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Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."


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Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."



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Dissertation Information


Title: Teaching and Learning L2 Pronunciation: Understanding the effectiveness of socially constructed metalanguage and critical listening in terms of a cognitive phonology framework Add Dissertation
Author: Graeme Couper Update Dissertation
Email: click here to access email
Institution: University of New England, Department of Linguistics
Completed in: 2009
Linguistic Subfield(s): Applied Linguistics;
Director(s): Elizabeth Ellis
Helen Fraser

Abstract: This thesis investigates the processes learners go through in learning the
pronunciation of a second language, and how teachers can facilitate these
processes. Its focus on the cognitive has led to the development of general
teaching principles and the development of theory. It brings theory and
practice together by using practice to inform theory and theory to
re-inform practice. A broad multi-disciplinary approach has been taken,
drawing on insights from phonology and L2 speech research, pronunciation
pedagogy, and theoretical insights from SLA (Second Language Acquisition),
socio-cultural theory and educational psychology, and bringing these
together under a unifying theory of Cognitive Phonology.

The empirical evidence to support both the theoretical and practical
conclusions reached is provided through a progressive series of qualitative
and quantitative studies. These studies all focus on difficulties in
pronouncing syllable codas, i.e. epenthesis (the addition of a vowel) and
absence (inappropriate omission of a consonant), in the context of adult
high-intermediate level ESOL students resident in New Zealand.

The first study explores the effect of different techniques and learners'
ways of understanding pronunciation, and establishes some of the groundwork
required before critical variables can be isolated, defined and tested. The
second study takes a group of just four students and closely observes how
they form new phonological concepts. This leads to the isolation of
variables for further investigation. Both of these studies find that
significant progress is made and retained over time. The third study tests
experimentally for the effect of two key variables isolated and defined in
the second study: Socially Constructed Metalanguage (SCM) and Critical
Listening (CL). This tightly controlled study finds both variables have a
positive impact on pronunciation learning.

This thesis finds there is a role for form-focused instruction and
corrective feedback in pronunciation learning. While this is in line with
many views within SLA theory, it is only by turning to Cognitive Phonology
that the necessary distinctions can be drawn between types of instruction
in order to reveal what it is that makes explicit instruction effective.
These theoretical insights are shown to have practical applications for the
classroom.