Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology

2011 ◽  
Vol 20 (1) ◽  
pp. 45-59 ◽  
Author(s):  
Kazuya Saito
Author(s):  
Alex Housen ◽  
Els Schoonjans ◽  
Sonja Janssens ◽  
Aurélie Welcomme ◽  
Ellen Schoonheere ◽  
...  

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Paige Yi

This paper sets out to peruse the role of various theories or more precisely, hypotheses invoked in SLA research by surveying three empirical studies pertaining to the critical period hypothesis in the SLA of phonetics and phonology. In particular, the three studies which will be reviewed in the next section are titled in chronological order as (1) A critical period for learning to pronounce foreign languages? (Flege, 1987); (2) Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment. (Ioup et al., 1994); (3) Ultimate attainment in L2 Phonology: The Critical Factors of Age, Motivation, and Instruction (Moyer, 1999).


2014 ◽  
Vol 36 (4) ◽  
pp. 709-731 ◽  
Author(s):  
Ellenor Shoemaker

The current study addresses an aspect of second language (L2) phonological acquisition that has received little attention to date—namely, the acquisition of allophonic variation as a word boundary cue. The role of subphonemic variation in the segmentation of speech by native speakers has been indisputably demonstrated; however, the acquisition of allophonic cues in L2 phonology remains underexplored. We examine here L2 learners’ acquisition and perception of noncontrastive acoustic differentiation at word boundaries in English. Fifty French-speaking students of English were tested on their ability to differentiate potentially ambiguous phrases in which word boundaries are marked by the word-initial aspiration of plosives (e.g.,Lou stopsvs.loose tops) or prevocalic glottal stops (e.g.,tea matvs.team at). Participants showed greater sensitivity to the presence of glottal stops than aspiration, suggesting that glottal stops may represent a more perceptually salient segmentation cue for learners than aspiration. We discuss the implications of these results regarding the role of first language transfer versus the universality of some segmentation cues.


Author(s):  
Yoonjung Kang ◽  
Andrea Hòa Phạm ◽  
Benjamin Storme

This study examines the adaptation of French vowels in Vietnamese focusing on adaptation patterns that seem to defy a straightforward analysis based on native phonotactic restrictions or comparison of phonetic input-output similarity. A proper analysis requires reference to knowledge of the input language phonology. In the first case study, we observe that Vietnamese adapters extend the French phonotactic tendencies, i.e., Loi de Position, to loan adaptation productively. Such “intrusion” of L2 phonology knowledge may arise when phonetics underdetermines the adaptation and the adapters look to their knowledge of L2 phonology to arrive at adaptation. It is also notable that the L2 knowledge employed in adaptation is not native-like as the adaptation is not always isomorphic to the French input. In the second case study, the contrast of L2 phonology (/ʁ/ vs. /k/) is neutralized due to an L1 phonological restriction (i.e., no /ʁ/ in Vietnamese coda) but the Vietnamese adaptation systematically retains the contrast in the quality and length difference in the preceding vowel. There is plausible phonetic motivation for this adaptation pattern, but phonetically faithful mapping underdetermines the attested adaptation pattern, and reference to knowledge of L2 phonological contrasts is necessary. These findings illustrate the complexity of the loanword adaptation process, where a variety of different factors including L1 phonological restrictions, phonetic similarity, and L2 phonological knowledge, interact to affect adaptation.


2013 ◽  
Vol 48 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Nina Spada

There has been considerable debate about the relevance and applicability of SLA theory and research for L2 pedagogy. There are those who maintain that SLA must be applicable to L2 pedagogy: a view based on the argument that because SLA is a subfield of applied linguistics, it should have direct relevance to L2 teaching. Others take the view that not all areas of SLA research need to be relevant to L2 pedagogy – only the more ‘applied’ areas. While I would agree that much of the work in SLA should be applicable to L2 pedagogy, particularly research on instructed SLA, my presentation takes a different perspective on the SLA/L2 pedagogy interface. It focuses onmisapplicationsof SLA theory and research to L2 pedagogy. I argue that the applicability of SLA research for L2 instruction requires a careful consideration of context and that specific SLA constructs – even those considered to be important within instructed SLA – may not have directrelevanceto L2 pedagogy. Three areas of SLA research that I will discuss with respect to misapplication and relevance are: the role of instruction in SLA, the role of age in SLA, and the nature of and distinction between implicit and explicit L2 knowledge.


JAMA ◽  
1966 ◽  
Vol 195 (12) ◽  
pp. 1005-1009 ◽  
Author(s):  
D. J. Fernbach
Keyword(s):  

JAMA ◽  
1966 ◽  
Vol 195 (3) ◽  
pp. 167-172 ◽  
Author(s):  
T. E. Van Metre

2018 ◽  
Vol 41 ◽  
Author(s):  
Winnifred R. Louis ◽  
Craig McGarty ◽  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Fathali M. Moghaddam

AbstractWhitehouse adapts insights from evolutionary anthropology to interpret extreme self-sacrifice through the concept of identity fusion. The model neglects the role of normative systems in shaping behaviors, especially in relation to violent extremism. In peaceful groups, increasing fusion will actually decrease extremism. Groups collectively appraise threats and opportunities, actively debate action options, and rarely choose violence toward self or others.


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