From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching
Input and context-related factors identified by research as key success variables in L2 pronunciation development in immersion contexts play a very modest role in instructed foreign language (FL) learning environments. Scarce L2 exposure and use and L1-accented input make pronunciation learning extr...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-10-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/10/1042 |
| _version_ | 1797574071671586816 |
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| author | Joan C. Mora Ingrid Mora-Plaza |
| author_facet | Joan C. Mora Ingrid Mora-Plaza |
| author_sort | Joan C. Mora |
| collection | DOAJ |
| description | Input and context-related factors identified by research as key success variables in L2 pronunciation development in immersion contexts play a very modest role in instructed foreign language (FL) learning environments. Scarce L2 exposure and use and L1-accented input make pronunciation learning extremely challenging. Current L2 speech learning models attribute difficulties in L2 speech acquisition to L2-to-L1 perceptual sound mappings guided by L1-based perception and poor phonological awareness and noticing of cross-language phonetic differences, which are typically not adequately addressed in instruction through pedagogic tasks. Explicit and incidental pronunciation teaching methods have been found effective at improving learners’ pronunciation, but ways to integrate them into communicative approaches to language teaching are still largely unexplored. Thus, language education practices currently lack a research-informed pedagogical approach that incorporates principles of L2 speech learning and task-based language teaching (TBLT) into pronunciation instruction. This article (1) presents an outline of new avenues for research and practice in L2 pronunciation instruction and (2) reports on the findings of an empirical study that implemented a task-based pronunciation teaching (TBPT) approach to teaching a difficult L2 vowel contrast through computerized collaborative map tasks that could be easily integrated into communicative FL classrooms. |
| first_indexed | 2024-03-10T21:17:58Z |
| format | Article |
| id | doaj.art-ce3c8ab9637a4e648af7e304ecd08cfa |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T21:17:58Z |
| publishDate | 2023-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-ce3c8ab9637a4e648af7e304ecd08cfa2023-11-19T16:17:19ZengMDPI AGEducation Sciences2227-71022023-10-011310104210.3390/educsci13101042From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation TeachingJoan C. Mora0Ingrid Mora-Plaza1Department of Modern Languages and Literatures and English Studies, Universitat de Barcelona, 08007 Barcelona, SpainDepartment of Modern Languages and Literatures and English Studies, Universitat de Barcelona, 08007 Barcelona, SpainInput and context-related factors identified by research as key success variables in L2 pronunciation development in immersion contexts play a very modest role in instructed foreign language (FL) learning environments. Scarce L2 exposure and use and L1-accented input make pronunciation learning extremely challenging. Current L2 speech learning models attribute difficulties in L2 speech acquisition to L2-to-L1 perceptual sound mappings guided by L1-based perception and poor phonological awareness and noticing of cross-language phonetic differences, which are typically not adequately addressed in instruction through pedagogic tasks. Explicit and incidental pronunciation teaching methods have been found effective at improving learners’ pronunciation, but ways to integrate them into communicative approaches to language teaching are still largely unexplored. Thus, language education practices currently lack a research-informed pedagogical approach that incorporates principles of L2 speech learning and task-based language teaching (TBLT) into pronunciation instruction. This article (1) presents an outline of new avenues for research and practice in L2 pronunciation instruction and (2) reports on the findings of an empirical study that implemented a task-based pronunciation teaching (TBPT) approach to teaching a difficult L2 vowel contrast through computerized collaborative map tasks that could be easily integrated into communicative FL classrooms.https://www.mdpi.com/2227-7102/13/10/1042task-based language teaching (TBLT)L2 pronunciation instructionL2 pronunciation trainingtask-based pronunciation teaching (TBPT)form-focused communicative instructionL2 vowel perception and production |
| spellingShingle | Joan C. Mora Ingrid Mora-Plaza From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching Education Sciences task-based language teaching (TBLT) L2 pronunciation instruction L2 pronunciation training task-based pronunciation teaching (TBPT) form-focused communicative instruction L2 vowel perception and production |
| title | From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching |
| title_full | From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching |
| title_fullStr | From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching |
| title_full_unstemmed | From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching |
| title_short | From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching |
| title_sort | from research in the lab to pedagogical practices in the efl classroom the case of task based pronunciation teaching |
| topic | task-based language teaching (TBLT) L2 pronunciation instruction L2 pronunciation training task-based pronunciation teaching (TBPT) form-focused communicative instruction L2 vowel perception and production |
| url | https://www.mdpi.com/2227-7102/13/10/1042 |
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