The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications
The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications
复制标题
个体差异对二语发音学习的贡献：研究见解和教学意义
DOI：
10.1177/0033688220987655
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发表时间：
2021
期刊：
影响因子：
3
通讯作者：
Yui Suzukida
中科院分区：
文献类型：
--
作者：
Yui Suzukida
成人第二语言（L2）学习的速度和结果往往表现出很大的差异。尽管研究表明学习轨迹部分地受社会和语境因素的影响（例如Larson-Hall，2008），但某些学习者因素通过帮助第二语言学习者有效地注意和处理输入而在提高第二语言发音学习中起着重要作用，而某些学习者因素可能通过损害注意力控制或减缓第二语言输入处理而阻碍第二语言发音学习。因此，教师了解学习者特征对第二语言学习的不同影响，并将其应用到教学活动中，将有助于教师提供有效的教学，帮助学生提高第二语言的发音水平。本文的目的是提供一个现有的研究，探讨了个体差异（ID）在第二语言发音习得和有效的第二语言发音教学的影响。本文首先介绍了二语发音研究的范式转变和Dörnyei（2009）提出的识别错误的概念框架。其次是对第二语言发音学习过程的总结。第三部分着重分析了影响二语发音发展的四种同意成分的特点。这些ID包括外语学习能力（例如Saito和Hanzawa，2016），音乐能力（例如Milovanov等人，2010），第二语言学习动机（例如Moyer，1999）和焦虑（例如Baran-Barucarz，2016）。在第三部分讨论的基础上，最后一部分将介绍IDS研究成果在二语语音教学中的各种应用（如教学方法、反馈和语音教学大纲），以促进二语语音教学的成功。
Adult second language (L2) learning often exhibits great variability in its rate and outcome. Although research shows that learning trajectories are partly shaped by social and contextual factors (e.g. Larson-Hall, 2008), certain learner factors play an important role in enhancing L2 pronunciation learning by helping L2 learners notice and process input efficiently, whereas certain learner factors may impede L2 pronunciation learning by impairing attention control or slowing down L2 input processing. Therefore, in order for language teachers to provide effective instruction and help students improve their L2 pronunciation proficiency, it is beneficial for them to understand the differential impact of learner characteristics on L2 learning and adapt such understanding to their instruction and learning activities. The aim of the current article is to provide a review of existing studies that have explored individual differences (IDs) in relation to L2 pronunciation acquisition and to present implications for effective L2 pronunciation teaching. The article begins with an introduction of the paradigm shift in L2 pronunciation research and the conceptual framework of IDs proposed by Dörnyei (2009). This is followed by a summary of the processes involved in L2 pronunciation learning. The third section focuses on the characteristics of four IDs that have been found to influence the development of L2 pronunciation. Those IDs include foreign language learning aptitude (e.g. Saito and Hanzawa, 2016), musical aptitude (e.g. Milovanov et al., 2010), L2 learning motivation (e.g. Moyer, 1999), and anxiety (e.g. Baran-Łucarz, 2016). Based on the discussion in the third section, the last section will offer various applications of IDs research findings to L2 pronunciation instruction (e.g. instructional approaches, feedback, and pronunciation syllabi) for successful L2 pronunciation teaching.
影响因子：
2.4
作者：
FLEGE, JE;MUNRO, MJ;MACKAY, IRA
通讯作者：
MACKAY, IRA
影响因子：
2.4
作者：
Bradlow, AR;Pisoni, DB;Tohkura, Y
通讯作者：
Tohkura, Y