Powerful and effective pronunciation instruction: how can we achieve it?

Transcription

1 Acte de cloenda del Màster en Lingüística Teòrica i Aplicada. Curs Powerful and effective pronunciation instruction: how can we achieve it? Isabelle Darcy Indiana University (USA) Divendres, 5 de juny del 2015 UPF / Campus de la comunicació

2 Language is sound Pronunciation is indissociable from the rest of language behavior Phonological, lexical, and structural knowledge lie at the heart of the language To make the language come alive requires the behaviors related to listening, speaking, reading and writing 2

3 Pronunciation is everywhere! 3

4 Pronunciation is everywhere! Clarity of speaking improves intelligibility and minimizes effort for interlocutors Clarity of perception improves listening and understanding of fluent, connected speech (Gilbert, 1995; Brown, 2011) Interconnected: Improved perceptual/listening abilities can transfer to production/speaking Bradlow, Akahane-Yamada, Pisoni, & Tohkura, 1997; Reed & Michaud, 2011; Rvachew, Nowak & Cloutier, 2004; Wang, Jongman & Sereno,

5 Pronunciation is everywhere! 5

6 Pronunciation is everywhere! Pronunciation practice enhances reading aloud and reading speed Thought groups, pausing, reductions (Van Loon 2002) Practice of spelling sound correspondences helps recognize written words Pronunciation (and listening) practice enhances writing Reduces spelling mistakes (Prator 1971) Better segmentation reduces the omission of function words or reduced forms (Brown, 2011; Celce Murcia et al. 2010) 6

7 L2 Learners often confuse words Japanese Arabic Quebec French 7

8 And that s why Picture: Courtesy of Ryan Lidster; taken in Jerusalem One goal of pronunciation instruction should be to help learners with the form of words! 8

9 In sum: How do YOU see the importance of teaching pronunciation? Pronunciation is important, and interconnected with the four skills o Ideally it should be taught in connection with all of them o Both teachers and students recognize it o But it is often not taught (at all!) for various reasons We conducted a survey of teachers practices and beliefs about pronunciation in the Intensive English Program at Indiana University (Darcy, Ewert & Lidster 2012) 9

10 How do teachers see the importance of pronunciation? For communication classes % : crucial In daily life % 7% 38% 3 8% % : crucial or important 0% 0% 0% 0% 1 2 0% 0% 0% 23% 31% 1 62% 10 Rating scale from 1 to 7: 1-2 = Crucial 5-6 = Somewhat important 3-4 = Important 7 = Irrelevant 46% Darcy, Ewert & Lidster (2012) Global importance (across all situations) 4 0% 0% 0% 0% 8% % 100% : crucial or important 10

11 How much do they actually do it? Are you Satisfied with your Pronunciation Teaching? Darcy, Ewert & Lidster (2012) 14% Pronunciation instruction is quite random in both quality and quantity in our program: Very sporadic, inconsistent across level, skill, and teacher Satisfied Time needed Training needed Institutional Support Needed Several teachers needed to be assured that their pronunciation teaching would be effective 11

12 What blocks pronunciation improvement? More than half of responses (56%) were related to instruction, practice and interaction Another 40% of responses blamed the learner (misaligned goals, not motivated) Learner related Lack of real or meaningful interactions Lack of instruction or practice Ineffective instruction Not motivated Fossilized L1-related problems Darcy, Ewert & Lidster (2012) Instruction related 12

13 Why is pronunciation difficult to teach? No well-established systematic way of deciding what to teach, and when and how to do it (Derwing & Foote 2011) o Contradictory purposes and practices o Unclear selection and ordering of essential pronunciation features (Prator, 1971; Jenner, 1989; Derwing, Munro & Wiebe 1998) Improvement is slow, difficult to measure, often no carry-over (Bowen, 1972) Lack of teacher training (Baker, 2014; Derwing, 2010; Foote, Holby & Derwing, 2011; Murphy, 2014) and lack of teaching materials results in low confidence 13

14 And yet it works! Positive results for global improvement! Several studies found that it improved intelligibility and comprehensibility Champagne-Muzar et al., 1993; Couper, 2006; Derwing, Munro & Wiebe, 1997; 1998; Gordon & Darcy, 2012; Gordon, Darcy & Ewert, 2013; Hardison, 2004; Ruellot, 2011; Saito, 2011; Trofimovich et al., 2009 See Thomson & Derwing (2014) and Saito (2012), for meta-analyses, and Goodwin (2014) for a review 14

15 What s holding teachers back? They re fossilized, they won t change Intonation is hard to teach... Beginning students are too busy learning grammar and vocabulary to concentrate on pronunciation! I don t know what to do/focus on! I m not a native speaker! It doesn t work! Repetition and minimal pairs, it s boring to teach! I don t know how to teach it They ll pick it up on their own Class-time is too short, there is no time left for pronunciation! Students are not assessed in pronunciation => why should I waste class-time with it? My students have so many different L1 backgrounds, I can t possibly meet their pronunciation needs! 15

16 Three big areas Beginning students are too busy learning grammar and vocabulary to concentrate on pronunciation! It doesn t work! I m not a native speaker! They re fossilized, they won t change I don t know how to teach it Intonation is hard to teach... Repetition and minimal pairs, it s boring to teach! Class-time is too short, there is no time left for pronunciation! They ll pick it up on their own I don t know what to do/focus on! Students are not assessed in pronunciation => why should I waste class-time with it? My students have so many different L1 backgrounds, I can t possibly meet their pronunciation needs! 16

17 Our response cannot be only Just do it, you ll be fine We should provide concrete solutions to reduce teachers resistance, and alleviate their fears The good news is that there are solutions for all three areas of resistance 17

18 Let s look at these obstacles, and see how we can solve them 18

19 How can I find time? Why should I spend time? Should beginners really do that? The TIME obstacle 19

20 3 Students are not assessed in pronunciation => why should I waste class-time with it? Due to: lack of curricular expectations and assessment If students are tested on pronunciation and if curriculum contains specific Learning Objectives, it would be easier 1 Beginning students are too busy learning grammar and vocabulary to concentrate on pronunciation! Due to: Persistent myth pronunciation is not for beginning learners (Zielinski & Yates, 2014) 2 Class-time is too short, there is no time left for pronunciation! Due to: Lack of training, and pronunciation often taught separately from the rest of language instruction, and falls short 20

21 Resistance #1 should beginners really do that? Answer: Yes, they should! o Many ways to teach pronunciation effectively to beginning learners (Zielinski & Yates, 2014) o Curriculum and teaching priorities should and can adapt to level (Darcy et al., 2012) Pronunciation teaching should start from day 1 o Practice makes perfect => for both learner and teacher o Becomes a regular routine integral, recognized, and necessary part of language learning, It also helps with integration (#2) and with the recognition of pronunciation as important (#3) 21

22 Resistance #2 how can I find time? Pronunciation is taught separately from the rest of language instruction o Makes it harder to find extra time, and falls short Pronunciation is not explicitly valued in many programs/curricula o Makes it harder to justify teaching it o Waiting for institutions to change their curricula is unrealistic Sneak pronunciation in everywhere! o Constant attention to pronunciation o Teachers can learn to integrate pronunciation into every lesson (Darcy, Ewert & Lidster, 2012; Sicola & Darcy, 2015; Zielinski & Yates, 2014) 22

23 EXAMPLES OF AN INTEGRATED PRONUNCIATION COMPONENT

24 Segmental practice: level 1 Courtesy of Ryan Lidster Outcome 1a : Spelling for Clarification OR Outcome 1b : Asking and Getting Directions 1. During a shopping unit, focus on foods with the sound in isolation, and then in a sentence where students fill in the gap. 2. The teacher listens to student production, and they check comprehension 3. Real-life examples are used in a listening discrimination task: University East apartments are on Mitchell St. Fairview apartments are on Washington St. 24

25 Suprasegmental practice From: Zielinski & Yates, 2014, p. 72 Learning new vocabulary is the perfect occasion to practice stress patterns. A different day, in the same shopping unit... Step Listening + Awareness Activity Teacher pronounces each item (to-ma-to; po-ta-to; AR-tichoke), emphasizing the stressed syllable. Learners place items/pictures in one of two groups on the board depending on stress pattern Control Practice Communicative extension Learners pronounce them with the model and the grouping, then, without model or grouping. Explicit feedback Words integrated in short dialogues Can I have a... please? Learners listen and practice Learners act out the dialogue making their own word choices. Brainstorm of other items and their stress patterns. Different words but continued focus on stress 25

26 Resistance #3 why should I teach it? Because students want it (Zielinski & Yates, 2014) Because they need it (they don t pick it up on their own ) (Zielinski, 2012) Because it works if well done, even in a short time (e.g. Derwing, Munro & Wiebe 1998; Couper, 2006) Because it impacts learners success generally (Derwing, Thomson & Munro, 2006; Yates, 2011) o Intelligibility is important for interactions, for opportunities on job market, higher education, social integration... Pronunciation needs to be assessed and evaluated at every level, with clear learning objectives 26

27 So: Pronunciation is important... But what parts of it are most important in the pursuit of intelligibility? WHAT TO TEACH? 27

28 Which elements are important? It depends on the goal o Reducing accentedness? => not an attainable goal for most adults o Improving intelligibility and comprehensibility? => Comfortable intelligibility can be achieved and should be the goal (Levis, 2005) Learner goal Speech features Traditional approach Perfect, native-like pronunciation; Accent seen as a problem All segmentals; give everything equal importance Current approach Comfortable intelligibility; Accent accepted as part of normal variation Selected segmentals and suprasegmentals based on need and context; focus on areas that interfere with intelligibility Speaking models Native-speaker models Variety of models and standards Role of listener 100% responsibility for intelligibility on L2 speaker Listener awareness and listener training Adapted from Tables P.1 and P.2, Grant (2014, p. 6 & 13) 28

29 The following dimensions affect comprehensibility and intelligibility: Misplaced or missing prominence (Hahn, 2004), incorrect word stress (Field, 2005) Inappropriate syllable timing (Insufficient differentiation in syllable duration between stressed and unstressed syllables) (Setter, 2006; Tajima, Port & Dalby, 1997) Lack of clearly articulated consonants, both in final position (Zielinski, 2006) and in stressed syllables (Zielinski, 2008) Speaking too slowly and / or too fast (Kang, 2010; Munro & Derwing, 2001) Suprasegmentals Segmentals Fluency Too many pauses and / or pauses that are too long (Kang, 2010) 29

30 Solution: what to focus on? Importance of suprasegmental features (rhythm, intonation and stress patterns) in intelligible speech (Anderson-Hsieh et al., 1992; Derwing, Munro & Wiebe, 1998; Kang, 2010; Munro & Derwing, 1999) However, segmental issues can affect intelligibility as well (Zielinski, 2006) o The best intonation is useless if the foundation, the segmental skeleton, is missing Balanced approach: segmentals, suprasegmentals and fluency are important (Derwing, Munro & Wiebe, 1998; Morley, 1991) 30

31 Segmentals Fluency Suprasegmentals Solution: How to find out, and some universal aspects Derwing Munro 2014; Catford, 1987 Word stress Natural intonation (thought groups) and natural breaks Connected speech features, linking Syllable-timing, and vowel reduction Pausing and fluency Consider perception and listening Evaluate needs; careful diagnosis Consider functional load Choose the right focus Know the research about what matters Consider learner proficiency Final and important consonants Vowel duration 31

32 I don t know how to teach it Intonation is hard to teach... They re fossilized, they won t change It s mostly repetition and minimal pairs, it s boring to teach! It doesn t work! HOW TO TEACH IT? 32

33 doesn t need to be Teaching pronunciation is scary... For native teachers and non-native teachers alike Wide-spread insecurity about instructional methods, and whether they work or not o Reports of mixed results in improvement (but mostly older, e.g. Purcell & Suter, 1980) o Not enough research is accessible to teachers o Also dependent on the goals of instruction! If goal is a nativelike accent, it s no wonder that instruction doesn t work! Murphy (2014) advocates that ESL teachers who are non-native speakers should not be reluctant to teach pronunciation: o They are a relevant and attainable model for the learners o They have insider expertise from experiencing the process themselves 33

34 Shift in methodology Following the shift in learner goals, we see a shift towards methodologies that enhance intelligibility Learner goal Practice formats Teacher background Traditional approach Perfect, native-like pronunciation Decontextualized drills Native-speaking Current approach Comfortable intelligibility Controlled auraloral drills and semicommunicative practice Native speaking and proficient nonnative speaking Curriculum choices Stand-alone courses, isolated from the rest of the curriculum Stand-alone or integrated Speaking models Native-speaker models Variety of models and standards Adapted from Tables P.1 and P.2, Grant (2014, p. 6 & 13) 34

35 The problem of carry-over Challenge Lack of immediate visible results, or a lack of carryover Concerns about efficacy of instruction Very often, students who practice a given unit in class do well, but the minute they turn their attention to the message content, the practice effect vanishes (Bowen, 1972) Reason and solution De-contextualized pronunciation instruction, separate from the regular language class and from authentic language use (see also Grant, 2014) Our solution: integrate pronunciation instruction (Morley, 1991) use the communicative framework (Celce-Murcia et al, 1996, 2010) 35

36 Two-pronged answer to carry-over What kind of pronunciation instruction is effective? o Integrated o Explicit and communicative How to integrate perception? The problem of feedback How does it work? (why is it effective) o What are the mechanisms of acquisition at work that make it effective? (psycholinguistic questions) 36

37 37 What defines effective learning? Develop Automaticity of L2 phonological and phonetic processing Transfer or Carry-over from classroom practice to actual behavior (Segalowitz and Hulstijn, 2005) Effectiveness relates to how well a treatment/teaching method works in real life = what is learned in class actually transfers to real life! ( Carry-over ) 37

38 To enable effective instruction: Automaticity needs opportunities for repetition Exclusively meaning-oriented activities fail to provide the repetition necessary for automatization, which requires repetition of familiar materials Carry-over requires meaningful, communicative value, task-based, or high authenticity Typical methods that provide the repetition necessary for automaticity to develop (drills, minimal pair repetition, discrimination) fail to promote learning because of the highly decontextualized nature of the repeated materials 38

39 Instruction needs to merge both! Dual focus on both form and meaning at once o activities that are inherently repetitive yet genuinely communicative (Gatbonton and Segalowitz, 1988 (p. 478); Trofimovich & Gatbonton, 2006; see also Canale & Swain, 1980) Maintain attention to form as learners focus more and more on meaning o accurate perception and/or production of the target form becomes essential to the successful completion of the activity (Loschky & Bley-Vroman 1993) 39

40 Pronunciation instruction needs to be explicit and communicative at the same time, and provide feedback Explicit focus on form in pronunciation instruction is useful o Gordon & Darcy (2012, submitted) Integrate with meaning o Park (2000) found that form-focused (FF) instruction helped, but the group receiving both form- and meaning-focused instruction demonstrated more improvement than the FF group Raise awareness through feedback: Form-focused instruction needs to be accompanied by corrective feedback to be effective (Saito & Lyster, 2012) 40

41 Celce-Murcia s et al. (2010) communicative framework 1. Description and analysis 2. Listening discrimination 3. Controlled practice and feedback 4. Guided practice with feedback 5. Communicative practice and feedback 41

42 Effective learning (= carry over) will be achieved by: Using the communicative framework with explicit feedback (Celce-Murcia et al, 2010) o Enables to merge repetition and meaning (dual focus); o Contextualizes for more real language use Integrating pronunciation into every lesson (Sicola & Darcy, 2015) o Favors automaticity by creating more varied practice opportunities o Highlights the usefulness of pronunciation and motivates students 42

43 The issue of perception The issue of feedback

44 How to integrate perception Most researchers maintain that working on perception is very important (e.g. Prator and Robinett, 1985; Yule, Hoffman & Damico, 1987) o Perceived as technical and scary doesn t need to be o Perception helps with intelligibility and comprehensibility (production) abilities as well! Gilbert (1995), Trofimovich et al, (2009), Murphy (2011)... Needs to go beyond isolated listen and repeat Should be contextualized to be useful o High-phonetic variability training (= a variety of speakers) is good (Bradlow et al, 1997) 44

45 Perception, production and lexical representations in the classroom Learning the form of words in a second language does not end with being able to discriminate the contrast (Darcy, Daidone & Kojima, 2013; Darcy et al., 2012, Trofimovich & John, 2011) o Learners need to learn to represent this difference at the lexical level o Challenging task even at advanced levels => fuzzy lexical representations What is crucial is to offer some activities that enhance lexical representations, and train lexical access and lexical retrieval 45

46 EXAMPLES OF APPLICATION TO CLASSROOM ACTIVITIES

47 (1) Picture matching task (perception / lexical access) [pæn] /æ/ - /ɛ/ [piːtʃ] /p/ - /b/ A B 47

48 (2) Picture matching task (perception / lexical access) [gɪft] [giːft] Which one is correct? 48

49 (2) Picture matching task (perception / lexical access) [lɪf] [liːf] Which one is correct? 49 49

50 (2) Picture matching task (perception / lexical access) [strɪt] [striːt] Which one is correct? 50

51 (3) Picture naming task (production / lexical retrieval) 51

52 Explicit feedback is very important Feedback such as recasts (repeating the learner s message but in target-like form) is often ambiguous o learners tend to associate it to the meaning of their utterance, not their form (Lyster, 2004) o Feedback works best when coupled with formfocused instruction (Saito & Lyster, 2012) Enables awareness-raising Enables to develop self-monitoring abilities 52

53 Explicit vs. non-explicit? Applies to both instruction and feedback (Gordon & Darcy, 2012): 1. + / - Attention on error (and not meaning) 2. + / - Statement of difficulty and error 3. + / - Delineation of the target and error 4. + / - Means of correction Instruction look at this specific word and its pronunciation Feedback You pronounced like Instruction Look, this is difficult, this is where people make mistakes Feedback: You ve made a mistake Instruction This is how you can correct it Feedback This is what you should do 53

54 Summary: How to achieve powerful and effective pronunciation instruction? 54

55 Improve your training, know phonetics/ phonology! START EARLY Evaluate and assess time Diagnosis! prioritize CHOOSE THE RIGHT FOCUS what Segmentals, Suprasegmentals, Fluency Know the research Make it important Powerful Pronunciation Instruction Functional load Integrate! Explicit, focus on form, repetition Raise awareness how MAKE IT FUN, AND REAL Explicit feedback Communicative, Meaning Include perception & listening Authentic materials 55

56 Discussion and limitations Identifying what s holding teachers back is an important step towards reducing resistance. o Can make a big difference between hoping to teach pronunciation and actually teaching it each and every day Individual differences Psycho-social motivations Social grounding of pronunciation improvements o Pronunciation improvements are not only mechanical Learner role o Development of self-monitoring o Clear goals Listener training? (Rubin, 1992) 56

57 Hot new resources for research on pronunciation! Pronunciation in Second Language Learning and Teaching (PSLLT) Conference and Proceedings New Journal of Second Language Pronunciation! Linda Grant (Editor) Pronunciation Myths: Applying Second Language Research to Classroom Teaching Michigan ELT,

58 Danielle Daidone Chisato Kojima Thanks to Josh Gordon Doreen Ewert Ryan Lidster THANK YOU!! and All members of the SLPL lab, and Betsy Merceron, Vance Schaefer, Aileen Bach, Laura Sicola

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