the possibility of instructors adding targeted recordings of particular words as needed. With improvements in Text-to-Speech technology, it might be possible to create stimuli using a wider range of artificial voices, assuming that they all reflect the same target accent variety.
Conclusion
In this chapter, I have argued that just as speech perception plays a central role in L1 pronunciation development, it is also essential to L2 pronunciation learning. Despite this fact, most instruction continues to be production-oriented. The mismatch between what researchers know about L2 pronunciation development and what teachers practice is in part attributable to a lack of communication between researchers and teachers. Most of the L2 speech perception literature is not written for an applied audience. I have attempted to bridge that gap by highlighting key information to allow teachers to incorporate evidence-based principles from the literature into their pronunciation teaching. The chapter also focuses on some promising developments in public-facing perceptual training applications and platforms, which will hopefully continue to move this area of research forward, with resulting benefits for learners.
Postscript
At the time of writing, my son Elliot is now five. For over a year, he has been very concerned about what he calls the “Canonivirus.” Because we think it is cute, nobody in my family draws his attention to the mismatch between his pronunciation and our own frequent references to the “Coronavirus,” which he clearly understands to be the same thing. This provides another example of how attempting to imitate speech, before being able to accurately perceive it, may result in mispronunciation that will require conscious attention to correct. At some point in the not-too-distant-future, Elliot’s cognitive speech learning mechanisms will surely help him close this gap and he will correct his mispronunciation. L2 learners can accomplish the same thing with the right type of perception-oriented training.
Author Biography
Ron Thomson is Professor of Applied Linguistics/TESL at Brock University. His research interests include the relationship between L2 speech perception and production, L2 oral fluency, and the use of technology to promote L2 pronunciation learning. He is also the creator of www.englishaccentcoach.com, an online perception-oriented pronunciation trainer.
References
1 Baker, W., & Trofimovich, P. (2006). Perceptual paths to accurate production of L2 vowels: The role of individual differences. International Review of Applied Linguistics, 44, 231–250. https://doi.org/10.1515/iral.2006.010
2 Baker Smemoe, W., & Haslam, N. (2013). The effect of language learning aptitude, strategy use and learning context on L2 pronunciation learning. Applied Linguistics, 34(4), 435–456. https://doi.org/10.1093/applin/ams066
3 Bent, T., Bradlow, A. R., & Smith, B. L. (2007). Segmental errors in different word positions and their effects on intelligibility of non-native speech. In O.-S. Bohn & M. J. Munro (Eds.), Language experience in second language speech learning: In honor of James Emil Flege (pp. 331–347). John Benjamins.
4 Best, C. T., & Tyler, M. (2007). Nonnative and second-language speech perception. In O.-S. Bohn & M. J. Munro (Eds.), Language experience in second language speech learning: In honour of James Emil Flege (pp. 13–34). John Benjamins.
5 Borden, G., Gerber, A., & Milsark, G. (1983). Production and perception of the /r/-/l/ contrast in Korean adults learning English. Language Learning, 33(4), 499–526. https://doi.org/10.1111/j.1467-1770.1983.tb00946.x
6 Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America, 101(4), 2299–2310. https://doi.org/10.1121/1.418276
7 Brown, A. (1991). Functional load and the teaching of pronunciation. In A. Brown (Ed.), Teaching English pronunciation: A book of readings (pp. 211–224). Routledge.
8 Brown, C. A. (1998). The role of the L1 grammar in the L2 acquisition of segmental structure. Second Language Research, 14(2), 136–193. https://doi.org/10.1191/026765898669508401
9 Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson.
10 Catford, J. C. (1987). Phonetics and the teaching of pronunciation: A systemic description of the teaching of English phonology. In J. Morley (Ed.), Current perspectives on pronunciation: Practices anchored in theory (pp. 83–100). TESOL.
11 Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide. Cambridge University Press.
12 Chang, C. B. (2018). Perceptual attention as the locus of transfer to nonnative speech perception. Journal of Phonetics, 68, 85–102. https://doi.org/10.1016/j.wocn.2018.03.003
13 Derwing, T. M., & Munro, M. J. (2013). The development of L2 oral language skills in two L1 groups: A 7‐year study. Language Learning, 63(2), 163–185. https://doi.org/10.1111/lang.12000
14 Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing Company.
15 Derwing, T. M., Munro, M. J., & Thomson, R. I. (2008). A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, 29(3), 359–380. https://doi.org/10.1093/applin/amm041
16 Derwing, T. M., Thomson, R. I., Foote, J. A., & Munro, M. J. (2012). A longitudinal study of listening perception in adult learners of English: Implications for teachers. Canadian Modern Language Review, 68(3), 247–266. https://doi.org/10.3138/cmlr.1215
17 Ding, S., Liberatore, C., Sonsaat, S., Lučić, I., Silpachai, A., Zhao, G., Chukharev-Hudilainen, E., Levis, J., & Gutierrez-Osuna, R. (2019). Golden speaker builder–An interactive tool for pronunciation training. Speech Communication, 115, 51–66. https://doi.org/10.1016/j.specom.2019.10.005
18 Ervin-Tripp, S. (1974). Is second language learning like the first? TESOL Quarterly, 8(2), 111–127. https://doi.org/10.2307/3585535
19 Flege, J. E. (1995). Second language speech learning: Theory, findings, problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press.
20 Flege, J. E. (2003). Assessing constraints on second-language segmental production and perception. In N. O. Schiller & A. S. Meyer (Eds.), Phonetics and phonology in language comprehension and production: Differences and similarities (pp. 319–355). Mouton de Gruyter.
21 Flege,
