Contents
Content Type: 4
Title: Interview About a Favorite Hobby
Body:
This activity requires learners to identify and share details that persuade them to try to pick up a new hobby. It was chosen to accompany this week’s Topic of the Week article as an example of one approach to authentic (real-life) assessment in the language classroom.
Learning objectives: Learners will be able to
- Identify key, persuasive details in an interview.
- Use persuasive details to motivate a target audience.
Modes: Interpretive, Presentational
Materials needed: Handout, recorded interview (https://www.youtube.com/watch?v=GFTo4fvaS3c)
Procedure:
- Students listen to an interview with a hobby enthusiast. Students should think about how the interview impacts their motivation to participate in the hobby. They will document these thoughts on the activity handout.
- Students will share some of their ideas with their peers and/or as a class.
- Next, students will pretend they are going to do be interviewed about one of their favorite leisure activities. They will identify what details they will include and how they hope those details will affect the motivation of the audience. These details will also be documented on the handout.
- Students will finally record their own interviews with a peer and post it on a class discussion board for other students to watch and evaluate.
Notes:
- A possible extension activity would be to interview a community member about his/her favorite hobby.
- This activity can be adapted to a variety of proficiency levels through adjusting student expectations. For example, novice students would be expected to respond to prepared interview questions with lists, while advanced students would be expected to provide detailed explanations and narrations in their response to interview questions that they prepare autonomously.
Source: CASLS Activity of the Week
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Content Type: 3
Title: What Contributes to Perception of Non-native Speech: Possible Implications for Pronunciation Instruction
Body:
Misaki Kato is a PhD student in linguistics at the University of Oregon and a graduate fellow at CASLS. Her research primarily concerns non-native speech production and perception, including what factors affect phonetic characteristics of non-native speech, and how non-native speech is perceived by native and other non-native listeners.
Melissa Baese-Berk is an Associate Professor at the University of Oregon. She is also the Director of the Second Language Acquisition and Teaching (SLAT) Certificate Program. In her research, Melissa focuses on phonology and phonetics, typically examining speech perception and production, with special attention to non-native speakers and listeners.
One of the main goals for second language (L2) learners is to carry out successful communication with native or other non-native speakers. While communicative language teaching approaches tend to de-emphasize pronunciation training (Derwing & Munro, 2009), pronunciation training can significantly contribute to L2 learners’ improvement of communication skills when done right. However, the reality is that there is little direction regarding where to start and how to implement pronunciation training effectively. The goal of this Topic of the Week article is to introduce some literature on how non-native speech is perceived and discuss how this research may be able to inform pronunciation instruction.
Perception of non-native speech is often discussed in terms of intelligibility, comprehensibility, and foreign-accentedness. Intelligibility is broadly defined as the extent to which a listener actually understands the speech (Munro & Derwing, 1999), and is often measured by having listeners write down or type exactly what they hear. Comprehensibility is defined as the listeners’ perception of how easy or difficult it is to understand the speech. Foreign-accentedness is how different a pattern of speech sounds compared to the local (or native) variety (Derwing & Munro, 2009). These are often measured using a Likert scale (e.g., for comprehensibility, listeners rate a speech sample on a scale from 1 “extremely easy to understand” to 9 “impossible to understand”). Comprehensibility has been shown to be relatively closely related to perception of accentedness (Derwing & Munro, 2009). However, intelligibility and accentedness are partially independent; more accented speech is not necessarily less intelligible speech (e.g., Munro & Derwing, 1999; Smiljanic & Bradlow, 2011). For example, Smiljanić and Bradlow (2011) demonstrated that proficient non-native English speakers were able to increase intelligibility of their speech when asked to speak more clearly even though the presence of a foreign accent remained the same. These findings suggest that, perhaps, intelligibility and comprehensibility of non-native speech can be improved at least somewhat independently of a foreign-accent.
To implement the idea that non-native speech can be understood despite a foreign-accent into practice, several studies have shown the effects of specific pronunciation instructions on increased intelligibility or comprehensibility. Derwing, Munro, and Wiebe (1998) demonstrated that non-native English speakers who were trained on prosodic features (e.g., speaking rate, intonation, rhythm, and word stress) showed larger improvement on comprehensibility ratings compared to the learners who were trained on individual consonants and vowels. Hahn (2004) also demonstrated the importance of teaching prosodic features, especially primary stress. In her study, non-native English speech with correctly placed primary stress resulted in better listener comprehension of the content. Further, listeners reported a more positive attitude toward the speaker. As shown in these studies, it is possible to improve intelligibility and comprehensibility of non-native speech by training learners on specific features of speech.
While the general comprehensibility of non-native speech could be improved by training non-native speakers and changing certain features of their speech, it is important to also keep in mind that speech communication takes two parties: a speaker and a listener. That is, perception of non-native speech may also depend on what kinds of experience, expectation, and attitude listeners bring in to the communication. For example, Rubin (1992) showed that the same English speech was perceived to be more or less accented depending on whether listeners saw a picture of an Asian or a Caucasian person as a speaker. Also, listeners’ attitude towards non-native speakers affects native listeners’ effort to understand non-native speech (Lindemann, 2002; Lippi-Green, 1994) and their perception of comprehensibility (Sheppard, Elliot & Baese-Berk, 2017). Further, the more practice listeners have trying to understand non-native speech, the better they can understand new speakers (Baese-Berk, Bradlow, & Wright, 2013; Bradlow & Bent, 2002). Therefore, perception of non-native speech is affected not only by properties of speakers’ speech but also by listeners’ attitudes and experiences. These findings have important implications for how non-native speakers are treated in social and professional settings, as speakers who are considered to have a foreign accent could experience stigmatization, harassment, or job discrimination (Gluszek & Dovidio, 2010; Munro, 2003), even though their speech may be quite intelligible. Also, given these findings, pronunciation training in the classroom may benefit from having listeners who are not familiar with the learners’ speech, such as student tutors, give evaluations to the learners’ speech. It is possible that such listeners’ evaluations are quite different from the instructor’s perception of his/her students’ speech, since the instructor has much more experience listening to a variety of non-native speech than student tutors. Also, their perception may be a more reliable indicator of how the learners’ speech is perceived in the communication settings outside the classroom.
Here, we have discussed that a variety of factors can contribute to perception of non-native speech. The above research findings have shown that both speaker- and listener-oriented factors matter in how intelligible, comprehensible, and accented non-native speech is perceived to be. More research, including classroom research, is needed to understand how successful communication can be achieved among native and non-native speakers.
References
Baese-Berk, M. M., Bradlow, A. R., & Wright, B. A. (2013). Accent-independent adaptation to foreign accented speech. The Journal of the Acoustical Society of America, 133(3), EL174-EL180.
Deprez‐Sims, A. S., & Morris, S. B. (2010). Accents in the workplace: Their effects during a job interview. International Journal of Psychology, 45(6), 417-426.
Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in second language acquisition, 19(1), 1-16.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393-410.
Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476-490.
Gluszek, A., & Dovidio, J. F. (2010). Speaking with a nonnative accent: Perceptions of bias, communication difficulties, and bellowing in the United States. Journal of Language and Social Psychology, 29(2), 224-234.
Lindemann, S. (2002). Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States. Language in Society, 31(3), 419-441.
Lippi-Green, R. (1994). Accent, standard language ideology, and discriminatory pretext in the courts. Language in Society, 23(2), 163-198.
Munro, M. J., & Derwing, T. M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 49(s1), 285-310.
Munro, M. J. (2003). A Primer on Accent Discrimination in the Canadian Context. TESL Canada Journal, 20(2), 38-51.
Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates' judgments of nonnative English-speaking teaching assistants. Research in Higher Education, 33(4), 511-531.
Sheppard, B. E., Elliott, N. C., & Baese-Berk, M. M. (2017). Comprehensibility and intelligibility of international student speech: Comparing perceptions of university EAP instructors and content faculty. Journal of English for Academic Purposes, 26, 42-51.
Smiljanić, R., & Bradlow, A. R. (2011). Bidirectional clear speech perception benefit for native and high-proficiency non-native talkers and listeners: Intelligibility and accentedness a. The Journal of the Acoustical Society of America, 130(6), 4020-4031.
Source: CASLS Topic of the Week
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Content Type: 4
Title: English Stress Patterns
Body:
By Misaki Kato
This activity was created for beginning – intermediate ESL/EFL learners with the goal of increasing their awareness of English stress patterns and to provide them with practice pronouncing targeted words in various contexts (in isolation and in sentences).
Objectives: Learners will be able to:
- Identify the primary word stress of two-syllable nouns, two-syllable verbs, words that end in –ic,–sion, and –tion,
- Pronounce new vocabulary words with the correct primary word stress in isolation and in sentences.
- Demonstrate understanding that the English rhythm is made up of both strong and weak syllables.
Modes: Presentational and Interpretive
Materials needed: PowerPoint Slides and Word Stress Map
Procedure:
Note: Each step below is represented on the PowerPoint slides. Please make sure that students pronounce the targeted words on each slide as you progress.
1. Introduce the general rules that for most two-syllable nouns, the first syllable receives the stress, and for most two-syllable verbs, the second syllable receives the stress. Students will see examples: Slide 2 shows words with one syllable, Slide 3 shows words with two syllables, Slide 4 shows two-syllable nouns, and Slide 5 shows two-syllable verbs. In each slide, give students time (less than a minute is okay) to talk to one another and to pronounce the words together. In Slide 6, introduce the exceptions indicated.
2. Next, introduce the general rule that for words that end in –ic, –sion, and –tion, the second-to -last syllable is stressed. Again, students will see examples (Slide 7-10). It is important to point out that this time that determining what syllable to stress is not determined by the number of syllables in the word, but rather by how the words end.
3. Give each student the map to play the word stress map game. Students can form groups of 3-4. Explain the rules found on Slide 12, and then facilitate practice with Slide 13. As students play, they write down the correct words in the underlined blanks in the map. Encourage students to pronounce the words with group members to find the correct path. Once they are done, show them Slide 15 with answers. If necessary, check the correct pronunciation with students.
4. To close, have students practice reading the sentences with one another (Slide 16). Then, ask the questions on Slide 17. You can pronounce the sentences so that students can identify not only the strong syllables, but also the weak syllables.
5. If time allows, show students the video on Slide 18. Finally, use Slide 19 and read the four words in isolation and in sentences with students. Ask students if all the vowels are equally strong (or maybe some of them are even deleted in actual pronunciation!).
Note:
When doing this activity with students, please highlight that comprehensibility of speech is greatly influenced by stress patterns. This activity, though largely focused on specific words, is intended to give them the tools that they need to improve their overall comprehensibility.
Source: CASLS Activity of the Week
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Content Type: 1
Title: Inaugural Issue of Bulgarian Studies Journal
Body:
Bulgarian Studies is an annual online peer-edited journal that includes content related to the study of Bulgaria and its culture. The editors welcome submissions of relevant scholarly articles and reviews of publications from academics and unaffiliated scholars alike. Additional materials, such as personal narratives and creative media may also be considered.
Download the first issue at https://bgstudies.org/journal/current
Source: Bulgarian Studies Journal
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Title: Book: Cross-linguistic Influence in Bilingualism
Body:
From https://benjamins.com/#catalog/books/sibil.52/main
Cross-linguistic Influence in Bilingualism
Edited by Elma Blom, Leonie Cornips, and Jeannette Schaeffer
Published by the John Benjamins Publishing Company
This book presents a current state-of-affairs regarding the study of cross-linguistic influence in bilingualism. Taking Hulk and Müller's (2000) and Müller and Hulk's (2001) hypotheses on cross-linguistic influence as a starting point, the book exemplifies the shift from the original focus on syntax proper to interfaces and discourse phenomena in the study of bilingualism. It also reflects the enormous increase in different language combinations (including dialects) being investigated, and the use of new methodologies. Moreover, the volume illustrates the growing interdisciplinarity of cross-linguistic influence research, considering extra-linguistic cognitive and social factors besides linguistics. It demonstrates that the time is ripe for a more integrated approach from different disciplines such as theoretical linguistics, psycholinguistics and sociolinguistics to obtain a better understanding of bilingual child acquisition. As such, it is of interest to (psycho/socio)linguists, psychologists and education specialists who study or want to learn about (child) bilingualism.
Visit the publisher's website at https://benjamins.com/#catalog/books/sibil.52/main
Source: John Benjamins Publishing Company
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Content Type: 1
Title: Book: Language Teacher Psychology
Body:
From http://www.multilingual-matters.com/display.asp?k=9781783099443
Language Teacher Psychology
Edited by Sarah Mercer and Achilleas Kostoulas
Published by Multilingual Matters
To date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?k=9781783099443
Source: Multilingual Matters
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Title: Book: Bilingualism: A Framework for Understanding the Mental Lexicon
Body:
From https://benjamins.com/#catalog/books/bpa.6/main
Bilingualism: A framework for understanding the mental lexicon
Edited by Maya Libben, Mira Goral, and Gary Libben
Published by the John Benjamins Publishing Company
In the world today, bilingualism is more common than monolingualism. Thus, the default mental lexicon may in fact be the bilingual lexicon. More than ever, social and technological innovation have created a situation in which lexical knowledge may change dramatically throughout an individual's lifetime. This book offers a new perspective for the understanding of these phenomena and their consequences for the representation of words in the mind and brain. Contributing authors are leaders in the field who provide a re-analysis of key assumptions and a re-focusing of research. They bring new insights and new findings that advance the understanding of both bilingualism and the mental lexicon. This volume serves to generate new directions and advances in bilingualism research.
Visit the publisher's website at https://benjamins.com/#catalog/books/bpa.6/main
Source: John Benjamins Publishing Company
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Title: Call for Proposals: Northeast Association for Language Learning Technology
Body:
From http://neallt.org/neallt2018/
The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference at Cornell University in Ithaca, New York, from Friday, March 2 to Sunday, March 4, 2018. The conference will be hosted by the Language Resource Center at Cornell University, recently moved to a new site.
The theme of the conference will be "Interdisciplinary Approaches to Teaching Language and Culture."
The organizers welcome presentations that discuss using technology to foster and strengthen communities, invite multicultural exchange and growth, and motivate positive social change via meaningful, contextualized instruction while working toward improving and resolving real-world human rights challenges. They welcome a variety of perspectives and encourage presentations that report on current research or work in progress.
Proposals must be submitted before February 1 for consideration.
See the full call for proposals at http://neallt.org/neallt2018/
Source: NEALLT
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Title: Classical Association of New England Annual Meeting
Body:
From http://caneweb.org/new/?page_id=8
The 112th Annual Meeting of the Classical Association of New England will be held March 16-17, 2018, at the University of Rhode Island in Kingston, RI.
For more details go to http://caneweb.org/new/?page_id=8
Source: CANE
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Title: Foreign Language Educators of New Jersey Annual Conference
Body:
- Promote world language proficiency and global citizenship as 21st century skills that are critical to college and career-readiness.
- Equip teachers with skills to help students find success in the world language classroom and beyond.
- Explore leadership in and beyond the classroom.
- Address how your teaching practice can affect your students.
Source: FLENJ
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