![]() ![]() The model was developed through extensive reading and discussion. Rather than reducing the scope, a narrative literature review methodology was adopted. Given the long-standing history and extensive breadth of the field, a scoping review would be unrealistic. However, the model can be used by researchers of L2 pronunciation in general as a tool to organize their literature and situate their studies, and its implications provide new ideas to not only researchers, but also educators, practitioners, and policymakers. This paper addresses researchers who are interested in pronunciation development in child bilingual speech acquisition. This encompassing model disentangles the interactions between L2 learners and their interlocutors in terms of their sociopsychological characters, linguistic experiences, and speech production and perception. The goal of this paper is to provide a brief but holistic overview of the multidisciplinary literature on L2 pronunciation through a conceptual model and present implications for child bilingual learners of non-English languages. Applying knowledge of L2 pronunciation learning to child learners of non-English is important for bilingual education programs across the world, especially for the ones where at least one of the target language(s) is not English, for example, the international language and indigenous language programs in Canada ( Dicks and Genesee, 2017) and the Russian-Hebrew bilingual program in Isreal ( Schwartz et al., 2016). In the few discussions about child L2 speech acquisition, the target language was usually English ( Derwing, 2020 Levis, 2020). Moreover, child L2 learners have been given less attention in research and practice. Therefore, a new, transdisciplinary perspective that involves psychology, education, and linguistics will advance the field of speech acquisition. However, the research issues and approaches are often discipline-specific, which prevents a comprehensive understanding of the field and prevents researchers from studying a topic of interest in another discipline. Researchers from diverse disciplines have long been interested in L2 pronunciation (e.g., Lado, 1957 Giles, 1970 Munro and Derwing, 1995 Lippi-Green, 2011 Flege and Bohn, 2021). Thus, research on L2 pronunciation has implications for both communication efficacy and perception of identities. The concept of “foreign accents” is exonormative, as interlocutors look outward for perceived standard or prestige forms ( Monfared, 2019). Second language (L2) learners may acquire speech differently than first language (L1) speakers and produce speech with an accent ( Munro, 1998). Furthermore, we advocate for evidence-based education and training programs to improve linguistic and cultural competencies for both L1 speakers and L2 speakers to facilitate intercultural communication. ![]() Research gaps are identified and indicate that more studies on child populations and non-English L2s are warranted to advance the field. ![]() However, the interlocutors share communication responsibilities and can improve their communicative and cultural competencies. It is suggested that challenges related to L2 pronunciation exist in communication. Narrative literature review method is used to identify themes and gaps in the field. A conceptual model of L2 pronunciation is developed to organize multidisciplinary literature, including interlocutors’ interactions at three layers: the sociopsychological, acquisitional, and productive-perceptual layers. This paper draws on research from different disciplines to provide a brief but holistic overview of L2 pronunciation. However, the multidisciplinary literature can be difficult to access. Due to limited research in these specific populations and languages, researchers often need to refer to literature on L2 pronunciation in general. Research on children’s L2 pronunciation in bilingual education that involves non-English languages is much needed for the field of language acquisition. Second language (L2) pronunciation patterns that differ from those of first language (L1) speakers can affect communication effectiveness.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |