The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners

This paper reports on a study that attempted to examine the effect of explicit pronunciation instruction of some English segments (individual sounds) on the degree of perceived foreign accent in EFL Arab learners’ speech. Nine Arab learners of English in an EFL (English as a foreign language) setting were assigned to two groups, experimental and control. Five utterances loaded with the taught segments were collected from both groups before and after instruction. While the experimental group received instruction on these segments, the control group did not. 13 native English listeners were recruited to rate all the elicited sentences for the degree of perceived foreign accent. The results did not show any effect of explicit pronunciation instruction on the degree of perceived foreign accent, as there were no differences between the ratings before and after the instruction

DiVE-Arabic: Gulf Arabic Dialogue in a Virtual Environment

Documentation of communicative behaviour across languages seems at a crossroads. While methods for collecting data on spoken or written communication, backed up by computational techniques, are evolving, the actual data being collected remain largely the same. Inspired by the efforts of some innovative researchers who are directly tackling the various obstacles to investigating language in the field (e.g. see various papers collected in Enfield & Stivers 2007), we report here about ongoing work to solve the general problem of collecting in situ data for situated linguistic interaction. The initial stages of this project have involved employing a portable format designed to increase range and flexibility of doing such collections in the field. Our motivation is to combine this with a parallel data set for a typologically distinct language, in order to contribute a parallel corpus of situated language use

Methods for investigation of L2 speech rhythm : Insights from the production of English speech rhythm by L2 Arabic learners

Rhythm metrics can detect L2 development of target-like speech rhythm but interpretation of the results from metrics in learners’ speech is problematic because the mapping of metrics to underpinning phonological features is indirect. We investigate speech rhythm in L1 Arabic/L2 English, which differ in key properties contributing to the percept of rhythm: unstressed vowel reduction and syllable structure. Our production data are interpreted using additional measures, of stressed and unstressed vowels and of consonant cluster realization, alongside standard rhythm metrics; this combination facilitates disambiguation of competing interpretations of the metric results. The findings confirm the importance of using multiple rhythm metrics to study L2 speech rhythm and demonstrate how simple additional measures can guide interpretation of their results. In this study the metrics results showed that the speech produced by the L2 speakers, regardless of their length of residence in the UK, exhibited lower vocalic durational variability than the speech produced by the native Arabic and English speakers. However, closer inspection of the degree of vowel reduction by the native and nonnative groups confirms that no single metric captures the complex nature of the observed L2 rhythm patterns. Future L2 studies are advised not to draw firm conclusions about the degree of vowel reduction and consonant cluster realization in L2 speech based solely on the results of the rhythm metrics