Teaching to Suppress Polglish Processes

Abstract

Advanced second language (henceforth L2) learners in a formal setting can suppress many first language (henceforth L1) processes in L2 pronunciation when provided with sufficient exposure to L2 and meta competence (see Sect. 4 for a definition of this term). This paper shows how imitation in L2 teaching can be enhanced on the basis of current phonetic research and how complex allophonic processes such as nasal vocalization and glottal stop insertion can be suppressed using "repair"-a method of providing learners with adequate input, so that they can use the L1 processes to improve L2 pronunciation. This is a revised and updated version of the paper published by the first four authors: Teaching to suppress L1 processes in

Teaching L2 English Pronunciation: Research and Course Design

“…In spite of the fact that the books under review describe courses that cover different phonetic features, both of them emphasize the importance of metalinguistic and metacognitive awareness. Being aware of the phonological and phonetic features of the target language and how a student's L1 differs from their L2 plays an important role in the mastering of L2 pronunciation and the cancelling of L1 transfer (Dziubalska-Kołaczyk 2002;Dziubalska-Kołaczyk et al 2013). In this regard, Jarosz claims that "awareness is the key to success" (2019, 67) and trains L2 pronunciation by explicitly teaching phonetic and phonological aspects of the target language.…”

General principles governing the amount of neuroanatomical overlap between languages in bilinguals

“…There is a growing understanding that the effects of bilingualism on the function and structure of the brain and cognitive performance are complex. Unveiling these effects is complicated by individual differences among bilinguals in their language experience, as well as the characteristics of the languages themselves ( DeLuca et al, 2020 ; Połczyńska and Bookheimer, 2020 ; Dziubalska--Kołaczyk and Wrembel, in press ; de Bruin, 2019 ). A number of models have helped integrate the existing findings.…”

“…All the principles offered in this work account for the fact that each bilingual is different because of the complex interplay among the multiple LMs. Because of the individual differences among bilinguals, it remains challenging to generalize over larger samples ( de Bruin, 2019 ; Dziubalska-Kołaczyk and Wrembel, in press ). Dziubalska-Kołaczyk and Wrembel (in press) discuss these challenges in the context of multilingual speakers.…”

“…Because of the individual differences among bilinguals, it remains challenging to generalize over larger samples ( de Bruin, 2019 ; Dziubalska-Kołaczyk and Wrembel, in press ). Dziubalska-Kołaczyk and Wrembel (in press) discuss these challenges in the context of multilingual speakers. They use the term situation of acquisition to embrace different variables in every multilingual case in each of their languages (L1, L2, or L3+), such as proficiency level, a formal/informal learning context, and individual modifiers.…”

“…1 . The internal modifiers include (but may not be limited to) factors such as metalinguistic awareness, motivation, attitude, personality, aptitude, prejudice, emotions (i.e., positive L2 enjoyment), memory, and attention ( Ibrahim, 2020 ; Masgoret and Gardner, 2003 ; Michel et al, 2019 ; Nicol and De France, 2020 ; Dziubalska-Kołaczyk and Wrembel, in press ). We will call these modifiers mental and metalinguistic modifiers.…”