Pronunciation in Second Language Learning and Teaching 2014

September 5, 2014 – September 6, 2014

Looking at L2 Pronunciation Research from Varying Perspectives

— the 6th Annual Pronunciation in Second Language Learning and Teaching Conference

University of California, Santa Barbara, USA (maps and program)

Pronunciation instruction is becoming increasingly popular in language classrooms around the world, in both second language and foreign language contexts. Issues of intelligibility (Munro & Derwing, 1995) vs. nativeness (Levis, 2005), functional load (Brown, 1991; Munro & Derwing, 2006), effective instructional techniques for overcoming learning plateaus (Acton, 1986; Hardison, 2004; Goodwin, 2006), fluency (Derwing et al., 2008) and the relative roles of suprasegmentals and segmentals in instruction (Hahn, 2004) have all been examined in multiple studies. However, a large majority of important research into pronunciation has been carried out with English as the target language, despite the importance L2 pronunciation in other languages, such as Japanese (e.g., Hirata, 2004), Spanish (e.g., Lord, 2008), French (Ruellot, 2006), German (Moyer, 1999), Chinese (Liu et al, 2000), and Dutch (Bongaerts, Mennen & Slik, 2000), among others. Research from a wide variety of L2 learning contexts is essential to filling out the current English-centric research agenda.

The 6th Pronunciation in Second Language Learning and Teaching Conference invites proposals for papers and posters on all topics related to naturalistic and classroom pronunciation acquisition and learning. We especially welcome proposals for papers on pronunciation in a wide variety of L2s other than English. Possible paper topics include descriptive and experimental studies, re-examinations of key research findings (e.g., intelligibility, comprehensibility and accentedness) in new languages, technology in the teaching of pronunciation, and innovative approaches to teacher education.

In addition to papers related to the place of pronunciation in L2s other than English, the conference invites proposals for papers or posters on any aspect of pronunciation research, teaching and learning. Papers will be given in English.

Plenary Speaker: Alene Moyer, University of Maryland

Learner Autonomy in Second Language Phonology: Choice vs. Limits


Alene Moyer, University of Maryland (PSLLT 2014 plenary speaker)


Learning a new sound system poses challenges of a social, psychological, and cognitive nature, but the learner’s decisions are key to ultimate attainment. This presentation focuses on two essential concepts: choice, or how one wants to sound in the target language; and limits, or various challenges to one’s goals vis-à-vis accent. Qualitative and quantitative data underscore the relevance of learner autonomy as a guiding principle from which to explore related constructs such as self-determination, motivation, decision-making and self-concept. We also review several prominent limits on phonological attainment to counterbalance and contextualize the aspect of choice. Suggestions are given for both teaching and research that prioritize learner autonomy with reference to a complexity perspective.



(For Presenters: View online or download the PSLLT Presentation Guidelines)

For further information about the conference, contact Dorothy Chun, conference organizer, at





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