The twentieth century was marked by the publication of a plethora of books on new methods and approaches to teaching English as a second or foreign language, few of which were based on empirically tested claims (Richards & Rodgers, 2001). Pronunciation instruction is perhaps the area of ELT that is most lacking in empirical studies to support its practices, with calls for research to investigate its effects and efficacy constantly made by ELT and second language acquisition specialists (Derwing & Munro, 2005). The recent resurgence in the interest for pronunciation has led to a small increase in the number of experimental studies being conducted on the subject. However, research is still limited to how teaching pronunciation affects learners’ spoken production, Continue Reading →
This study consists of two parts. The first part is the report of two experiments carried out to see the effect of a shared first language (L1) on second language (L2) intelligibility. The concern of the investigation was specifically pronunciation and phonological factors. The second part deals with pronunciation errors of Mandarin and Vietnamese speakers that are motivated by their respective phonological systems, thus providing help with designing pronunciation teaching materials.
The study was started with the following research question: Do English learners understand each other better in English when they share the same first language? This L1 effect is sometimes referred to as Interlanguage Speech Intelligibility Benefit (Bent & Bradlow 2003) and it is not a new question, Continue Reading →
When we are born our perceptual systems are capable of discriminating sounds that occur in English, Spanish, Hindi, or any other language. During the first year, our perception begins to zero in on the particular set of sounds that are contrastive in our native language(s) (L1s) (Kuhl et al., 2006). For example, a child whose parents are L1 English speakers will pick up on the fact that /b/ and /p/ are contrastive in English (e.g., “bet” vs. “pet”) and that the major difference is in the burst of air that occurs when the stop is released (i.e., there is a stronger burst of air, or more aspiration, on /p/ than /b/). A child whose parents are L1 Hindi speakers will pick up on this contrast, Continue Reading →
Listening is the skill that most of our students feel the least confident about and the least control over in terms of what they can do to improve. It is also the skill that is the most widely used, both in academic and non-academic contexts. For these reasons, we owe it to our students to show them how to become successful English language listeners.
Second-language listening is difficult for several reasons, most of which stem from the differences between oral and written channels (Brown, 2011). These include perception problems, issues of memory and attention, and strategy choice.
Perception problems arise because speech is fast and transient; utterances are spoken quickly, and they disappear. We don’t pause to separate speech into distinct words; Continue Reading →
In the past decades, shadowing has become quite popular in Japan and in other Asian countries. Recently it has finally caught the attention of researchers and language teachers in North America. The overarching purpose of this paper is to introduce shadowing for the sake of effective teaching. First, the basic idea of what shadowing is is explained. Then, shadowing in terms of listening practice will be discussed with its theoretical background, examples, and teaching tips. Next, shadowing as speaking practice, mainly for pronunciation development, will be discussed.
What is Shadowing?
The basic definition of shadowing is “a paced, auditory tracking task which involves the immediate vocalization of auditorily presented stimuli” (Lambert, 1992, p. 266). The metaphor of shadowing is the shadow that follows you on a street late in the afternoon, Continue Reading →
Most people like to chat. It’s pleasant to talk to your family over breakfast, and at work, you might go to the coffee room or water cooler mainly because you hope to bump into someone and have a little chat. These observations are consistent with scientific findings: As far as we know, conversation exists in all cultures (Levinson & Torreira, 2015). It is the most common form of using language and it is, of course, where children acquire their language.
What are conversations? A defining feature is that they consist of turns. As Levinson et al. put it, speakers adhere to a “one-at-a-time” principle: Speaker A says something and then B, then A again, or perhaps C, Continue Reading →
In The Courage to Teach, Palmer (2007) writes, “I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy… But at other moments, the classroom is so lifeless or painful or confused—and I am so powerless to do anything about it—that my claim to be a teacher seems a transparent sham.” (p. 1–2). Naturally, we teachers prefer to have more of the former kinds of experiences, as do our students. Towards that end it is worth asking: how can we create more joyful learning experiences for our students and ourselves? Among several other factors, the specific techniques that we use, coupled with an appreciation for how our students are perceiving them, can have a large impact. Continue Reading →