Pronunciation in Second Language Learning and Teaching 2015

Texas A&M University-Commerce

October 16, 2015 – October 17, 2015

Pronunciation in Second Language Learning and Teaching

L2 Pronunciation and Discourse


Plenary Speaker

Ann Wennerstrom, Ph.D., J.D.

ESL in Handcuffs: Pronunciation and Forensic Linguistics

Recently a new opportunity for pronunciation professionals has begun to enter the academic scene: forensic linguistics, the study of language for legal evidentiary purposes. Pronunciation assessment may contribute to an overall linguistic determination of such questions as whether a criminal suspect understood his constitutional rights or consented voluntarily to a search. Analysis of pronunciation may also be needed in voice recognition or to identify the geographical origin of an individual. If we as pronunciation specialists are to embrace forensic applications, we will need to face certain challenges. The field of pronunciation has blossomed for decades due mainly to the need for international and immigrant professionals (such as graduate students or businesspeople) to be understood in English-dominant host countries. However, in forensic linguistic settings there is no “learner” with such communication goals.

Accordingly, fundamental assumptions about pronunciation assessment and analysis may need to be reexamined. For example, while we may disagree over methods to improve comprehensibility, we tend to share the expectation that learners will try to do well on the tasks we put before them. Yet, in a forensic linguistic setting, a criminal suspect may deliberately attempt to “fake” a low level of English proficiency in order to prove that he did not understand his constitutional rights. Likewise, while we may debate how to lower the test-taking anxiety or fatigue of our students in gatekeeping pronunciation assessments, few of us have conducted language assessments in a jail cell. The presenter will discuss applications and implications of pronunciation for forensic purposes.


Other Sessions

Besides the plenary, PSLLT has three types of sessions: Presentations, Posters, and Teaching Tips. Presentations run for 20 minutes with 5 minutes for questions, posters are at a dedicated 70 minute time slot, and Teaching Tips highlight reserch-based and pedagogically interesting and innovative techniques for a variety of languages. Teaching Tips run in a round-robin format for 10 minutes each during a 90 minute period. All Teaching Tips run concurrently, but after each 10 minute period, particpants can go to a new Teaching Tip. Presenters do their Teaching Tip about 8 times during the 90-minute period, and participants can go to as many as 8 different tips during the session.

Tentative Schedule for 2015 (8/26/15)

Thursday October 15th:  Opening evening reception


Friday October 16th








Plenary Address: Ann Wennerstrom

ESL in Handcuffs: Pronunciation and Forensic Linguistics.



Morning Sessions

Room 1

Room 2

Room 3


Zielinski, Beth. Wang, Jihong. Pryor, Elizabeth.

English use in everyday life: Is it important for the development of comprehensibility and fluency?

Gomes, Maria Lucia.

Brazilian English x Brazilian Portuguese: A dynamic approach for the analysis of dipthongs in forensic contexts.

Levis, John. Sonsaat, Sinem.

Pronunciation in the CLT era.




Kang, Okim. Moran, Meghan. Thomson, Ron.

Measures of intelligibility in different varieties of English.

Nagle, Charles.

Modeling the initial stages of pronunciation development: An investigation of L2 Spanish stops.

Baker, Amanda. Burri, Michael, Acton, William.


Haptic instruction and L2 fluency development.


Koffi, Ettien.

The acoustic phonetics of Eth in seven varieties of L2-accented English: Focus on Intelligibility.

Isiaka, Lasisi Adeiza.

Ebira and Yoruba English accents: a sociophonetic study



Zhou, Ziwei.

A Hip Hop-based proposal to EFL pronunciation instruction: Bridging musicality and criticality


Working lunch (provided)


Poster Sessions

Abat, Martina. Coda Devoicing in Western south Slavic speakers’ accented English.

Becker, Shannon. Improving perception of L2 French nasal vowels through high variability phonetic training.

Carreno Galdame. Sofia, Laura. Henrichsen, Lynn. Baker-Smemoe, Wendy. A motivational online guide to help second language learners develop, implement and evaluate their individual pronunciation improvement plans

Cha, Jihyeon.  Effects of pitch adjustment on pronunciation correction

Chan, Queenie. Munro, Murray. Processing time variability in foreign accent comprehension.

Crabtree, Janay. In other people’s words: Nonnative speakers’ imitation of professional speech.

Divita, Sam. Using adapted readers’ theatre to improve young adult ELs’ pronunciation of thought groups.

El-Ghalban, Laila. Stress correlates in Egyptian English.

Godfroid, Aline. Ryu, Catherine. Lin, Chin-Hsi. Colorful benefits: the efficacy of dual coding in an online L2 Chinese tone perception study

Gordon, Joshua. L2 pronunciation and classroom discourse: Teacher centered vs. learner centered instruction.

Hossain, Md. Imran. Perception of lexical stress in Spanish as a foreign language.

Huang, Meichan. Pickering Lucy. The pronunciation of English by speakers from a southern province in Mainland China

Kermad, Alyssa. A study of NNS comprehension of intonational meaning, in light of hours of TV/Movies watched in English

Kinoshita, Naoko. The acquisition of Japanese rhythm: Is it lexical or rule-based?

Lai, Wience Wingsze. Ng, Manwa Lawrence. A comparison between native English speakers’ and Cantonese ESL Learners’ English word stress perception

Lawson, Lynee. Letting the students speak: Lessons learned to maximize the effectiveness of peer feedback for oral ???

Lee, Heeju. Prosody-syntax mismatches for holding turns: A study of English speaking Korean L2 learners.

Noguchi, Masaki. Yamane, Noriko. Tsuda, Asami. Kazama, Misuzu. Kim, Bosung. Gick, Bryan. Towards protocols for L2 pronunciation training using ultrasound imaging.

O’Neill, Sarah.  Shea, Christine. Changes to self-correction following explicit pronunciation instruction.

Rohr, Jessica. Kilpatrick, Cynthia. Story retelling and prosodic behavior.

Stenseth, Jennifer. Guinn-Collins, Shannon. Intensive pronunciation clinic: Enhancing pronunciation instruction with speech language pathology.

Sturm, Jessica. Grim, Frederique. Where does pronunciation stand in the 21st century foreign language classroom?  Educators’ and learners’ views

Talley, Jim. What makes a Bostonian sound Bostonian and a Texan sound Texan?

Tronnier, Mechtild. Recognition of final consonants by L2 learners.

Valenzuela, Maria Gabriela. Comparative acoustic analysis of English vowels between Chilean Spanish and speakers of American English.

Wallace, Lara. Technology use in pronunciation teaching: Current practices and hidden gems.

Zetterholm, Elisabeth. Haslam, Mara. The importance of aspirated initial stops in English as a lingua Franca

Afternoon Sessions

Room 1

Room 2

Room 3


French, Leif. Gagne, Nancy.

Short term study abroad: French learners’ development of Quebec French Accent.

Sardegna, Veronica. McGregor, Alison.

Changes in ESL Oral Proficiency after instruction: Read-aloud vs. Extemporaneous speech

Violin-Wigent, Anne.

I want to sound just like that.” Student attitudes towards native and non-native models.



Gess, Randall.


Exploiting corpus data in L2 pronunciation teaching: The phonology of contemporary French project.

Foote, Jennifer.

The impact of shadowing on improving pronunciation in extemporaneous speech.

Sakai, Mari.

Production training in the absence of sound.



Zielinski, Beth. McGregor, Alison. Reed, Marnie. Meyers, Colleen.

In search of a teachable model of intonation: A perceptual, acoustic and interpretive investigation.

White, Donald. Chan, Jason. Mok, Peggy. Lie, Peggy.


Mimic Video: A cinematic method for L2 pronunciation instruction.


Thomson, Ron. Derwing, Tracey.

Is phonemic training using nonce words or real words more effective?





Munro, Murray. Derwing, Tracey. Halcro, Leeandria.

Longitudinal acquisition of rhythm in L2 English.


Ben Abda, Imen.


The production of English prosody by native speakers of Tunisian Arabic.


West, Richard. Wallace, Lara.

Beyond vowel and consonant charts: Identifying areas for improvement in discourse-level pronunciation


Dickerson, Wayne.


A practitioner’s guide to English rhythm

Bouchard, Julie.


French Canadian EFL speakers’ prosodic orientation in (dis)agreement in French and English.

O’Brien, Mary.


Assessing fluency vs. fluidity in L2 German speech



Conference Dinner (provided)



Saturday October 17th








Teaching Tips

Chan, Marsha. Improving stress and rhythm with the stress stretch.

De Moras, Nadine. Learning L2 pronunciation (French obligatory liaisons) while studying vocabulary.

Henrichsen, Lynn. Peer-Tutoring pronunciation contrasts: A fun, effective classroom procedure.

Meyers, Colleen. The straw technique: Expanding pitch range

Muller Levis, Greta. Levis, John. Intonation bridging activites: Meaningful practice for final intonation.

Nibert, Holly. Bringing L2 classroom pronunciation practice in line with CLT

Reed, Marnie. Teaching talk and tell-backs: The declarative to procedural knowledge interface.

Richards, Monica. Transforming any text into an individualized segmental exercise via the pronunciation highlighter

Ruellot, Viviane. French pronunciation and vowel tension.

Wallace, Lara.  Lima, Edna. Five winning activities for SPEAK test preparation.

Watts, Patrica. Lawson, Lynee. Was that a question? Applying the noticing-the-gap to help speakers recognize and use phonological features.

Zhuang Yuan. Staples, Shelley. Using PRAAT to visualize suprasegmentals for language learners.




Morning sessions

Room 1

Room 2

Room 3


Jiang, Yan.  Chun, Dorothy.

Individualized intonation training with visualization feedback.


McCrocklin, Shannon,

The effectiveness of ASR-Based dictation practice for pronunciation improvement.

Hardison, Debra.

Communication strategies and oral interaction abilities in ESL learners: Role of interlocutor type.


Zárate-Sández, Germán.

How is intonation in a second language perceived? The case of pitch alignment in Spanish.


Durham, Kristie, Hayes-Harb, Rachel. Barrios, Shannon.

The influence of various visual input types in second languages learners’ memory for the phonological forms of newly-learned words.

Crowther, Dustin. Trofimovich, Pavel. Issacs, Talia.

The perception of L2 English speech by nonnative listeners: The effect of L1 Background.



Lunch (on your own)

Afternoon sessions

Room 1

Room 2

Room 3



Harada, Tetsuo.


Factors affecting phonemic discrimination by early and late EFL learners in Japan.



Reed, Marnie.  Lacroix, Jennifer.

Metacognitive strategy instruction improves L2 skills in processing aural input.


No session


Johnson, David. Kang, Okim. Ghanem, Romy.

Language proficiency ratings: Human versus Machine.

De Moras, Nadine. Peguret, Muriel.


Does an early start and longer practice make perfect?


No session











Chan, Marsha. Brinton, Donna.

What’s hot 2015 – insights from pronunciation practitioners.

Levis, John. Muller Levis, Greta.

Spoken parentheticals in instructional discourse: Implications for ESP pronunciation instruction.

No session


Ma, Judy. Henrichsen, Lynn. Cox, Troy. Tanner, Mark.

The role of pronunciation in second language speaking test ratings.


Wallace, Lara. Using Google web speech as a springboard for identifying potential pronunciation problems.

No session


Update from John Levis on the Journal of Second Language Pronunciation

Roundtable Discussion/Q&A with members of the board of the journal.





PSLLT 2018, 10th Annual Conference

Meeting Location:
Iowa State University, Ames, Iowa USA

Contact Information:
John Levis

Meeting Dates:
Sep 6, 2018 to Sep 8, 2018

Abstract Submission Information:
Abstracts can be submitted HERE from 02-Jan-2018 until 16-Apr-2018.

Posted: 2018-02-27

Presentation, Poster, Teaching Tip Guidelines

Posted: 2015-10-11 More...

Final Program

Final program  
Posted: 2015-10-08 More...

Final Program

Final program  
Posted: 2015-10-08 More...
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