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Article published In: Journal of Second Language Pronunciation
Vol. 3:2 (2017) ► pp.267–287

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Establishing an empirical basis for priorities in pronunciation teaching

 |  | Northern Arizona University |
 |  | Brock University |
Published online: 4 December 2017
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https://doi.org/10.1075/jslp.3.2.05mca
The central purpose of this study is to illustrate how ESL instructors can take a principled approach to setting pronunciation instruction priorities for learners. Elicited speech samples from 30 adult English learners were analysed for suprasegmental and segmental pronunciation features. Guided by (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377. Google Scholar logo with link to Google Scholar intelligibility principle, results of the analysis led to recommended foci for pronunciation instruction. The study’s participants come from three distinct first language (L1) backgrounds (Mandarin Chinese, Colombian Spanish, and Slavic), reflecting the type of linguistic breadth found in typical ESL classrooms. It is recommended that problematic features observed in the speech of participants from all three L1s be addressed as a whole group, with each L1 group also receiving separate instruction for their specific difficulties. Finally, results of the speech analysis are compared with previously published material describing L1-specific pronunciation difficulties.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Intelligibility
    • 2.2Research-based priorities for ESL pronunciation instruction
    • 2.3Functional load
    • 2.4L1-specific pronunciation difficulties
    • 2.5Opacity in English orthography and orthographic depth distance between L1 and English
  • 3.Data and analysis
    • 3.1Data
    • 3.2Analysis
      • 3.2.1Suprasegmental analysis
      • 3.2.2Segmental analysis
  • 4.Results and recommendations for pronunciation instruction priorities
    • 4.1Inter-rater agreement
    • 4.2Suprasegmentals
    • 4.3Segmentals
    • 4.4Comparison of observed divergence and published L1-specific descriptions
  • 5.Discussion
    • 5.1Practicality of published L1-specific divergence descriptions
    • 5.2Limitations of the current study and future directions
  • References
References (43)
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