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Article published In: Journal of Second Language Pronunciation
Vol. 4:2 (2018) ► pp.208–231

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High Variability [Pronunciation] Training (HVPT)

A proven technique about which every language teacher and learner ought to know

 | Brock University
Published online: 1 February 2019
DOI logo with link
https://doi.org/10.1075/jslp.17038.tho
Abstract
This article is a critical research synthesis of 32 studies that used the High Variability Phonetic Training (HVPT) technique to teach learners to better perceive and produce L2 sounds. Taken together, the studies surveyed provide compelling evidence that HVPT is a very effective pronunciation training tool, and that resulting improvement is long-lasting. The analysis of this research also helps to explain why very few teachers have heard of this empirically-driven approach to pronunciation instruction: HVPT studies are largely published in technically oriented journals; few are accessible to language teachers. A variety of obstacles to the widespread use of HVPT are discussed, and some possible solutions are provided.
Article outline
  • 1.Introduction
  • 2.Origins of HVPT
  • 3.Details of studies surveyed
    • 3.1Learner ages and language experience
    • 3.2Learner L1s and target L2 sounds
    • 3.3Experimental groups and sample sizes
    • 3.4Number of stimulus talkers and phonetic contexts
    • 3.5Duration of training
    • 3.6Delayed post-tests
    • 3.7Testing of production
  • 4.Overview of findings
    • 4.1Impact of individual and group differences
    • 4.2Generalizability
      • 4.2.1To new talkers
      • 4.2.2To the same sound targets in new words
      • 4.2.3To larger stretches of discourse
      • 4.2.4To untrained sound categories
      • 4.2.5To pronunciation
    • 4.3Retention
    • 4.4HVPT versus LVPT
    • 4.5HVPT versus other techniques
    • 4.6Limits on variability and its effectiveness
    • 4.7Modifications to canonical HVPT
  • 5.Critique of methods and gaps in findings
    • 5.1Individual differences
    • 5.2Learners’ L1s and target L2 sounds
    • 5.3Experimental groups and sample sizes
    • 5.4Number of stimulus talkers and phonetic contexts
    • 5.5Presentation of stimuli
    • 5.6Modifications to canonical HVPT
    • 5.7Duration of training
    • 5.8Delayed post-tests
    • 5.9Testing of production
  • 6.Discussion
  • 7.Conclusion
  • Acknowledgements
  • References
References (51)
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2022. The Effects of Intensive Phonetic Training on the Acquisition of English Stops. In Theoretical and Practical Developments in English Speech Assessment, Research, and Training [Second Language Learning and Teaching, ], ► pp. 261 ff. DOI logo
Bu, Lindsay, Marisa Nagano, Daphna Harel & Tara McAllister
2021. Effects of Practice Variability on Second-Language Speech Production Training. Folia Phoniatrica et Logopaedica 73:5 ► pp. 384 ff. DOI logo
Couper, Graeme
2021. Pronunciation Teaching Issues: Answering Teachers’ Questions. RELC Journal 52:1 ► pp. 128 ff. DOI logo
Couper, Graeme
2022. Effective Feedback for Pronunciation Teaching. In Second Language Pronunciation, ► pp. 174 ff. DOI logo
Fouz-González, Jonás & Jose A Mompean
2021. Phonetic symbols vs keywords in perceptual training: the learners’ views. ELT Journal 75:4 ► pp. 460 ff. DOI logo
Fouz-González, Jonás & Jose A. Mompean
2021. EXPLORING THE POTENTIAL OF PHONETIC SYMBOLS AND KEYWORDS AS LABELS FOR PERCEPTUAL TRAINING. Studies in Second Language Acquisition 43:2 ► pp. 297 ff. DOI logo
Georgiou, Georgios P.
2021. Effects of Phonetic Training on the Discrimination of Second Language Sounds by Learners with Naturalistic Access to the Second Language. Journal of Psycholinguistic Research 50:3 ► pp. 707 ff. DOI logo
Kirkova-Naskova, Anastazija, Alice Henderson & Jonás Fouz-González
2021. Advancing towards research-informed pronunciation pedagogy. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 1 ff. DOI logo
Munro, Murray J.
2021. On the Difficulty of Defining “Difficult” in Second-Language Vowel Acquisition. Frontiers in Communication 6 DOI logo
Munro, Murray J.
2025. Applied Phonetics and Phonology. In Reference Module in Social Sciences, DOI logo
Ortega, Mireia, Ingrid Mora-Plaza & Joan C. Mora
2021. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels. In English Pronunciation Instruction [AILA Applied Linguistics Series, 19], ► pp. 327 ff. DOI logo
O’Brien, Mary Grantham
2021. Ease and Difficulty in L2 Pronunciation Teaching: A Mini-Review. Frontiers in Communication 5 DOI logo
Thomson, Ron I.
2021. Commentary: When the Easy Becomes Difficult: Factors Affecting the Acquisition of the English /iː/-/ɪ/ Contrast and On the Difficulty of Defining “Difficult” in Second-Language Vowel Acquisition. Frontiers in Communication 6 DOI logo
Thomson, Ron I.
2022. Perception in Pronunciation Training. In Second Language Pronunciation, ► pp. 42 ff. DOI logo
Zhang, Xiaojuan, Bing Cheng & Yang Zhang
2021. The Role of Talker Variability in Nonnative Phonetic Learning: A Systematic Review and Meta-Analysis. Journal of Speech, Language, and Hearing Research 64:12 ► pp. 4802 ff. DOI logo
Hodgetts, John
2020. Results, Analysis, and Discussion. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 123 ff. DOI logo
Hodgetts, John
2020. Suprasegmental Instruction and Intelligibility. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 51 ff. DOI logo
Hodgetts, John
2020. Conclusion and Recommendations for Future Practice. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 199 ff. DOI logo
Hodgetts, John
2020. Pronunciation Instruction: Background, Techniques and Relevant Studies. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 9 ff. DOI logo
Iino, Atsushi, Yukiko Yabuta & Brian Wistner
2020. Effects and users’ reactions to the use of CAPT and HVPT on Japanese EFL learners’ segmental perception and production. In CALL for widening participation: short papers from EUROCALL 2020, ► pp. 107 ff. DOI logo
Meigh, Kimberly M. & Elisabeth Kee
2020. Dissimilar Phonemes Create a Contextual Interference Effect During a Nonword Repetition Task. Frontiers in Psychology 11 DOI logo
Silpachai, Alif
2020. The role of talker variability in the perceptual learning of Mandarin tones by American English listeners. Journal of Second Language Pronunciation 6:2 ► pp. 209 ff. DOI logo
Derwing, Tracey M. & Ronald I. Thomson
2019. Reflections on the Development of L2 Pronunciation Research in Canada. The Canadian Modern Language Review 75:4 ► pp. 329 ff. DOI logo
Iino, Atsushi
2019. Effects of HVPT on perception and production of English fricatives by Japanese learners of English. In CALL and complexity – short papers from EUROCALL 2019, ► pp. 186 ff. DOI logo
Levis, John M.
2018. Intelligibility, Oral Communication, and the Teaching of Pronunciation, DOI logo
Levis, John M.
2024. Key issues in L2 pronunciation research. Journal of Second Language Pronunciation 10:3 ► pp. 293 ff. DOI logo
[no author supplied]
2018. Setting Priorities. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 33 ff. DOI logo
[no author supplied]
2018. The Intelligibility-Based Classroom. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 217 ff. DOI logo
[no author supplied]
2018. Introduction. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 1 ff. DOI logo
[no author supplied]
2018. Rhythm and Intelligibility. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 127 ff. DOI logo
[no author supplied]
2018. Series Editors’ Preface. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. ix ff. DOI logo
[no author supplied]
2018. Word Stress and Intelligibility. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 100 ff. DOI logo
[no author supplied]
2018. What Should and Should Not Be Taught. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 239 ff. DOI logo
[no author supplied]
2018. Author’s Preface. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. xi ff. DOI logo
[no author supplied]
2018. Index. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 295 ff. DOI logo
[no author supplied]
2018. Segmentals and Intelligibility. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 61 ff. DOI logo
[no author supplied]
2018. Teaching for Intelligibility. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 185 ff. DOI logo
[no author supplied]
2018. Consonant Clusters and Intelligibility. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 86 ff. DOI logo
[no author supplied]
2018. Intelligibility, Comprehensibility, and Spoken Language. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 11 ff. DOI logo
[no author supplied]
2018. Intonation and Intelligibility. In Intelligibility, Oral Communication, and the Teaching of Pronunciation, ► pp. 150 ff. DOI logo
[no author supplied]
2020. List of Sources. In Applying Phonetics, ► pp. 207 ff. DOI logo
[no author supplied]
2024. . Experimental and Clinical Transplantation 22:Suppl 1 DOI logo
[no author supplied]
2024. Virtual Reality, Artificial Intelligence and Language Learning [Bilingual Processing and Acquisition, 19], DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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