Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis
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重新审视第二语言发音教学的效果：拟议的测量框架和荟萃分析
DOI：
10.1111/lang.12345
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发表时间：
2019
影响因子：
4.4
通讯作者：
Luke Plonsky
中科院分区：
文献类型：
--
作者：
Kazuya Saito;Luke Plonsky
我们提出了一个新的框架，根据三组参数来概念化指导二语发音熟练程度的衡量标准：（a）重点关注的结构（全局与特定），（b）评分方法（人类评分者与声学分析），以及（c）引出的知识类型（受控与自发）。采用该模型（即二语发音测量框架）作为综合工具，我们对 1982 年至 2017 年间发表的 77 篇二语发音教学研究中发现的工具进行了编码。我们计算了每种测量类型的频率，并重新审视了样本内教学有效性和测量的相互作用。根据结果，当教学以学习者监控的特定片段/超片段特征的产生为目标时，教学是最有效的。当通过主观/人为判断（尤其是自发水平）在全球范围内衡量收益时，教学的有效性仍然相对不清楚。讨论这些发现是为了改进二语发音研究的设计，更广泛地说，是加强发音教学、测量和 SLA 之间的联系。
We propose a new framework for conceptualizing measures of instructed L2 pronunciation proficiency according to three sets of parameters: (a) the constructs being focused on (global vs. specific), (b) the scoring method (human raters vs. acoustic analyses), and (c) the type of knowledge being elicited (controlled vs. spontaneous). Adopting the model (i.e., Framework for L2 Pronunciation Measurement) as a synthetic tool, we code the instruments found in 77 studies of L2 pronunciation teaching published between 1982 and 2017. We calculate the frequency of each measurement type and re-examine the interaction of instructional effectiveness and measurement within the sample. According to the results, instruction is most effective when it targets learners’ monitored production of specific segmental/suprasegmental features. The efficacy of instruction remains relatively unclear when gains are measured globally via subjective/human judgements especially at a spontaneous level. The findings are discussed to improve the designs in L2 pronunciation research and, more generally, strengthen the interface between pronunciation teaching, measurement and SLA.
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
影响因子：
2.4
作者：
Bent, T;Bradlow, AR
通讯作者：
Bradlow, AR