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Article published In: Journal of Second Language Pronunciation
Vol. 4:1 (2018) ► pp.46–72

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Engaging the senses

A sensory-based approach to L2 pronunciation instruction for actors

 | Concordia University
 | Concordia University
Published online: 31 May 2018
DOI logo with link
https://doi.org/10.1075/jslp.00003.cer
Abstract
This case study examined the benefits of a sensory-based approach for teaching second language pronunciation to actors, addressing the unique learning goal of nativelike speech for nonnative professional actors. Two French Canadian actors (Marianne and Sebastian) were followed over 10 weeks of pronunciation instruction based on (2012). Speaking with skill: An introduction to Knight-Thompson speech work. London: Bloomsbury.Google Scholar logo with link to Google Scholar theatrical voice methods and Gibson, E. J. (1969). Principles of perceptual learning and development. New York: Appleton-Century-Croft.Google Scholar logo with link to Google Scholar principles of sensory learning. Audio samples from scripted performances before and after instruction were rated for global and linguistic measures by 10 linguistically trained listeners and for performance measures by 10 advanced acting students. Listener ratings showed a significant improvement in accentedness for Marianne and greater comprehensibility for both actors, while qualitative data revealed actors’ preferences for different types of instruction. Results suggest that sensory learning appears beneficial for some learners and that pronunciation instruction could be supplemented with sensory-based activities.
Article outline
  • 1.Introduction
  • 2.Theatre and drama techniques in L2 pronunciation teaching
  • 3.Sensory training for teaching L2 pronunciation to actors
  • 4.The current study
  • 5.Method
    • 5.1Participants
    • 5.2Teaching approach
    • 5.3Materials and procedure
    • 5.4Speech rating
    • 5.5Data analysis
  • 6.1Results
    • 6.1Accentedness and comprehensibility
    • 6.2Linguistic and theatrical measures
    • 6.3Weekly surveys
    • 6.4Exit interviews
  • 7.Discussion
    • 7.1Nativeness as a learning goal
    • 7.2Different learning paths
    • 7.3Sensory instruction for L2 pronunciation
  • 8.Limitations and further research
  • 9.Conclusion
  • Notes
  • References
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