文献-Pronunciation and Assessment Front Piece - John Levis

08:15-08:50Registrationcheck-in(Atrium)andpostersetup(Atrium/APH)08:50-09:00Welcome(APH):TomPerry,Chair,DepartmentofLinguistics,SimonFraserUniversity09:00-10:10Plenary:Teachingsecondlanguagepronunciation:FromthepsycholinguisticlabtothelanguageclassroomPavelTrofimovich,ConcordiaUniversity(APH);Chair:TraceyDerwing10:10-10:35BreakFri.AMFR1.PedagogicalResearch(APH),R.Thomson,ChairFR2.Curriculum&Teaching(Rm420)G.MullerLevis,Chair10:35-11:00Foote&McDonoughUsingauditoryprimingtaskstotargetAWLwordstresspatternsSardegna&McGregorScaffoldingstudentsself-regulatedeffortsforeffectivepronunciationpractice11:05-11:30SaitoRecastsininstructedsecondlanguagespeechlearningReedOperationalizingcurriculumobjectives:IntegratingandassessinglisteningandspeakinginanIEP11:35-12:00Derwing,Foote&MunroTeachingolddogsnewtricks:L2pronunciationinstructionafter19yearsofEnglishexperienceEdelsteinL1andL2learnersinthecollegepublicspeakingcourseWorkingLunch+PosterSessionA:Student&Post-docPosters(Atrium/APH)FridayPM12:15-2:00Levis,J.,&LeVelle,K.(2013).Pronunciationandassessment.InJ.Levis&K.LeVelle(Eds.).Proceedingsofthe4thPronunciationinSecondLanguageLearningandTeachingConference.Aug.2012.(pp.i-xii).Ames,IA:IowaStateUniversity.PRONUNCIATIONANDASSESSMENTJohnLevis,IowaStateUniversityKimberlyLeVelle,IowaStateUniversityThe4thPronunciationinSecondLanguageLearningandTeachingconferencewentontheroadforthefirsttime,movingnotonlytoanothercity,buttoanothercountry.TheconferencewasheldinVancouver,BritishColumbia,Canada.MurrayMunroofSimonFraserUniversity(SFU)wasthehostoftheconference,whichwasheldatSFUsMorrisJ.WoskCentreforDialogueindowntownVancouver.Allsessionswereheldinthebeautifulbuildingwithalargeconferenceroomintheround,givingthefeelofourownUnitedNations.Theconferenceattractedover100participantsfrom18countries,asignificantincreaseininternationalparticipationoverthethreepreviousconferences.ThethemeoftheconferencewasPronunciationinLanguageAssessment.Pronunciationisinvolvedintheassessmentoforallanguageproficiencyandperformance,butinscoringsuchtests,pronunciationissometimesexplicitlyincludedbytestcreatorsandsometimesignored.Inaddition,pronunciationabilitymustalsobeassessedinordertocreateanaccuratepictureofstudentneeds.Thesevariedusesofassessmentarerarelyaddressedopenly,butitwasourhopethattheconferencewouldprovideavenueforsuchdiscussion.The4thannualconferenceincluded34concurrentsessions,26postersessions(13eachday),aplenaryaddressbyPavelTrofimovichofConcordiaUniversityinMontreal,andaLanguageLearningsponsoredroundtableonPronunciationAssessment.Theconferencescheduleisbelow.FRIDAY,August24,2012AlsadoonA01.PerceptionandproductionofEnglishvowelsAlyBailey&BrandlA02.PronunciationinstructioninthebeginningSpanishclassroom:AperceptualstudyChang&WengA03.LateESLlearnersdifficultiesofproducinglaxandtensevowelsinEnglishChenA04.PerceptionofEnglishlexicalstressbyChinesenativespeakers:AcriticalreviewGordon,Darcy&EwertA05.Pronunciationteachingandlearning:EffectsofexplicitphoneticinstructionintheL2classroomLege&TannerA06.TheeffectofpausedurationoncomprehensibilityUllakonoja,VanMoere,Huhta,Alderson,Haapakangas,&NieminenA07.L2learnersoralreadingfluencydevelopmentduringextensivereadinginterventionWangA08.Prosodicacquisition:tone,stressandintonationZhuangA09.YouwillspeaklikeanAmerican:ESLlearnerspronunciationimprovementWorkingLunch+PosterSessionA:Non-studentPosters(Atrium/APH)FridayPM12:15-2:00DeMeo,Pettorino,Vitale,Cutugno&OrigliaA10.Imitation/self-imitationinacomputer-assistedprosodytrainingforChineselearnersofL2ItalianSturmA11.LiaisoninL2French:TheeffectsofinstructionOuA12.IntelligibilityandcomprehensibilityofEnglishlexicalstressandEILphonologicalcoresZetterholmA13.TeachingSwedishasaforeignlanguageFriPMFR3.TechnologicalInnovations(APH),Y.Wang,ChairFR4.Teaching&TeacherTraining(Rm420),B.Zielinski,Chair2:00-2:25Chun&YuVisualizationoftoneandintonationforteachingandlearningMandarinChineseThomsonTeachersbeliefsandpracticesinpronunciationteaching:Confidentlyrightorconfidentlywrong?2:30-2:55RichardsOptimizingtheacquisitionofAWLwordstresspatternsviaaprincipledweb-basedflashcardpedagogyLeVelle&LevisLearningtoteachpronunciation:Attitudes,images,andidentity3:00-3:25OkamuraThecomparisonofL2speakersevaluationofandmachineevaluationofJapaneselearnersEnglishKirkova-Naskova,Tergujeff,Frost,Henderson,Kautzsch,Levey,Murphy&Waniek-KlimczakTheEnglishpronunciationteachinginEuropesurvey:Teachertrainingandassessment3:30-3:50BreakFriPMFR5.StudiesofLearners(APH),K.Saito,ChairFR6.TeachingPracticesandTeacherTraining(Cont.)3:50-4:15Wilson&HoriguchiHowaccuratelypeoplefollowarticulationinstructionsTergujeffEnglishpronunciationteachingpracticesinFinland4:20-4:45McCrocklin&LinkAccentandidentity:Fearofsoundingnative?CostaKurtzdosSantosPronunciationintheperspectiveoftraineeteachers:ananalysisofcurriculartrainingreports4:50-5:15OBrienSuccessfulL2pronunciation?PoissonCanapronunciationapproachbasedonresearchfindingshaveanimpactonlearnersperformance?Levis&LeVellePronunciationandAssessmentii5:30-Reception:SegalCentre(Rm420-430)intheHarbourCentreacrossthestreet.08:00-08:30Registrationcheck-in(MainAtrium)andpostersetup(Atrium/APH)08:30-10:45PSLLTRoundtableonPronunciationAssessment(APH),sponsoredbyLanguageLearningPanelists:AprilGinther,LukeHarding,SaraKennedy,RebeccaHincks,MurrayMunroDiscussants:SarahFleming,BethZielinski,Moderator/Chair:JohnLevis.10:45-11:15BreakSat.AMSA1.Assessment(APH),O.Kang,ChairSA2.TeachingPronunciation(Rm420),T.Harada,Chair11:15-11:40Zielinski,Yates&PryorAssessingpronunciation:HowjudgementsofintelligibilityrelatetoIELTSpronunciationscalescoresActon,Burri,Teaman&BakerPreliminariestohaptic-integratedpronunciationinstruction11:45-12:10Danforth&St.JohnTheglossaryprojectRoganPronunciationandtask-basedinstruction12:15-12:40KangPronunciationfeaturesdistinguishingexamineesBakerIntegratingpronunciationintocontent-basedESLinstructionPosterSessionB:Non-studentPosters(Atrium/APH)SaturdayPM1:45to3:00EusticeB01.FledglingphonologistsFotovatnia&ShahiniB02.UsingPronunciationPower2toimproveIranianEFLlearnersconsonantproductionGonzalezLopez&CounselmanB03.TheacquisitionofL2pronunciationofSpanishbynovicelearnersHarada&SatoB04.EffectsofminimalexposuretoEnglishinearlychildhoodonphonemicperceptionKondoB05.PhonologicalmemoryonL2pronunciationskillsMiller&SzymanskiB06.Improvingoralproficiencywithtechnology:AgiveandtakeMullerLevisB07.LexicalandgrammaticalfeaturesassociatedwithcontrastivefocusMunro,Derwing&SaitoB08.EnglishL2vowelacquisitionoversevenyearsOu,Yeh&ChuangB09.Unitsofanalysis,intelligibilityevaluationandphonologicalcoresofEILRauber,Kluge,Rato,&SantosB10.Designingaudio,visualandaudiovisualperceptualtrainingtaskswithTPapplicationsoftwareRojczykB11.SpontaneousphoneticimitationofL2vowelsinarapidshadowingtaskWallenB12.Accentmodificationgroup:UsingamixedgroupformattoaddresspronunciationconcernsWatts&HuenschB13.Integratedspeaking,listening,andpronunciation:Aretextbooksleadingtheway?Sat.PMSA3.PhoneticIssues(APH),X.Wu,ChairSA4.L2SpeechRatingandRelatedIssues(Rm420),M.Reed,ChairiiiLevis&LeVellePronunciationandAssessmentSATURDAY,August25,20122:00-2:25Tanner,Landon&PorterHowdoesprosodicerrorfrequencyinfluenceNNESandNEScomprehensibilityratings?2:30-2:55FullanaExploringlistenersresponsetimesintheassessmentofL2speech3:00-3:25deMorasTheroleoffrequencyintheacquisitionofL2pronunciation:theexampleoftheFrenchliaisonKawase,Hannah&WangEffectsofvisualspeechinformationonnativelistenerjudgmentsofL2speechintelligibility3:30-3:50BreakSatPMSA5.PhoneticIssues(Cont.),X.Wu,ChairSA6.L2SpeechRatingandRelatedIssues(Cont.),K.Saito,Chair3:50-4:15GeorgeThedevelopmentof/,avariablegeographicphoneticfeature,duringasemesterabroad:TheroleofexplicitinstructionKoffiConfusionresearchasacomplementtointelligibilityresearch4:20-4:45SatoEffectofEnglish-mediuminstructionontheproductionofVOTbyJapaneselearnersofEnglishLimaFundamentalconsiderationsindevelopinganintelligibilitytestfornonnativeteachingassistants4:50-5:15SilveiraPronunciationinstructionandsyllabic-patterndiscriminationGomesUnderstandingBrazilianwayofspeakingEnglish,intheoryandpractice5:15-CLOSINGLevis&LeVellePronunciationandAssessmentSessionsLanguageLearningRoundtableTheRoundtableonPronunciationAssessmentbroughttogetherfivescholarspresentingdifferentperspectivesoftheassessmentofpronunciationskills.PanelistswereAprilGinther(Purdue),MurrayMunro(SimonFraser),SaritaKennedy(Concordia),RebeccaHincks(KTHRoyalInstituteofTechnology),andLukeHarding(UniversityofLancaster).DiscussantswereSarahFleming(IELTS)andBethZielinski(Macquarie).ThemoderatorforthediscussionwasJohnLevis(IowaState).Thepapersprovidedahistoricaloverviewofhowpronunciationhasbeenassessed(Munro),howintelligibilityisassessedinrelationtohigh-stakesspokenlanguagetestsandhowintelligibilityandnativenessareoftenconflatedinsuchtests(Harding),waystomeasurehowpronunciationscomponentsdifferentiallycontributetoholisticjudgmentsofspokenlanguage(Ginther),howpronunciationcontributestotheassessmentofinteractivespokenlanguagetests(Kennedy),andadiscussionandoverviewofhowcomputersarebeingusedtoautomaticallyassesspronunciationandspokenproficiency,alongwithacritiqueofsuchattempts(Hincks).BecausethepapersgivenintheRoundtablearebeingusedforanarticlebeingsubmittedtoajournal,theydonotappearintheproceedings.Instead,eachpresentersabstractisreproducedbelowtogiveafullerflavorofthetalksgivenduringtheroundtable.AprilGinther(PurdueUniversity)MeasuringCharacteristicsofSpokenL2EnglishTheuseofcomputersfortheadministrationofspeakingtestshasconsiderablyeasedtheburdenassociatedwiththecaptureandanalysisofspeech,andreliableassessmentofspokenlanguagecanbeestablishedwithivLevis&LeVellePronunciationandAssessmenttheuseofhumanratingsinassociationwiththeuseofholisticscales.However,fullyvalidatingholisticspeakingscalesrequiresexplicationandunderstandingofthedifferentialcontributionsofthecomponentsoforalperformance(e.g.,pronunciation,fluency,accuracy,vocabulary)andtheinteractionamongthesecomponentsatdifferentlevelsofholisticscales.Praat,acomputerprogramwithwhichyoucananalyze,synthesize,andmanipulatespeech,isatoolthatallowscloseanalysisoftemporalandacousticcomponentsoforalproduction.Whiletemporalvariablesassociatedwithfluency(e.g.,speechrate,meansyllablesperrun)arerelativelyeasytocapture,theselectionandquantificationofvariablesassociatedwithpronunciationandprosodyposedifficultbutincrediblyinterestingchallenges.ThispresentationwilldiscussfindingsfromcompletedandongoingstudiesthathaveusedPraattoexaminethetemporalandacousticpropertiesofL1ChinesespeakersperformanceatdifferentlevelsoftheOralEnglishProficiencyTest,asemi-directtestusedtoscreenprospectiveinternationalteachingassistantsatPurdueUniversity.Thesestudieshaveexaminedspeechrate,meanlengthofrun,filledandsilentpauses,pauseplacement,vowelquality,vowellength,consonantvoicing,stressassignment,andpitchcontour.Ongoingeffortsareinvestigatingwaystoquantifytheintelligibilityofresponsestoread-aloudandfreeresponseitems.Althoughtheuseofacousticanalysissoftwareprogramsrequirestrainingandcommitment,theiruseholdsgreatpromisenotonlyforvalidatingholisticspeakingscalesbutalso,andmoreimportantly,explicatingandunderstandingthecharacteristicsanddevelopmentofL2speakingability.LukeHarding(LancasterUniversity)NativenessorIntelligibility:locatingtheconstructinpronunciationscalesAsignificantchallengeinassessingpronunciationparticularlyinEnglishlanguagetestingcontextsistheexistenceofwhatLevis(2005)callstwocontradictoryprinciples:thenativenessprinciple(thatlearnersshouldachieveanative-likeaccentintheL2)andtheintelligibilityprinciple(thatlearnerspronunciationshouldbeunderstandabletoabroadrangeoflisteners).Thelanguageofmanycurrentpronunciationassessmentscalesdemonstratesashiftawayfromthenativenessprinciple,withstatementsincriteriafocusingeitheronintelligibility(e.g.,“easilyunderstood”),oronmoreabstractpronunciationgoals(e.g.“correct”,“accurate”).Howeverthisshiftpresentsseveralchallengesfortestdevelopersingaugingthevalidityandreliabilityoftheirpronunciationcriteria.First,itraisesthequestionofwhetherratersstilldrawonperceptionsofnativenessintheirjudgementsofpronunciation,evenwhennativenormsarenotinvokedinscales.Secondly,itraisesthequestionofwhetherratersfromdifferentlanguagebackgroundsinterpretintelligibility,orabstracttermslike“correct”,inthesameway.Thispaperwilldiscussthesechallenges,drawingonexamplesfrompronunciationratingscalestoillustratekeypoints.RebeccaHincks(RoyalInstituteofTechnology(KTH)PronunciationAssessmentUsingSpeechTechnologyAfterdecadesofresearch,languagetechnologiesfinallyenteredthemassmarketinthefallof2011withthereleaseoftheiPhone4,whosemaininnovationwastheintroductionofSiri,thevirtual,speech-directedpersonalassistant.Aswebecomemorecomfortablewithspeechinterfaces,wecanexpectgrowingtrustintheiruseforpedagogicalpurposes.Languagetechnologiesare,relativelyspeaking,betteratassessingpronunciationthanatteachingit.Speechrecognition(ASR)canidentifydeviantphonemes,withoutbeingabletoeasilyprovidealearnerwithinformationaboutwhatneedstobeadjustedintermsofarticulation.Mycontributiontotheroundtablewillreportontheresearchchallengesfacedbyengineersdesigningpronunciationassessmentsystems.CurrentissuesincludethedevelopmentoftechnologicalalternativestovLevis&LeVellePronunciationandAssessmentASRforassessment,andtherelationbetweencomputerpronunciationerrordetectionandhumanratingsofpronunciation.Iwillalsoreflectonhowindividualpractitionersinthefieldcouldbeneficiallytakeadvantageofexistinglanguagetechnologies,usingasanexamplemyownworkgivingfeedbackonpitchvariationtoChinesespeakersofEnglish.SaritaKennedy(ConcordiaUniversity)AllTogetherNow:assessingpronunciationandcommunicationininteractionAsignificantshiftisslowlytakingplaceintheassessmentofsecondlanguagepronunciation.Testrubricsandassessorsarenolongersolelytargetingspeakersuseofnative-likepronunciation;thereisgreateremphasisonassessingspeakersabilitytocommunicatetheirmessageeffectively;inaddition,thereisagrowingtrendforspeakingassessmentstoincludepairorgroupspeakingtasks(Taylor,2006).Thismeansthatassessingpronunciationandeffectivecommunicationisnolongerstraightforward,raisingseveralimportantquestions:Shouldaratersunderstandingofinteractivespeechalwaysbethedefaultmeasureofassessmentiftheraterisnotalsoaninterlocutor?Canweidentifyacommoncoreofsecondlanguagepronunciation(Jenkins,2000)whichisgenerallyintelligibletoanylistener?Shouldpronunciationassessmentalsotargetspeakersuseofeffectivestrategiesformanagingproblemsinunderstanding,whomeverthelistener?Thesequestionshaveimplicationsforkeyaspectsofsecondlanguagepronunciationassessment,suchashowratersandinterlocutorsareselectedandhowthetargetofevaluationisdetermined.Inthispresentation,theseissueswillbediscussedwiththeaimofsuggestingaresearchagendaforthefuture.MurrayMunro(SimonFraserUniversity)PronunciationTestingandClassroomResearch:Whatshouldwetestandwhy?Languagetestingiscarriedoutformanypurposes,includingdiagnosisoflearnerdifficulties,measurementofclassroomlearning,andassessmentofL2proficiency.Inpronunciationresearch,testingisalsousedasameansofevaluatingtheeffectivenessoflaboratorytrainingprocedures,clas