4 formants were measured to examine their acoustic properties. 2) 25 naïve listeners from Kansai took part in an AXB auditory discrimination task for French vowels including pairs /u/-/y/, /y/-/ø/ and /u/-/ø/; the results were compared with those of Kanto speakers in previous studies. 3) Some Japanese-speaking learners of French (JSL) from Kansai produced the French /u/ with a lower F2 (around 1,000 Hz for men) than typical values observed for learners from the Tokyo area. These results show limited differences for some of the speakers from Kansai compared to the tendency commonly observed with Kanto speakers