Jul 2026· Journal of Second Language Pronunciation· 0 citations· 34 references
Abstract
This scoping review maps 25 years of empirical research on L2 English pronunciation (1996–2020), covering 463
studies published in 35 prominent journals across second language acquisition, second language learning and teaching, and
phonetics and phonology. Using Arksey and O’Malley’s framework, it traces developments in participants’ L1 profiles, phonological
features, and the treatment of the construct of intelligibility. Four major trends emerge: a gradual diversification of
participant profiles, a move away from native-speaker benchmarks, increased attention to suprasegmental features, and a rising —
yet still unstable — presence of intelligibility as a research focus. The analysis highlights both changes over time and
persistent divides between domains of research. The review calls for more diverse samples, clearer definitions of intelligibility,
and stronger cross-disciplinary dialogue. Such developments could help consolidate theoretical foundations, improve comparability
across studies, and advance both research and pedagogy in L2 pronunciation.
This study investigates how French secondary school learners of English
as a Foreign Language (EFL)(14 year-olds, levels A1+ to B1+) develop the ability to refer to
the past during social interactions. Based on a corpus of video-recorded peer
interactions, our cross-sectional study integrates tools from an enunciative theory
(theory of predicative and enunciation operations) and conversation analysis for second
language acquisition. We identified key stages in the acquisition of past tense forms,
from reliance on adverbials and verb stems to the use of more complex past verb forms. Our
findings align with Klein and Perdue’s Basic Variety concept (
1997
), suggesting a ‘natural’ interlanguage development, even in
tutored settings where a different linguistic progression is implemented in the programme
of instruction. By valuing learner productions and focusing on interactional dynamics, our
research highlights the natural progression in EFL learners’ use of various forms when
referring to the past, contributing to a deeper understanding of their linguistic
development and providing empirical support for the view that grammar emerges from social
interaction.
Pascale Manoïlov, Agnès Leroux· Language, Interaction and Ac...· 0 citations
This study presents a systematic review of 92 empirical studies on Chinese as a second language (CSL) in grammatical processing and development, synthesizing their substantive foci and methodological characteristics. The results reveal consistent scholarly attention to cross‐linguistic topics, with less focus on features that are distinctively salient in Chinese. Methodologically, studies most commonly relied on quantitative approaches and judgment tasks, while the use of online measures emerged only after 2014. We also identified several persistent challenges, including an overreliance on English‐speaking university students as participants, inconsistent proficiency assessment practices across studies, and limitations in transparent data reporting. In light of these limitations, we call for the adoption of a broader range of methodological tools, the inclusion of more diverse participants, varied research designs, and statistical techniques to enhance the rigor of CSL research and its contribution to the broader SLA field.
Shaohua Fang, Yi Xu, Jiani He et al.· International Journal of App...· 0 citations
Pronunciation, and diphthongs in particular, remains a persistent obstacle to oral proficiency for English as a Foreign Language (EFL) learners whose first languages lack equivalent vowel glides, yet Congolese EFL contexts remain largely absent from the empirical literature on this problem. This study investigated English diphthong pronunciation errors produced by final-year EFL learners in public and private secondary schools at Boma, Kongo Central, in the Democratic Republic of the Congo (DRC). A descriptive-comparative design was adopted with 200 final-year learners (n = 100 public, n = 100 private) from 20 secondary schools; each learner completed one of three reading tasks (word list, sentence list, or paragraph) sampling all eight English diphthongs, with errors scored perceptually on a 10-token scale, and a questionnaire on pronunciation background. Results showed that the closing diphthongs /eɪ/, /aɪ/, and /əʊ/, together with the centering diphthongs /ɛə/ and /ʊə/, were the most problematic, chiefly through monophthongization and vowel substitution. An independent-samples t-test comparing public (M = 5.85, SD = 1.18) and private (M = 6.11, SD = 1.18) school learners revealed no statistically significant difference, t(198) = -1.56, p = .121, and the null hypothesis was retained. Questionnaire data implicated mother-tongue interference, limited oral practice, and insufficient explicit pronunciation instruction. These findings suggest diphthong difficulty is a shared, network-independent phenomenon rooted in first-language transfer and pedagogical gaps, with implications for pronunciation-focused teacher training and curriculum reform in the DRC.
Raphael Wadimbutulu Mansilua· English Language Teaching· 0 citations
This review paper systematically examines the pedagogical shift in second language (L2) phonology, transitioning from the traditional pursuit of a native-like accent to a modern emphasis on intelligibility. Central to this discussion is the application of Functional Load Theory (FLT), which serves as a robust framework for optimizing the selection and prioritization of Minimal Pair (MP) instruction. By analyzing the information-bearing capacity of various phonemic contrasts, FLT provides an objective basis for focusing on those errors that most significantly impede communicative success. This paper evaluates how MP drills effectively bridge the gap between auditory perception (input) and articulatory production (output). Through a comprehensive synthesis of empirical evidence, including the roles of Computer-Assisted Pronunciation Training (CAPT) and the Noticing Hypothesis, the paper argues that FLT-based prioritization yields rapid improvements in learner efficiency. However, critical gaps remain, particularly regarding the over-focus on consonants and the lack of longitudinal data for adult learners. The review concludes that while MP instruction is a high-efficiency tool, future pedagogical success lies in the integration of suprasegmental features and AI-driven personalized feedback systems. This critical review aims to bridge the current gap between complex linguistic theories and practical classroom applications.
Purpose: The growing popularity of pronunciation research has led to an accumulation of knowledge in the literature. Notwithstanding the existence of reviews and syntheses on pronunciation, none has addressed this line of inquiry in the Turkish academic setting within the context of DergiPark journals. Design & Methodology: To that end, this study employed systematic, bibliometric, and content analyses to uncover the research tendencies and trends in pronunciation research within the mentioned context. A title search using keywords in DergiPark revealed 73 eligible records. A spreadsheet was used to document bibliometric and methodological characteristics, and NVivo 15 was used for content analysis. Findings: The study demonstrated that pronunciation research primarily focused on learnerteacher problems, leaving under-researched areas (e.g., instructional effectiveness, affective/cognitive factors, pronunciation constructs). Methodological robustness and depth are missing as the majority of research is either pedagogical/practice-oriented or uses quantitative designs, data collection tools, and analysis techniques. The prevalence of single-authorship calls for national and international co-operation. Implications & Suggestions: Collectively, the results were discussed within the broader literature, and implications were drawn. The findings suggest that Turkish researchers need greater methodological diversity, interdisciplinary collaboration, and attention to under-researched areas within English pronunciation scholarship.
I. Topal· İnönü Üniversitesi Eğitim Bi...· 0 citations
The KSAU-HS Learner Corpus is a longitudinal corpus of EFL tertiary writing that complies with the FAIR
principles. Collection began in 2022 and captures writing development during a period of emerging language technologies (2022–24).
The corpus contains over 856,907 tokens across 2,387 texts produced by 157 preparatory year university students, within a
CEFR-aligned program with an instructional range of approximately A2-B2. Texts span four trimesters and include rhetorical modes
such as cause-and-effect, argumentation, and summarisation. Metadata includes years of English schooling, other languages spoken,
and preferred reference tools. The corpus enables research into writing development to inform EAP pedagogy and assessment. Avenues
for investigation include lexico-grammatical development, cross-linguistic influence, individual differences, and the impact of
task conditions and language technologies. This resource promises data-driven insights into the textual features and factors that
characterise EFL writing proficiency, and plans are in place to expand its size, representation, and accessibility.
Eman Al Nafjan, Alaa Alfelaij, N. Alfawaz et al.· International Journal of Lea...· 0 citations
