A Discussion of the Ins and Outs of L2 Pronunciation Instruction: A Clash of Methodologies

Öz

The value attached to pronunciation has kept changing continually in the methodological history of language instruction. Depending on the nature of methodological considerations that dominated research and teaching agenda, it either received too much attention or was marginalized. This study sets out to provide a comprehensive overview of pronunciation instruction from the 1950s to the present day, with a particular reference to popular bipolar debates that characterized this methodologically fluctuating period. Moreover, it attempts to examine the general outlook on pronunciation and summarize major issues concerning what components of pronunciation to include in the syllabus and how to teach it. The study also discusses the role of computers and technology in pronunciation instruction by incorporating data from empirical studies. Although some of the debates have been inconclusive up until today, the intellectual effort put in the process seems to have proved fruitful in providing some guidelines for dealing with the challenging task of improving learners’ pronunciation. 

Anahtar Kelimeler

• Computer-assisted pronunciation teaching (CAPT),segmental/suprasegmental phonology,accuracy,intelligibility,nativeness,teacher education,teacher education

İkinci Dilde Sesletim Öğretiminin Özüne Dair Bir Tartışma: Metodolojilerin Çatışması

Öz

Dil eğitiminin metodolojik tarihinde sesletime verilen önem farklılık gösteregelmiştir. Araştırma ve öğretime dair gündemin baskın olan ideolojilerin ve metodolojik değerlendirmelerin doğasına bağlı olarak, sesletim ya çok fazla ilgi görmüş ya da bir kenara itilmiştir. Bu çalışma özellikle metodolojik anlamda dalgalı bir dönemi simgeleyen iki kutuplu popüler tartışmaların çerçevesinde, 1950’lerden günümüze sesletim eğitimine ayrıntılı bir bakış ortaya koymayı hedeflemiştir. Bunun yanında sesletime genel bakışı incelemeye ve müfredata dahil edilecek sesletim unsurlarına ve sesletimin nasıl öğretilmesi gerektiğine dair temel konuları özetlemeye çalışmıştır. Çalışma aynı zamanda ampirik araştırmalardan elde edilmiş veriler vasıtasıyla bilgisayar ve teknolojinin sesletim eğitimindeki yerini ele almaktadır. Sesletime dair tartışmalardan bazıları bu güne kadar bir sonuca ulaşamamış olsa da bu süreçte ortaya konulan zihinsel çaba; zorlu bir iş olan öğrencilerin sesletimlerini geliştirme işinin nasıl ele alınması gerektiğine dair bazı ilkeler ortaya koymada semeresini vermiştir.

Anahtar Kelimeler

• Bilgisayar destekli sesletim eğitimi (BDSE),parçacıl/parçaüstü fonoloji,doğruluk,anlaşılırlık,yerlilik,öğretmen eğitimi,öğretmen eğitimi

Kaynakça

1. Ali, S. (2016). Towards the development of a comprehensive pedagogical framework for pronunciation training based on adapted automatic speech recognition systems. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572009〈=tr&site=eds-live&authtype=ip,uid https://doi.org/10.1017/CBO9780511497667.018
2. Bakla, A. (2012). The effectiveness of instruction through Moodle and accent reduction software on the pronunciation of EFL teacher trainees (Unpublished Doctoral Dissertation). Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
3. Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 133–159). Mahway, NJ: Erlbaum.
4. Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a foreign language (2nd ed.). New York, NY: The Authors.
5. Brown, A. (2008). Pronunciation and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 197–207). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.018
6. Brown, H. D. (2007). Teaching by principles (2nd ed.). White Plains, NY: Longman.
7. Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191–215. https://doi.org/10.1016/S0346-251X(00)00007-5
8. Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching Pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.

9. Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide. Hong Kong: Cambridge University Press.
10. Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53–70.
11. Dalby, J., & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO Journal, 16(3), 425–444.
12. Dalton, C. & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
13. Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543–550. https://doi.org/10.2307/3588494
14. Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397. https://doi.org/10.2307/3588486
15. Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favour of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
16. Derwing, T., Munro, M., & Carbonaro, M. (2000). Does popular speech recognition software work with ESL speech? TESOL Quarterly, 34(3), 592–603. https://doi.org/10.2307/3587748
17. Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25(1), 37–64. https://doi.org/10.1080/09588221.2011.582845
18. Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning and Technology, 2(2), 62–76.
19. Fraser, H. (2006). Helping teachers help students with pronunciation: A cognitive approach. Prospect, 21(1), 80–96.
20. Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
21. Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 117–137). New York, NY: Newbury House.
22. Goodwin-Jones, R. (2009). Speech tools and technologies. Language Learning & Technology, 13(3), 4–11. Retrieved from http://llt.msu.edu/vol13num3/emerging.pdf
23. Güçlü, B., & Yiğit, S. (2015). Using text to speech software in teaching Turkish for foreigners: The effects of text to speech software on reading and comprehension abilities of African students. Journal in Humanities, 4(2), 31–33.
24. Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. https://doi.org/10.2307/3588378
25. Hansen, T. K. (2006). Computer assisted pronunciation training: The four ‘K’s of feedback. Current Developments in Technology-Assisted Education, 342–346. Retrieved from http://www.formatex.org/micte2006/book1.htm
26. Hinofotis, F., & Bailey, K. M. (1980). American undergraduates’ reactions to the communication skills of foreign teaching assistants. In J. C. Fisher, M. A. Clarke, & J. Schacter (Eds.), On TESOL ’80: Building bridges (pp.120–136). Washington, DC: TESOL.
27. Hişmanoğlu, M. (2010). Online pronunciation resources: Hobbies or fobbies of EFL teachers? International Journal on New Trends in Education and Their Implications, 1(1), 40–53.
28. Hişmanoğlu, M., & Hişmanoğlu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: traditional or modern? Procedia–Social and Behavioural Sciences, 2, 983–989. https://doi.org/10.1016/j.sbspro.2010.03.138
29. Hişmanoğlu, M., & Hişmanoğlu, S. (2011). Internet-based pronunciation teaching: An innovative route toward rehabilitating Turkish EFL learners’ articulatory problems. European Journal of Educational Studies, 3(1), 23–36. Retrieved from http://www.ozelacademy.com/ejes_v3n1/EJES_v3n1_3.pdf
30. Hockett, C. F. (1950). Learning Pronunciation. The Modern Language Journal, 34(4), 261–269. https://doi.org/10.2307/318911
31. Hsu, L. (2016). An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881–900. https://doi.org/10.1080/09588221.2015.1069747
32. Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language? ELT Journal, 52(2), 119–126. https://doi.org/10.1093/elt/52.2.119
33. Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
34. Jenkins, J. (2002). A sociolinguistically based and empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83–103. https://doi.org/10.1093/applin/23.1.83
35. Jenkins, J. (2004). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics, 24, 109–125. https://doi.org/10.1017/S0267190504000054
36. Jones, R. H. (1997). Beyond "listen and repeat": Pronunciation teaching materials and theories of second language acquisition. System, 25(1), 103–112. https://doi.org/10.1016/S0346-251X(96)00064-4
37. Kissling, E. M. (2014). Phonetics instruction improves learners’ perception of L2 sounds. Language Teaching Research, 19(3), 254-275. https://doi.org/10.1177/1362168814541735
38. Kubota, M. (2006). Comments on Jennifer Jenkins’s “Implementing an international approach to English pronunciation: The role of teacher attitudes and identity” A Reader Responds. TESOL Quarterly, 40(3), 604–608. https://doi.org/10.2307/40264546
39. Laroy, C. (1995). Pronunciation. New York: Oxford University Press.
40. Lee, A. H., & Lyster, R. (2016). Effects of different types of corrective feedback on receptive skills in a second language: A speech perception training study. Language learning, 66(4), 809–833. https://doi.org/10.1111/lang.12167
41. Lenneberg, E. H. (1967). Biological Foundations of Language. New York: John Wiley and Sons.
42. Levis, J. M. (1999). Variations in Pronunciation and ESL Teacher Training. TESOL Matters, 9(3), Retrieved from http://www.tesol.org/s_tesol/sec_document.asp?CID=196&DID=571
43. Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. https://doi.org/10.2307/3588485
44. Levis, J., & LeVelle, K. (2010). Rebuilding a professional space for pronunciation. In J. Levis, and K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 1–9). Iowa, Iowa State University.
45. Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on Learner Performance. TESOL Quarterly, 50(4), 894–931. https://doi.org/10.1002/tesq.272
46. Li, Y., & Zhang, G. (2016). Native or non-native-speaking teaching for L2 pronunciation teaching?--An Investigation on Their Teaching Effect and Students' Preferences. English Language Teaching, 9(12), 89–97. https://doi.org/10.5539/elt.v9n12p89
47. Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): focus on French liaison. Computer Assisted Language Learning, 30(3–4), 348–365. https://doi.org/10.1080/09588221.2017.1312463
48. Lu, D. (2002). Phonetic symbols: A necessary stepping stone for ESL learners. English Teaching Forum, 20(4), pp. 36–39.
49. Luchini, P. (2005). Task-based pronunciation teaching: A state-of-the-art perspective. Asian EFL Journal, 7(4), 191–202.
50. Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451–476. https://doi.org/10.1080/09588221.2014.963123
51. Macdonald, S. (2002) Pronunciation views and practices of reluctant teachers. Prospect, 17(3), 3–18.
52. Martins, C. G. D. F. M., Borges, V. M. C., & Levis, J. M. (2016). The design of an instrument to evaluate software for EFL/ESL pronunciation teaching. Ilha do Desterro, 69(1), 141–160. https://doi.org/10.5007/2175-8026.2016v69n1p141
53. Martinsen, R., Montgomery, C., & Willardson, V. (2017). The effectiveness of video-based shadowing and tracking pronunciation exercises for foreign language learners. Foreign Language Annals, 50(4), 661–680. https://doi.org/10.1111/flan.12306
54. Mbah, E. E., Mbah, B. M., Iloene, M. I., & Iloene, G. (2014). Podcasts for Learning English Pronunciation in Igboland: Students' Experiences and Expectations. The EUROCALL Review, 22(2), 57–68. https://doi.org/10.4995/eurocall.2014.3635
55. McCombs, C. J. (2006). The acoustic properties of vowels: a tool for improving articulation and comprehension of English (Report). Forum on Public Policy: A Journal of the Oxford Round Table. NA. Academic One File. Gale. University of the Philippines-Diliman. Retrieved from http://secure.oldhamcounty.com/forumonpublicpolicy/archive06/mcCombs.pdf
56. Meng, F., Wu, Z., Jia, J., Meng, H., & Cai, L. (2014). Synthesizing English emphatic speech for multimodal corrective feedback in computer-aided pronunciation training. Multimedia Tools & Applications, 73(1), 463–489. https://doi.org/10.1007/s11042-013-1601-y
57. Meng, H., Wang, L., Li, S., Meng, H. M., & Chen, H. (2012). Phoneme-level articulatory animation in pronunciation training. Speech Communication, 54(7), 845–856. https://doi.org/10.1016/j.specom.2012.02.003
58. Mich, O., Neri, A., & Giuliani, D. (2006). The effectiveness of a computer-assisted pronunciation training system for young foreign language learners. In Proceedings of CALL Conference (pp. 1–11). Antwerp, Belgium: University of Antwerp, Language Institute. Retrieved from http://tev.fbk.eu/people/mich/Parling/publications/MichNeriGiuliani-CALL2006.pdf
59. Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning and Technology, 20(1), 166–190.
60. Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481–520. https://doi.org/10.2307/3586981
61. Murray, D. E. (2007). Creating a technology-rich English language learning environment. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching (pp. 747–761). New York, NY: Springer. https://doi.org/10.1007/978-0-387-46301-8_49
62. Neri, A., Cucchiarini, C., & Strik, H. (2002). Feedback in computer assisted pronunciation training: Technology push or demand pull? In Proceedings of ICSLP. Citeseer, 1209–1212.
63. Neri, A., Cucchiarini, C., & Strik, H. (2006). Improving segmental quality in L2 Dutch by means of computer assisted pronunciation training with automatic speech recognition. In Proceedings of the 12th International CALL Research Conference: How are we doing? CALL & Monitoring the Learner (pp. 144–151). Antwerp, Belgium. Retrieved from http://repository.ubn.ru.nl/bitstream/2066/42950/1/__Cucchiarini_2006_improving_neri.2006.1.pdf
64. Olson, D. J. (2014). Benefits of visual feedback on segmental production in the L2 classroom. Language, Learning and Technology, 18(3), 173–192.
65. Ouni, S. (2014). Tongue control and its implication in pronunciation training. Computer Assisted Language Learning, 27(5), 439–453. https://doi.org/10.1080/09588221.2012.761637
66. Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: Promise, limitations, directions. Computer Assisted Language Learning, 12(5), 427–440. https://doi.org/10.1076/call.12.5.427.5693
67. Pennington, M., & Ellis, N. (2000). Cantonese speakers’ memory for English sentences with prosodic cues. The Modern Language Journal, 84(3), 372–389. https://doi.org/10.1111/0026-7902.00075
68. Pennington, M., & Richards, J. (1986). Pronunciation revisited. TESOL Quarterly, 20(2), 207–225. https://doi.org/10.2307/3586541
69. Purcell, E. T., & Suter, R. W. (1980). Predictors of pronunciation accuracy: A re-examination. Language Learning, 30(2), 271–287. https://doi.org/10.1111/j.1467-1770.1980.tb00319.x
70. Rezaei, F., Gowhary, H., & Azizifar, A. (2015). Investigating the effect of formal training of phonetic rules on intermediate Iranian EFL learners’ observing assimilation. Procedia - Social and Behavioral Sciences, 199, 196-203. https://doi.org/10.1016/j.sbspro.2015.07.506
71. Robertson, P. (2003). Teaching English pronunciation skills to the Asian learner: A cultural complexity or subsumed piece of cake? Asian EFL Journal, 1–26. Retrieved from http://www.asian-efl-journal.com/june2003_pr.pdf
72. Rogers, C. L., & Dalby, J. M. (1996). Prediction of foreign-accented speech intelligibility from segmental contrast measures. Journal of the Acoustical Society of America, 100(4), 2725–2725. https://doi.org/10.1121/1.416179
73. Rogers, C. L., Dalby, J. M., & De Vane, G. (1994). Intelligibility training for foreign-accented speech: A preliminary study. Journal of the Acoustical Society of America, 96(5), 3348–3348. https://doi.org/10.1121/1.410623
74. Seferoğlu, G. (2005). Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303–316. https://doi.org/10.1111/j.1467-8535.2005.00459.x
75. Sidgi, L. F. S., & Shaari, A. J. (2017). The usefulness of automatic speech recognition (ASR) eyespeak software in improving Iraqi EFL students' pronunciation. Advances in Language and Literary Studies, 8(1), 221–226. https://doi.org/10.7575/aiac.alls.v.8n.1p.221
76. Silveira, R. (2002). Pronunciation instruction: Classroom practice and empirical research, Linguagem and Ensino, 5(1), 93–126.
77. Smith, L., & Rafiqzad, K. (1979). English for cross-cultural communication: The question of intelligibility. TESOL Quarterly, 13(3), 371–380. https://doi.org/10.2307/3585884
78. Su, P., Wu, C., & Lee, L. (2015). R ecursive dialogue game for personalized computer-aided pronunciation training. IEEE/ACM Transactions on, IEEE/ACM Trans. Audio Speech Language Processing, 23(1), 127–141. https://doi.org/10.1109/TASLP.2014.2375572
79. Sun, Z., Lin, C.-H., You, J., Shen, H. j., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3/4), 304. https://doi.org/10.1080/09588221.2017.1308384
80. Suzuki, S. (2017). The effect of computer-assisted oral reading while listening on L2 speaking fluency. In: Temple University Libraries, 2017.
81. Tanner, M. W., & Landon, M. M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13(3), 51–6, Retrieved from http://llt.msu.edu/vol13num3/tannerlandon.pdf
82. Thompson, T., & Gaddes, M. (2005). The importance of teaching pronunciation to adult learners. Asian EFL Journal, 7(2), pp. 179–188. Thomson, R. I. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28(3), 744–765. https://doi.org/10.11139/cj.28.3.744-765
83. Thomson, R. I. (2012). Improving L2 listeners' perception of english vowels: A computer-mediated approach. Language Learning, 62(4), 1231–1258. https://doi.org/10.1111/j.1467-9922.2012.00724.x
84. Thomson, R. I., & Derwing, T. M. (2015). The Effectiveness of L2 Pronunciation Instruction: A Narrative Review. Applied Linguistics, 36(3), 326–344. https://doi.org/10.1093/applin/amu076
85. Thornbury, S. (2006). An A-Z of ELT: A dictionary of terms and concepts used in English language teaching. Oxford, UK: Macmillan Education.
86. Tsai, P. (2015). Computer-Assisted Pronunciation Learning in a Collaborative Context: A Case Study in Taiwan. Turkish Online Journal of Educational Technology - TOJET, 14(4), 1–13.
87. van Doremalen, J., Boves, L., Colpaert, J., Cucchiarini, C., & Strik, H. (2016). Evaluating automatic speech recognition-based language learning systems: a case study. Computer Assisted Language Learning, 29(4), 833–851. https://doi.org/10.1080/09588221.2016.1167090
88. Veselovska, G. (2016). Teaching elements of English RP connected speech and CALL: Phonemic assimilation. Education & Information Technologies, 21(5), 1387. https://doi.org/10.1007/s10639-015-9389-1
89. Walker, R. (2005). Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice. TESOL Quarterly, 39(3), 550–558. https://doi.org/10.2307/3588495
90. Wang, X., & Munro, M. J. (2004). Computer-based training for learning English vowel contrast. System, 32(4), 539–552. https://doi.org/10.1016/j.system.2004.09.011
91. Wells, J. C. (2005). Goals in teaching English pronunciation. In J. Przedlacka, K. Dziubalska-Kolaczyk (Eds.), English pronunciation models: A changing scene (pp.101-110). Bern: Peter Lang.
92. Wong, R. (1993). Pronunciation myths and facts. English Teaching Forum, 31(4), 45–46.
93. Yule, G., & Macdonald, D. (1994). The effects of pronunciation teaching. In J. Morley (Ed.), Pronunciation pedagogy and theory: New views, new directions (pp. 109–118). Alexandria, VA: TESOL.
94. Yuzawa, N. (2007). Teaching English Pronunciation. The Economic Journal of TCUE, 50, 95–107.