Spanish is my second language, so I still make some leondumoulin.nl español es mi segunda lengua, así que todavía cometo algunos errores. b. el español es mi.
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- ¿Es Inglés su primera o segunda lengua? ;Is English your first or second language ?
- Spanish is my second language
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When there was a lack of agreement between the transcriptions of the target sound, the first assistant transcribed the target phone for a third time. Then, a score of 1 or 0 was given for the target word, depending on the appropriate pronunciation of the target phone in the word. Three scores were obtained per student per testing time. One score was obtained for the appropriate pronunciation of the six target vowels; this score ranged from 0 to 6.
¿Es Inglés su primera o segunda lengua? ;Is English your first or second language ?
Another score was obtained for the appropriate pronunciation of the nine target consonants; this score ranged from 0 to 9. Finally, one overall score included the addition of the consonant and vowel scores; this score varied from 0 to Global Pronunciation Score Results. Vowel Pronunciation Score Results. Consonant Pronunciation Score Results. Qualitative Data Analysis Procedures. Then, the frequency with which the teacher taught each phone, using each type of task, was identified.
Teacher's Log Analysis Results. The teacher reported on 17 teaching sessions. The tasks implemented with least frequency were Ss individual repetition and Ss choral repetition. Nine classes were observed throughout the term. It also looked into whether there would be differential effects obtained between vowels or consonants. Congruent with previous L2 research results, positive instructional effects were observed in our study.
The students improved in the pronunciation of vowel and consonant sounds in two different types of tasks.
One task allowed students to retrieve knowledge of the phone components of a word the Word List , whereas the other did the same, but to a lesser degree. While these results confirm the positive effects of instruction, they differed from results of previous studies. In Derwing et als study , for instance, students who were instructed on segmentals alone showed improvement in sentence reading, but no improvement on extemporaneous narratives.
In our study, however, learners improved in both types of tasks. One explanation for our results is that in our study, both tasks allowed for focusing attention on pronunciation during production. Although the Brainteasers activity aimed at shifting student attention away from L2 phonology, in this task, students did not have to retrieve features of the L2 as morphology, syntax and lexis as they did in Derwing et al 's study' Moreover, our learners received both segmental and suprasegmental instruction.
The suprasegmental instruction provided learners with further practice on segmental pronunciation; hence, they had additional opportunities to assimilate the L2 segmental features. The results indicated that students L2 proficiency knowledge did not make a difference in phonological improvement. Then too, our participants from all proficiency levels were provided with sustained opportunities for practice by means of a wide array of instructional tasks. The variety of activities utilized for instructing students on segmentals and suprasegmentals could then explain the absence of differential results among proficiency levels and phone types.
The teacher employed activities that facilitated perception e. In previous research, this type of instruction has been documented as promoting L2 phonology learning.
Spanish is my second language
For instance, Derwing et al explained that the segmental instruction in their experiment consisted of the repetition and discrimination of individual sound contrasts. For suprasegmental instruction, perception activities were used, with students having to identify the word stress. These activities were in line with those employed by Pennington, Ellis, Lee, and Lock The analyses of the instructional tasks implemented by the teacher indicated, therefore, that in the classroom, perception tasks were frequently used in combination with production tasks.
The Speech Learning Model hypothesized that if phonological differences between an L1 and L2 are perceived by the L2 speakers, then the establishment of a new category as a new sound in their phonology repertory is more likely. However if the L2 phone is perceived as an L1 phone, then the sound being similar, but slightly different would be not be categorized, and as a result, would not be produced. Strange and Shafer further outlined that learners need stimuli and task implementation to facilitate the learning of appropriate acoustic structures.
Thus, perception tasks may have helped our participants learn phonological aspects that tend to be difficult to acquire because of the L1 characteristics. However, production opportunities were provided; this, according to cognitivist perspectives, means that learning is achieved through explicit instruction and practice DeKeyser, The systematized implementation of production tasks may have allowed the students we observed to start proceduralizing the declarative knowledge they obtained from explicit instruction. Even though, in previous studies, the authors controlled variables such as instruction type and proficiency level, they paid no attention to the students L1.
Furthermore, the authors did not explain why they had selected the particular target sounds or words. The absence of this piece of information did not allow the authors to determine the extent to which instruction interacted with L1 influence in facilitating the learning of L2 phonology.
The selection of the target phones was based on their degree of difficulty for the participants. The results of our study suggest, then, that explicit instruction can assist adult L2 students in learning L2 phones which they find difficult because of L1 influence. Through the explicit tasks, students seem to have benefitted from specific attention to L2 phonology features inexistent in their L1.
Then, during the practice tasks, they seem to have had continual opportunities to gain some mastery over the target sounds.
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Nevertheless, our study concurs with previous research demonstrating that phonological teaching promotes the learning of L2 pronunciation. This learning seems to have taken place at the segmental and suprasegmental level despite cognitive changes in the brain, resulting from age. Moreover, the current study results showed that explicit phonological instruction favored participants pronunciation improvement, even in the face of the L1s negative influence on the learning of L2 phones.
Moreover, the results suggested that our learners, whatever their L2 proficiency, benefited from explicit instruction. This could be related to the fact that adult learners have developed their analytical abilities with age. DeKeyser pointed out that findings in L2 research show that adults depend on their analytical skills for learning DeKeyser, ; Harley and Hart, Another instructional factor that seems to have helped our learners, was the varied and systematized opportunities they had. In these they could learn and practice the L2 target sounds through production and perception tasks.
It seems that perception activities helped participants to notice L2 phonology aspects they would otherwise have found difficult to perceive. What is more, the instructor provided learners with opportunities to practice production based on earlier instruction which addressed the proper use of the articulatory organs. Likewise, the alternation of segmental and suprasegmental teaching probably provided additional practice that facilitated the learning of L2 target sounds, since participants encountered opportunities to retrieve phonology aspects studied throughout the course.
In this new research, we plan to collect further information on the phonology instruction implemented by the classroom teacher, so as to spot those instructional activities that can best motivate the learning of pronunciation. A perception assimilation model.
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The transition from speech sounds to spoken words pp. Principles of language learning and teaching. Curriculum issues in teaching pronunciation to second language learners. What do ESL students say about their accents? Second language accent and pronunciation teaching: Evidence in favor of a broad framework for pronunciation instruction.
Pronunciation instruction for "fossilized" learners: The robustness of critical period effects in second language acquisition. What does a critical period really mean? Handbook of Bilingualism, Psycholinguistic Approaches pp.
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The Study of second language acquisition. On the teaching and acquisition of pronunciation within a communicative Approach. Second language speech learning: Theory, findings and problems. Language aptitude and second language proficiency in classroom learners of different starting ages.
Conceptual complexity and accessibility of the article 'the': Is the traditional interpretation of 'the' enough for ESL learners? Unpublished doctoral dissertation, McGill University, Montreal. Hispanophones and Anglophones learning French. Psychoacoustics and speech perception: Internal standards, perceptual and anchors, and prototypes.
University of Michigan Press. Biological foundations of language. How languages are learned. Maturational constraints on language development. Implications for theory and practice. Learning and teaching languages through content: Prompts versus recasts in dyadic interaction.
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Transfer in second language phonology. Effectiveness of L2 instruction. The contrastive analysis hypothesis and spelling errors. Instructing intonation in a second language: A time to speak: A psycholinguistic inquiry into the critical period for human speech. A cognitive approach to language learning. The communicative orientation of language teaching observation scheme: Coding conventions and applications. A teacher's guide to interference and other problems. Repetition and focus on form in processing L2 Spanish words: I moved to Latin America a year ago, but I work with other people from the United States, so my Spanish has not improved as much as I would like.
I need to study more frequently. I speak English, but I am constantly learning new things, even now. I'm learning Spanish, but not as quickly as I would like.
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I'm also learning Italian. British English is my mother tongue. I am trying to speak Spanish like a real Spanish person. Well my first language is Spanish from Spain as the majority of you know, but I also speak English and very fluently. Not even my comrades in the Marine Corps know that I am Hispanic because of my manner of speaking English. They think that I'm a "California Girl. I thought I would use a picture of a Major. I should attain that rank myself sometime next yearmaybe. Log in Sign up.
Have a vote amigo - ian-hill Jul 9, Hello handsome I hope we hear from everyone! Sometimes the first response they receive is so abrupt that it would definitely put me off! I think the point about punctuation etc can be made in a friendly way, particularly as we need fluent Spanish speakers to correct us. Thanks Katya, great post.
I've just noticed others' comments. And I know the feeling! It's who you are. Thanks mate, I must warn you that I am Australian , therefore my speech patterns may differ somewhat from yours , but in general we will be understood. You are much valued my friedn , not only for your expertise but because you are a very kind , helpful and well mannered person.
Thanks a lot mate. And so you should be lovely girl , you are a legend. Good on you mate , you are a champion. So go with the flow , thanks mate. You are so lucky to be able to be there. I wish I could too. I don't think so. Pretty straight forward, even for me: Spanish is a bit easier than Italian rac , in the spelling at least, but not in the speaking.