A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education
Second language (L2) pronunciation patterns that differ from those of first language (L1) speakers can affect communication effectiveness. Research on children’s L2 pronunciation in bilingual education that involves non-English languages is much needed for the field of language acquisition. Due to l...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2023-04-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1125157/full |
| _version_ | 1797845563685732352 |
|---|---|
| author | Youran Lin Fangfang Li Andrea A. N. MacLeod Karen E. Pollock |
| author_facet | Youran Lin Fangfang Li Andrea A. N. MacLeod Karen E. Pollock |
| author_sort | Youran Lin |
| collection | DOAJ |
| description | Second language (L2) pronunciation patterns that differ from those of first language (L1) speakers can affect communication effectiveness. Research on children’s L2 pronunciation in bilingual education that involves non-English languages is much needed for the field of language acquisition. Due to limited research in these specific populations and languages, researchers often need to refer to literature on L2 pronunciation in general. However, the multidisciplinary literature can be difficult to access. This paper draws on research from different disciplines to provide a brief but holistic overview of L2 pronunciation. A conceptual model of L2 pronunciation is developed to organize multidisciplinary literature, including interlocutors’ interactions at three layers: the sociopsychological, acquisitional, and productive-perceptual layers. Narrative literature review method is used to identify themes and gaps in the field. It is suggested that challenges related to L2 pronunciation exist in communication. However, the interlocutors share communication responsibilities and can improve their communicative and cultural competencies. Research gaps are identified and indicate that more studies on child populations and non-English L2s are warranted to advance the field. Furthermore, we advocate for evidence-based education and training programs to improve linguistic and cultural competencies for both L1 speakers and L2 speakers to facilitate intercultural communication. |
| first_indexed | 2024-04-09T17:41:03Z |
| format | Article |
| id | doaj.art-c872987ab2414b16a4e08fd1eb32014d |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-09T17:41:03Z |
| publishDate | 2023-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-c872987ab2414b16a4e08fd1eb32014d2023-04-17T05:51:47ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-04-011410.3389/fpsyg.2023.11251571125157A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual educationYouran Lin0Fangfang Li1Andrea A. N. MacLeod2Karen E. Pollock3Department of Communication Sciences and Disorders, University of Alberta, Edmonton, AB, CanadaDepartment of Psychology, University of Lethbridge, Lethbridge, AB, CanadaDepartment of Communication Sciences and Disorders, University of Alberta, Edmonton, AB, CanadaDepartment of Communication Sciences and Disorders, University of Alberta, Edmonton, AB, CanadaSecond language (L2) pronunciation patterns that differ from those of first language (L1) speakers can affect communication effectiveness. Research on children’s L2 pronunciation in bilingual education that involves non-English languages is much needed for the field of language acquisition. Due to limited research in these specific populations and languages, researchers often need to refer to literature on L2 pronunciation in general. However, the multidisciplinary literature can be difficult to access. This paper draws on research from different disciplines to provide a brief but holistic overview of L2 pronunciation. A conceptual model of L2 pronunciation is developed to organize multidisciplinary literature, including interlocutors’ interactions at three layers: the sociopsychological, acquisitional, and productive-perceptual layers. Narrative literature review method is used to identify themes and gaps in the field. It is suggested that challenges related to L2 pronunciation exist in communication. However, the interlocutors share communication responsibilities and can improve their communicative and cultural competencies. Research gaps are identified and indicate that more studies on child populations and non-English L2s are warranted to advance the field. Furthermore, we advocate for evidence-based education and training programs to improve linguistic and cultural competencies for both L1 speakers and L2 speakers to facilitate intercultural communication.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1125157/fullsecond languagepronunciationforeign accentscommunicationchildrenbilingual education |
| spellingShingle | Youran Lin Fangfang Li Andrea A. N. MacLeod Karen E. Pollock A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education Frontiers in Psychology second language pronunciation foreign accents communication children bilingual education |
| title | A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education |
| title_full | A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education |
| title_fullStr | A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education |
| title_full_unstemmed | A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education |
| title_short | A conceptual model of second language pronunciation in communicative contexts: Implications for children’s bilingual education |
| title_sort | conceptual model of second language pronunciation in communicative contexts implications for children s bilingual education |
| topic | second language pronunciation foreign accents communication children bilingual education |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1125157/full |
| work_keys_str_mv | AT youranlin aconceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation AT fangfangli aconceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation AT andreaanmacleod aconceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation AT karenepollock aconceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation AT youranlin conceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation AT fangfangli conceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation AT andreaanmacleod conceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation AT karenepollock conceptualmodelofsecondlanguagepronunciationincommunicativecontextsimplicationsforchildrensbilingualeducation |