513
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Attending to second language lexical stress: exploring the roles of metalinguistic awareness and self-assessment

Pages 310-328 | Received 05 Sep 2017, Accepted 27 May 2019, Published online: 12 Jun 2019

References

  • Abrahamson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native ­language acquisition. Studies in Second Language Acquisition, 30(4), 481–509. doi:10.1017/S027226310808073X
  • Altmann, H. (2006). The perception and production of second language stress: A cross-linguistic experimental study (Unpublished doctoral dissertation). University of Delaware.
  • Archibald, J. (1998). Second language phonology. Amsterdam/Philadelphia: John Benjamins.
  • Bailey, T. M., Plunkett, K., & Scarpa, E. (1999). A cross-linguistic study in learning prosodic rhythms: Rules, constraints, and similarity. Language and Speech, 42(1), 1–38. doi:10.1177/00238309990420010101
  • Basturkmen, H., Loewen, S., & Ellis, R. (2002). Metalanguage in focus on form in the communicative classroom. Language Awareness, 11(1), 1–13. doi:10.1080/09658410208667042
  • Blanche, P., & Merino, B. J. (1989). Self‐assessment of foreign‐language skills: Implications for teachers and researchers. Language Learning, 39(3), 313–338. doi:10.1111/j.1467-1770.1989.tb00595.x
  • Campbell, W. N. (1995). From read speech to real speech. In K. Elenius, & P. Branderud (Eds.), Proceedings of the XIIIth International Conference of Phonetic Sciences (pp. 20–27). Stockholm: Royal Institute of Technology and Stockholm University.
  • Caspers, J. (2010). The influence of erroneous stress position and segmental errors on intelligibility, comprehensibility and foreign accent in Dutch as a second language. Linguistics in the Netherlands, 27, 17–29. doi:10.1075/avt.27.03cas
  • Chan, R. K. W., & Leung, J. H. (2018). Implicit knowledge of lexical stress rules: Evidence from the combined use of subjective and objective measures. Applied Psycholinguistics, 39(1), 37–66. doi:10.1017/S0142716417000376
  • Chien, C.-N., Kao, L.-h., & Wei, L. (2008). The role of phonological awareness development in young Chinese EFL learners. Language Awareness, 17(4), 271–288. doi:10.1080/09658410802146883
  • Couper, G. (2011). What makes pronunciation teaching work? Testing for the effect of two variables: Socially constructed metalanguage and critical listening. Language Awareness, 20(3), 159–182. doi:10.1080/09658416.2011.570347
  • Couper, G. (2012). Teaching word stress: Learning from learners’ perceptions. TESOL in Context, S3, 15 pp. Retrieved from http://www.tesol.org.au/Publications/Special-Editions
  • Cutler, A. (1980). Errors of stress and intonation. In V.A. Fromkin (Ed.), Errors in linguistic performance: Slips of the tongue, ear, pen, and hand (pp. 67–80). New York: Academic Press.
  • de Bot, K., Cox, A., Ralston, S., Schaufeli, A., & Weltens, B. (1995). Lexical processing in bilinguals. Second Language Research, 11(1), 1–19. Retrieved from https://www.jstor.org/stable/43103440 doi:10.1177/026765839501100101
  • Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian Modern Language Review, 59(4), 547–566. doi:10.3138/cmlr.59.4.547
  • Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in Second Language Acquisition, 19(1), 1–16. doi:10.1017/S0272263197001010
  • Derwing, T. M., & Munro, M. J. (2013). The development of oral language skills in two L1 groups: A 7-year study. Language Learning, 63(2), 163–185. doi:10.1111/lang.12000
  • Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam/Philadelphia: John Benjamins.
  • Derwing, T. M., & Rossiter, M. J. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System, 30(2), 155–166. doi:10.1016/S0346-251X(02)00012-X
  • Dlaska, A., & Krekeler, C. (2008). Self‐assessment of pronunciation. System, 36(4), 506–516. doi:10.1016/j.system.2008.03.003
  • Dupoux, E., Sebastian-Galles, N., Navarrete, E., & Peperkamp, S. (2008). Persistent stress “deafness”: The case of French learners of Spanish. Cognition, 106(2), 682–706. doi:10.1016/j.cognition.2007.04.001
  • Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305–352. doi:10.1017/S027226310505014X
  • Erdmann, P. H. (1973). Patterns of stress-transfer in English and German. IRAL, International Review of Applied Linguistics in Language Teaching, 11(3), 229–241. doi:10.1515/iral.1973.11.1-4.229
  • Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423. Retrieved from http://www.jstor.org/stable/3588487. doi:10.2307/3588487
  • Flege, J. E. (1995). Second language speech learning theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). Baltimore, MD: York Press.
  • Foote, J. (2010). Second language learners’ perceptions of their own recorded speech (PMC Working Paper Series W P10‐02, pp. 3–27). Edmonton: Prairie Metropolis Centre. Retrieved from https://sites.ualberta.ca/~pcerii/WorkingPapers/WP1002.pdf
  • Goethe Institut. (2004). Einstufungstest. Retrieved from http://www.goethe.de/cgi-bin/einstufungstest/einstufungstest.pl
  • Gottardo, A., Pasquarella, A., Chen, X., & Ramirez, G. (2016). The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals. Applied Psycholinguistics, 37(5), 1083–1115. doi:10.1017/S0142716415000508
  • Granena, G., & Long, M. H. (2013). Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29(3), 311–343. doi:10.1177/0267658312461497
  • Gut, U. (2009). Non-native speech: A corpus-based analysis of phonological and phonetic properties of L2 English and German. Frankfurt: Peter Lang.
  • Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. Retrieved from http://www.jstor.org/stable/3588378 doi:10.2307/3588378
  • Hu, C.-F. (2014). Extracting phonological patterns for L2 word learning: The effect of poor phonological awareness. Journal of Psycholinguistic Research, 43(5), 569–585. doi:10.1007/s10936-013-9269-z
  • Hualde, J. I. (2003). Remarks on the diachronic reconstruction of intonational patterns in romance with special attention to Occitan as a bridge language. Catalan Journal of Linguistics, 2, 181–205. doi:10.5565/rev/catjl.49
  • Jung, Y., Kim, Y., & Murphy, J. (2017). The role of task repetition in learning word-stress patterns through auditory priming tasks. Studies in Second Language Acquisition, 39(2), 319–346. doi:10.1017/S0272263117000031
  • Kennedy, S., & Blanchet, J. (2014). Language awareness and perception of connected speech in a second language. Language Awareness, 23(1–2), 92–106. doi:10.1080/09658416.2013.863904
  • Kennedy, S., Blanchet, J., & Trofimovich, P. (2014). Learner pronunciation, awareness, and instruction in French as a second language. Foreign Language Annals, 47(1), 79–96. doi:10.1111/flan.12066
  • Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171–185. doi:10.1080/09658416.2010.486439
  • Lappin-Fortin, K., & Rye, B. J. (2014). The use of pre-/posttest and self-assessment tools in a French pronunciation course. Foreign Language Annals, 47(2), 300–320. doi:10.1111/flan.12083
  • Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6(2–3), 93–104. doi:10.1080/09658416.1997.9959920
  • Lord, G. (2001). The second language acquisition of Spanish stress: derivational, analogical or lexical? (Unpublished doctoral dissertation). The Pennsylvania State University.
  • MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576. doi:10.1111/j.1540-4781.2007.00623.x
  • MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. doi:10.1111/j.1540-4781.1998.tb05543.x
  • Maczuga, P., O’Brien, M. G., & Knaus, J. (2017). Producing lexical stress in second language German. Die Unterrichtspraxis/Teaching German, 50(2), 120–135. doi:10.1111/tger.12037
  • Moyer, A. (2007). Do language attitudes determine accent? A study of bilinguals in the USA. Journal of Multilingual and Multicultural Development, 28(6), 502–518. doi:10.2167/jmmd514.0
  • Munro, M. J., & Derwing, T. M. (2008). Segmental acquisition in adult L2 learners: A longitudinal study of vowel production. Language Learning, 58(3), 479–502. doi:10.1111/j.1467-9922.2008.00448.x
  • O’Brien, M. G. (2014). L2 learners’ assessments of accentedness, fluency and comprehensibility of native and nonnative German speech. Language Learning, 64(4), 715–748. doi:10.1111/lang.12082
  • O’Brien, M. G., & Fagan, S. M. B. (2016). German phonetics and phonology: Theory and practice. New Haven, CT: Yale University Press.
  • Parlak, Ö., & Ziegler, N. (2017). The impact of recasts on the development of primary stress in a synchronous computer-mediated environment. Studies in Second Language Acquisition, 39(2), 257–285. doi:10.1017/S0272263116000310
  • Paschke, P. (2013). Wortakzent im Spannungsfeld von L1 und L2. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 18(1), 93–131. Retrieved from http://tujournals.ulb.tu-darmstadt.de/index.php/zif/article/view/71/67
  • Post, B. (2000). Tonal and phrasal structures in French intonation. The Hague: Holland Academic Graphics.
  • Préfontaine, Y. (2013). Perceptions of French fluency in second language speech production. Canadian Modern Language Review, 69(3), 324–348. doi:10.3138/cmlr.1748
  • Raasch, A. (1980). L’auto-evaluation dans l’enseignement des adultes. Recherches et Echanges, 5, 85–99.
  • Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016). Lexical correlates of comprehensibility versus accentedness in second language speech. Bilingualism: Language and Cognition, 19(3), 597–609. doi:10.1017/S1366728915000255
  • Sanz, C. (2013). Multilingualism and metalinguistic awareness. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford, UK: Wiley-Blackwell. doi:10.1002/9781405198431.wbeal0802
  • Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26. Retrieved from http://www.aila.info/en/publications/aila-review/volumes-1-15/73-aila-review-issue-11.html
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge, UK: Cambridge University Press.
  • Schwab, S., & Llisterri, J. (2011). The perception of Spanish lexical stress by French speakers: Stress identification and time cost. In M. Wrembel, M. Kul, & K. Dziubalska-Kolaczyk (Eds.), Achievements and perspectives in SLA of speech new sounds 2010 (Vol. 1, pp. 229–242). Frankfurt am Main: Peter Lang.
  • Suárez, L., & Goh, W. D. (2013). Recognition memory for foreign language lexical stress. Memory & Cognition, 41(6), 872–885. doi:10.3758/s13421-013-0305-x
  • Surprenant, A. M., Hura, S. L., Harper, M. P., Jamieson, L. H., Long, G., & Thede, S. M. (1999). Familiarity and pronounceability of nouns and names. Behavior Research Methods, Instruments, & Computers, 31(4), 638–649. Retrieved from https://link.springer.com/article/10.3758/BF03200740. doi:10.3758/BF03200740
  • Taha, H., & Saiegh-Haddad, E. (2016). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, 45(3), 507–535. doi:10.1007/s10936-015-9362-6
  • Thomas, J. (1988). The role played by metalinguistic awareness in second- and third-language learning. Journal of Multilingual and Multicultural Development, 9(3), 235–246. doi:10.1080/01434632.1988.9994334
  • Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16(2), 182–203. doi:10.1017/S027226310001287
  • Tremblay, A. (2009). Phonetic variability and the variable perception of L2 stress by French Canadian listeners. International Journal of Bilingualism, 13(1), 35–62. doi:10.1177/1367006909103528
  • Trofimovich, P., & Isaacs, T. (2012). Disentangling accent from comprehensibility. Bilingualism: Language and Cognition, 15(4), 905–916. doi:10.1017/S1366728912000168
  • van Heuven, V. J. (2008). Making sense of strange sounds: (Mutual) intelligibility of related language varieties. A review. International Journal of Humanities and Arts Computing, 2(1–2), 39–62. doi:10.3366/E1753854809000305
  • Venkatagiri, H. S., & Levis, J. M. (2007). Phonological awareness and speech comprehensibility: An exploratory study. Language Awareness, 16(4), 263–277. doi:10.2167/la417.0
  • Walker, D. C. (2001). French sound structure. Calgary: University of Calgary Press.
  • Wrembel, M. (2015). Metaphonological awareness in multilinguals: A case of L3 Polish. Language Awareness, 24(1), 60–83. doi:10.1080/09658416.2014.890209
  • Yoon, T.-J., & Heschuk, J. (2011). Acoustic analysis of a Canadian French speaker’s production of English stress. Language Research, 47(1), 1–21.
  • Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23(2), 159–177. doi:10.2307/747800
  • Zampini, M. L. (2008). L2 speech production research: Findings, issues and advances. In J. G. Hansen Edwards & Zampini, M. L. Phonology and second language acquisition (pp. 219–249). Amsterdam, Philadelphia: John Benjamins. doi:10.1075/sibil.36.11zam
  • Zar, J. H. (1998). Biostatistical analysis (4th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Zellers, M., Post, B., & Williams, J. N. (2011). Implicit learning of lexical stress patterns. In Proceedings of the International Congress of Phonetic Sciences. Hong Kong: International Phonetic Association. Retrived from http://www.speech.kth.se/~zellers/Zellersetal11.pdf
  • Zhang, Y., & Li, R. (2016). The role of morphological awareness in the incidental learning of Chinese characters among CSL learners. Language Awareness, 25(3), 179–196. doi:10.1080/09658416.2016.1162167

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.