Can corrective feedback on second language speech perception errors affect production accuracy?

Lee, Andrew H.; Lyster, Roy

doi:10.1017/s0142716416000254

Cited by 27 publications

(12 citation statements)

References 57 publications

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“…Under this, intelligibility was analyzed not only through listener transcription (e.g., Derwing et al., ) but also through their judgments (e.g., Martinsen, Montgomery, & Willardson, ). Second, experts’ subjective ratings of specific aspects of pronunciation proficiency were operationalized as experts’ ratings of segmental (e.g., Lee & Lyster, ), prosodic (e.g., Hardison, ), and temporal (e.g., Gorsuch, ) qualities. Third, objective measures of specific aspects of pronunciation proficiency were operationalized as acoustic analyses of segmental (e.g., Offerman & Olson, ), prosodic (e.g., Parlak & Ziegler, ), and temporal (e.g., De Jong & Perfetti, ) information.…”

Section: Research Synthesis and Meta‐analysismentioning

confidence: 99%

“…Following Spada and Tomita's () task taxonomy, we first coded for controlled production tasks in which L2 learners were allowed to focus solely on accurate and fluent use of language, as in word, sentence, and paragraph reading (Saito & Saito, ) and delayed repetition tasks (Lee & Lyster, ). Our second coded category was spontaneous production tasks in which L2 learners were guided to use language accurately and fluently while at the same time using language for meaning as a primary focus, as in picture naming (Offerman & Olson, ), picture narratives (Trofimovich et al., ), timed picture descriptions (Saito, ), and interviews (Parlak & Ziegler, 2016).…”

Section: Research Synthesis and Meta‐analysismentioning

confidence: 99%

“…In this approach, expert raters are typically asked to carefully listen to speech samples (multiple times) and then to analyze only the phonological qualities of the samples such as segmentals, word stress, intonation, and speech rate (Saito et al., ). In other studies, expert raters have made accuracy judgments targeting only specific segmentals (e.g., see Saito, ; Saito & Lyster, , for English /r/; Lee & Lyster, , for English /i/–/ɪ/ tense–lax vowel distinction) and suprasegmentals (e.g., see Bosker, Pinget, Quené, Sanders, & De Jong, , for speed, breakdown, and repair fluency; Parlak & Ziegler, , for lexical stress; Munro & Derwing, , for intonation). Given that what listeners can hear matters crucially for many researchers and practitioners alike, this expert rating approach has been most often used in primary studies of pronunciation teaching as a way to assess the minimum, meaningful, and perceptible units of L2 pronunciation (Thomson & Derwing, ).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis

2019

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We propose a new framework for conceptualizing measures of instructed second language (L2) pronunciation performance according to three sets of parameters: (a) the constructs (focused on global vs. specific aspects of pronunciation), (b) the scoring method (human raters vs. acoustic analyses), and (c) the type of knowledge elicited (controlled vs. spontaneous). Adopting this model (Framework for L2 Pronunciation Measurement) as a synthetic tool, we coded the instruments found in 77 studies of L2 pronunciation teaching published between 1982 and 2017. We calculated the frequency of each measurement type and reexamined the interaction of instructional effectiveness and measurement within the sample. According to the results, instruction is most effective when it targets learners' monitored production of specific segmental or suprasegmental features. The efficacy of instruction remains relatively unclear when gains are measured globally via subjective, human judgments, especially at a spontaneous level.

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Section: Research Synthesis and Meta‐analysismentioning

confidence: 99%

Section: Research Synthesis and Meta‐analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis

2019

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“…When teaching L2 stress, this means teaching one stress rule at a time and providing appropriate activities that focus first on perception (e.g., recognizing which syllable was stressed). The results of Lee and Lyster () support a focus on perception: The L2 pronunciation of participants in their study who received corrective feedback on incorrect perception tended to be more accurate.…”

Section: Classroom Implicationsmentioning

confidence: 70%

Producing Lexical Stress in Second Language German

Maczuga

O’Brien

Knaus

2017

Die Unterrichtspraxis

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Lexical stress assignment plays a central role in being understood in a second language. In fact, research has shown that it may be more important for the comprehensibility of second language learners’ speech than, for example, grammatical correctness (Trofimovich & Isaacs, ). Nonetheless, its production poses challenges for second language learners. This study investigated the effect of perceptual training on the production of three types of predictable German lexical stress patterns by native speakers of English. Beginner and intermediate learners produced German words from three categories: words ending in schwa; words with unstressed suffixes; and German‐English cognates. The results demonstrate that both beginner and intermediate learners improved in their production of lexical stress after the training. Though participants in both groups had more difficulties in assigning lexical stress to cognate words than to non‐cognate words, production accuracy could best be predicted by the presence of certain suffixes. The results have implications for teaching second language vocabulary.

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“…Well-formed phonological representation is a sine qua non for target-like sensory motor skills and accurate L2 speech production (Lee & Lyster, 2017). Therefore, the key factor of L2 phonological acquisition lies in whether the input speech signal can arouse in learners an awareness of the perceived differences between his/her production and the target sound (Flege, 1995) that will lead to an adjustment of the representations (Leather, 1983).…”

Section: The Effectiveness Of Exposure To Resynthesized Self-producedmentioning

confidence: 99%

Learning English Intonation Through Exposure to Resynthesized Self-produced Stimuli

Lian

Yodkamlue

2020

gema

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EFL learners are prone to having problems in pronunciation, while their problems in intonation are more salient. The Chinese EFL pronunciation classroom has long been criticized for teacher-centered, "one-size-fits-all" teaching, which is inefficient and ineffective for solving individual student's specific pronunciation problems. This study conducted an experiment to examine the effectiveness of exposure to resynthesized self-produced stimuli for intonation learning. The participants were 66 first year English majors studying at a university in China. The treatment was a form of English intonation training wherein the students in the experimental group used their resynthesized self-produced stimuli (their own voices) as the pronunciation model for learning while the control group used a model produced by a native speaker. After the training, the results of the intonation production test showed that the experimental group outperformed the control group in eight intonation patterns. The students' problems in intonation support Mennen's (2007) claim that intonation learning involves a first stage of acquiring the phonological representations of intonation patterns and a second stage of acquiring the phonetic realizations of those patterns. The results of this study revealed that exposure to resynthesized self-produced stimuli for intonation learning was as effective as the native speaker model for helping the students form the phonological representations of intonation patterns, while it was more effective than the native speaker model for facilitating the students to produce more accurate phonetic realizations of those patterns.

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Can corrective feedback on second language speech perception errors affect production accuracy?

Cited by 27 publications

References 57 publications

Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis

Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis

Producing Lexical Stress in Second Language German

Learning English Intonation Through Exposure to Resynthesized Self-produced Stimuli

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