Temario

1. INTRODUCTION

1.1 Instruction as an environmental factor in Second Language Acquisition (SLA)

1.2 Other factors affecting L2 speech acquisition

1.3 Assessing speech in the L2



2. EMPIRICAL RESEARCH ON EFFECTS OF L2 SOUND INSTRUCTION

2.1 Laboratory research on effects of L2 sound instruction

2.1.1 Perception training

2.1.2 Visual training

2.1.3 Production training

2.1.4 Perception and production training

2.2 Classroom research on effects of pronunciation instruction (quasi-experimental)

2.2.1 Adults: tailored courses

2.2.2 Explicit phonetic training and focus-on-form

2.2.3 The role of feedback

2.2.4 Young learners: perception vs. production segmental training

2.2.5 Young learners: multimodal approach

2.2.6 Segmental versus prosodic training

2.2.7 CALL: Children AND automatic corrective feedback

2.2.8 On-line resources: Podcasting



3. PRONUNCIATION INSTRUCTION

3.1. Brief overview of pronunciation instruction along time

3.2. Pronunciation practices

3.2.1. Listen and repeat

3.2.2. Phonetic training

3.2.3. Visual, articulatory and tactile aids

3.2.4. Minimal pairs

3.2.5. Contextualized drilling

3.2.6. Recordings of learner’s productions

3.2.7. Reading aloud/recitation

3.2.8. Games/activity time

3.3. Pronunciation procedures

3.3.1. Narrow-focused activities vs. broad focused practice

3.3.2. Top-down vs. bottom up approaches

3.3.3. Awareness raising activities

3.4. State of the art: the Cinderella of language teaching. Why?

3.4.1.1. Marginalized in applied linguistics research

3.4.1.2. Researcher-practitioner divorce

3.4.1.3. Materials

3.4.1.4. Teacher action/condition

3.5. Future directions

3.5.1. Increase pronunciation research

3.5.2. Focus on intelligibility and comprehensibility

3.5.3. Focus on pronunciation in teacher education

3.5.4. Consider the learner

3.5.5. Consider curriculum choices

3.5.6. Focus on assessment

3.5.7. Develop useful-user friendly software

Bibliografía

Bibliografía básica

Unit handouts and reading materials will be provided by the instructor via e-gela or in class. References are displayed according to relevance of each unit.



PART 1:



1. Lively, S. E., Pisoni, D. B., Yamada, R. A., Tohkura, Y., and T. Yamada. (1994). Training Japanese listeners to identify English /r/ and /l/ III. Long-term retention of new phonetic categories. Journal of the Acoustical Society of America, 96 (4), 2076-2087.

2. Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., and Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America, 101(4), 2299-2310.

3. Hazan, V. & Sennema, A. (2007). The Effect of Visual Training on the Perception of Non-Native Phonetic Contrasts. Proceedings of the Sixteenth International Congress of Phonetic Sciences (pp. 1585-1588). Saarbrücken, Germany.

4. Leather, J. H. (1996). Interrelation of perceptual and productive learning in the initial acquisition of second-language tone. In James, A. and Leather, J. (Eds.). Studies on Language Acquisition [SOLA]. Volume 13: Second-Language Speech (pp. 75-101). Berlin: De Gruyter Mouton.

5. Iverson, P., & Evans, B. G. (2007, August). Auditory training of English vowels for first-language speakers of Spanish and German. In Proceedings of the 16th international congress of phonetic sciences (pp. 1625-1628). Saarbrücken, Germany.





PART 2:



1. Abe, A. (2011). Effects of form-focused instruction on the acquisition of English weak forms by Japanese EFL learners. In Proceedings of the 17th International Congress of Phonetic Sciences, Hong Kong (pp. 184-187).

2. Acton, W. (1984). Changing Fossilized Pronunciation. TESOL Quaterly, 18, 71-84.

3. Cardoso, W. (2010). Teaching foreign sC onset clusters: Comparing the effects of three types of instruction. In Proceedings of the Sixth International Symposium on the Acquisition of Second Language Speech New Sounds. Adam Mickiewicz University (pp. 61-66).

4. Carlet, A. & Cebrian, J. (2015) Identification vs. discrimination training: Learning effects for trained and untrained sounds. In The Scottish Consortium for ICPhS 2015 (Ed.), Proceedings of the 18th International Congress of Phonetic Sciences. Glasgow, UK: the University of Glasgow.

5. Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21/1: 46-66.

6. 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.

7. Gómez Lacabex, E., Garcia Lecumberri, M.L., and M. Cooke (2009). Training and generalization effects of English Vowel reduction for Spanish Learners. In M. A. Watkins, A. S. Rauber, and B. O. Baptista (Eds.) Recent Research in Second language Phonetics/Phonology: Perception and Production. Cambridge Scholars Publishing.

8. Hardison, D. M. (2005). Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input. Calico Journal, 175-190.

9. Neri , A., Mich, O., Gerosa, M. and Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393-408.

10. 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, 1-29.