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A Discussion of the Ins and Outs of L2 Pronunciation Instruction: A Clash of Methodologies

Yıl 2018, Cilt: 6 Sayı: 2, 477 - 497, 29.04.2018

Arif Bakla , Mehmet Demirezen

https://doi.org/10.16916/aded.395607
Cited By: 2

Öz

The value attached to
pronunciation has kept changing continually in the methodological history of
language instruction. Depending on the nature of methodological considerations
that dominated research and teaching agenda, it either received too much
attention or was marginalized. This study sets out to provide a comprehensive
overview of pronunciation instruction from the 1950s to the present day, with a
particular reference to popular bipolar debates that characterized this
methodologically fluctuating period. Moreover, it attempts to examine the
general outlook on pronunciation and summarize major issues concerning what components
of pronunciation to include in the syllabus and how to teach it. The study also
discusses the role of computers and technology in pronunciation instruction by
incorporating data from empirical studies. Although some of the debates have
been inconclusive up until today, the intellectual effort put in the process
seems to have proved fruitful in providing some guidelines for dealing with the
challenging task of improving learners’ pronunciation. 

Anahtar Kelimeler

Computer-assisted pronunciation teaching (CAPT) segmental/suprasegmental phonology accuracy intelligibility nativeness teacher education teacher education

Kaynakça

  • Ali, S. (2016). Towards the development of a comprehensive pedagogical framework for pronunciation training based on adapted automatic speech recognition systems. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572009〈=tr&site=eds-live&authtype=ip,uid https://doi.org/10.1017/CBO9780511497667.018
  • Bakla, A. (2012). The effectiveness of instruction through Moodle and accent reduction software on the pronunciation of EFL teacher trainees (Unpublished Doctoral Dissertation). Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 133–159). Mahway, NJ: Erlbaum.
  • Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a foreign language (2nd ed.). New York, NY: The Authors.
  • Brown, A. (2008). Pronunciation and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 197–207). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.018
  • Brown, H. D. (2007). Teaching by principles (2nd ed.). White Plains, NY: Longman.
  • Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191–215. https://doi.org/10.1016/S0346-251X(00)00007-5
  • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching Pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
  • Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide. Hong Kong: Cambridge University Press.
  • Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53–70.
  • Dalby, J., & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO Journal, 16(3), 425–444.
  • Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
  • Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543–550. https://doi.org/10.2307/3588494
  • Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
  • Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
  • Derwing, T., Munro, M., & Carbonaro, M. (2000). Does popular speech recognition software work with ESL speech? TESOL Quarterly, 34(3), 592–603. https://doi.org/10.2307/3587748
  • Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25(1), 37–64. https://doi.org/10.1080/09588221.2011.582845
  • Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning and Technology, 2(2), 62–76.
  • Fraser, H. (2006). Helping teachers help students with pronunciation: A cognitive approach. Prospect, 21(1), 80–96.
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İkinci Dilde Sesletim Öğretiminin Özüne Dair Bir Tartışma: Metodolojilerin Çatışması

Yıl 2018, Cilt: 6 Sayı: 2, 477 - 497, 29.04.2018

Arif Bakla , Mehmet Demirezen

https://doi.org/10.16916/aded.395607
Cited By: 2

Öz

Dil eğitiminin metodolojik tarihinde sesletime verilen
önem farklılık gösteregelmiştir. Araştırma ve öğretime dair gündemin baskın
olan ideolojilerin ve metodolojik değerlendirmelerin doğasına bağlı olarak,
sesletim ya çok fazla ilgi görmüş ya da bir kenara itilmiştir. Bu çalışma
özellikle metodolojik anlamda dalgalı bir dönemi simgeleyen iki kutuplu popüler
tartışmaların çerçevesinde, 1950’lerden günümüze sesletim eğitimine ayrıntılı
bir bakış ortaya koymayı hedeflemiştir. Bunun yanında sesletime genel bakışı
incelemeye ve müfredata dahil edilecek sesletim unsurlarına ve sesletimin nasıl
öğretilmesi gerektiğine dair temel konuları özetlemeye çalışmıştır. Çalışma
aynı zamanda ampirik araştırmalardan elde edilmiş veriler vasıtasıyla
bilgisayar ve teknolojinin sesletim eğitimindeki yerini ele almaktadır.
Sesletime dair tartışmalardan bazıları bu güne kadar bir sonuca ulaşamamış olsa
da bu süreçte ortaya konulan zihinsel çaba; zorlu bir iş olan öğrencilerin
sesletimlerini geliştirme işinin nasıl ele alınması gerektiğine dair bazı
ilkeler ortaya koymada semeresini vermiştir.

Anahtar Kelimeler

Bilgisayar destekli sesletim eğitimi (BDSE) parçacıl/parçaüstü fonoloji doğruluk anlaşılırlık yerlilik öğretmen eğitimi öğretmen eğitimi

Kaynakça

  • Ali, S. (2016). Towards the development of a comprehensive pedagogical framework for pronunciation training based on adapted automatic speech recognition systems. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572009〈=tr&site=eds-live&authtype=ip,uid https://doi.org/10.1017/CBO9780511497667.018
  • Bakla, A. (2012). The effectiveness of instruction through Moodle and accent reduction software on the pronunciation of EFL teacher trainees (Unpublished Doctoral Dissertation). Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 133–159). Mahway, NJ: Erlbaum.
  • Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a foreign language (2nd ed.). New York, NY: The Authors.
  • Brown, A. (2008). Pronunciation and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 197–207). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.018
  • Brown, H. D. (2007). Teaching by principles (2nd ed.). White Plains, NY: Longman.
  • Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191–215. https://doi.org/10.1016/S0346-251X(00)00007-5
  • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching Pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
  • Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide. Hong Kong: Cambridge University Press.
  • Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53–70.
  • Dalby, J., & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO Journal, 16(3), 425–444.
  • Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
  • Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543–550. https://doi.org/10.2307/3588494
  • Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
  • Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
  • Derwing, T., Munro, M., & Carbonaro, M. (2000). Does popular speech recognition software work with ESL speech? TESOL Quarterly, 34(3), 592–603. https://doi.org/10.2307/3587748
  • Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25(1), 37–64. https://doi.org/10.1080/09588221.2011.582845
  • Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning and Technology, 2(2), 62–76.
  • Fraser, H. (2006). Helping teachers help students with pronunciation: A cognitive approach. Prospect, 21(1), 80–96.
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  • Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on Learner Performance. TESOL Quarterly, 50(4), 894–931. https://doi.org/10.1002/tesq.272
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  • Lu, D. (2002). Phonetic symbols: A necessary stepping stone for ESL learners. English Teaching Forum, 20(4), pp. 36–39.
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  • Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451–476. https://doi.org/10.1080/09588221.2014.963123
  • Macdonald, S. (2002) Pronunciation views and practices of reluctant teachers. Prospect, 17(3), 3–18.
  • Martins, C. G. D. F. M., Borges, V. M. C., & Levis, J. M. (2016). The design of an instrument to evaluate software for EFL/ESL pronunciation teaching. Ilha do Desterro, 69(1), 141–160. https://doi.org/10.5007/2175-8026.2016v69n1p141
  • Martinsen, R., Montgomery, C., & Willardson, V. (2017). The effectiveness of video-based shadowing and tracking pronunciation exercises for foreign language learners. Foreign Language Annals, 50(4), 661–680. https://doi.org/10.1111/flan.12306
  • Mbah, E. E., Mbah, B. M., Iloene, M. I., & Iloene, G. (2014). Podcasts for Learning English Pronunciation in Igboland: Students' Experiences and Expectations. The EUROCALL Review, 22(2), 57–68. https://doi.org/10.4995/eurocall.2014.3635
  • McCombs, C. J. (2006). The acoustic properties of vowels: a tool for improving articulation and comprehension of English (Report). Forum on Public Policy: A Journal of the Oxford Round Table. NA. Academic One File. Gale. University of the Philippines-Diliman. Retrieved from http://secure.oldhamcounty.com/forumonpublicpolicy/archive06/mcCombs.pdf
  • Meng, F., Wu, Z., Jia, J., Meng, H., & Cai, L. (2014). Synthesizing English emphatic speech for multimodal corrective feedback in computer-aided pronunciation training. Multimedia Tools & Applications, 73(1), 463–489. https://doi.org/10.1007/s11042-013-1601-y
  • Meng, H., Wang, L., Li, S., Meng, H. M., & Chen, H. (2012). Phoneme-level articulatory animation in pronunciation training. Speech Communication, 54(7), 845–856. https://doi.org/10.1016/j.specom.2012.02.003
  • Mich, O., Neri, A., & Giuliani, D. (2006). The effectiveness of a computer-assisted pronunciation training system for young foreign language learners. In Proceedings of CALL Conference (pp. 1–11). Antwerp, Belgium: University of Antwerp, Language Institute. Retrieved from http://tev.fbk.eu/people/mich/Parling/publications/MichNeriGiuliani-CALL2006.pdf
  • Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning and Technology, 20(1), 166–190.
  • Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481–520. https://doi.org/10.2307/3586981
  • Murray, D. E. (2007). Creating a technology-rich English language learning environment. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching (pp. 747–761). New York, NY: Springer. https://doi.org/10.1007/978-0-387-46301-8_49
  • Neri, A., Cucchiarini, C., & Strik, H. (2002). Feedback in computer assisted pronunciation training: Technology push or demand pull? In Proceedings of ICSLP. Citeseer, 1209–1212.
  • Neri, A., Cucchiarini, C., & Strik, H. (2006). Improving segmental quality in L2 Dutch by means of computer assisted pronunciation training with automatic speech recognition. In Proceedings of the 12th International CALL Research Conference: How are we doing? CALL & Monitoring the Learner (pp. 144–151). Antwerp, Belgium. Retrieved from http://repository.ubn.ru.nl/bitstream/2066/42950/1/__Cucchiarini_2006_improving_neri.2006.1.pdf
  • Olson, D. J. (2014). Benefits of visual feedback on segmental production in the L2 classroom. Language, Learning and Technology, 18(3), 173–192.
  • Ouni, S. (2014). Tongue control and its implication in pronunciation training. Computer Assisted Language Learning, 27(5), 439–453. https://doi.org/10.1080/09588221.2012.761637
  • Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: Promise, limitations, directions. Computer Assisted Language Learning, 12(5), 427–440. https://doi.org/10.1076/call.12.5.427.5693
  • Pennington, M., & Ellis, N. (2000). Cantonese speakers’ memory for English sentences with prosodic cues. The Modern Language Journal, 84(3), 372–389. https://doi.org/10.1111/0026-7902.00075
  • Pennington, M., & Richards, J. (1986). Pronunciation revisited. TESOL Quarterly, 20(2), 207–225. https://doi.org/10.2307/3586541
  • Purcell, E. T., & Suter, R. W. (1980). Predictors of pronunciation accuracy: A re-examination. Language Learning, 30(2), 271–287. https://doi.org/10.1111/j.1467-1770.1980.tb00319.x
  • Rezaei, F., Gowhary, H., & Azizifar, A. (2015). Investigating the effect of formal training of phonetic rules on intermediate Iranian EFL learners’ observing assimilation. Procedia - Social and Behavioral Sciences, 199, 196-203. https://doi.org/10.1016/j.sbspro.2015.07.506
  • Robertson, P. (2003). Teaching English pronunciation skills to the Asian learner: A cultural complexity or subsumed piece of cake? Asian EFL Journal, 1–26. Retrieved from http://www.asian-efl-journal.com/june2003_pr.pdf
  • Rogers, C. L., & Dalby, J. M. (1996). Prediction of foreign-accented speech intelligibility from segmental contrast measures. Journal of the Acoustical Society of America, 100(4), 2725–2725. https://doi.org/10.1121/1.416179
  • Rogers, C. L., Dalby, J. M., & De Vane, G. (1994). Intelligibility training for foreign-accented speech: A preliminary study. Journal of the Acoustical Society of America, 96(5), 3348–3348. https://doi.org/10.1121/1.410623
  • Seferoğlu, G. (2005). Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303–316. https://doi.org/10.1111/j.1467-8535.2005.00459.x
  • Sidgi, L. F. S., & Shaari, A. J. (2017). The usefulness of automatic speech recognition (ASR) eyespeak software in improving Iraqi EFL students' pronunciation. Advances in Language and Literary Studies, 8(1), 221–226. https://doi.org/10.7575/aiac.alls.v.8n.1p.221
  • Silveira, R. (2002). Pronunciation instruction: Classroom practice and empirical research, Linguagem and Ensino, 5(1), 93–126.
  • Smith, L., & Rafiqzad, K. (1979). English for cross-cultural communication: The question of intelligibility. TESOL Quarterly, 13(3), 371–380. https://doi.org/10.2307/3585884
  • Su, P., Wu, C., & Lee, L. (2015). R ecursive dialogue game for personalized computer-aided pronunciation training. IEEE/ACM Transactions on, IEEE/ACM Trans. Audio Speech Language Processing, 23(1), 127–141. https://doi.org/10.1109/TASLP.2014.2375572
  • Sun, Z., Lin, C.-H., You, J., Shen, H. j., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3/4), 304. https://doi.org/10.1080/09588221.2017.1308384
  • Suzuki, S. (2017). The effect of computer-assisted oral reading while listening on L2 speaking fluency. In: Temple University Libraries, 2017.
  • Tanner, M. W., & Landon, M. M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13(3), 51–6, Retrieved from http://llt.msu.edu/vol13num3/tannerlandon.pdf
  • Thompson, T., & Gaddes, M. (2005). The importance of teaching pronunciation to adult learners. Asian EFL Journal, 7(2), pp. 179–188. Thomson, R. I. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28(3), 744–765. https://doi.org/10.11139/cj.28.3.744-765
  • Thomson, R. I. (2012). Improving L2 listeners' perception of english vowels: A computer-mediated approach. Language Learning, 62(4), 1231–1258. https://doi.org/10.1111/j.1467-9922.2012.00724.x
  • Thomson, R. I., & Derwing, T. M. (2015). The Effectiveness of L2 Pronunciation Instruction: A Narrative Review. Applied Linguistics, 36(3), 326–344. https://doi.org/10.1093/applin/amu076
  • Thornbury, S. (2006). An A-Z of ELT: A dictionary of terms and concepts used in English language teaching. Oxford, UK: Macmillan Education.
  • Tsai, P. (2015). Computer-Assisted Pronunciation Learning in a Collaborative Context: A Case Study in Taiwan. Turkish Online Journal of Educational Technology - TOJET, 14(4), 1–13.
  • van Doremalen, J., Boves, L., Colpaert, J., Cucchiarini, C., & Strik, H. (2016). Evaluating automatic speech recognition-based language learning systems: a case study. Computer Assisted Language Learning, 29(4), 833–851. https://doi.org/10.1080/09588221.2016.1167090
  • Veselovska, G. (2016). Teaching elements of English RP connected speech and CALL: Phonemic assimilation. Education & Information Technologies, 21(5), 1387. https://doi.org/10.1007/s10639-015-9389-1
  • Walker, R. (2005). Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice. TESOL Quarterly, 39(3), 550–558. https://doi.org/10.2307/3588495
  • Wang, X., & Munro, M. J. (2004). Computer-based training for learning English vowel contrast. System, 32(4), 539–552. https://doi.org/10.1016/j.system.2004.09.011
  • Wells, J. C. (2005). Goals in teaching English pronunciation. In J. Przedlacka, K. Dziubalska-Kolaczyk (Eds.), English pronunciation models: A changing scene (pp.101-110). Bern: Peter Lang.
  • Wong, R. (1993). Pronunciation myths and facts. English Teaching Forum, 31(4), 45–46.
  • Yule, G., & Macdonald, D. (1994). The effects of pronunciation teaching. In J. Morley (Ed.), Pronunciation pedagogy and theory: New views, new directions (pp. 109–118). Alexandria, VA: TESOL.
  • Yuzawa, N. (2007). Teaching English Pronunciation. The Economic Journal of TCUE, 50, 95–107.
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Arif Bakla

Mehmet Demirezen

Yayımlanma Tarihi 29 Nisan 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 6 Sayı: 2

Kaynak Göster

APA Bakla, A., & Demirezen, M. (2018). A Discussion of the Ins and Outs of L2 Pronunciation Instruction: A Clash of Methodologies. Ana Dili Eğitimi Dergisi, 6(2), 477-497. https://doi.org/10.16916/aded.395607

Cited By

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e-Kafkas Eğitim Araştırmaları Dergisi
https://doi.org/10.30900/kafkasegt.1512047

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