Irakasgaiaren azalpena eta testuingurua

The present course explores instruction on speech sounds as a relevant factor in the process of acquiring a second language, especially when this happens in formal learning contexts. It analyses the learning contexts, revises current L2 sound acquisition theories and presents empirical work conducted on the acquisition on L2 sounds both in laboratory and classroom settings. It also reviews pronunciation instruction historically and its state-of the art , promoting the discussion and exploration of pedagogical action and innovation. The main objectives of the course are:



1. To analyse the role of L2 sound instruction in formal learning contexts.

2. To critically discuss selected relevant work on the process of L2 sound acquisition, both in laboratory and classroom settings.

3. To develop a pedagogical proposal for pronunciation instruction in the classroom.



The subject takes place during the second semester, contributing to the development of L2 sounds acquisition core concepts that have been presented in subject such The acquisition of Phonetics and benefitting from the knowledge on the development of pedagogical action gained in the 1st semester subject Introduction to syllabus design and language teaching.

Ohiko deialdia: orientazioak eta uko egitea

The competences/learning goals addressed in the present course will be assessed with the following tasks:



A. Ser capaz de sintetizar información y presentar un trabajo de investigación y/o propuesta teórica oralmente.

Oral presentation of a selected article in which the students: (20%)

Criteria:

i. The student provides an accurate overview of the selected piece of reading, showing that they have understood its main aspects

ii. The student successfully deliver the presentation by managing time constrains (20’), being clear and intelligible and keeping the audience’s attention



B. Comparar y contrastar las perspectivas teóricas y propuestas pedagógicas sobre la instrucción de pronunciación de la L2:

Attendance and active participation in class (10%)

Contextualization of a selected quote (individual task) (40%)

Students must display their acquaintance with the aspect/s in the quote and exhibit their ability to critically relate it to the two facets that have been developed in class regarding instruction in L2 sound acquisition. Criteria:

i. The student’s ability to successfully relate and explain the aspect in the quote with reference to instruction as a factor in SLA research. (15%)

ii. The student’s ability to critically reason and consider the aspect in the quote with reference to current pronunciation pedagogical issues. (15%)

iii. Adequate use of English. (10%)



C. Realizar una propuesta pedagógica aplicada a contextos específicos de aprendizaje en base a las nociones teóricas y trabajos empíricos revisados.

Teaching pronunciation Didactic Unit proposal (30%)

Students hand in a Didactic Unit proposal which integrates aspects addressed in the empirical research sections (1 and 2) and the methodological knowledge reviewed in section 3 to assist a specific pronunciation need identified by the learners themselves.

Ezohiko deialdia: orientazioak eta uko egitea

The mark will be based on the same assignments as in the first call (convocatoria ordinaria) (100%). Those assignments which earned a passing grade in the first call may be kept in the second call.

Exam marking criteria: The same marking criteria apply as in the first call.

Irakasgai-zerrenda

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

Bibliografia

Oinarrizko bibliografia

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.