Channeling 'Voices' to Improve Second Language Intelligibility

This research study shows how international students enrolled in different levels of an intensive English institute modified their suprasegmental speech patterns and coordinating nonverbals in appropriating the voices of model speakers. LaScotte and Tarone (2019) argue that emerging L2 proficiency can be conceptualized as consisting of distinct voices—each voice a linguistic variety internalized in social context that retains characteristics of their original speakers—with significant differences in grammatical accuracy and fluency. Related studies show these voices can significantly alter suprasegmentals, nonverbals, and discourse styles in ways known to improve intelligibility (Tarone & Meyers, 2018). Drawing on Bakhtinian sociocultural theory (e.g., Broner & Tarone, 2001), this study analyzes the video-recordings of seven English learners ' verbal and nonverbal linguistic features over time as they learned to "mirror" the speech of fluent speakers of English they had selected as models. Data were collected over seven weeks in an elective course focused on pronunciation improvement. Participants took part in a Mirroring Project (Lindgren et al., 2003; Meyers, 2013) in which they selected, memorized, and performed a segment from a TED Talk or YouTube video by a model English speaker. Participants were then instructed to "channel" their model English speaker 's voice in speaking about their own major or place of employment. Data samples were analyzed in terms of pitch and intensity using Praat software (Boersma & Weenink, n.d.). Findings demonstrate that speakers learned to produce (sometimes dramatic) shifts in these features of learner language, which are known to promote intelligibility; findings suggest that interaction with semiotic resources (i.e., videos) is a valuable tool in pedagogical approaches that are congruent with an emerging transdisciplinary framework of L2 use and acquisition (Douglas Fir Group, 2016).

Presenters:

• Darren LaScotte is an ESL Teaching Specialist in the Minnesota English Language Program. Within the broader scope of applied linguistics and sociolinguistics, his research focuses on second language acquisition and use, and on the resulting implications for teaching and learning.
• Elaine Tarone is Distinguished Teaching Professor Emerita at the University of Minnesota where she taught graduate courses in Second Language Education, and served as the Director of CARLA. She continues to do research on second-language acquisition and provide professional development for language teachers.