Recent Developments in Second Language Instruction: A Literature Review on Explicit Phonetic Instruction
| dc.contributor.author | Li, Qiuchen | |
| dc.contributor.author | Ma, Yue | |
| dc.contributor.author | O'Brien, Mary | |
| dc.date.accessioned | 2021-05-27T22:59:48Z | |
| dc.date.available | 2021-05-27T22:59:48Z | |
| dc.date.issued | 2021-05 | |
| dc.description.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. | en_US |
| dc.identifier.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. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/38897 | |
| dc.identifier.isbn | 1481-8256 | |
| dc.identifier.uri | http://hdl.handle.net/1880/113456 | |
| dc.language.iso | eng | en_US |
| dc.publisher | Second Language and Intercultural Council (Alberta Teachers' Association) | en_US |
| dc.publisher.department | Linguistics, Languages & Cultures | en_US |
| dc.publisher.faculty | Arts | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.relation.ispartofseries | 15/1 | en_US |
| dc.rights | Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Second language acquisition | en_US |
| dc.subject | Phonetics | en_US |
| dc.subject | Applied linguistics | en_US |
| dc.title | Recent Developments in Second Language Instruction: A Literature Review on Explicit Phonetic Instruction | en_US |
| dc.type | journal article | en_US |
| ucalgary.item.requestcopy | true | en_US |
| ucalgary.scholar.level | Graduate | en_US |