Task 2: Literature Review

Introduction

Pronunciation is the important ingredients of the learning of oral skills in second language. Pronunciation is one of the important elements of a language that should be learnt and mastered by second language learners in order to be a successful language learner. In acquiring a second language, the feedback given by an instructor to a learner is crucial in motivating learner to learn and acquire the target language effectively. In recent years the application of computer software has been one of the indisputably tool for language learning. Various language learning skills could be learnt through this latest technology. According to Domenko& Wagner (2010) p.310, they state that,

“The literature on CALL mentions a number of its potential advantages

on the elimination of time limitations and dependence on the teacher,

 possibility to work at the user’s own tempo and to store his/her profile in

order to monitor the progress, constant access to a number of additional

materials, as well as elimination of stress related to the fact that the

learner is being listened to by his/her classmates, the last of which is

particularly important while acquiring L2 (second language) pronunciation

and prosody”

The importance of learning pronunciation of a language brings the author to read several researches done on pronunciation. There are several theories apply to the learning of pronunciation. Firstly, it applies the communicative approach which it goals is on communication. Pronunciation is necessary for oral communication and it allows the learners to use the language to communicate effectively. This review is focusing on the second language learner pronunciation as the dependent variable. The corrective feedback on pronunciation could be gained through several ways such as by using podcasting, computer assisted pronunciation training and automatic speech recognition.

Body

According to Su (2008), he states that “pronunciation is viewed as an integral component of communication, rather than isolated drill and practice sub-skill and it is practiced within meaningful task based activities”. Thus, it is important to learn pronunciation as it is the important medium tool for communication. Besides, it is vital to integrate the learning of pronunciation with interactive learning strategies in order to have effective pronunciation learning. Some researchers agree that the lacking of training in pronunciation instruction resulted teachers reluctant to teach pronunciation (Ducate&Lomicka, 2009, Warren, 2009). Therefore, it is important for the teachers to find out other strategies that can assist them in teaching pronunciation.

One of the strategies that can improve the learners’ pronunciation is podcast. According to Ducate&Lomicka (2009) they define podcast as an audio file that anyone can create using a computer, microphones and a software program”. Podcast can be easily used by the learners as its recording can be saved in computer and MP3 format. Learners can edit and listen to the saved recording several times. Besides that, learner also can play the recording materials to their friends or native speaker as to check on the pronunciation. In addition, the corrective feedback got will help the learners to improve their second language pronunciation.

Besides podcast, computer-aided pronunciation training (CAPT) can give corrective feedback for each utterance produced by learners. “Computer-assisted pronunciation teaching (CAPT) systems can provide learners an authentic and native like environment to learn English” (Su, 2008). It allows learner to access their own and others’ utterances through visual display or amplitude waves. This system gives clearer views on the learners’ utterances. Thus, the learners could detect the mistakes pronunciation they had produced. This corrective feedback also gives the opportunity to the students to edit, resound, recording and produce words with correct pronunciation.

In addition, the progress innovation made in automatic speech recognition (ASR) has brings one more alternative in the teaching and learning of second language acquisition pronunciation. “It provides offers extra learning time and materials, specific feedback on individual errors and the possibility for self-paced practice in a private and stress-free environment” (Neri, 2006). Thus, learners are encouraged to use interactive strategy in learning pronunciation to increase the learning motivation and improve the learning achievement.

The author would like to address some of the studies that use CALL software systems that make corrective feedback as one of the main and important strategies in acquiring correct pronunciation of a second language. A study on teaching pronunciation in Taiwan by Su Tseng Lee (2008) reveals that the students preferred the program with explicit correction feedback, with repetition as well as the facility for self-paced and self-directed learning. Research by Neri (2006) on the basis of automatic speech recognition (ASR) for pronunciation training in Dutch as a second language shows that the ASR-based feedback was effective in correcting the pronunciation error produced by the learners. Research by Ducate and Lomicka (2009) on the effectiveness of podcasting in honing language students’ pronunciation had positive perception from the students on the scripted recording activity. Scripted recording activity enhances their pronunciation. Research on the use effect of computer assisted pronunciation readings on ESL learners’ prosody by Tanner and Landon (2009) result the treatment given by the software had significant effect on the learners’ use of correct pronunciation. In my opinion, these researches were well conducted since it explores the function of each CALL software and its effects towards pronunciation. However, some results may be slightly contradict because of the limitation occurs when conducting the research.

Conclusion

Therefore, it is obviously shown that corrective pronunciation feedback has significant effects on the learners’ pronunciation production. Repeated listening and drills may influence the learners to use correct pronunciation and they feel motivated to use the native speaker pronunciation of the second language learnt. Pronunciation corrective feedback offers the learners to be better in the correct using of prosody. Besides, a classroom teaching cannot fully contribute to the development of learners’ pronunciation because of the time and environment limitation. Hence, it is an advantage for the learners to work with computer to continue learning the language in their own space.

The focus on Call today is not to make comparison with classroom teaching. It is acknowledge that CALL is complementary for classroom exercise. These researches have given sufficient evidence to support that feedback corrective on pronunciation is very important to be applied in classroom teaching. Teacher can make use the latest technology of software developed by some researchers to give new experience to the students in learning pronunciation. The CALL application can benefits the students as they enjoy listening, recording and drilling in an interactive way. Therefore, teacher should involve in promoting and using CALL software application as a companion to classroom instruction.

References

Demenko, G., Wagner,A., & Cylwik,N. (2010). The Use of Speech Technology in Foreign   Language Pronunciation Training

http://versita.metapress.com/content/3167696186575473/fulltext.pdf

Ducate, L., & Lomicka, L. (2009). Podcasting: An Effective Tool For Honing Language Students’Pronunciation?.Retrieved from http://llt.msu.edu/vol13num3/ducatelomicka.pdf

Neri,A., Cucchiarini,C.,& Strik,H. (2006). Pronunciation Training in Dutch as a Second Language on the Basis of Speech Recognition. Retrieved from http://lands.let.kun.nl/~strik/publications/a131-CAPT-SSTP.pdf

Su Tseng Lee (2008). Teaching Pronunciation of English Using Computer Assisted Learning Software: An Action Research Study in an Institute of Technology in Taiwan. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp174.16092008/02whole.pdf?q=selecting-computer-software

Tanner, M.W., & Landon, M.M. (2009). The Effects of Computer-Assisted Pronunciation Readings on ESL Learners’ use of Pausing, Stress, Intonation, and Overall Comprehensibility. Retrieved from

http://llt.msu.edu/vol13num3/tannerlandon.pdf