Gillian Lord

(How) Can we teach foreign language pronunciation? On the effects of a Spanish phonetics course

This paper investigates the effects of explicit instruction and self-analysis on the acquisition of second-language (L2) pronunciation, specifically of nine Spanish phonemes learned by native speakers of English. Oral data were collected from seventeen students enrolled in an undergraduate course in Spanish Phonetics at the beginning and end of the semester. The treatment consisted of standard phonetics instruction, practice with voice analysis software and oral self-analysis projects. Target sounds were rated for accuracy of pronunciation through voice analysis software. Results are promising, indicating that the participants receiving explicit phonetics instruction improved their pronunciation on specific features.

Online Communities of Practice and Second Language Phonological Acquisition

Second language L2 researchers have long recognized the potential benefits of incorporating pronunciation instruction in language curricula e.g., Arteaga, 2000; Castino, 1996; Elliott, 1995, 1997; Gonzalez-Bueno, 1997; Lord, 2005; Major, 1998; Moyer, 1999; Terrell, 1989; among others, and have investigated a variety of training types both in and out of the classroom, meeting with mixed successes. Likewise, technological advances provide educators with new tools that foster collaboration among learners and encourage the crucial processes of input, interaction and output Long, 1996; Pica, 1994; Swain, 1985 beyond the walls of the classroom. The present study examines the potential of one such tool-podcasting-to create a community of practice for language learners to improve their second language phonological production following Lord, 2008; see also Ducate & Lomicka, 2009. Although the results offer inconsistent evidence in favor of specific acoustic and articulatory improvements, the benefits of podcasting for such purposes are discussed.