Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology

By Kazuya Saito. 2011

149 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/f6e0e6b57dfe8a013b85e1c80e42f6d0578166c4

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In Experimental and Cognitive Psychology

1. Kazuya Saito
2. Luke Plonsky
3. Isabelle Darcy
4. R. Lyster
5. K. Rajagopalan
6. P. Trofimovich

In Language and Linguistics

1. Kazuya Saito
2. Luke Plonsky
3. Isabelle Darcy
4. R. Lyster
5. Dan Brown
6. Masatoshi Sato
7. K. Rajagopalan
8. Hossein Nassaji

Citations in the corpus

• Powerful and Effective Pronunciation Instruction: How Can We Achieve It? (2018, background): “Indeed, explicit instruction (Derwing, Munro, & Wiebe, 1998; Gordon & Darcy, 2016), corrective feedback (Hardison, 2004; Saito, 2011; Saito & Lyster, 2012a), and laboratory training studies that provide feedback (Bradlow et al.”
• Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “Supporting Information-B: Results of Coding Study Focus of measurement Scoring method Task type de Bot & Mailfert (1982) Specific Subjective Controlled de Bot (1983) Specific Subjective Controlled Perlmutter (1898) Global Objective Spontaneous Stenson et al. (1992) Specific Objective Controlled Cham”
• Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “Results corroborated previous findings that English /®/ is considered the most crucial teaching/learning target, owing to its potential to affect the intelligible pronunciation of Japanese learners of English (Saito, 2011b).”
• Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners? (2013, unknown): “, 1997) or vice versa (Saito, 2011).”
• Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “…is effective not only for improving specific segmental and suprasegmental aspects of L2 sounds (e.g., Cardoso, 2011; Couper, 2006; Elliott, 1997; Saito, 2011) but also for enhancing listeners’ overall judgement of comprehensibility (e.g., Derwing et al., 1997, 1998; Kennedy & Trofimovich, 2010;…”