Recent Developments in Second Language Instruction: A Literature Review on Explicit Phonetic Instruction
Date
2021-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Second Language and Intercultural Council (Alberta Teachers' Association)
Abstract
Recent years have witnessed dramatic change in
the area of second language teaching and a
growing demand for effective language programs
(Burns and Richards 2012). Second language teachers
face many challenges, and their effectiveness is
related to their knowledge base (Head and Taylor
1997). Although teachers often explicitly teach
certain aspects of the second language (L2), such as
grammar rules and vocabulary, they tend to provide
only incidental instruction when teaching speaking
and writing, both critical aspects of effective communication
in the L2 (Hirvela 1999; Sturm 2019).
Without explanations and directed attention, students
develop their own hypotheses about how
language works (Ellis 2015).
This article attempts to connect classroom second
language teachers and researchers in applied
linguistics by directly responding to two questions
posed by teachers in a public school district:
• What is the role of explicit phonetic instruction
in speech perception and production?
• What is the effect of L2 collaborative writing?
These questions both relate to instruction in language
output, which is a critical aspect of language
learning.
Description
Keywords
Second language acquisition, Phonetics, Applied linguistics
Citation
Li, Q., Ma, Y. & O'Brien, M. (2021). Recent developments in second language instruction: A literature review on explicit phonetic instruction. Notos, 15(1), 19-26.