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Nonnative-Nonnative Nonnative-Nonnative Negotiations on Targeted, Negotiations on Targeted,

Communicative Communicative Pronunciation TasksPronunciation Tasks

Laura SicolaLaura Sicolasicola@dolphin.upenn.edusicola@dolphin.upenn.edu

University of PennsylvaniaUniversity of Pennsylvania

Graduate School of Education & Graduate School of Education &

English Language ProgramsEnglish Language Programs

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The Research GapThe Research GapIssues in L2 Phonology

(Status-oriented)

Issues in SLA & Task-based Interaction (Process)

• L1 Transfer• Instruction• Learner Characteristics• Task Formality

• Attention/Noticing• Negotiation & Feedback • Target Form Essentialness• Interaction Requirements• NS-NNS/NNS-NNS• Morphosyntactic Forms typically preselected as targets

?

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L2 Phonology & Task-Based L2 Phonology & Task-Based Development?Development?

POSITIVE INDICATORS: POSITIVE INDICATORS:

1. 1. IntraIntra-learner variation -learner variation shows adult learners shows adult learners can can modify modify pronunciation accuracy pronunciation accuracy to some extent, to some extent, so…so…

2. Most targetlike 2. Most targetlike production = indicator production = indicator of linguistic and of linguistic and physical capability; physical capability; degree to which least degree to which least targetlike targetlike pronunciation should pronunciation should be able to improvebe able to improve

3. Possibility of “noticing 3. Possibility of “noticing the the snagsnag”” (Ask me about this!)

CHALLENGESCHALLENGES

1. Near immediate 1. Near immediate establishment of establishment of complete interlanguage complete interlanguage phonology requires ability phonology requires ability to “notice the to “notice the gapgap””

2. Lack of perceptual 2. Lack of perceptual salience or salience or communicative value of communicative value of some forms in certain some forms in certain contexts contexts (arguably ideal for form-focused (arguably ideal for form-focused instruction)instruction)

3. Less likelihood of 3. Less likelihood of “noticing the “noticing the holehole””BUTBUT: :

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NNS-NNS Interaction & Pronunciation:NNS-NNS Interaction & Pronunciation:““But won’t they just sound like each But won’t they just sound like each

other?other? ””NO, and here’s why:NO, and here’s why:

Revised Interaction Hypothesis applicable to Revised Interaction Hypothesis applicable to all forms of language, including phonologyall forms of language, including phonology

NS NS -NNS negotiations do attend to -NNS negotiations do attend to phonological form, & learners accurately phonological form, & learners accurately perceive corrective nature of pronunciation-perceive corrective nature of pronunciation-oriented feedbackoriented feedback

NNS-NNS can provide each other with NNS-NNS can provide each other with feedback signals & modified outputfeedback signals & modified output

Two NNSs of different L1s accommodate Two NNSs of different L1s accommodate pronunciation toward more pronunciation toward more targetliketargetlike form form

Opportunity to self-correct regardless of Opportunity to self-correct regardless of interlocutor’s L1interlocutor’s L1

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Optimal Conditions for Facilitating Optimal Conditions for Facilitating Attention to Form in Task-Based Attention to Form in Task-Based

Negotiation:Negotiation: Communication Requirements:Communication Requirements:

– Must attend to meaning as overarching focusMust attend to meaning as overarching focus– Mutually request and provision of uniquely-held Mutually request and provision of uniquely-held

information information – Single mutual goal Single mutual goal – Single possible correct outcomeSingle possible correct outcome

Level of Target-form involvement: Level of Target-form involvement: – To maximize attention to less salient L2 forms, To maximize attention to less salient L2 forms,

target form accuracy should be target form accuracy should be essentialessential for for successful task completionsuccessful task completion

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Form Essentialness v. Communicative Form Essentialness v. Communicative Value:Value:

The missing linkThe missing link in common in common pronunciation tasks in research & pronunciation tasks in research &

pedagogypedagogyHighly

Communicative

Useful but Non- Essential

Essential

Minimally to Non-Communicative

A. - Open

discussion- Role play- Picture

Description

D.

This study

B. - Read Aloud

(any kind of text)- Listen/repeat

drills

C. - Minimal

pair exercises

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Research QuestionsResearch Questions

1. When working together on communicative pronunciation 1. When working together on communicative pronunciation tasks, tasks, can NNSs draw each other’s attention to can NNSs draw each other’s attention to targeted phonological formstargeted phonological forms in ways generally in ways generally understood to facilitate SLA?understood to facilitate SLA?– Do they provide each other with Do they provide each other with corrective corrective

feedbackfeedback on the target form? on the target form?– Do they Do they modify their productionmodify their production of the target form? of the target form?

2. If NNSs do provide each other with corrective feedback 2. If NNSs do provide each other with corrective feedback that focuses on the target form, are there that focuses on the target form, are there specific waysspecific ways in which they do so?in which they do so?

3. If NNSs do modify their target form production, 3. If NNSs do modify their target form production, do the do the modifications result in more targetlike modifications result in more targetlike pronunciationpronunciation??

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Target Form Selection: Theta Target Form Selection: Theta (/(/θθ/)/)

Rationale:Rationale:

Not found in L1 of Not found in L1 of any class any class participantparticipant

Not perceptually Not perceptually salientsalient

all students had all students had ability to produce ability to produce it, but no student it, but no student had 100% had 100% automatized useautomatized use

/s//s/ /t//t/ /f//f/

JapanesJapanesee

KoreanKorean

SpanishSpanish

KoreanKorean

ChineseChinese

RussianRussian

ArabicArabic

ChineseChinese

RussianRussian

ArabicArabic

ChineseChinese

NNSs’ Typical Substitutions for NNSs’ Typical Substitutions for theta*theta*

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MethodologyMethodology SettingSetting: University intensive English program, : University intensive English program,

intermediate pronunciation elective coursesintermediate pronunciation elective courses– Weekly language lab meeting (instead of Weekly language lab meeting (instead of

classroom)classroom) ParticipantsParticipants: Approx. 34 adults (over 3 classes), : Approx. 34 adults (over 3 classes),

overall intermediate English proficiencyoverall intermediate English proficiency– L1 = Japanese, Korean, Chinese, Spanish, RussianL1 = Japanese, Korean, Chinese, Spanish, Russian

Materials:Materials: Map TaskMap Task– Inherent communicative, real-world valueInherent communicative, real-world value– Controlled discourse to allow maximal opportunity Controlled discourse to allow maximal opportunity

for attention to target formsfor attention to target forms– Requires accurate oral/aural discernment of target Requires accurate oral/aural discernment of target

form from other commonly substituted formsform from other commonly substituted forms

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The MapThe Map

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Procedures & Data Procedures & Data CollectionCollection Dyads communicated through Dyads communicated through headsetsheadsets ( (no no

visual contactvisual contact, so no gestures, lip-reading, etc.), so no gestures, lip-reading, etc.)– Mixed L1 when possible (primary aim)Mixed L1 when possible (primary aim)– Mixed gender when possible (secondary)Mixed gender when possible (secondary)

Materials distributed, Teacher read aloud all Materials distributed, Teacher read aloud all directions and all street names, to allow directions and all street names, to allow students opportunity to make pronunciation students opportunity to make pronunciation notes. notes.

Teacher modeled examples w/ volunteer to Teacher modeled examples w/ volunteer to clarify procedure, chance for Q&Aclarify procedure, chance for Q&A

Dyads recorded task performance through Dyads recorded task performance through same headphones onto lab cassette recorderssame headphones onto lab cassette recorders

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Data Analysis ProceduresData Analysis Procedures Transcription phonemically reflects non-Transcription phonemically reflects non-

targetlike pronunciation involving targetlike pronunciation involving mispronounced/misperceived street names mispronounced/misperceived street names that cause a breakdown in communicationthat cause a breakdown in communication

CodingCoding of of Corrective FeedbackCorrective Feedback: : – Phonologically Implicit/ExplicitPhonologically Implicit/Explicit– Negotiation moves as Implicit/Explicit Negotiation moves as Implicit/Explicit

CodingCoding of of Modified OutputModified Output::– Change or no change to target form Change or no change to target form

word or contrast wordword or contrast word– Result = +/- targetlikeResult = +/- targetlike

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Data Data Excerpt #1: Dyad 17, intersection of “Truth Alley and Fateful

Way” Evidence of:

– Explicit Phonological attention to contrast via juxtaposition of contrasted forms with implicit negotiation moves

– Corrective feedback in the forms of clarification requests, confirmation checks, segmentation, repetition

– Pushed output/modification yields more targetlike results,

– On-going hypothesis testing in self-correction, likely due to audio & proprioceptive feedback

– Use of paralinguistic cues such as pausing, target phoneme gemination and post-target schwa-epenthesis to increase salience of target form

– Final resolution yielded greater accuracy of both target-form words by both interlocutors

Ask to listen!

It’s worth it!

See excerpts on next page

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Data (2) Data (2) Excerpt #2: Dyad 6, “Mossy or Mothy?” Evidence of (e.g.):

– Feedback (CFB) and Modification strategies included: Segmentation at word- and phoneme-level; juxtaposition; paralinguistic cues (intonation, mid-word pausing)

– Metalinguistic feedback (see line 9, “simple.”)– Result: accurate production, uncertain perception, of target form

Excerpt #3: Dyad 3, “North Man’s Alley” Evidence of (e.g.):– CFB = Exp & Imp negotiation moves, Exp & Imp phonological focus– Juxtaposition, pausing, gemination of target sound– Use of task-referential metalinguistic cues (line 8)– Result: accurate production and perception of target form

Excerpt #4: Dyad 7, “Truth Alley” Evidence of (e.g.):– CFB = Exp & imp negotiation moves, exp & imp phonological focus– Segmentation at word- and phoneme-level;– post-form epenthetic schwa (to raise form salience)– Result: Person B – targetlike perception & production; Person A – targetlike

perception, nontargetlike production, and unaware of her own inaccuracy.

Ask to listen!

It’s worth it!

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ResultsResultsRQ1. When working together on communicative

pronunciation tasks, NNSs CAN draw each other’s attention to targeted phonological forms by providing corrective feedback and modifying their production of the target form and/or its contrast.

RQ 2 & 3. There are multiple ways in which NNSs provide each other with corrective feedback that focuses on the target form, and modify their production of it. Sometimes these strategies overlap. Most commonly, they result in more targetlike perception and/or production of the target form and/or its contrast.

(See summary chart on attached MS Word File for typology of feedback and modification strategies.)

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ImplicationsImplications NNSs NNSs cancan draw each other’s attention to phonological draw each other’s attention to phonological

forms in ways that will push each other toward more forms in ways that will push each other toward more accurate perception and production of the target accurate perception and production of the target form.form.

Even the most “fossilized” adult learners have the Even the most “fossilized” adult learners have the ability to modify their own pronunciation under the ability to modify their own pronunciation under the right conditions.right conditions.

Interactive tasks that balance communicative value Interactive tasks that balance communicative value and target-form essentialness provide optimal and target-form essentialness provide optimal conditions to direct attentional resources to less-conditions to direct attentional resources to less-salient phonological forms, and “re-sensitize” the salient phonological forms, and “re-sensitize” the learner to sound contrasts. learner to sound contrasts.

Even when one interlocutor demonstrates momentary Even when one interlocutor demonstrates momentary neuromuscular inability to produce/perceive the neuromuscular inability to produce/perceive the target, interlocutors are able to negotiate their way to target, interlocutors are able to negotiate their way to a correct phonetic solution.a correct phonetic solution.

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References by Slide NumberReferences by Slide Number

4. 4. Ellis (1999); Ellis (1999);

Mackey, Gass & McDonough (2000); Mackey, Gass & McDonough (2000);

Pica et. al (1996), also Gass & Varonis (1989); Pica et. al (1996), also Gass & Varonis (1989);

Long & Porter (1985); Long & Porter (1985);

Jenkins (2000); Jenkins (2000);

5. 5. Pica, Kanagy & Falodun (1993); Pica, Kanagy & Falodun (1993);

Loschky & Bley-Vroman (1993)Loschky & Bley-Vroman (1993)

8. 8. Archibald, 1998; Archibald, 1998;

Avery & Ehrlich, 1992; Avery & Ehrlich, 1992;

Swan & Smith, 1987Swan & Smith, 1987