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Online Communities of Practice and Second Language Phonological Acquisition

Author

Listed:
  • Gillian Lord

    (Department of Spanish and Portuguese Studies, University of Florida, Gainesville, FL, USA)

  • Stasie Harrington

    (Department of Spanish and Portuguese, University of Wisconsin-Madison, Madison, WI, USA)

Abstract

Second language (L2) researchers have long recognized the potential benefits of incorporating pronunciation instruction in language curricula (e.g., Arteaga, 2000; Castino, 1996; Elliott, 1995, 1997; González-Bueno, 1997; Lord, 2005; Major, 1998; Moyer, 1999; Terrell, 1989; among others), and have investigated a variety of training types both in and out of the classroom, meeting with mixed successes. Likewise, technological advances provide educators with new tools that foster collaboration among learners and encourage the crucial processes of input, interaction and output (Long, 1996; Pica, 1994; Swain, 1985) beyond the walls of the classroom. The present study examines the potential of one such tool – podcasting – to create a community of practice for language learners to improve their second language phonological production (following Lord, 2008; see also Ducate & Lomicka, 2009). Although the results offer inconsistent evidence in favor of specific acoustic and articulatory improvements, the benefits of podcasting for such purposes are discussed.

Suggested Citation

  • Gillian Lord & Stasie Harrington, 2013. "Online Communities of Practice and Second Language Phonological Acquisition," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 3(3), pages 34-55, July.
    • Handle: RePEc:igg:jcallt:v:3:y:2013:i:3:p:34-55
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