Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions

Loewen, Shawn; Isbell, Daniel R.

doi:10.1017/s0272263116000449

Cited by 21 publications

(24 citation statements)

References 74 publications

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“…Additionally, results revealed that learners perceived the SCMC context as being less stressful and more helpful for language learning. In the same issue, Loewen & Isbell (2017) investigated pronunciation-focused LREs in learner–learner FTF interaction and oral SCMC, finding that only 14% of LREs addressed pronunciation with 90% targeting segmental rather than suprasegmental features. Prior to these studies, much pronunciation-focused interaction research has been conducted by Saito, who in a series of studies (Saito & Lyster 2012; Saito 2013; Saito & Wu 2014; Saito 2015), found mixed results for the effects of interaction and corrective feedback on pronunciation.…”

Section: Linguistic Targetsmentioning

confidence: 99%

Interaction and instructed second language acquisition

2018

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Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interlocutor characteristics, including (a) first language (L1) status, (b) peer interaction, (c) participation structure, (d) second language (L2) proficiency, and (e) individual differences. The second topic is task characteristics, such as task conditions (e.g. information distribution, task goals), task complexity (i.e. simple or complex), and task participation structure (i.e. whole class, small groups or dyads). Next, the review considers various linguistic features that have been researched in relation to interaction and L2 learning. The review then continues with interactional contexts, focusing especially on research into computer-mediated interaction. The review ends with a consideration of methodological issues in interaction research, such as the merits of classroom and lab-based studies, and the various methods for measuring the noticing of linguistic forms during interaction. In sum, research has found interaction to be effective in promoting L2 development; however, there are numerous factors that impact its efficacy.

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Section: Linguistic Targetsmentioning

confidence: 99%

Interaction and instructed second language acquisition

2018

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“…Additionally, recent research findings indicate that task-based instruction (TBI) can be beneficial for L2 pronunciation learning (Gurzynski-Weiss et al, 2017), particularly when learners are exposed to sequences of tasks that increase in complexity (Robinson, 2001, 2005, 2007). This is because TBI prompts more interaction and negotiation of meaning among learners (Loewen and Isbell, 2017; Solon et al, 2017), which improves the perception and production of pronunciation features (Mora and Levkina, 2017, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In L2 pronunciation, TBI is effective in segmental (Mora-Plaza et al, 2018; Solon et al, 2017) and suprasegmental learning (Jung et al, 2017; McKinnon, 2017). Additionally, as task complexity increases, learners engage in more negotiation of meaning, producing more pronunciation-focussed language-related episodes (Loewen and Isbell, 2017; Mora and Levkina, 2018; Mora-Plaza et al, 2018; Solon et al, 2017). This is important because of the increase in awareness of linguistic forms, a necessary condition for pronunciation development, and because of the potential improvement in perception and production of such forms (Kennedy and Trofimovich, 2010; Mora and Levkina, 2017, 2018; Venkatagiri and Levis, 2007).…”

Section: Introductionmentioning

confidence: 99%

Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention

Gordon

2021

RELC Journal

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Explicit pronunciation instruction enhances production of intelligible, comprehensible, and fluent second language (L2) speech. Additionally, task-based instruction (TBI) enhances the production of segmentals and suprasegmentals, and promotes awareness of L2 forms in pronunciation. Since most previous research on TBI in L2 pronunciation learning has been carried out in laboratory settings, it is necessary to investigate how the implementation of tasks that differ in complexity in actual classroom settings could benefit L2 pronunciation learners. This classroom-based study investigated the effects of combining focus on form and TBI in L2 pronunciation instruction in the production of comprehensible, fluent, and L2-accented speech in English-as-a-foreign-language learners. Although the results of the study present modest gains, they make a case for the inclusion of explicit pronunciation instruction and tasks that differ in complexity to help learners develop pronunciation skills. Responding to recent calls for more classroom-based research that demonstrates how pronunciation can be implemented in systematic and principled ways, the results of this study are discussed in terms of implications and pedagogical recommendations for L2 pronunciation teaching and learning.

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“…However, explicit corrective feedback has been shown to be more effective for beginners (Li, 2009(Li, , 2014, at least for morphosyntactic features such as Chinese classifiers, and is more easily noticed by learners (e.g., Nassaji, 2009). Furthermore, there is growing interest in computer-mediated communication (CMC) environments and the role they play in facilitating interaction (see Ziegler, 2016 for a meta-analysis), corrective feedback (Parlak & Ziegler, 2017), and L2 pronunciation training (Loewen & Isbell, 2017); however, many of these studies occur in experimental or controlled settings rather than in preexisting online courses. The current study aims to untangle these disparate findings by investigating the effects of more explicit versus more implicit corrective feedback on beginner learners' perception and production of Mandarin tones in a classroom SCMC context.…”

Section: Introductionmentioning

confidence: 99%

Effects of Implicit Versus Explicit Corrective Feedback on Mandarin Tone Acquisition in a SCMC Learning Environment

Bryfonski

2019

Stud Second Lang Acquis

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The current study investigates the effects of more explicit versus more implicit corrective feedback on beginner Mandarin learners’ perception and production of Mandarin tones. The effects of oral corrective feedback have been extensively investigated for various domains of second language acquisition (see Mackey & Goo, 2007). For phonological errors, implicit feedback has shown to be particularly salient to learners (Mackey, Gass, & McDonough, 2000) and therefore potentially more effective for tone learning. However, for lower proficiency beginners, explicit corrective feedback has been shown to be more effective (Li, 2009, 2014). Using a mixed methods design, the current study investigated the acquisition of Mandarin tones in beginner, adult learners (n = 41) enrolled in a 14-week, one-on-one, synchronous computer-mediated communication course. Learners were divided into two experimental groups: a more implicit feedback group and a more explicit feedback group. Pretests and posttests assessed changes in tone perception and production. Upon completion of the course, learners in the more implicit feedback group had greater improvement in tone production compared to the more explicit feedback group (d = .75). Both learners and the instructor indicated a preference toward recasts for tone feedback. No statistically significant differences were found for tone perception.

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Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions

Cited by 21 publications

References 74 publications

Interaction and instructed second language acquisition

Interaction and instructed second language acquisition

Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention

Effects of Implicit Versus Explicit Corrective Feedback on Mandarin Tone Acquisition in a SCMC Learning Environment

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