Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi-Experimental Intervention Studies

Autor/in	Saito, Kazuya
Titel	Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi-Experimental Intervention Studies
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 46 (2012) 4, S.842-854 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Native Speakers; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Course Descriptions; Grammar; Teaching Methods; Phonology; Intercultural Communication; Educational Research + Suchen Sie Ihr Suchwort? Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursstrukturplan; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Fonologie; Interkulturelle Kommunikation; Bildungsforschung; Pädagogische Forschung
Abstract	In recent years, several researchers have made strong calls for research on teaching for "intelligible" (rather than "native-like") pronunciation. Their reasoning is that, while maintaining their first language (L1)-related accents to a certain degree, students need to fulfill the minimal phonological requirements to be comprehensible in order to achieve the goal of successful communication. In fact, one can see an increasing number of second language (L2) pronunciation studies which extensively explore which pronunciation phenomena significantly affect speech intelligibility in successful communication between native speakers (NSs) and nonnative speakers (NNSs) as well as between NNSs and NNSs. These studies aim to set teaching and learning priorities and design optimal syllabi for teaching intelligible pronunciation in L2 classrooms. Whereas most instructed L2 acquisition review articles have exclusively focused on grammar teaching, this study took a first step towards conducting a research synthesis to summarize the state of the art of this emerging field--the pedagogical potential of pronunciation teaching. (Contains 2 tables and 5 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10