pronunciation

Classroom Elements

Pronunciation

Working on L2 pronunciation poses special challenges in a remote learning environment, where audio and video interaction can be inconsistent or disrupted, and one-on-one feedback socially awkward.

L2 instruction has tended to move away in recent years from the unrealistic expectation that learners can quickly develop native-like accents. Yet we know that effective communication relies on intelligibility and comprehensibility (Munro & Derwing, 1995), and that our pedagogy must therefore include pronunciation training.

This is especially true in distance and remote learning settings, where contact with the instructor may be limited. Martin's research found, however, that targeted, explicit training in pronunciation can make a significant difference:

“Learners who received targeted pronunciation training improved significantly from pre- to posttest and significantly outperformed learners in the control group … These findings suggests that distance language instruction can benefit from including targeted pronunciation training.”

Martin, p. 86

Yet there are multiple challenges to doing so:

Yet Martin’s research confirms that explicit training in distinguishing L1 from L2 sounds and targeted attention to native-like vs. nonnative-like accents can have a profound effect on students’ developing pronunciation skills. How can instructors bring these benefits into a remote classroom?


References & Resources

Derwing, T. and Munro, J. (2005). Second language accent and pronunciation teaching: A research based approach. TESOL Quarterly, 39(3), 379-397.

Munro, J. and Derwing, T. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 285-310.

Martin, I. (2020). Pronunciation development and instruction in distance language learning. Language Learning & Technology, 24(1), 86–106.

Thomson, R. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal 28(3), 744-765.