The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops
a classroom study
DOI:
https://doi.org/10.1558/isla.37279Keywords:
pronunciation instruction, instructed second language acquisition, language teachingAbstract
The present study examines the effectiveness of second language explicit pronunciation instruction of adult second language (L2) learners of Spanish in a classroom setting. This study seeks to shed light on the effectiveness of teaching pronunciation while considering the level of instruction of first, second and third year students. Eighty-three learners of Spanish as an L2 were recruited to participate in a control (n = 45) or experimental (n = 38) group. From the beginning to the end of a twelve-week semester, participants in the experimental condition received instruction on typically difficult segments in L2-Spanish for first language (L1) English speakers.
Pronunciation gains were measured acoustically by a word-reading task and the target structures were Spanish voiceless stops /p, t, k/. Results suggest that pronunciation instruction is beneficial to all voiceless stops. After a semester of instruction, the experimental group reduced their voice onset time (VOT) and reached native speakers' range, while no difference was observed in the control group. Additionally, instruction was beneficial at each curricular level, suggesting that pronunciation instruction should be part of the L2-Spanish curricular sequence at multiple levels. Results are discussed in terms of the theoretical, methodological and pedagogical implications of these findings and special emphasis is placed on the advantages of pronunciation instruction. A call is made for more teachers and practitioners to include pronunciation instruction in the L2-Spanish classroom.
References
Arteaga, D. L. (2000) Articulatory phonetics in the first?year Spanish classroom. Modern Language Journal 84(3): 339–54. https://doi.org/10.1111/0026-7902.00073
Ausi?n, A. and Sutton, M. (2010) An L2 pronunciation judgment task. In Selected Proceedings of the 12th Hispanic Linguistics Symposium 234–45. Somerville, MA: Cascadilla Proceedings Project.
Boersma, P. and Weenink, D. (2016) Praat: doing phonetics by computer [Computer program]. Version 6.0.19. Retrieved 13 June 2016 from http://www.praat.org.
Castino, J. M. (1992) Markedness as a Predictor of Difficulty in the Second Language Acquisition of Spanish Phonology (unpublished doctoral dissertation). Pittsburgh, PA: University of Pittsburgh.
Castino, J. (1996) Impact of a phonetics course on FL learners’ acquisition of Spanish phonology. Selecta: Journal of the Pacific Northwest Council on Foreign Languages 17: 55–8.
Celce-Murcia, M., Brinton, D. M. and Goodwin, J. M. (2010) Teaching Pronunciation Hardback. A Course Book and Reference Guide. Cambridge: Cambridge University Press.
Colantoni, L. and Steele, J. (2008) Integrating articulatory constraints into models of second language phonological acquisition. Applied Psycholinguistics 29(3): 489–534. https://doi.org/10.1017/S0142716408080223
Couper, G. (2011) What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening. Language Awareness 20(3): 159–82. https://doi.org/10.1080/09658416.2011.570347
DeKeyser, R. (2003) Implicit and explicit learning. In C. Doughty and M. Long (eds) Handbook of Second Language Acquisition 313–48. Oxford: Blackwell.
DeKeyser, R. (2007) Skill acquisition theory. In J. Williams and B. VanPatten (eds) Theories in Second Language Acquisition: An introduction 97–113. Mahwah, NJ: Erlbaum. https://doi.org/10.1002/9780470756492.ch11
Derwing, T. M. and Munro, M. J. (1997) Accent, intelligibility, and comprehensibility. Studies in Second Language Acquisition 19(1): 1–16. https://doi.org/10.1017/S0272263197001010
Derwing, T. M. and Munro, M. J. (2005) Second language accent and pronunciation teaching: a research-based approach. TESOL Quarterly 39(3): 379–97. https://doi.org/10.2307/3588486
Derwing, T. M. and Munro, M. J. (2015) Pronunciation Fundamentals: Evidence-Based Perspectives for L2 Teaching and Research, Volume 42. Philadelphia, PA: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.42
Derwing, T. M., Munro, M. J. and Wiebe, G. (1998) Evidence in favor of a broad framework for pronunciation instruction. Language Learning 48(3): 393–410. https://doi.org/10.1111/0023-8333.00047
Di?az-Campos, M. (2004) Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition 26(2): 249–73. https://doi.org/10.1017/S0272263104262052
Elliott, A. (1995) Foreign language phonology: field independence, attitude, and the success of formal instruction in Spanish pronunciation. Modern Language Journal 79(4): 530–42. https://doi.org/10.1111/j.1540-4781.1995.tb05456.x
Elliott, A. (1997) On the teaching and acquisition of pronunciation within a communicative approach. Hispania 80(1): 95–108. https://doi.org/10.2307/345983
Flege, J. E. (1988) Factors affecting degree of perceived foreign accent in English sentences. Journal of the Acoustical Society of America 84(1): 70–9. https://doi.org/10.1121/1.396876
Flege, J. E. (1995) Second-language speech learning: theory, findings, and problems. In W. Strange (ed.) Speech Perception and Linguistic Experience: Issues in Cross-Language Research 229–73. Timonium, MD: York Press.
Flege, J. E. (1999) Age of learning and second-language speech. In D. Birdsong (ed.) Second Language Acquisition and the Critical Period Hypothesis 101–32. Hillsdale, NJ: Lawrence Erlbaum.
Flege, J. E. (2002). Interactions between the native and second-language phonetic systems. In P. Burmeister, T. Piske and A. Rohde (eds) An Integrated View of Language Development: Papers in Honor of Henning Wode pp. 217–244. Trier, Germany: Wissenschaftlicher Verlag.
Flege, J. E., Munro, M. J. and MacKay, I. R. (1995) Factors affecting strength of perceived foreign accent in a second language. Journal of the Acoustical Society of America 97(5): 3125–34. https://doi.org/10.1121/1.413041
González-Bueno, M. (1997a) Effects of formal instruction on the improvement in the pronunciation of Spanish stops by second language learners: changes in voice onset time in initial stops /p, t, k/ and /b, d, g/. PhD thesis, Pennsylvania State University, Pennsylvania.
González-Bueno, M. (1997b) The effects of formal instruction on the acquisition of Spanish stop consonants. Contemporary Perspectives on the Acquisition of Spanish 2: 57–75.
González López, V. and Counselman, D. (2013) L2 acquisition and category formation of Spanish voiceless stops by monolingual English novice learners. In J. Cabrelli Amaro, G. Lord, A. de Prada Perez, J. E. Aaron (eds) Selected Proceedings of the 16th Hispanic Linguistics Symposium 118–27. Somerville, MA: Cascadilla Proceedings Project.
Hualde, J. I. (2005) The Sounds of Spanish. Cambridge: Cambridge University Press.
Kissling, E. M. (2012) The effect of phonetics instruction on adult learners’ perception and production of L2 sounds. Unpublished doctoral dissertation, Georgetown University, Washington, DC.
Kissling, E. M. (2013) Teaching pronunciation: is explicit phonetics instruction beneficial for FL learners? Modern Language Journal 97(3): 720–44. https://doi.org/10.1111/j.1540-4781.2013.12029.x
Kissling, E. M. (2014) Phonetics instruction improves learners’ perception of L2 sounds. Language Teaching Research 19(3): 254–75. https://doi.org/10.1177/1362168814541735
Lee, J., Jang, J. and Plonsky, L. (2014) The effectiveness of second language pronunciation instruction: a meta-analysis. Applied Linguistics 36(3): 345–66. https://doi.org/10.1093/applin/amu040
Levis, J. M. (2005) Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly 39(3): 369–77. https://doi.org/10.2307/3588485
Lisker, L. and Abramson, A. S. (1964) A cross-language study of voicing in initial stops: acoustical measurements. Word 20(3): 384–422. https://doi.org/10.1080/00437956.1964.11659830
Lord, G. (2005) (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania 88(3): 557–67. https://doi.org/10.2307/20063159
Lord, G. (2008) Second language acquisition and first language phonological modification. In J. Bruhn de Garavito and E. Valenzuela (eds) Selected Proceedings of the 10th Hispanic Linguistics Symposium 184–93. Somerville, MA: Cascadilla Proceedings Project.
Lord, G. (2010) The combined effects of immersion and instruction on second language pronunciation. Foreign Language Annals 43: 488–503. https://doi.org/10.1111/j.1944-9720.2010.01094.x
Lord, G. and Fionda, M. I. (2014) Teaching pronunciation in second language Spanish. In K. L. Geeslin (ed.) The Handbook of Spanish Second Language Acquisition 514– 29. Chichester, UK: Wiley-Blackwell.
Lyster, R. (2007) Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.18
Moyer, A. (1999) Ultimate attainment in L2 phonology. Studies in Second Language Acquisition 21(1): 81–108. https://doi.org/10.1017/S0272263199001035
Munro, M. J. and Derwing, T. M. (1995a) Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language and Speech 38(3): 289–306. https://doi.org/10.1177/002383099503800305
Munro, M. J. and Derwing, T. M. (1995b) Foreign accent, intelligibility and comprehensibility in the speech of second language learners. Language Learning 45(1): 73–97. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
Munro, M. J. and Derwing, T. M. (2015) A prospectus for pronunciation research in the 21st century: a point of view. Journal of Second Language Pronunciation 1(1): 11-42. https://doi.org/10.1075/jslp.1.1.01mun
Nagle, C. L. (2014) A longitudinal study on the role of lexical stress and motivation in the perception and production of L2 Spanish stop consonants. Unpublished doctoral dissertation, Georgetown University, Washington, DC
Nagle, C. L. (2018) Examining the temporal structure of the perception–production link in second language acquisition: a longitudinal study. Language Learning 68. https://doi.org/10.1111/lang.12275
Nibert, H. (2014) Disassociating English [?, ?, ?, ?] from Spanish ‘o’. Presented at IGNITE CASPSLaP 2014, Georgetown University, Washington, DC.
Olson, D. J. (2014) Benefits of visual feedback on segmental production in the L2 classroom. Language Learning and Technology 18(3): 173–92.
Ortega, L. (2013) SLA for the 21st century: disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning 63(s1): 1–24. https://doi.org/10.1111/j.1467-9922.2012.00735.x
Pennington, M. C. and Richards, J. C. (1986) Pronunciation revisited. TESOL Quarterly 20(2): 207–25. https://doi.org/10.2307/3586541
Reeder, J. T. (1998) English speakers’ acquisition of voiceless stops and trills in L2 Spanish. Texas Papers in Foreign Language Education 3(3): 101–18.
Rose, M. (2010) Intervocalic tap and trill production in the acquisition of Spanish as a second language. Studies in Hispanic and Lusophone Linguistics 3(2): 379–419. https://doi.org/10.1515/shll-2010-1080
Saalfeld, A. K. (2012) Teaching L2 Spanish stress. Foreign Language Annals 45(2): 283– 303. https://doi.org/10.1111/j.1944-9720.2012.01191.x
Saito, K. (2007) The influence of explicit phonetic instruction on pronunciation in EFL settings: the case of English vowels and Japanese learners of English. Linguistics Journal 3(3): 16–40.
Saito, K. (2011) Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to phonology. Language Awareness 20(1): 45–59. https://doi.org/10.1080/09658416.2010.5 40326
Saito, K. (2012) Effects of instruction on L2 pronunciation development: a synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly 46(4): 842–54. https://doi.org/10.1002/tesq.67
Saito, K. (2013) Reexamining effects of form-focused instruction on L2 pronunciation development. Studies in Second Language Acquisition 35(1): 1–29. https://doi.org/10.1017/S0272263112000666
Saito, K. and Lyster, R. (2011a) Effects of form-focused instruction and corrective feedback on L2 pronunciation development: the case of English /ô/ by Japanese learners of English. Language Learning 62(2), 595–633. https://doi.org/10.1111/j.1467-9922. 2011.00639.x
Saito, K. and Lyster, R. (2011b) Effects of form focused instruction and corrective feedback on L2 pronunciation development of /?/ by Japanese learners of English. Language Learning 62(2): 595–633. https://doi.org/10.1111/j.1467-9922.2011.00639.x
Schmidt, R. (1990) The role of consciousness in second language learning. Applied Linguistics 11(2): 129–59. https://doi.org/10.1093/applin/11.2.129
Schuhmann, K. S. and Huffman, M. K. (2015) L1 drift and L2 category formation in second language learning. In The Scottish Consortium for ICPhS 2015 (ed.) Proceedings of the 18th International Conference of Phonetics Sciences. Glasgow: University of Glasgow.
Thomson, R. I. and Derwing, T. M. (2014) The effectiveness of L2 pronunciation instruction: a narrative review. Applied Linguistics 36(3): 326–44. https://doi.org/10.1093/applin/amu076
Zampini, M. L. (1993) Spanish and English voiced stop phonemes and spirantization: a study in second language acquisition. Unpublished doctoral dissertation, Georgetown University, Washington, D.C.
Zampini, M. L. (1994) The role of native language transfer and task formality in the acquisition of Spanish spirantization. Hispania 77(3): 470–81. https://doi.org/10.2307/344974
Zampini, M. L. (1998) The relationship between the production and perception of L2 Spanish stops. Texas Papers in Foreign Language Education 3(3): 85–100.?
Zampini, M. L. (2014) Voice onset time in second language Spanish. In K. L. Geeslin (ed.) The Handbook of Spanish Second Language Acquisition 111–29. Chichester, UK: Wiley-Blackwell.
Ausi?n, A. and Sutton, M. (2010) An L2 pronunciation judgment task. In Selected Proceedings of the 12th Hispanic Linguistics Symposium 234–45. Somerville, MA: Cascadilla Proceedings Project.
Boersma, P. and Weenink, D. (2016) Praat: doing phonetics by computer [Computer program]. Version 6.0.19. Retrieved 13 June 2016 from http://www.praat.org.
Castino, J. M. (1992) Markedness as a Predictor of Difficulty in the Second Language Acquisition of Spanish Phonology (unpublished doctoral dissertation). Pittsburgh, PA: University of Pittsburgh.
Castino, J. (1996) Impact of a phonetics course on FL learners’ acquisition of Spanish phonology. Selecta: Journal of the Pacific Northwest Council on Foreign Languages 17: 55–8.
Celce-Murcia, M., Brinton, D. M. and Goodwin, J. M. (2010) Teaching Pronunciation Hardback. A Course Book and Reference Guide. Cambridge: Cambridge University Press.
Colantoni, L. and Steele, J. (2008) Integrating articulatory constraints into models of second language phonological acquisition. Applied Psycholinguistics 29(3): 489–534. https://doi.org/10.1017/S0142716408080223
Couper, G. (2011) What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening. Language Awareness 20(3): 159–82. https://doi.org/10.1080/09658416.2011.570347
DeKeyser, R. (2003) Implicit and explicit learning. In C. Doughty and M. Long (eds) Handbook of Second Language Acquisition 313–48. Oxford: Blackwell.
DeKeyser, R. (2007) Skill acquisition theory. In J. Williams and B. VanPatten (eds) Theories in Second Language Acquisition: An introduction 97–113. Mahwah, NJ: Erlbaum. https://doi.org/10.1002/9780470756492.ch11
Derwing, T. M. and Munro, M. J. (1997) Accent, intelligibility, and comprehensibility. Studies in Second Language Acquisition 19(1): 1–16. https://doi.org/10.1017/S0272263197001010
Derwing, T. M. and Munro, M. J. (2005) Second language accent and pronunciation teaching: a research-based approach. TESOL Quarterly 39(3): 379–97. https://doi.org/10.2307/3588486
Derwing, T. M. and Munro, M. J. (2015) Pronunciation Fundamentals: Evidence-Based Perspectives for L2 Teaching and Research, Volume 42. Philadelphia, PA: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.42
Derwing, T. M., Munro, M. J. and Wiebe, G. (1998) Evidence in favor of a broad framework for pronunciation instruction. Language Learning 48(3): 393–410. https://doi.org/10.1111/0023-8333.00047
Di?az-Campos, M. (2004) Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition 26(2): 249–73. https://doi.org/10.1017/S0272263104262052
Elliott, A. (1995) Foreign language phonology: field independence, attitude, and the success of formal instruction in Spanish pronunciation. Modern Language Journal 79(4): 530–42. https://doi.org/10.1111/j.1540-4781.1995.tb05456.x
Elliott, A. (1997) On the teaching and acquisition of pronunciation within a communicative approach. Hispania 80(1): 95–108. https://doi.org/10.2307/345983
Flege, J. E. (1988) Factors affecting degree of perceived foreign accent in English sentences. Journal of the Acoustical Society of America 84(1): 70–9. https://doi.org/10.1121/1.396876
Flege, J. E. (1995) Second-language speech learning: theory, findings, and problems. In W. Strange (ed.) Speech Perception and Linguistic Experience: Issues in Cross-Language Research 229–73. Timonium, MD: York Press.
Flege, J. E. (1999) Age of learning and second-language speech. In D. Birdsong (ed.) Second Language Acquisition and the Critical Period Hypothesis 101–32. Hillsdale, NJ: Lawrence Erlbaum.
Flege, J. E. (2002). Interactions between the native and second-language phonetic systems. In P. Burmeister, T. Piske and A. Rohde (eds) An Integrated View of Language Development: Papers in Honor of Henning Wode pp. 217–244. Trier, Germany: Wissenschaftlicher Verlag.
Flege, J. E., Munro, M. J. and MacKay, I. R. (1995) Factors affecting strength of perceived foreign accent in a second language. Journal of the Acoustical Society of America 97(5): 3125–34. https://doi.org/10.1121/1.413041
González-Bueno, M. (1997a) Effects of formal instruction on the improvement in the pronunciation of Spanish stops by second language learners: changes in voice onset time in initial stops /p, t, k/ and /b, d, g/. PhD thesis, Pennsylvania State University, Pennsylvania.
González-Bueno, M. (1997b) The effects of formal instruction on the acquisition of Spanish stop consonants. Contemporary Perspectives on the Acquisition of Spanish 2: 57–75.
González López, V. and Counselman, D. (2013) L2 acquisition and category formation of Spanish voiceless stops by monolingual English novice learners. In J. Cabrelli Amaro, G. Lord, A. de Prada Perez, J. E. Aaron (eds) Selected Proceedings of the 16th Hispanic Linguistics Symposium 118–27. Somerville, MA: Cascadilla Proceedings Project.
Hualde, J. I. (2005) The Sounds of Spanish. Cambridge: Cambridge University Press.
Kissling, E. M. (2012) The effect of phonetics instruction on adult learners’ perception and production of L2 sounds. Unpublished doctoral dissertation, Georgetown University, Washington, DC.
Kissling, E. M. (2013) Teaching pronunciation: is explicit phonetics instruction beneficial for FL learners? Modern Language Journal 97(3): 720–44. https://doi.org/10.1111/j.1540-4781.2013.12029.x
Kissling, E. M. (2014) Phonetics instruction improves learners’ perception of L2 sounds. Language Teaching Research 19(3): 254–75. https://doi.org/10.1177/1362168814541735
Lee, J., Jang, J. and Plonsky, L. (2014) The effectiveness of second language pronunciation instruction: a meta-analysis. Applied Linguistics 36(3): 345–66. https://doi.org/10.1093/applin/amu040
Levis, J. M. (2005) Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly 39(3): 369–77. https://doi.org/10.2307/3588485
Lisker, L. and Abramson, A. S. (1964) A cross-language study of voicing in initial stops: acoustical measurements. Word 20(3): 384–422. https://doi.org/10.1080/00437956.1964.11659830
Lord, G. (2005) (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania 88(3): 557–67. https://doi.org/10.2307/20063159
Lord, G. (2008) Second language acquisition and first language phonological modification. In J. Bruhn de Garavito and E. Valenzuela (eds) Selected Proceedings of the 10th Hispanic Linguistics Symposium 184–93. Somerville, MA: Cascadilla Proceedings Project.
Lord, G. (2010) The combined effects of immersion and instruction on second language pronunciation. Foreign Language Annals 43: 488–503. https://doi.org/10.1111/j.1944-9720.2010.01094.x
Lord, G. and Fionda, M. I. (2014) Teaching pronunciation in second language Spanish. In K. L. Geeslin (ed.) The Handbook of Spanish Second Language Acquisition 514– 29. Chichester, UK: Wiley-Blackwell.
Lyster, R. (2007) Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.18
Moyer, A. (1999) Ultimate attainment in L2 phonology. Studies in Second Language Acquisition 21(1): 81–108. https://doi.org/10.1017/S0272263199001035
Munro, M. J. and Derwing, T. M. (1995a) Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language and Speech 38(3): 289–306. https://doi.org/10.1177/002383099503800305
Munro, M. J. and Derwing, T. M. (1995b) Foreign accent, intelligibility and comprehensibility in the speech of second language learners. Language Learning 45(1): 73–97. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
Munro, M. J. and Derwing, T. M. (2015) A prospectus for pronunciation research in the 21st century: a point of view. Journal of Second Language Pronunciation 1(1): 11-42. https://doi.org/10.1075/jslp.1.1.01mun
Nagle, C. L. (2014) A longitudinal study on the role of lexical stress and motivation in the perception and production of L2 Spanish stop consonants. Unpublished doctoral dissertation, Georgetown University, Washington, DC
Nagle, C. L. (2018) Examining the temporal structure of the perception–production link in second language acquisition: a longitudinal study. Language Learning 68. https://doi.org/10.1111/lang.12275
Nibert, H. (2014) Disassociating English [?, ?, ?, ?] from Spanish ‘o’. Presented at IGNITE CASPSLaP 2014, Georgetown University, Washington, DC.
Olson, D. J. (2014) Benefits of visual feedback on segmental production in the L2 classroom. Language Learning and Technology 18(3): 173–92.
Ortega, L. (2013) SLA for the 21st century: disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning 63(s1): 1–24. https://doi.org/10.1111/j.1467-9922.2012.00735.x
Pennington, M. C. and Richards, J. C. (1986) Pronunciation revisited. TESOL Quarterly 20(2): 207–25. https://doi.org/10.2307/3586541
Reeder, J. T. (1998) English speakers’ acquisition of voiceless stops and trills in L2 Spanish. Texas Papers in Foreign Language Education 3(3): 101–18.
Rose, M. (2010) Intervocalic tap and trill production in the acquisition of Spanish as a second language. Studies in Hispanic and Lusophone Linguistics 3(2): 379–419. https://doi.org/10.1515/shll-2010-1080
Saalfeld, A. K. (2012) Teaching L2 Spanish stress. Foreign Language Annals 45(2): 283– 303. https://doi.org/10.1111/j.1944-9720.2012.01191.x
Saito, K. (2007) The influence of explicit phonetic instruction on pronunciation in EFL settings: the case of English vowels and Japanese learners of English. Linguistics Journal 3(3): 16–40.
Saito, K. (2011) Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to phonology. Language Awareness 20(1): 45–59. https://doi.org/10.1080/09658416.2010.5 40326
Saito, K. (2012) Effects of instruction on L2 pronunciation development: a synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly 46(4): 842–54. https://doi.org/10.1002/tesq.67
Saito, K. (2013) Reexamining effects of form-focused instruction on L2 pronunciation development. Studies in Second Language Acquisition 35(1): 1–29. https://doi.org/10.1017/S0272263112000666
Saito, K. and Lyster, R. (2011a) Effects of form-focused instruction and corrective feedback on L2 pronunciation development: the case of English /ô/ by Japanese learners of English. Language Learning 62(2), 595–633. https://doi.org/10.1111/j.1467-9922. 2011.00639.x
Saito, K. and Lyster, R. (2011b) Effects of form focused instruction and corrective feedback on L2 pronunciation development of /?/ by Japanese learners of English. Language Learning 62(2): 595–633. https://doi.org/10.1111/j.1467-9922.2011.00639.x
Schmidt, R. (1990) The role of consciousness in second language learning. Applied Linguistics 11(2): 129–59. https://doi.org/10.1093/applin/11.2.129
Schuhmann, K. S. and Huffman, M. K. (2015) L1 drift and L2 category formation in second language learning. In The Scottish Consortium for ICPhS 2015 (ed.) Proceedings of the 18th International Conference of Phonetics Sciences. Glasgow: University of Glasgow.
Thomson, R. I. and Derwing, T. M. (2014) The effectiveness of L2 pronunciation instruction: a narrative review. Applied Linguistics 36(3): 326–44. https://doi.org/10.1093/applin/amu076
Zampini, M. L. (1993) Spanish and English voiced stop phonemes and spirantization: a study in second language acquisition. Unpublished doctoral dissertation, Georgetown University, Washington, D.C.
Zampini, M. L. (1994) The role of native language transfer and task formality in the acquisition of Spanish spirantization. Hispania 77(3): 470–81. https://doi.org/10.2307/344974
Zampini, M. L. (1998) The relationship between the production and perception of L2 Spanish stops. Texas Papers in Foreign Language Education 3(3): 85–100.?
Zampini, M. L. (2014) Voice onset time in second language Spanish. In K. L. Geeslin (ed.) The Handbook of Spanish Second Language Acquisition 111–29. Chichester, UK: Wiley-Blackwell.
Published
2020-11-13
Issue
Section
Articles
How to Cite
Camus, P. (2020). The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops: a classroom study. Instructed Second Language Acquisition, 3(1), 81-103. https://doi.org/10.1558/isla.37279
