Attempts to Improve English L2 Pronunciation: The Variable Effects of Different Types of Instruction

This study compared the pronunciation of targeted vocabulary items in spontaneous speech by 23 adult Chinese L1 learners of L2 English grouped into four different conditions reflecting current pedagogical practices: (a) traditional drilling activities, (b) self‐study with tape recordings, (c) interactive activities, and (d) a no‐intervention control condition. One hundred and twenty native‐speaking listeners judged whether there was improvement or deterioration in pronunciation before and at two separate times subsequent to each of the four conditions. Because none of the results appeared to overwhelmingly favor one teaching technique, we included a discussion of the range of patterns of change brought about by the four input types. We also present arguments for a more serious consideration of the complex effects potentially involved when setting out to modify a learner's L2 pronunciation.