The Effectiveness of L2 Pronunciation Instruction: A Narrative Review

Autor/inn/en	Thomson, Ron I.; Derwing, Tracey M.
Titel	The Effectiveness of L2 Pronunciation Instruction: A Narrative Review
Quelle	In: Applied Linguistics, 36 (2015) 3, S.326-344 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amu076
Schlagwörter	Second Language Learning; Second Language Instruction; Pronunciation Instruction; Instructional Effectiveness; Computer Assisted Instruction; Speech Communication; Teaching Methods; Suprasegmentals; Reading Aloud to Others + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausspracheübung; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Research on the efficacy of second language (L2) pronunciation instruction has produced mixed results, despite reports of significant improvement in many studies. Possible explanations for divergent outcomes include learner individual differences, goals and foci of instruction, type and duration of instructional input, and assessment procedures. After identifying key concepts, we survey 75 L2 pronunciation studies, particularly their methods and results. Despite a move towards emphasizing speech intelligibility and comprehensibility, most research surveyed promoted native-like pronunciation as the target. Although most studies entailed classroom instruction, many featured Computer Assisted Pronunciation Teaching (CAPT). Segmentals were studied more often than suprasegmentals. The amount of instruction required to effect change was related to researchers' goals; interventions focusing on a single feature were generally shorter than those addressing more issues. Reading-aloud tasks were the most common form of assessment; very few studies measured spontaneous speech. The attribution of improvement as a result of instruction was compromised in some instances by lack of a control group. We summarize our findings, highlight limitations of current research, and offer suggestions for future directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01