Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies

By Kazuya Saito. 2012

235 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d5939c5b8c016daf6b02a20c442f26cb261c1017

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. Kazuya Saito
2. Luke Plonsky
3. Hossein Nassaji
4. Yukie Saito
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. Hossein Nassaji
4. Yukie Saito
5. Isabelle Darcy
6. K. Rajagopalan
7. P. Trofimovich

In Language and Linguistics

1. Luke Plonsky
2. Kazuya Saito
3. Hossein Nassaji
4. Yukie Saito
5. Dan Brown
6. F. Oswald
7. Masatoshi Sato
8. Ali H. Al-Hoorie

Citations in the corpus

• 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): “Recently, however, a growing number of studies have begun to examine the extent to which form-focused instruction can facilitate L2 pronunciation development as well (Saito, 2012).”
• Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, unknown): “…(e.g., Champagne-Muzar, Schneiderman, & Bourdages, 1993; Derwing, Munro, & Wiebe, 1998; Gordon & Darcy, 2016; Ruellot, 2011; Trofimovich, Lightbown, Halter, & Song, 2009; see Lee, Jang, & Plonsky, 2015; Saito, 2012, for meta-analyses; see Thomson & Derwing, 2015, for a narrative review).”
• Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “…these studies, quite a number have examined the role of recasts, many of which have provided evidence for the effectiveness of such feedback (e.g. Doughty & Varela, 1998; Goo, 2012; Han, 2002; Ishida, 2004; Iwashita, 2003; Mackey & Philp, 1998; Philp, 2003; Saito, 2012, 2013; Yang & Lyster, 2010).”
• Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “Theoretically and pedagogically intriguing options include form vs. meaning-oriented instruction (e.g., Saito, 2012), articulatory vs. auditory-based training (Sakai, 2016), audio-only vs. audiovisual (Hardison, 2003), and input- and output-based feedback (Gooch, Saito, & Lyster, 2016).”