Technology for Teaching Pronunciation

Abstract

From individual phonemes to discourse‐level intonation and rhythm, teaching pronunciation can be quite challenging; however, when used properly, technology can enhance teachers' instruction and help learners improve their intelligibility. This entry provides an overview of technology that can be used to improve both receptive and productive pronunciation knowledge. It shows how learners and teachers can use technology to bend time and space to their advantage by recording speech for later audiovisual analysis and for creating speaking opportunities when alone. Also demonstrated is how technology can be used to alter the environment, thus increasing the amount and variety of input and practice opportunities learners receive in the target language.

The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

“…Listening to recordings of their speech allows ELLs to analyze their pronunciation in greater depth and consequently identification of the chance they can take to speak in real-time which potentially leads to improved selfmonitoring. Once they can produce a pronunciation of the target language, there are ample opportunities for learners to practice, whether it is through audio or video recordings, imitation, and analysis, or speaking with others using computer software and apps (Wallace & Lima, 2018).…”

“…Consequently, a growing bulk of research has begun to investigate new methods of instruction for L2 pronunciation out of which one method of particular interest has been highlighted: a combination of pronunciation instruction with the use of speech analysis technology. Fortunately, technology supports teachers' and learners' understanding and acquisition of new pronunciation patterns (Wallace & Lima, 2018). Our emphasis on pronunciation in this paper is based on two factors.…”

Improving Accuracy in Imitating and Reading Aloud via Speech Visualization Technology

“…By employing Praat, Brett [24] provides feedback on vowel and diphthong learning while Wilson [25] and Dixon [26] study the teaching of segmental sounds and suprasegmental features. Wallace and Lima [27] present the role of visual techniques such as the role of Audicity and Praat in pronunciation teaching. Martin [28] introduces WinPitch LTL II whose functions mainly include an automated visual comparison between learners' imitation and the model recordings, and the automated feedback of correcting learners' pronunciation on segmental and suprasegmental levels.…”

Pronunciation Achievement in Computer-Mediated Communication (CMC) Classrooms

“…Consequently, a growing bulk of research has begun to investigate new methods of instruction for L2 pronunciation out of which one method of particular interest has been highlighted: a combination of pronunciation instruction with the use of speech analysis technology. Fortunately, technology supports teachers' and learners' understanding and acquisition of new pronunciation patterns (Wallace & Lima, 2018).…”