Phonological Awareness and Speech Comprehensibility: An Exploratory Study

By H. Venkatagiri, John M. Levis. 2007

141 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/447db1f0811f31aad0408dbe2b5dd2f4e5524d86

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Luke Plonsky
2. Kazuya Saito
3. J. M. Murphy
4. Amanda Baker
5. Dan Brown
6. F. Oswald
7. Ali H. Al-Hoorie
8. E. Marsden

In Experimental and Cognitive Psychology

1. Luke Plonsky
2. Kazuya Saito
3. J. M. Murphy
4. Amanda Baker
5. Isabelle Darcy
6. K. Rajagopalan
7. P. Trofimovich

Citations in the corpus

• Language awareness and second language pronunciation: a classroom study (2010, unknown): “Such individual differences may include learners’ cognitive and learning styles (Collentine, 2000), phonological memory (Venkatagiri & Levis, 2007), or amount of prior L2 learning (Alderson, Clapham, & Steel, 1997).”
• Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology (2011, background): “Similarly, Venkatagiri and Levis (2007) also maintained that explicit instruction can help learners develop ‘phonological awareness’ (i.e. conscious knowledge of segmentals and suprasegmentals), which might play a key role in L2 speech intelligibility (see also Field, 2005).”
• Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “…of scholars have also explored how to measure L2 learners’ noticing, understanding and integration of metalinguistic information about the articulatory and auditory aspects of L2 sounds (for the roles and measurements of awareness in L2 speech learning, see Saito, 2018b; Venkatagiri & Levis, 2007).”
• Knowledge base of pronunciation teaching: staking out the territory (2011, background): “…2006), L1 background (Deterding & Kirkpatrick, 2006), familiarity with dialect or an individual’s style of speech (Bradlow & Bent, 2008; Matsuura, 2007), phonological awareness (Venkatagiri & Levis, 2007), and speech rate on the intelligibility and/or comprehensibility of L2 speech (Llurda, 2000).”