An extra layer of support: Developing an English-speaking consultation program
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Abstract
Pronunciation is an important aspect of effective communication in academic settings, which includes graduate students and postdoctoral scholars (Ranta and Meckelborg 2013; Yanagi and Baker 2016). However, the level of support these postgraduate students and scholars may require, or desire, can vary greatly depending upon their aptitude and proficiency, as well as their future plans for staying in the target language environment. A common belief about language learning is that studying in a naturalistic setting presents learners with ample opportunities for authentic exposure, which should be sufficient for growth (Lightbown and Spada 2006). However, pronunciation has been shown to rarely improve after the first year in a target language environment without explicit instruction (Derwing and Munro 2013). This leaves many learners finding themselves in a precarious position, with their pronunciation being good enough as to not require additional coursework, but still problematic enough as to require additional assistance to reduce intelligibility errors. At Iowa State University, such assistance is provided through English-Speaking Consultations (ESCs), which offer students one-on-one pronunciation practice focusing on specific segmental and suprasegmental features of English, and also focusing on more general needs related to highly contextualized oral communication tasks (e.g., a conference presentation). Importantly, the ESCs draw upon the technological pedagogical content knowledge framework (TPACK: Mishra and Koehler 2007), and the training of consultants incorporates content knowledge (e.g., phonetics and phonology), pedagogical knowledge (e.g., learner strategies and task-based learning), and technological knowledge (e.g., tools for conferencing and for language practice), leveraging the intersections of these three areas. This chapter describes the ESCs as well as the training of consultants, both of which can serve as models for academic centers or communication and language programs at other universities willing to develop or expand programs focused on pronunciation support for their international students.
Abstract
Pronunciation is an important aspect of effective communication in academic settings, which includes graduate students and postdoctoral scholars (Ranta and Meckelborg 2013; Yanagi and Baker 2016). However, the level of support these postgraduate students and scholars may require, or desire, can vary greatly depending upon their aptitude and proficiency, as well as their future plans for staying in the target language environment. A common belief about language learning is that studying in a naturalistic setting presents learners with ample opportunities for authentic exposure, which should be sufficient for growth (Lightbown and Spada 2006). However, pronunciation has been shown to rarely improve after the first year in a target language environment without explicit instruction (Derwing and Munro 2013). This leaves many learners finding themselves in a precarious position, with their pronunciation being good enough as to not require additional coursework, but still problematic enough as to require additional assistance to reduce intelligibility errors. At Iowa State University, such assistance is provided through English-Speaking Consultations (ESCs), which offer students one-on-one pronunciation practice focusing on specific segmental and suprasegmental features of English, and also focusing on more general needs related to highly contextualized oral communication tasks (e.g., a conference presentation). Importantly, the ESCs draw upon the technological pedagogical content knowledge framework (TPACK: Mishra and Koehler 2007), and the training of consultants incorporates content knowledge (e.g., phonetics and phonology), pedagogical knowledge (e.g., learner strategies and task-based learning), and technological knowledge (e.g., tools for conferencing and for language practice), leveraging the intersections of these three areas. This chapter describes the ESCs as well as the training of consultants, both of which can serve as models for academic centers or communication and language programs at other universities willing to develop or expand programs focused on pronunciation support for their international students.
Chapters in this book
- Frontmatter I
- About the Authors V
- Contents XI
- Introduction 1
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Part I: Pronunciation development and intelligibility: Implications for teaching and training studies
- Plural formation in English: A Brazilian Portuguese case study 13
- Effect of task, word length and frequency on speech perception in L2 English: Implications for L2 pronunciation teaching and training 41
- L2 accented speech measured by Argentinian pre-service teachers 85
- Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese 107
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Part II: L2 pronunciation teaching
- A dynamic account of the development of English (L2) vowels by Brazilian learners through communicative teaching and through explicit instruction 147
- An extra layer of support: Developing an English-speaking consultation program 167
- Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation 197
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Part III: L2 pronunciation training: Implications for the classroom
- Orthographic interference in the acquisition of English /h/ by Francophones 229
- Improving fossilized English pronunciation by simultaneously viewing a video footage of oneself on an ICT self-learning system 249
- Speech technologies and pronunciation training: What is the potential for efficient corrective feedback? 287
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Part IV: Pronunciation in the laboratory: High variability phonetic training
- On the robustness of high variability phonetic training effects: A study on the perception of non-native Dutch contrasts by French-speaking learners 315
- Effects of perceptual training in the perception and production of heterotonics by Brazilian learners of Spanish 345
- Assessing the robustness of L2 perceptual training: A closer look at generalization and retention of learning 369
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Conclusion
- An overview of pronunciation teaching and training 399
- Index 413
Chapters in this book
- Frontmatter I
- About the Authors V
- Contents XI
- Introduction 1
-
Part I: Pronunciation development and intelligibility: Implications for teaching and training studies
- Plural formation in English: A Brazilian Portuguese case study 13
- Effect of task, word length and frequency on speech perception in L2 English: Implications for L2 pronunciation teaching and training 41
- L2 accented speech measured by Argentinian pre-service teachers 85
- Dynamic paths of intelligibility and comprehensibility: Implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese 107
-
Part II: L2 pronunciation teaching
- A dynamic account of the development of English (L2) vowels by Brazilian learners through communicative teaching and through explicit instruction 147
- An extra layer of support: Developing an English-speaking consultation program 167
- Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation 197
-
Part III: L2 pronunciation training: Implications for the classroom
- Orthographic interference in the acquisition of English /h/ by Francophones 229
- Improving fossilized English pronunciation by simultaneously viewing a video footage of oneself on an ICT self-learning system 249
- Speech technologies and pronunciation training: What is the potential for efficient corrective feedback? 287
-
Part IV: Pronunciation in the laboratory: High variability phonetic training
- On the robustness of high variability phonetic training effects: A study on the perception of non-native Dutch contrasts by French-speaking learners 315
- Effects of perceptual training in the perception and production of heterotonics by Brazilian learners of Spanish 345
- Assessing the robustness of L2 perceptual training: A closer look at generalization and retention of learning 369
-
Conclusion
- An overview of pronunciation teaching and training 399
- Index 413
