The effectiveness of L2 pronunciation instruction: A critical systematic review of the intervention studies

Yıl 2024, Cilt: 10 Sayı: 1, 21 - 41, 30.06.2024

Oktay Yağız Fatma Kaya Rabia Ötügen

https://doi.org/10.47216/literacytrek.1487243

Öz

Pronunciation instruction studies have taken considerable attention in the field of foreign language teaching and research in recent years. For this systematic review, only the intervention studies indexed in SSCI were included. A literature search up to April 2024 was conducted using the Web of Science and relevant meta-analytic studies. Fifty-five interventions met the eligibility criteria based on the PRISMA 2020. This review is twofold: to examine the effects of English L2 pronunciation instruction and to identify the methodological status of these studies in terms of treatment formulation, design, sampling type/size, treatment duration, and outcome measures. Results showed that pronunciation instruction treatments positively affected L2 users’ pronunciation performance. Regarding research methodology, the studies employed mostly pre- and post-tests, with at least one experimental group having relatively few delayed tests. The most common participant group was undergraduate students with pre-intermediate and intermediate levels. The participants' performance tended to be measured through technological tools in recent years. The suprasegmental features of speech that occurred with greater frequency compared to the mere segmental features. These studies also tended to include native speakers’ ratings in the assessment phase of the instruction. The findings of this study are assumed to provide insights and recommendations for future research studies in L2 pronunciation.

Anahtar Kelimeler

L2 pronunciation instruction, intervention research, English pronunciation, systematic review

Kaynakça

• Baran-Łucarz, M. (2016). Conceptualizing and Measuring the Construct of Pronunciation Anxiety: Results of a Pilot Study. In M. Pavlak (Eds.), Classroom-oriented research: Reconciling theory and practice (pp. 39-56). Springer International Publishing. https://doi.org/10.1007/978-3-319-30373-4_3
• *Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2024). I can speak: Improving English pronunciation through automatic speech recognition-based language learning systems. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2315101
• *Bassetti, B., Cerni, T., & Masterson, J. (2022). The efficacy of grapheme-phoneme correspondence instruction in reducing the effect of orthographic forms on second language phonology. Applied Psycholinguistics, 43, 683–705. https://doi.org/10.1017/S014271642200008X
• *Cakir, I. (2012). Promoting correct pronunciation through supported audio materials for EFL learners. Energy Education Science and Technology Part B: Social and Educational Studies, 4(3), 1801-1812.
• *Chen, H. C., & Tian, J. X. (2022). Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong. Interactive Learning Environments, 30(10), 1918-1931. https://doi.org/10.1080/10494820.2020.1753217
• *Dai, Y., & Wu, Z. (2022). Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System, 111(3), 102953. https://doi.org/10.1016/j.system.2022.102953
• *Dai, Y., & Wu, Z. (2023). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning, 36(5-6), 861-884. https://doi.org/10.1080/09588221.2021.1952272
• De Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26(4), 331-350.
• De Bot, K., & Mailfert, K. (1982). The teaching of intonation: Fundamental research and classroom applications. TESOL Quarterly, 16(1), 71-77. https://www.jstor.org/stable/3586564
• *Dekaney, E. M. (2003). The effect of computerized versus classroom instruction on the phonetic pronunciation of English. JRME, 51(3), 206-217. https://doi.org/10.2307/3345374
• Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393–410. https://doi.org/10.1111/0023-8333.00047
• Deterding, D., & Kirkpatrick, A. (2006). Emerging South‐East Asian Englishes and intelligibility. World Englishes, 25(3-4), 391-409. https://doi.org/10.1111/j.1467-971X.2006.00478.x
• *Evers, K., & Chen, S. (2022). Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults. Computer Assisted Language Learning, 35(8), 1869-1889. https://doi.org/10.1080/09588221.2020.1839504
• Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233-277). York Press.
• Flege, J. E., Munro, M. J., & MacKay, I. R. (1995). Effects of age of second-language learning on the production of English consonants. Speech communication, 16(1), 1-26. https://doi.org/10.1016/0167-6393(94)00044-B
• *Fouz-González, J. (2017) Pronunciation instruction through Twitter: The case of commonly mispronounced words, Computer Assisted Language Learning, 30(7), 631-663. https://doi.org/10.1080/09588221.2017.1340309
• *Fouz-González, J. (2019). Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features. ReCALL, 31(2): 150–169. https://doi.org/10.1017/S0958344018000174
• *Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning & Technology, 24(1), 62–85. https://doi.org/10125/44709
• *Galante, A., & Thomson, R. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. TESOL Quarterly, 51(1), 115-142. https://doi.org/10.1002/tesq.290
• *Gilakjani, A. P., & Rahimy, R. (2019). Factors influencing Iranian teachers’ use of computer assisted pronunciation teaching (CAPT). Education and Information Technologies, 24, 1715–1740. https://doi.org/10.1007/s10639-018-09851-6
• *Gilakjani, A. P., & Rahimy, R. (2020). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the teacher’s role. Education and Information Technologies, 25, 1129–1159. https://doi.org/10.1007/s10639-019-10009-1
• Gilbert, J. B. (2012). Clear speech: Pronunciation and listening comprehension in North American English (4th ed.). New York: Cambridge University Press.
• *Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System, 60, 117-127. http://dx.doi.org/10.1016/j.system.2016.06.007
• *Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. Research Perspectives on Practice, 52(1), 94–109. https://doi.org/10.1177/0033688220986919
• Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th pronunciation in second language learning and teaching conference (pp. 194–206). Iowa State University. https://www.iastatedigitalpress.com/psllt/article/15215/galley/13704/view/
• *Hua, C. (2022). Effects of mixed instruction on Chinese EFL learners’ perception of phonemic contrasts. International Review of Applied Linguistics in Language Teaching, 60(2), 315-337. https://doi.org/10.1515/iral-2018-0243
• *Ibarrola, A. L. (2011). Imitating English oral texts: A useful tool to learn English pronunciation? Porta Linguarum, 16, 49-63.
• Isaacs, T., Trofimovich, P., & Foote, J. A. (2018). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing, 35(2), 193–216. https://doi.org/10.1177/0265532217703433
• Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press. Jenkins, J. (2002). A sociolinguistically based, 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
• Jenkins, J. (2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486–494.
• *Jiang, Y., & Chun, D. (2023). Web-based intonation training helps improve ESL and EFL Chinese students' oral speech. Computer Assisted Language Learning, 36(3), 457-485. https://doi.org/10.1080/09588221.2021.1931342
• Johnson R. B., Christensen L. (2017). Validity of research results in quantitative, qualitative and mixed research. In R. B. Johnson, & L. Christensen (Eds.), Educational research: Quantitative, qualitative, and mixed approaches (pp. 306–310). Sage Publications.
• Joshi, A. (2016). Comparison between Scopus & ISI Web of Science. Journal Global Values, 7(1), 1-11.
• Kang, O., Rubin, D., & Pickering, L. (2010). Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. The Modern Language Journal, 94(4), 554–566. https://doi.org/10.1111/j.1540-4781.2010.01091.x
• *Kartal, G., & Korucu-Kis, S. (2020). The use of Twitter and Youglish for the learning and retention of commonly mispronounced English words. Education and Information Technologies, 25, 193–221. https://doi.org/10.1007/s10639-019-09970-8
• *Kruk, M., & Pawlak, M. (2023) Using internet resources in the development of English pronunciation: The case of the past tense -ed ending. Computer Assisted Language Learning, 36(1-2), 205-237. https://doi.org/10.1080/09588221.2021.1907416
• *Lan, EM. (2022). A comparative study of computer and mobile-assisted pronunciation training: The case of university students in Taiwan. Education and Information Technologies, 27, 1559–1583. https://doi.org/10.1007/s10639-021-10647-4
• *Lee, B., Plonsky, L., & Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88, 102185. https://doi.org/10.1016/j.system.2019.102185
• Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. https://doi.org/10.1093/applin/amu040
• Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. https://doi.org/10.1093/applin/amu040
• Levis, J. M. (2005). Changing contexts and shifting paradigms. TESOL Quarterly, 39(3), 369–377. https://doi.org/10.2307/3588485
• *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
• *Macdonald, D., Yule, G., & Powers, M. (1994). Attempts to Improve English L2 Pronunciation: The Variable Effects of Different Types of Instruction. Language Learning, 44(1), 75-100. https://doi.org/10.1111/j.1467-1770.1994.tb01449.x
• Metruk, R. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic literature review. Education and Information Technologies, 1-28. https://doi.org/10.1007/s10639-024-12453-0
• *Mompean, J. A., Fouz-González, J. (2016). Twitter-based EFL pronunciatıon instruction. Language Learning & Technology, 20(11), 166-190. http://llt.msu.edu/issues/february2016/mompeanfouzgonzalez.pdf
• Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
• Munro, M. J., Derwing, T. M., & Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111-131. https://doi.org/10.1017/S0272263106060049
• *Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393-408. https://doi.org/10.1080/09588220802447651
• Pennington M.C., & Rogerson-Revell P. (2019). Pronunciation in the classroom: Teachers and teaching Methods. In C.N. Candlin, & J. Crichton (Eds.), English pronunciation teaching and research: Research and practice in applied linguistics. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-47677-7
• Plonsky, L. (2011). Study quality in SLA: A cumulative and developmental assessment of designs, analyses, reporting practices, and outcomes in quantitative L2 research [Doctoral dissertation], Michigan State University.
• Rogerson-Revell, P. (2008). Participation and performance in international business meetings. English for Specific Purposes, 27(3), 338-360. https://doi.org/10.1016/j.esp.2008.02.003
• *Saito, K. (2011a). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language Awareness, 20(1), 45-59. https://doi.org/10.1080/09658416.2010.540326
• Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46, 842–854. https://www.jstor.org/stable/43267893
• *Saito, K. (2013). Reexamining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35(1), 1–29. https://doi.org/10.1017/S0272263112000666
• *Saito, K. (2015). Variables affecting the effects of recasts on L2 pronunciation development. Language Teaching Research, 19(3), 276–300. https://doi.org/10.1177/1362168814541753
• Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta‐analysis. Language Learning, 69(3), 652-708. https://doi.org/10.1111/lang.12345
• *Saito, Y., & Saito, K. (2017). Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners. Language Teaching Research, 21(5), 589–608. https://doi.org/10.1177/1362168816643111
• Saito, Y., & Saito, K. (2017). Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners. Language Teaching Research, 21(5), 589–608. https://doi.org/10.1177/1362168816643111
• *Saleh, A. J., & Gilakjani, A. (2021). Investigating the impact of computer-assisted pronunciation teaching (CAPT) on improving intermediate EFL learners’ pronunciation ability. Education and Information Technologies, 26, 489–515. https://doi.org/10.1007/s10639-020-10275-4
• Sardegna, V. G., & Jarosz, A. (2023). Learning English word stress with technology. In R. I. Thomson, T. M. Derwing, J. M. Levis, & K. Hiebert (Eds.), Proceedings of the 13th Pronunciation in Second Language Learning and Teaching Conference, Brock University. https://doi.org/10.31274/psllt.16142
• Schardt, C., Adams, M. B., Owens, T., Keitz, S., & Fontelo, P. (2007). Utilization of the PICO framework to improve searching PubMed for clinical questions. BMC Medical Informatics and Decision Making, 7, 16. https://doi.org/10.1186/1472-6947-7-16
• *Seferoğlu, G. (2005). Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303–316.
• *Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: A mixed methods investigation. Frontiers in Psychology, 14, 1210187. https://doi.org/10.3389/fpsyg.2023.1210187
• *Tanner, M. W., & Landon, 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), 51–65. http://llt.msu.edu/vol13num3/tannerlandon.pdf
• *Tejedor-García, C., Escudero-Mancebo, D., Cámara-Arenas, E., González-Ferreras, C., & Cardeñoso-Payo, V. (2020). Assessing pronunciation improvement in students of English using a controlled computer-assisted pronunciation tool. IEEE Transactions on Learning Technologies 13(2), 269-282.
• 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
• *Tsang, A. (2022). Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’ programme turning mundane homework into an engaging hobby. Language Teaching Research, 26(3), 434-454. https://doi.org/10.1177/1362168819894487
• *Vázquez, L. Q., & Romero, J. (2020). ESP1 within ESP: The design and implementation of a pronunciation module in a technical English course. Journal of Linguistics, Philology and Translation, Onomázein [Special Issue VI], 210-228. https://doi.org/10.7764/onomazein.ne6.11
• *Wen, Y., Li, J., Xu, H., & Hu, H. (2023). Restructuring multimodal corrective feedback through augmented reality (AR)-enabled videoconferencing in L2 pronunciation teaching. Language Learning & Technology, 27, 83–107. https://hdl.handle.net/10125/73533
• Wulff, S., & Ellis, N. C. (2018). Usage-based approaches to SLA. In D. Miller, F. Bayram, J. Rothman, & L. Serratrice (Eds.), Bilingual cognition and language: The state of the science across its subfields (pp. 37–56). John Benjamins. https://doi.org/10.1075/sibil.54
• *Xue, X., & Dunham, R. E. (2023). Using a SPOC-based flipped classroom instructional mode to teach English pronunciation. Computer Assisted Language Learning, 36(7), 1309-1337. https://doi.org/10.1080/09588221.2021.1980404
• *Yang, J., Sun, B., Kuang X., & Thomas, M. S. C. (2023). Enhancing the auditory usage of L2 e-storybooks by precedingly providing learners with perceptual intervention. Interactive Learning Environments, 31(10), 7320-7334. https://doi.org/10.1080/10494820.2022.2067185
• *Yeldham, M. (2023). Examining the impact of abdominal enhancement techniques to assist Chinese speaking English learners' phoneme pronunciation. Language Teaching Research, 27(4), 930–957. https://doi.org/10.1177/1362168820961774
• *Yeldham, M., & Choy, V. (2022). The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong. Language, Culture and Curriculum, 35(2), 184-199. https://doi.org/10.1080/07908318.2021.1978476
• *Yenkimaleki, M., & van Heuven, V. (2021). Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice. System, 100, 102557. https://doi.org/10.1016/j.system.2021.102557
• *Zhang, R., & Yuan, Z. (2020). Examining the effects of explicit pronunciation instruction on the development of L2 pronunciation. Studies in Second Language Acquisition, 42(4), 905-918. https://doi.org/10.1017/S0272263120000121