{"title":"Review of Wayland (2021): Second Language Speech Learning: Theoretical and Empirical Progress","authors":"Juli Cebrian","doi":"10.1075/jslp.21039.ceb","DOIUrl":"https://doi.org/10.1075/jslp.21039.ceb","url":null,"abstract":"","PeriodicalId":91766,"journal":{"name":"Journal of second language pronunciation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Individual variation in acquisition of voicing contrasts by classroom learners of French","authors":"Amy E. Hutchinson, Olga Dmitrieva","doi":"10.1075/jslp.20061.hut","DOIUrl":"https://doi.org/10.1075/jslp.20061.hut","url":null,"abstract":"\u0000The present study examines the production of voicing by English-speaking learners of French in a traditional classroom environment, focusing on the juxtaposition between group patterns and individual tendencies. Thirty-one intermediate-level learners completed word-reading production tasks in French and English, and voice onset time was measured in word-initial bilabial stops. At the group level, results demonstrated strong interference from English in participants’ French, especially in the production of voiceless stops. In contrast, voiced stops overall were more target-like, revealing an asymmetry in the acquisition of the two members of the phonological distinction. At the individual level, much variability was observed both in the relative attainment of pronunciation targets and in the alignment between participants first and second language pronunciation patterns, ultimately highlighting the need for future research to consider individual trends in order to understand L2 speech acquisition in a more comprehensive manner.","PeriodicalId":91766,"journal":{"name":"Journal of second language pronunciation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42309295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Difficulties understanding L2 speech due to discourse- versus word-level elements","authors":"Sara Kennedy","doi":"10.1075/jslp.18015.ken","DOIUrl":"https://doi.org/10.1075/jslp.18015.ken","url":null,"abstract":"\u0000 In this article, the constructs of intelligibility, comprehensibility, and discourse-level understanding in second\u0000 language (L2) speech are analyzed for their conceptual and methodological characteristics. The analysis is complemented by a case study of\u0000 listeners’ understanding of two matched L2 English speakers, who completed three speaking tasks over 17 weeks. One listening task focused on\u0000 word/phrase recognition and one focused on semantic and pragmatic understanding. Results showed two different profiles for the two speakers.\u0000 When listeners had difficulty understanding, for one speaker it was often due to word/phrase recognition problems, while for the other\u0000 speaker it was often due to ambiguity in the pragmatic or functional meaning of the speech. Implications are discussed for the ways in which\u0000 L2 speech is elicited, evaluated, and taught.","PeriodicalId":91766,"journal":{"name":"Journal of second language pronunciation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42977240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Phonological features that predict accentedness, comprehensibility, and perceived teaching suitability in Arizona K-12\u0000 teachers","authors":"M. Moran","doi":"10.1075/jslp.18005.mor","DOIUrl":"https://doi.org/10.1075/jslp.18005.mor","url":null,"abstract":"\u0000 Motivated by a proposed administrative practice that would have discriminated against non-native English speaking\u0000 (NNES) teachers, this study described an extensive phonological analysis on speech samples from ten certified Arizona teachers to\u0000 investigate linguistic features that differentiate native English speaking (NES) teachers from NNES teachers. In addition,\u0000 educational stakeholders (n = 141) impressionistically evaluated the speech samples for comprehensibility,\u0000 accentedness, and perceived teaching suitability. Phonological features were used to predict listeners’ ratings on these three\u0000 constructs. Multiple phonological features were found to predict comprehensibility, accentedness, and perceived teaching\u0000 suitability, but each construct was predicted by a unique set of features. Lastly, stakeholders’ evaluations of NES and NNES\u0000 teachers were analyzed. Despite individual variability in many of the features of NNES and NES teachers’ speech, educational\u0000 stakeholders rated NNES teachers as more accented, less comprehensible, and less suited to teach.","PeriodicalId":91766,"journal":{"name":"Journal of second language pronunciation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48852781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}