Repetition and Focus on Form in Processing L2 Spanish Words: Implications for Pronunciation Instruction

Abstract

Situated in the context of learning second language (L2) pronunciation, this article discusses from information-processing and pedagogical perspectives the role of repetitive practice with L2 input and of explicit focus on its form-related (phonological) properties. First, we report the results of an auditory word-priming experiment with 60 L2 learners of Spanish varying in degree of L2 pronunciation accuracy; these results suggest that both repetition and focus on form have measurable benefits for processing L2 speech. Next, we discuss these findings in terms of information processing and its relationship to L2 pronunciation teaching. Finally, we describe a communicative framework for teaching L2 pronunciation that is compatible with the outlined information-processing principles, that is, a framework that includes meaningful repetition and form-focused activities within a communicative context. THERE IS CLEARLY NO SINGLE PATH TO BEcoming skilled in any cognitive task, and learning to perceive and produce the sounds (phonology) of a second language (L2) like native speakers of that language is no exception. According to a recent survey of L2 pronunciation teaching practices in a North American context (Breitkreutz, Derwing, & Rossiter, 2001), pronunciation instruction is characterized by variety in the methodologies used, items taught, and learner strategies emphasized. Although such diverse approaches may not be equivalent to one another in terms of how well they result in spontaneous, native-like L2 speech (Derwing, Munro, & Wiebe, 1998), they nevertheless illustrate the assumptions theorists have made about L2 pronunciation learning.A comparison of two pronunciation tasks will suffice to identify at least two of these assumptions.

Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners

“…According to Spada (1997), formfocused instruction is "any pedagogical effort which is used to draw the learners' attention to language form either implicitly or explicitly" (p. 73), and is hypothesized to be most effective when integrated into communicative-oriented and content-based classrooms (Spada, 2011). This is because L2 learners can notice and practice target linguistic features during meaningful discourse, which in turn enhances their "form-meaning mappings" (Doughty, 2003;Ellis, 2002;VanPatten, 2004) and helps them transfer what they have learned to the real world (Lightbown, 2008;Trofimovich & Gatbonton, 2006). Several pedagogical techniques have been devised to draw learners' attention to target linguistic items with a primary focus on meaning in communicative contexts, such as explicit instruction (Spada & Lightbown, 2008), focused tasks (Ellis, 2003), and corrective feedback (Lyster & Saito, 2012).…”

Student Teachers’ Cognition about L2 Pronunciation Instruction: A Case Study

“…ease of understanding a speaker) rather than native-like pronunciation (Derwing & Munro, 2005;Thomson & Derwing, 2015). Other important components of the knowledge base of pronunciation pedagogy (and were included in the subject in which this study was conducted) are teaching techniques (Baker, 2014), fluency development (Gatbonton & Segalowitz, 2005) and the integration of pronunciation into ESL curricula (Levis & Grant, 2003;Trofimovich & Gatbonton, 2006) Drawing on teacher knowledge theory (e.g., Shulman, 1986Shulman, , 1987 and the knowledge-base of pronunciation instructors, however, provides only partial insight into the preparation of NSs and NNSs to teach English pronunciation. Thus, to obtain an insider perspective on participants' learning to teach pronunciation and factors that facilitate and/or hinder this process, the research is grounded in Borg's (2006) theory of SLTC, encompassing teachers' thoughts, beliefs, attitudes and knowledge of how to teach pronunciation (e.g.…”

The Case for Using Duolingo as Part of the Language Classroom Experience

“…Here also, new research indicates the validity of such exercises. Trofimovich & Gatbonton (2006) examined the role of repetition exercises focusing on form with several experiments in a Spanish course. They state that "both repetition and focus on form have measurable benefits for L2 speech processing, lending validity to those approaches to teaching pronunciation that include repetition and involve focus on form."…”