Evidence in Favor of a Broad Framework for Pronunciation Instruction

Source: Language Learning , 48, 3, 1998, 393–410. We had native English-speaking (NS) listeners evaluate the effects of 3 types of instruction (segmental accuracy; general speaking habits and prosodic factors; and no specific pronunciation instruction) on the speech of 3 groups of English as a second language (ESL) learners. We recorded their sentences and extemporaneously produced narratives at the beginning and end of a 12-week course of instruction. In a blind rating task, 48 native English listeners judged randomized sentences for accentedness and comprehensibility. Six experienced ESL teachers evaluated narratives for accent, comprehensibility, and fluency. Although both groups instructed in pronunciation showed significant improvement in comprehensibility and accentedness on the sentences, only the global group showed improvement in comprehensibility and fluency in the narratives. We argue that the focus of instruction and the attentional demands on speakers and listeners account for these findings.