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Uchihara, Takumi; Webb, Stuart; Saito, Kazuya; Trofimovich, Pavel – Modern Language Journal, 2022
This study examined how mode of input affects the learning of pronunciation and form-meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words while viewing their corresponding…
Descriptors: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction
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Lascotte, Darren K.; Tarone, Elaine – Modern Language Journal, 2022
In commercial materials for the teaching of second language (L2) pronunciation, common bottom-up approaches segment phonology into a series of discrete and decontextualized linguistic components with rules that students are encouraged to internalize. Such approaches seem out of step with recent second language acquisition (SLA) theory and research…
Descriptors: Pronunciation, Second Language Learning, Second Language Instruction, English (Second Language)
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Nagle, Charles; Sachs, Rebecca; Zárate-Sández, Germán – Modern Language Journal, 2018
This study explored teachers' beliefs about pronunciation instruction in Spanish as a second language (L2). An online survey was used to collect data from 100 participants, grouped into 4 categories based on their previous training in principles and methods of pronunciation instruction. This article reports results from 15 survey items which…
Descriptors: Pronunciation, Language Teachers, Second Language Learning, Second Language Instruction
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Wiener, Seth; Chan, Marjorie K. M.; Ito, Kiwako – Modern Language Journal, 2020
This study examines the putative benefits of explicit phonetic instruction, high variability phonetic training, and their effects on adult nonnative speakers' Mandarin tone productions. Monolingual first language (L1) English speakers (n = 80), intermediate second language (L2) Mandarin learners (n = 40), and L1 Mandarin speakers (n = 40) took…
Descriptors: Phonetics, English, Mandarin Chinese, Tone Languages
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Gholami, Leila – Modern Language Journal, 2022
Focus on form (FonF) studies have predominantly addressed its effectiveness in improving learners' syntactic, lexical, orthographic, and phonological knowledge. Extending the scope of this line of research to formulaic FonF practices, this study investigates the relative effectiveness of incidental FonF targeting formulaic versus nonformulaic…
Descriptors: Phrase Structure, Grammar, Second Language Learning, Second Language Instruction
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Kissling, Elizabeth M. – Modern Language Journal, 2018
Listening is widely regarded as an important skill that is difficult and necessary to teach in L2 classrooms. Listening requires both top-down and bottom-up processing, yet pedagogical techniques for the latter are often lacking. This study explores the efficacy of pronunciation instruction (PI) for improving learners' bottom-up processing. The…
Descriptors: Pronunciation Instruction, Second Language Learning, Second Language Instruction, Language Processing
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Burri, Michael; Chen, Honglin; Baker, Amanda – Modern Language Journal, 2017
The constructs of teacher cognition and teacher identity have recently gained considerable attention in second language teacher education research for their crucial roles in understanding teacher learning. While a number of current studies have examined the contributions of both constructs, the connections between cognition and identity are yet to…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Pronunciation Instruction
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Zheng, Xuan – Modern Language Journal, 2017
The article aims to expand the scope of research on international teaching assistants (ITAs) by foregrounding identities as pedagogical resources. Employing an ethnographic multiple case study approach, the study examined the experiences of 2 English department ITAs in learning to teach College Composition classes at a public university in the…
Descriptors: Teaching Assistants, Ethnicity, Self Concept, Foreign Students
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Hurtado, Luz Marcela; Estrada, Chelsea – Modern Language Journal, 2010
This article examines the role of linguistic and sociolinguistic factors in the second language (L2) acquisition of Spanish vibrants. The data consist of 2 sets of recordings from 37 students enrolled in a Spanish pronunciation class. The statistical program VarbRul was used to analyze 7,597 samples. The vibration (simple or multiple) and the…
Descriptors: Sociolinguistics, Second Language Learning, Articulation (Education), Spanish
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Hammerly, Hector – Modern Language Journal, 1973
Points out certain practices in second language teaching such as choral response which tend to encourage pronunciation errors. (DS)
Descriptors: Language Instruction, Language Skills, Listening Comprehension, Phonetics
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Leon, P. R.; Martin, P. – Modern Language Journal, 1972
Descriptors: Applied Linguistics, Articulation (Speech), Electronic Equipment, Intonation
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Dickerson, Wayne B. – Modern Language Journal, 1977
This article maintains that the generative analysis of English phonology can fill a long-empty and little-recognized gap in ESL (English as a second language) pronunciation instruction. One must understand where generative phonology fits into the teaching of pronunciation and how generative insights can be translated into a pedagogically useful…
Descriptors: English (Second Language), Generative Phonology, Language Instruction, Phonology
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Elliott, A. Raymond – Modern Language Journal, 1995
This study sought to determine the effectiveness of supplementing college-level intermediate Spanish courses with formal instruction in pronunciation. It found that this multimodal methodology resulted in significant improvement of target language pronunciation for the 43 subjects in the experimental group. Contains 30 references. (MDM)
Descriptors: College Students, Field Dependence Independence, Higher Education, Instructional Effectiveness
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Hammerly, Hector – Modern Language Journal, 1974
Argues that instructor monitoring in a language laboratory is an inefficient instructional method. (CK)
Descriptors: Instructional Materials, Language Instruction, Language Laboratories, Language Teachers
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Arteaga, Deborah L.; Herschensohn, Julia – Modern Language Journal, 1995
This article argues that knowledge of the historical background of a language can be profitably integrated into its teaching at the elementary and intermediate levels. The use of diachronic linguistics is illustrated in the teaching of first-year college French, with specific applications based on pronunciation, vocabulary, morphology, and syntax.…
Descriptors: Diachronic Linguistics, French, Higher Education, Morphology (Languages)
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