Which Segmental Features Matter for Successful L2 Comprehensibility? Revisiting and Generalizing the Pedagogical Value of the Functional Load Principle

Autor/inn/en	Suzukida, Yui; Saito, Kazuya
Titel	Which Segmental Features Matter for Successful L2 Comprehensibility? Revisiting and Generalizing the Pedagogical Value of the Functional Load Principle
Quelle	In: Language Teaching Research, 25 (2021) 3, S.431-450 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suzukida, Yui) ORCID (Saito, Kazuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819858246
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Listening Comprehension; Linguistic Theory; Phonemes; Japanese; Native Language; Pronunciation; Decision Making; Oral Language; Language Proficiency; Pictorial Stimuli; Task Analysis; Teaching Methods; Error Patterns; Foreign Countries; College Freshmen; Language Tests; Pronunciation Instruction; Japan (Tokyo); Canada (Calgary); International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverständnis; Linguistische Theorie; Fonem; Japaner; Japanisch; Aussprache; Decision-making; Entscheidungsfindung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Fantasieanregung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Fehlertyp; Ausland; Studienanfänger; Language test; Sprachtest; Ausspracheübung; Language tests; Englisch
Abstract	Building up on Munro and Derwing, the current study set out to re-examine and generalize the Functional Load (FL) principle (Brown, 1988) as a tool to identify a set of relatively crucial segmental features for successful understanding in L2 communication. In Experiment 1, 40 Japanese learners of English in English-as-Foreign-Language settings engaged in a semi-structured task (i.e. timed picture description). Their speech was assessed by native speaking raters for overall comprehensibility (ease of understanding); and then coded for the number of high vs. low FL segmental substitution errors according to the FL principle. The results showed that it was only high FL consonant substitutions (e.g. mispronunciation of /l/ as /r/ or /v/ as /b/) that negatively impacted on native listeners' comprehensibility judgments. In Experiment 2, 40 Japanese learners of English with a wide range of immersion experience in English-speaking countries participated. The results replicated the significant impact of high FL consonant substitutions as observed in Experiment 1. Taken together, this study suggests that the FL principle may greatly help teachers and students prioritize communicatively important segmental features, a crucial step towards improving L2 oral proficiency in an effective and efficient way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01