Comprehension-based practice: The development of L2 pronunciation in a listening and reading program

Studies in Second Language Acquisition

Volumn 31, Issue 4, 2009, Pages 609-639

  Trofimovich, Pavel ^a   Lightbown, Patsy M ^a   Halter, Randall H ^a   Song, Hyojin ^a  

^a Dept of Electrical and Computer Engineering   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 71749118991     PISSN: 02722631     EISSN: 14701545     Source Type: Journal    
DOI: 10.1017/S0272263109990040     Document Type: Article

References (77)

1. Abraham, R. G. (1984). Patterns in the use of the present tense third person singular -s by university-level ESL speakers. TESOL Quarterly, 18, 55-69.
2. Asher, J. J. (1965). The strategy of the total physical response: An application to learning Russian. International Review of Applied Linguistics, 3, 291-300.
3. Asher, J. J. (1969). The total physical response approach to second language learning. Modern Language Journal, 53, 3-17.
4. Asher, J. J., Kusudo, J. A., & de la Torre, R. (1974). Learning a second language through commands: The second fi eld test. Modern Language Journal, 58, 24-32.
5. Baddeley, A. D., Eldridge, M., & Lewis, V. (1981). The role of subvocalization in reading. Quarterly Journal of Experimental Psychology, 33, 439-454.
6. Baker, W., Trofi movich, P., Flege, J. E., Mack, M., & Halter, R. (2008). Child-adult differences in second-language phonological learning: The role of cross-language similarity. Language and Speech, 51, 316-341.
7. Bates, E., & Goodman, J. C. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia, and real-time processing. Language and Cognitive Processes, 12, 507-584.
8. Blair, R. W. (1982). Innovative approaches to language teaching. Rowley, MA: Newbury House.
9. Bley-Vroman, R., & Chaudron, C. (1994). Elicited imitation as a measure of second- language competence. In E. Tarone, S. M. Gass, & A. D. Cohen (Eds.), Research methodology in second-language acquisition (pp. 245-261). Mahwah, NJ: Erlbaum.
10. Bradlow, A. R., Akahane-Yamada, R., Pisoni, D. B., & Tohkura, Y. (1999). Training Japanese listeners to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception and Psychophysics, 61, 977-985.
11. Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese listeners to identify English /r/ and /l/: IV-Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America, 101, 2299-2310.
12. Burger, S., & Chrétien, M. (2001). The development of oral production in content-based second language courses at the University of Ottawa. Canadian Modern Language Review, 58, 84-102.
13. Burger, S., Wesche, M., & Migneron, M. (1997). Late, late immersion: Discipline-based second language teaching at the University of Ottawa. In R. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 65-84). New York: Cambridge University Press.
14. Chastain, K. (1969). Prediction of success in audiolingual and cognitive classes. Language Learning, 19, 27-39.
15. Daneman, M., & Newson, M. (1992). Assessing the importance of subvocalization during normal silent reading. Reading and Writing: An Interdisciplinary Journal, 4, 55-77.
16. De Jong, N. (2005). Can second language grammar be learned through listening? An experimental study. Studies in Second Language Acquisition, 27, 205-234.
17. DeKeyser, R. (2007). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 97-113). Mahwah, NJ: Erlbaum.
18. Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
19. Di Biase, B. (1994). Innovative programs for learning Italian. The Digest of Australian Languages and Literacy Issues, 9, 1-2.
20. Dulay, H. C., & Burt, M. K. (1973). Should we teach children syntax? Language Learning, 23, 245-258.
21. Dulay, H. C., Burt, M. K., & Krashen, S. D. (1982). Language two. Oxford: Oxford University Press.
22. Ellis, N. C. (2007). The associative-cognitive CREED. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 77-95). Mahwah, NJ: Erlbaum.
23. Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27, 464-491.
24. Ervin-Tripp, S. (1974). Is second language learning like the first? TESOL Quarterly, 8, 111-127.
25. Flege, J. E. (1995). Second-language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 229-273). Timonium, MD: York Press.
26. Flege, J. E., MacKay, I. R. A., & Meador, D. (1999). Native Italian speakers' perception and production of English vowels. Journal of the Acoustical Society of America, 106, 2978-2987.
27. Forsyth, A. (1990). Projet expérimental en anglais langue seconde à l'élémentaire au Nouveau-Brunswick [Experimental program in English as a second language in New Brunswick elementary schools]. Education Canada, 30, 23-29.
28. Fraser, C., Bellugi, U., & Brown, R. (1963). Control of grammar in imitation, comprehension and production. Journal of Verbal Learning and Verbal Behavior, 2, 121-135.
29. Gallimore, R., & Tharp, R. (1981). The interpretation of elicited imitation in a standardized context. Language Learning, 31, 369-392.
30. Gary, J. O. (1975). Delayed oral practice in initial stages of second language learning. In M. K. Burt & H. C. Dulay (Eds.), New directions in second language teaching, learning and bilingual education (pp. 89-95). Washington, DC: TESOL.
31. Gathercole, S. E., Willis, C. S., Baddeley, A. D., & Emslie, H. (1994). The children's test of nonword repetition: A test of phonological working memory. Memory, 2, 103-127.
32. Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.
33. Gibbons, J. (1986). The silent period: An examination. Language Learning, 35, 255-267.
34. Goldschneider, J. M., & DeKeyser, R. (2001). Explaining the "natural order of L2 morpheme acquisition" in English: A meta-analysis of multiple determinants. Language Learning, 51, 1-50.
35. Hauptman, P., Wesche, M., & Ready, D. (1988). Second language acquisition through subject-matter learning: A follow-up study at the University of Ottawa. Language Learning, 38, 433-475.
36. Izumi, Y., & Izumi, S. (2004). Investigating the effects of oral output on the learning of relative clauses in English: Issues in the psycholinguistic requirements for effective output tasks. Canadian Modern Language Review, 60, 587-609.
37. Janda, R. D., & Auger, J. (1992). Quantitative evidence, qualitative hypercorrection, sociolinguistic variables-And French speakers' 'eadhaches with English Language and Communication, 12, 195-236.
38. Johnston, D. (1999). Cool Edit 2000 [Computer software]. Phoenix, AZ: Syntrillium Software.
39. Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.
40. Krashen, S. D. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
41. Krashen, S. D. (2003). Explorations in language acquisition and use. Portsmouth, NH: Heinemann.
42. Krashen, S. D., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. New York: Pergamon.
43. Lambacher, S. G., Martens, W. L., Kakehi, K., Marasinghe, C. A., & Molholt, G. (2005). The effects of identification training on the identification and production of American English vowels by native speakers of Japanese. Applied Psycholinguistics, 26, 227-247.
44. Lightbown, P. M. (1985). Input and acquisition for second language learners in and out of classrooms. Applied Linguistics, 6, 263-273.
45. Lightbown, P. M. (1992 a). Can they do it themselves? A comprehension-based ESL course for young children. In R. Courchêne, J. St John, C. Thérien, & J. I. Glidden (Eds.), Comprehension-based second language teaching (pp. 353-370). Ottawa, Canada: University of Ottawa Press.
46. Lightbown, P. M. (1992 b). Getting quality input in the second/foreign language classroom. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context: Cross-disciplinary and cross-cultural perspectives on language study (pp. 187-197). Lexington, MA: D. C. Heath.
47. Lightbown, P. M., Halter, R. H., White, J., & Horst, M. (2002). Comprehension-based learning: The limits of "do it yourself." Canadian Modern Language Review, 58, 427-464.
48. Long, M. H. (1980). Inside the "black box": Methodological issues in classroom research on language learning. Language Learning, 30, 1-42.
49. Long, M. H. (1981). Input, interaction, and second-language acquisition. Annals of the New York Academy of Sciences, 379, 259-278.
50. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, D. Coste, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspectives (pp. 39-52). Amsterdam: Benjamins.
51. Macnamara, J. (1973). Nurseries, streets, and classrooms: Some comparisons and deductions. Modern Language Journal, 57, 250-255.
52. McCandless, P., & Winitz, H. (1986). Test of pronunciation following one year of comprehension instruction in college German. Modern Language Journal, 70, 355-362.
53. McDade, H., Simpson, M., & Lamb, D. (1982). The use of elicited imitation as a measure of expressive grammar: A question of validity. Journal of Speech and Hearing Disorders, 47, 19-24.
54. Munro, M. J., & Derwing, T. M. (1999). Foreign accent, comprehensibility and intelligibility in the speech of second language learners. Language Learning, 49, 285-310.
55. Musumeci, D. (1997). Breaking tradition: An exploration of the historical relationship between theory and practice in second language teaching. New York: McGraw Hill.
56. Neufeld, G. G. (1978). On the acquisition of prosodic and articulatory features in adult language learning. Canadian Modern Language Review, 34, 161-174.
57. Palmer, H. E. (1968). The scientifi c study and teaching of languages. Oxford: Oxford University Press.
58. (Original work published 1917) Paradis, C., & LaCharité, D. (2001). Guttural deletion in loanwords. Phonology, 18, 255-300.
59. Pierrehumbert, J. B. (2003). Probabilistic phonology: Discrimination and robustness. In R. Bod, J. Hay, & S. Jannedy (Eds.), Probabilistic linguistics (pp. 177-228). Cambridge, MA: MIT Press.
60. Postovsky, V. (1974). Effects of delay in oral practice at the beginning of second language learning. Modern Language Journal, 58, 229-239.
61. Rayner, K. (1988). Word recognition cues in children: The relative use of graphemic cues, orthographic cues, and grapheme-phoneme correspondence rules. Journal of Educational Psychology, 80, 473-479.
62. Ready, D., & Wesche, M. (1992). An evaluation of the University of Ottawa's sheltered program: Language teaching strategies at work. In R. Courchêne, J. St John, C. Thérien, & J. I. Glidden (Eds.), Comprehension-based second language teaching (pp. 389-405). Ottawa, Canada: University of Ottawa Press.
63. Robinson, P., & Ellis, N. C. (Eds.). (2008). Handbook of cognitive linguistics and second language acquisition. London: Routledge.
64. Rvachew, S. (1994). Speech perception training can facilitate sound production learning. Journal of Speech and Hearing Research, 37, 347-357.
65. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
66. Sheldon, A., & Strange, W. (1982). The acquisition of /r/ and /l/ by Japanese learners of English: Evidence that speech production can precede speech perception. Applied Psycholinguistics, 3, 243-261.
67. Slobin, D. I., & Welsh, C. A. (1973). Elicited imitation as a research tool in developmental psycholinguistics. In C. A. Ferguson & D. I. Slobin (Eds.), Studies of child language development (pp. 485-497). New York: Holt, Rinehart, & Winston.
68. Strevens, P. (1960). Spectra of fricative noise in human speech. Language and Speech, 3, 32-49.
69. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
70. Trofi movich, P. (2008). What do second language listeners know about spoken words? Effects of experience and attention in spoken word processing. Journal of Psycholinguistic Research, 37, 309-329.
71. Trofi movich, P., & Baker, W. (2006). Learning second-language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 28, 1-30.
72. VanPatten, B. (2004). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Erlbaum.
73. White, L. (1987). Against comprehensible input: The input hypothesis and the development of second-language competence. Applied Linguistics, 8, 95-110.
74. Winitz, H., Gillespie, B., & Starcev, J. (1995). The development of English speech patterns of a 7-year-old Polish-speaking child. Journal of Psycholinguistic Research, 24, 117-143.
75. Winitz, H., & Reeds, J. A. (1973). Rapid acquisition of a foreign language (German) by the avoidance of speaking. International Review of Applied Linguistics, 11, 295-316.
76. Wode, H. (1980). Learning a second language: An integrated view of language acquisition. Tübingen: Gunter Narr Verlag.
77. Wode, H. (1996). Speech perception and L2 phonological acquisition. In P. Jordens & J. Lalleman (Eds.), Investigating second language acquisition (pp. 321-353). Berlin: Mouton de Gruyter.