Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference (ISSN Santa Barbara, CA (pp. 1-14). The 6th Annual Pronunciation in Second Language Learning and Teaching Conference took place in Santa Barbara, California on the beautiful campus of the University of California Santa Barbara This has been a goal of the conference from the beginning, and it is becoming increasingly evident throughout the conference series.
The results showed that one of the two Swedish tone patterns (which is similar to a Vietnamese tone) was used more successfully than the other (which was not comparable). Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference, ISSN Santa Barbara, CA (pp. 15-26). Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference (ISSN Santa Barbara, CA (pp. 27-37).
Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference (ISSN Santa Barbara, CA (pp. Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference) (ISSN Santa Barbara, CA (bl. 63-72). Verrigtinge van die 6de Uitspraak in Tweedetaalleer- en -onderrigkonferensie (ISSN Santa Barbara, CA (pp. 73-84).
In die res van die klasse sou FI-studente met Engelse programstudente gemeng word. Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference (ISSN Santa Barbara, CA (pp. 85-94). Proceedings of the 6th Pronunciation in Second Language Learning and Teaching Conference (ISSN Santa Barbara, CA (pp. 95-103) ).
The e-list post that started this discussion point raised the question of whether pronunciation is primarily a motor or a cognitive skill. A cognitive skill, on the other hand, has been defined as the formation of concepts to categorize sounds according to the phonology of the language. With automation of the speech processes, the brain is free to add emotion and expression to the content of speech (without thinking about the mechanics of the performance).
The majority opinion in favor of this direction was represented by the claim that pronunciation is primarily a cognitive skill (although it is certainly a motor skill). Unfamiliar L2 sounds are processed by two different networks – the conscious or declarative and the unconscious or procedural. Research on severe hearing loss in adults demonstrates that the acquisition or maintenance of the auditory system is not primarily a motor skill (Lane & Webster, 1991).
Learning the motor skills involved in L2 pronunciation is a highly conscious activity (ie, one that requires brain resources). The consensus in this discussion thread is best summed up by the following comment from an e-list participant who had not otherwise been active in this discussion thread: "Actually, I've been a little puzzled that we've had this discussion. The query that started this second discussion thread asked , whether speakers of certain languages (e.g., Vietnamese, Mandarin) have a higher incidence of perfect pitch—with perfect pitch defined as the ability to hear any note on the scale out of context and identify which note it is.
Relative pitch, conversely, can be defined as the ability to identify a given note on the scale by comparing it to a reference note and identifying the interval between the two notes. NSs from tonal languages have a much higher incidence of perfect pitch than NSs from non-tonal languages (Deutsch, 2006; Deutsch, Henthorn, & Dolson, 2004). Having absolute pitch and being a first language (L1) speaker of a tonal language can make it more difficult to learn the prosody of a non-tonal language given the importance of relative pitch.
L2 learners can develop "echoic memory"—making the shape of the pitch echo in their head, thus facilitating the learning process. L1 Chinese speakers tend to speak English with an overall higher pitch than NS due to the lack of voiced obstruents in their L1. Allowing a pause between the "listen" and "repeat" stages helps learners hear an accurate internal echo.
The Role of Pronunciation in Speaking Test Ratings
To date, no detailed version of pronunciation rubrics exists for every high-stakes testing situation.
Syllabification for Pronunciation
All TTs were asked to listen to the same speaker, Vietnamese Language 5 on the George Mason Word Archive site (Wienberger 2015). The TTs then returned the analysis for a grade and also brought it to class to discuss as a group. The TTs also disagreed on which segments had the greatest importance in impeding intelligibility, as can be seen in the summary graph (Figure 2) of the features most noted by the TTs.
In the next section I further show that these characteristic pitch contours follow from general emphasis rules. As shown in Figures 1 and 2 respectively, a long vowel is associated with either a high-low (HL) pitch contour (also known as "pitch drop") or a low-high (LH) pitch contour (also known as "pitch rise" ) in the word-initial position. Note that in the word kooshi "teacher" in Figure 1 (left), the pitch drops within the long vowel [o:].
Similarly, pitch varies within the long vowel in the word seekai 'correct answer' also in Figure 2 (left); however, it changes from low to high, creating a peak surge (ie, LH). As illustrated in Figure 3 (left), a long vowel in word-medial position is associated with a drop in pitch but not a rise in loudness. In the word ojiisan 'grandfather' in Figure 3 (left), the long vowel is realized as HL (ie, voice drop).
In contrast, we observe a smooth, uniform lowering of pitch in word-final position, as if there were only one mora. While native Japanese speakers are very keen on distinguishing vowel length in word-initial and word-medial positions, they are much less sensitive in word-final position. As shown in Table 2, long vowels are associated with specific pitch contours in word-initial and word-medial positions.
In the next section, I discuss that these tonal contours follow the general rules of stress in Japanese. Let's remember that, unlike the word-initial position, for long vowels in the middle position of the word, a drop in height is always characteristic. All the features now associated with stress timing in TESOL were present in the 1950s: degrees of stress – stressed vs.
