In the course of the last three decades a whole new prominence has been granted to the significance of foreign language (FL) learning. Due to the recent development of globalization, further emerging of multi-national enterprises and the coalescence of the European Union, this appears to be the logical consequence. Because of its nowadays widely accepted status as a lingua franca (Acar 2006) the learning and teaching of English as the most frequently spoken second language has gained importance – in Germany as well as in most industrialized countries speaking prevalently another first language (L1). In the recent past, since the end of the 19th century, changing trends have focused on different methods of language teaching, such as the ability to translate texts, correct use of grammar, or wide range of vocabulary. However, the teaching of English pronunciation finally has come back into the focus of interest since the second half of the 1980s due to the mentioned economic and social changes. Nowadays the ability to (net-) work internationally – and thus reach the “ultimate goal of communication with other speakers of the second language” (Brown 1994: 226) seems to be one of the highest goals of achievement of second language (L2) learning. During the time of almost one century of pronunciation teaching the attitude towards the issue has changed as well: as Chun (1991: 179) states in her article, the development started from a segmental and comparative sound repetition learning strategy, followed by a period of simply ignoring the topic completely from the 1960s to the early 1980s, leading finally to the up-to-date approach of teaching suprasegmentals, sentence intonation as well as other aspects of connected speech. The most current approach towards second language teaching lies, according to Neri, Cucchiarini and Strik (2006: 357), in “the achievement of communicative effectiveness”. This means that learners do not necessarily have to eradicate the slightest traces of foreign accent in their productions of L2 speech but are trained to avoid serious pronunciation errors.
Table of Contents
1 Introduction
2 Foreign Accent: A Practical Approach for Teaching
3 Sources of Influence on Learners’ Pronunciation
3.1 Utilization of Individual Personal Resources
3.1.1 Age
3.1.2 L1 Background and Interference
3.1.3 Gender
3.1.4 Language Aptitude
3.1.5 Personality and Motivation
3.2 Social and Cultural Issues
3.2.1 Interactions in the Classroom
3.2.2 Socio–Cultural Factors
4 Conclusion
Objectives and Research Focus
The paper aims to investigate the factors influencing the development of near-native English pronunciation for German secondary school students, evaluating how teachers can adapt their instruction to effectively support learners in reducing foreign accents despite the challenges of a classroom environment.
- Analysis of individual learner resources such as age, gender, and language aptitude.
- Examination of the impact of L1 background and linguistic interference on L2 speech production.
- Evaluation of the role of personality traits and motivation in the acquisition of pronunciation.
- Discussion of social and cultural factors, including classroom dynamics and identity formation.
Excerpt from the Book
3.1.1 Age
One term which one will inevitably come across while researching the influence of learner’s age on attainability of a near-native pronunciation is the ‘critical period hypothesis’. The core of this theory holds, as formulated by Lenneberg (1967) that the way a second language is learned by children clearly differs from an adults’ technique of acquiring the concept of an L2. The end of the critical period is claimed to be the onset of puberty with its processes of cerebral maturation. This naturally should have an effect on phonetic production as well: as late learners of L2 according to this hypothesis have hardly a chance of attaining near-native accent, child second language learners are thought to succeed in almost any case. Derwing (2008: 350) in her article on teaching pronunciation partially contradicts this opinion. As a matter of fact there are but a few cases of L2 speakers who started to learn the FL before the age of six and who are still identifiable as NNSs. Furthermore, as summarized by Piske, MacKay, and Flege (2001: 196) there are reported speakers who started learning their L2 after the age of 12 and who achieved an almost accent-free pronunciation.
Nevertheless, according to Flege (2002: 217) “the earlier is the better”, as far as language learning is concerned. He continues with reasoning this opinion by plain observation of facts. As mentioned in his article, several studies have come to the result that “early bilinguals generally have milder foreign accents in the L2 than late bilinguals do”. For instance in Flege, Yeni-Komshian, and Liu (1999) 240 native speakers of Korean, all with different ages of arrival in the United States, were compared to a control group of English NS. In this the overall phonological ratings of the NNS declined proportionally to their age of arrival. Early bilinguals also scored higher on ability to produce and to perceive L2 vowels and consonants (MacKay, Meador, and Flege 2001) and they were found to understand L2 words more easily in a noisy surrounding.
Summary of Chapters
1 Introduction: This chapter contextualizes the importance of English pronunciation within modern globalization and outlines the paper's focus on factors affecting foreign accent reduction in schools.
2 Foreign Accent: A Practical Approach for Teaching: This chapter discusses methods for evaluating speech production and the practical implications for teaching pronunciation in a secondary school setting.
3 Sources of Influence on Learners’ Pronunciation: This chapter examines the various internal and external factors—ranging from individual biology to socio-cultural contexts—that shape a student's ability to achieve native-like pronunciation.
4 Conclusion: The final chapter synthesizes the research findings, emphasizing the necessity of a holistic, teacher-led approach to pronunciation training to improve student outcomes.
Keywords
English Pronunciation, Foreign Accent, Second Language Acquisition, Critical Period Hypothesis, Language Aptitude, Motivation, Personality Traits, L1 Interference, Classroom Interaction, Socio-Cultural Factors, Communicative Effectiveness, Near-Native Pronunciation, Phonetic Production, Speech Perception, Teacher Role.
Frequently Asked Questions
What is the core focus of this research paper?
The paper explores the teaching of English pronunciation to German secondary school students, specifically examining the biological, psychological, and social factors that influence a learner's ability to reduce their foreign accent.
What are the primary thematic areas addressed?
The work covers individual personal resources (age, L1 background, gender, aptitude, and motivation) and the influence of social/cultural factors, such as classroom dynamics and L2 identity development.
What is the main objective or research question?
The primary goal is to demonstrate that attaining near-native pronunciation is a worthwhile target and to provide teachers with insights on how to foster this improvement despite external constraints.
Which scientific methodology does the author emphasize?
The author argues for a "holistic" teaching approach that considers the student as a person, moving away from purely technical evaluation methods like computer-assisted software (Praat) to more emotionally intelligent pedagogical strategies.
What is covered in the main body of the work?
The main body investigates the "critical period hypothesis," the impact of L1 interference, the role of Big Five personality traits, and the importance of motivation and social identification in L2 speech production.
Which keywords best characterize this academic work?
The paper is best described by terms such as English Pronunciation, Foreign Accent, Second Language Acquisition, Language Aptitude, and L1 Interference.
How does age specifically influence L2 pronunciation according to the author?
The author discusses the "critical period hypothesis," noting that while earlier exposure generally correlates with better phonological outcomes, adult learners can still achieve high levels of proficiency through specific, sustained practice.
What does the author suggest about classroom social dynamics?
The author suggests that in "same L1" classrooms, students may mutually reinforce each other's native language errors, but teachers can counter this by using advanced students as models to create positive peer dynamics.
Why is "L2 identity" considered important for pronunciation?
Developing an L2 identity helps learners gain confidence and motivation to work on their articulation, as it allows them to identify with the target culture rather than just viewing the language as a purely academic task.
- Quote paper
- Michael Burger (Author), 2009, Teaching English Pronunciation to L1 Speakers of German at Gymnasium, Munich, GRIN Verlag, https://www.grin.com/document/126400
