Technological Resources for Second Language Pronunciation Learning and Teaching

Shannon McCrocklin

doi:10.5771/9781666902303

Summary

Second language (L2) pronunciation has become increasingly visible as an important area of L2 teaching and research. Despite the growing number of resources available focused on L2 pronunciation, technology in L2 pronunciation has received much less attention. While technology has been an enduring strand of L2 pronunciation research, it has also been somewhat inconspicuous. Indeed, research has examined a wide variety of technologies such as language-learning platforms, speech visualization software, and Automatic Speech Recognition. Despite the abundance of research, it can be difficult to gain a full sense of work in this area given the lack of a comprehensive and consolidated resource or reference. This book endeavors to fill that gap and make L2 pronunciation technologies more visible by providing teachers and researchers an introduction to research in a wide variety of technologies that can support pronunciation learning. While working to introduce practitioners to numerous technologies available, it also dives into the research-basis for their use, providing new studies and data featuring a wide variety of languages and learning contexts.

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Bibliographic data

Copyright year: 2022
ISBN-Print: 978-1-6669-0229-7
ISBN-Online: 978-1-6669-0230-3
Publisher: Lexington, Lanham
Language: English
Pages: 338
Product type: Edited Book

1. Contents No access
2. Figures No access
3. Tables No access
4. Acknowledgments No access
1. Chapter One. Exploring Technologies Available for Teaching and Learning Second Language Pronunciation No access
2. Chapter Two. From Technology-enhanced to Technology-based Language Teaching: A Complexity Theory Approach to Pronunciation Teaching No access
1. Chapter Three. Preparing Second Language Educators to Teach Pronunciation with Technology No access
2. Chapter Four. Designing and Evaluating an e-Teaching Package of English Phonetics and Pronunciation for Preservice Teachers No access
3. Chapter Five. Developing Portuguese Oral Skills Via Instructional Technology Tools: Students’ Views and Recommended Practices No access
4. Chapter Six. Performance-based Test: A Technology-based Achievement Assessment in Introductory Japanese Courses No access
1. Chapter Seven. Transparent Language: Learners’ Perceptions, Successes, and Challenges of Using a Speech Recognition Tool for Molding Beginner Spanish Pronunciation in Online Courses No access
2. Chapter Eight. Integrating Mobile-based Text-To-Speech (TTS) and Speech-To-Text (STT) to Advance Proficiency and Intelligibility in French No access
3. Chapter Nine. Developing Pronunciation Learner Autonomy with Automatic Speech Recognition and Shadowing No access
4. Chapter Ten. Exploring Pronunciation Learning in Simulated Immersive Language Learning Experiences in Virtual Reality No access
1. Chapter Eleven. L2 Japanese Vowel Production: A Closer Look at Transfer Effects from Perception Training with Waveforms No access
2. Chapter Twelve. Speech Visualization for Pronunciation Instruction: Exploring Instructor Support in L2 Learner Attitudes Toward Visual Feedback No access
3. Chapter Thirteen. Vowel Visualization for CAPT: A Learner-input Model for Tool Development No access
1. Chapter Fourteen. Spoken Corpora in Pronunciation Research and Instruction: The Case of the Corpus of Teaching Assistant Classroom Speech (CoTACS) No access
2. Chapter Fifteen. Innovation in ITA Course Design: Incorporating Student-designed Field-specific Corpora No access
Index No access Pages 327 - 330
About the Editor No access Pages 331 - 332
About the Contributors No access Pages 333 - 338