Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1. Introduction
2017; Suzuki, Wilson, & Watanabe, 2017), there are many studies involving pro-
nunciation training that employ interesting types of technology.
In the last four years, JSLP has included a number of studies that are peda-
gogically focused: an examination of the use of visualizations in the learning of
Mandarin tone contrasts (Chun, Jiang, Meyr, & Yang, 2015), how electropalatog-
raphy can help in the learning of Russian palatal/nonpalatal contrasts (Hacking,
Smith, & Johnson, 2017), using iPods to promote shadowing and improve compre-
hensibility (Foote & McDonough, 2017), phonetic training to improve production
(Huensch, 2016), and a review of ultrasound and other visualization options for
improving L2 pronunciation (Bliss, Abel & Gick, 2018). These are only the most
obvious uses of technology in the pedagogical studies in the journal.
Only a few times in JSLP do we see descriptions of technology that are directly
ready for the classroom, and we see these primarily in reviews of applications like
English Accent Coach (Foote, 2015), a set of materials called PronPack (Yoshida,
2018), and ebooks with technology-embedded features (Sonsaat, 2015).
3. This issue
ple from different areas to improve CAPT and by providing future suggestions
regarding how to best use technology for the benefits of pronunciation learning,
teaching and research.
teaching more effective. Initially, ITAs watched the videorecordings of NSs and
themselves teaching to see how they used visual and acoustic gestures. They were
given suggestions about how to employ voice and gestures in their teaching in the
following stages. At the end of the training program, ITAs showed improvements
on use of gestures and variation in vocal stress and pitch. Survey results showed
improvement in their teaching confidence.
3.2 Reviews
References
Arora, V., Lahiri, A., & Reetz, H. (2018). Phonological feature-based speech recognition system
for pronunciation training in non-native language learning. The Journal of the Acoustical
Society of America, 143(1), 98–108.
Bliss, H., Abel, J., & Gick, B. (2018). Computer-assisted visual articulation feedback in L2
pronunciation instruction. Journal of Second Language Pronunciation, 4(1), 129–153.
Boersma, P., & Weenink, D. (2016). Praat [software]. University of Amsterdam.
<http://www.fon.hum.uva.nl/praat>
Chun, D. M. (2012). Computer-assisted pronunciation teaching. In C. Chapelle (Ed.), The
encyclopedia of applied linguistics. Malden, MA: Wiley Blackwell.
Chun, D. M., Jiang, Y., Meyr, J., & Yang, R. (2015). Acquisition of L2 Mandarin Chinese tones
with learner-created tone visualizations. Journal of Second Language Pronunciation, 1(1),
86–114.
Eckman, F., Iverson, G., & Song, J. (2015). Overt and covert contrast in L2 phonology. Journal
of Second Language Pronunciation, 1(2), 254–278.
Foote, J. A. (2015). Review of English Accent Coach. <www.englishaccentcoach.com>
Developed by Ron Thomson. Journal of Second Language Pronunciation, 1(1), 115–118.
Foote, J. A., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2
pronunciation. Journal of Second Language Pronunciation, 3(1), 34–56.
Franken, M. K., Eisner, F., Schoffelen, J., Acheson, D. J., Hagoort, P., McQueen, J. M. (2017).
Audiovisual recalibration of vowel categories. In proceedings of Interspeech, 2017, 655–658.
Hacking, J. F., Smith, B. L., & Johnson, E. M. (2017). Utilizing electropalatography to train
palatalized versus unpalatalized consonant productions by native speakers of American
English learning Russian. Journal of Second Language Pronunciation, 3(1), 9–33.
Huang, B., & Evanini, K. (2016). Think, sink, and beyond. Journal of Second Language
Pronunciation, 2(2), 253–275.
180 John M. Levis
John M. Levis
Department of English
Iowa State University
Ross Hall, Room 337
Ames, IA 50011-1201
USA
jlevis@iastate.edu