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Ingrid Mora-Plaza; Joan C. Mora; Mireia Ortega; Cristina Aliaga-Garcia – Studies in Second Language Acquisition, 2024
This study examines the effects of task complexity on second language (L2) pronunciation accuracy and global pronunciation measures in pronunciation-unfocused tasks and assesses the relationship between acoustic and listener-based pronunciation measures. Eighty-two Catalan/Spanish learners of English performed simple and complex versions of a…
Descriptors: Second Language Learning, Pronunciation, Spanish, English (Second Language)
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Rachida Ganga; Haoyan Ge; Marijn E. Struiksma; Virginia Yip; Aoju Chen – Studies in Second Language Acquisition, 2024
It has been proposed that second language (L2) learners differ from native speakers in processing due to either influence from their native language or an inability to integrate information from multiple linguistic domains in a second language. To shed new light on the underlying mechanism of L2 processing, we used an event-related potentials…
Descriptors: Language Processing, English (Second Language), Second Language Learning, Second Language Instruction
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Zhang, Runhan; Yuan, Zhou-min – Studies in Second Language Acquisition, 2020
The current study compares the effects of two types of pronunciation instruction (segmental- and suprasegmental-based) on the development of second-year Chinese undergraduate students' English pronunciation as against a group with no specific pronunciation (NSP) instruction. The participants were 90 university-level students in the Chinese…
Descriptors: Instructional Effectiveness, Pronunciation, Second Language Instruction, Second Language Learning
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Saito, Kazuya; Macmillan, Konstantinos; Kachlicka, Magdalena; Kunihara, Takuya; Minematsu, Nobuaki – Studies in Second Language Acquisition, 2023
Whereas many scholars have emphasized the relative importance of "comprehensibility" as an ecologically valid goal for L2 speech training, testing, and development, eliciting listeners' judgments is time-consuming. Following calls for research on more efficient L2 speech rating methods in applied linguistics, and growing attention toward…
Descriptors: Second Language Learning, Second Language Instruction, Interrater Reliability, Speech Communication
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Foltz, Anouschka – Studies in Second Language Acquisition, 2021
While monolingual speakers can use contrastive pitch accents to predict upcoming referents, bilingual speakers do not always use this cue predictively in their L2. The current study examines the role of recent exposure for predictive processing in native German (L1) second language learners of English (L2). In Experiment 1, participants followed…
Descriptors: Suprasegmentals, Intonation, Native Language, Second Language Learning
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Reid, Kym Taylor; Trofimovich, Pavel; O'Brien, Mary Grantham – Studies in Second Language Acquisition, 2019
This study examined whether social bias manipulation can influence how naïve multiage listeners evaluate second language (L2) speech. Sixty native English-speaking listeners (Montreal residents) rated audio recordings of 40 Quebec French speakers of L2 English for five dimensions of oral performance (accentedness, comprehensibility, segmental…
Descriptors: Social Attitudes, Language Attitudes, Pronunciation, English (Second Language)
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Baills, Florence; Suárez-González, Nerea; González-Fuente, Santiago; Prieto, Pilar – Studies in Second Language Acquisition, 2019
This study investigates the perception and production of a specific type of metaphoric gesture that mimics melody in speech, also called "pitch gesture," in the learning of L2 suprasegmental features. In a between-subjects design, a total of 106 participants with no previous knowledge of Chinese were asked to observe (Experiment 1) and…
Descriptors: Mandarin Chinese, Second Language Learning, Second Language Instruction, Phonology
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Yuan, Chenjie; González-Fuente, Santiago; Baills, Florence; Prieto, Pilar – Studies in Second Language Acquisition, 2019
Recent studies on the learning of L2 prosody have suggested that pitch gestures can enhance the learning of the L2 lexical tones. Yet it remains unclear whether the use of these gestures can aid the learning of L2 intonation, especially by tonal-language speakers. Sixty-four Mandarin speakers with basic-level Spanish were asked to learn three…
Descriptors: Spanish, Mandarin Chinese, Second Language Learning, Second Language Instruction
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Saito, Kazuya – Studies in Second Language Acquisition, 2015
The current project examined whether and to what degree age of acquisition (AOA), defined as the first intensive exposure to a second language (L2) environment, can be predictive of the end state of postpubertal L2 oral proficiency attainment. Data were collected from 88 experienced Japanese learners of English and two groups of 20 baseline…
Descriptors: Second Language Learning, Oral Language, Language Proficiency, Age
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Jung, YeonJoo; Kim, YouJin; Murphy, John – Studies in Second Language Acquisition, 2017
This study focused on an instructional component often neglected when teaching the pronunciation of English as either a second, foreign, or international language--namely, the suprasegmental feature of lexical stress. Extending previous research on collaborative priming tasks and task repetition, the study investigated the impact of task and…
Descriptors: Role, Task Analysis, Pretests Posttests, Pronunciation
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Shoemaker, Ellenor – Studies in Second Language Acquisition, 2014
The current study addresses an aspect of second language (L2) phonological acquisition that has received little attention to date--namely, the acquisition of allophonic variation as a word boundary cue. The role of subphonemic variation in the segmentation of speech by native speakers has been indisputably demonstrated; however, the acquisition of…
Descriptors: Second Language Learning, Acoustics, Cues, Pronunciation
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Saito, Kazuya; Suzukida, Yui; Sun, Hui – Studies in Second Language Acquisition, 2019
The current study longitudinally examined the influence of aptitude on second language (L2) pronunciation development when 40 first-year Japanese university students engaged in practice activities inside and outside English-as-a-Foreign-Language classrooms over one academic year. Spontaneous speech samples were elicited at the beginning, middle,…
Descriptors: Second Language Learning, Second Language Instruction, Pronunciation, Pronunciation Instruction
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Saito, Kazuya; Wu, Xianghua – Studies in Second Language Acquisition, 2014
The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment…
Descriptors: Mandarin Chinese, Sino Tibetan Languages, Native Language, Second Language Learning
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Isaacs, Talia; Trofimovich, Pavel – Studies in Second Language Acquisition, 2012
Comprehensibility, a major concept in second language (L2) pronunciation research that denotes listeners' perceptions of how easily they understand L2 speech, is central to interlocutors' communicative success in real-world contexts. Although comprehensibility has been modeled in several L2 oral proficiency scales--for example, the Test of English…
Descriptors: Ability, Suprasegmentals, Evidence, Language Tests
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Munro, Murray J. – Studies in Second Language Acquisition, 1995
Untrained native English listeners assigned foreign accent scores to sentence and narrative utterances produced by native English speakers and Mandarin-speaking learners of English, rendered unintelligible through low-pass filtering. Because the filtered speech stimuli contained little of what could be considered segmental information, results…
Descriptors: Distinctive Features (Language), English (Second Language), Error Analysis (Language), Language Research
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