Changing Contexts and Shifting Paradigms in Pronunciation Teaching

By John M. Levis. 2005

868 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/011285baf116be982b67cea3d242a6ad1ca91b0a

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “Instead of aiming to eliminate pronunciation errors to foster accent-free speech, researchers who support this view stress that instruction should focus only on aspects of pronunciation that influence intelligibility and comprehensibility in ways that make L2 communication more successful (Derwing &”
Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background (2015, background): “Considering the difficulty of acquiring nativelike L2 speech, adopting a more realistic learning goal has been encouraged, with a particular focus on comprehensibility or ease of understanding (Derwing & Munro, 2009; Levis, 2005).”
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, methodology): “primary research has changed to a great degree since Levis (2005). Given that scholars likely spend a few years designing, implementing and publishing their work, we survey the extent to which different types of L2 pronunciation measurements (as classified by our proposed framework) have been used i”
Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “It has been argued that decisions about what to teach should be based on how different aspects of pronunciation enhance the intelligibility and/or comprehensibility of learners’ speech (Field, 2005; Levis, 2005).”
The foundations of accent and intelligibility in pronunciation research (2011, background): “PRINCIPLE and the INTELLIGIBILITY PRINCIPLE (Levis 2005) received almost no attention from researchers until the end of the twentieth century.”
Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners? (2013, background): “Achieving a target-like accent may even be an unrealistic and de-motivating goal for learners (Levis, 2005).”
Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, background): “A welcome shift in methodology now is directed at the end goal The CATESOL Journal 30.1 • 2018 • 23 of promoting transfer, that is, enhancing comfortable intelligibility and comprehensibility of learners’ spontaneous speech (Levis, 2005).”
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology (2011, background): “…nativeness should not be discouraged to pursue their ambitions, researchers as well as teachers should set realistic goals for L2 learners based on empirical research evidence, such as comprehensibility rather than accentedness (for similar discussion, see also Levis, 2005; Setter & Jenkins, 2005).”
Do Language Attitudes Determine Accent? A Study of Bilinguals in the USA (2007, background): “At the outset, I proposed that accent is a timely consideration for SLA in light of increasing globalisation, multilingualism and multiculturalism, in no small part because the way we sound impacts how we are judged by others (see Levis, 2005; Lippi-Green, 1997).”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “, heavily accented speech can be highly comprehensible) (Jenkins, 2000; Levis, 2005).”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “Consequently, what appears to be crucial for L2 pronunciation learning is setting realistic goals in regard to what learners should aim for (Derwing & Munro, 2009; Levis, 2005), with two possible goals being comprehensibility (a broad measure of a speaker’s communicative effectiveness, referring to ”
Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “As for focus of instruction, although much discussion has been centered on the issue of whether segmental- or suprasegmental-based instruction is more effective than the other (Levis, 2005),(5) the results of the current study did not find any clear patterns; students receiving both types of instruc”
Utopian Goals for Pronunciation Teaching (2015, background): “In his special issue of TESOL Quarterly, Levis (2005) described two approaches to teaching pronunciation: one of these follows the nativist principle, which holds that L2 speakers should try as best they can to replicate a native-like accent.”