L2 Speech Perception and Production in the Globalized World

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (20 December 2024) | Viewed by 1893

Special Issue Editors


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Guest Editor
Department of English, Northern Arizona University, Flagstaff, AZ 86011, USA
Interests: second language (L2) speech perception and production; world Englishes; oral assessment and testing; language attitudes; speech technology

E-Mail Website
Guest Editor
Department of English, Northern Arizona University, Flagstaff, AZ 86011, USA
Interests: second language (L2) speech perception and production; L2 pragmatics; world Englishes; oral assessment and testing; language attitudes; corpus linguistics

Special Issue Information

Dear Colleagues,

We are pleased to announce a call for proposals for a Special Issue of Languages titled " L2 Speech Perception and Production in the Globalized World." This Special Issue aims to gather cutting-edge research in the field of second language (L2) speech perception and production, with a particular focus on L2 accentedness, intelligibility, comprehensibility and associated L2 oral assessment, language attitudes and stereotyping issues.

The primary focus of this Special Issue is to explore recent advances in L2 speech perception and production research and their implications for second language acquisition and teaching. We encourage the submission of high-quality research papers that contribute to our understanding of L2 speech perception and production processes, as well as their pedagogical implications.

Some of the possible topics for the Special Issues submissions are listed below:

•    The role of accentedness, comprehensibility, and/or intelligibility in L2 speech perception;
•    The effect of accent familiarity in L2 speech perception;
•    The relationship between L2 speech production and other linguistic skills (e.g., pragmatics);
•    Corpus-based approaches to the study of L2 speech perception and/or production;
•    The role of individual differences, such as language aptitude or working memory, in L2 speech perception and production outcomes;
•    The effectiveness of instructional interventions in improving L2 speech perception and/or production, including pronunciation-focused teaching methods or computer-assisted pronunciation training;
•    The role of identity construction or language attitudes, in L2 speech perception. 

This Special Issue aims to build upon and supplement the existing literature in the field of L2 speech perception and production. We seek to highlight current research trends and novel perspectives that deepen our understanding of L2 speech development and its pedagogical implications. By examining these specific topics, we aim to contribute to ongoing discussions and debates in the field, offering new insights into effective strategies for improving L2 learners' oral communication skills.

Tentative Completion Schedule
Abstract Submission Deadline: 15 April 2024
Notification of Abstract Acceptance: 15 May 2024
Full Manuscript Deadline: 20 December 2024

We request that interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send your abstract to the Guest Editors at okim.kang@nau.edu and masha@nau.edu or to the Languages editorial office at languages@mdpi.com. The abstracts will be reviewed by the guest editors to ensure a proper fit within the scope of the Special Issue. Upon acceptance, full manuscripts will undergo a double-blind peer-review process.

We look forward to receiving your proposals and contributions to this exciting Special Issue. Should you have any questions or require further information, please do not hesitate to contact us.

Sincerely,

Prof. Dr. Okim Kang
Dr. Maria Kostromitina
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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Published Papers (3 papers)

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Research

20 pages, 1566 KiB  
Article
Impact of Speaker Accent and Listener Background on FL Learners’ Perceptions of Regional Italian Varieties
by Katherine Yaw and Tania Ferronato
Languages 2025, 10(4), 83; https://doi.org/10.3390/languages10040083 - 15 Apr 2025
Viewed by 238
Abstract
In today’s globalized world, foreign language (FL) communication is characterized by the presence of regional variations that can impact L2 learners’ speech perception in their target language. While it is essential for FL programs to prepare their students for real-world language variation, research [...] Read more.
In today’s globalized world, foreign language (FL) communication is characterized by the presence of regional variations that can impact L2 learners’ speech perception in their target language. While it is essential for FL programs to prepare their students for real-world language variation, research on learner perception of spoken regional varieties remains scarce, especially for less commonly taught languages, such as Italian. To address this, this study used a quantitative approach to explore to what extent listeners’ background factors (i.e., accent familiarity, contact with Italian speakers, heritage learner status, L1) and speaker accent impact FL learners’ perceptions of (1) intelligibility, (2) comprehensibility, and (3) acceptability of regionally accented Italian speech. A total of forty-seven FL learners of Italian listened to the speech of six Italian native speakers with different regional accents (two each from Northern, Central, and Southern Italy), rated them for comprehensibility and acceptability, and transcribed utterances for intelligibility. Mixed-effects models revealed statistically significant effects of speaker accent and listener L1 background on all three perceptual constructs. Additionally, greater contact corresponded with higher comprehensibility, while heritage learners rated speech as less acceptable for educational contexts. Listeners’ overall positive perception of regionally accented speech encourages the introduction of authentic spoken varieties in the FL classroom. Full article
(This article belongs to the Special Issue L2 Speech Perception and Production in the Globalized World)
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20 pages, 1878 KiB  
Article
“I Want to Be Born with That Pronunciation”: Metalinguistic Comments About K-Pop Idols’ Inner Circle Accents
by Jihye Kim and Luoxiangyu Zhang
Languages 2025, 10(4), 75; https://doi.org/10.3390/languages10040075 - 3 Apr 2025
Viewed by 366
Abstract
The Korean popular music (K-pop) industry, with its global popularity and increasing multilingual orientation, serves as a suitable context for exploring language perceptions. This research examines the metalinguistic commentary on K-pop idols’ English accents on YouTube. Specifically, we investigate how online users evaluate [...] Read more.
The Korean popular music (K-pop) industry, with its global popularity and increasing multilingual orientation, serves as a suitable context for exploring language perceptions. This research examines the metalinguistic commentary on K-pop idols’ English accents on YouTube. Specifically, we investigate how online users evaluate the idols’ English accents and how their metalinguistic comments communicate linguistic ideologies that favor a “native” way of speaking. Our dataset consists of 602 metalinguistic comments drawn from four popular YouTube videos featuring the evaluation of K-pop idols’ accents. We employ content analysis to first categorize comments into positive, negative, and neutral evaluations, then focus on aspects being evaluated in the users’ comments (e.g., social attractiveness and (non-)nativeness). The results indicate that a vast majority of comments (88.1%) convey positive evaluations, largely associating the idols’ accents with social appeal and native-like accents. Although a few neutral and negative evaluations exist, our result shows a dominant preference for inner circle accents and complex attitudes toward accented speech in digital spaces. We conclude by highlighting the influence of digital platforms in shaping language perceptions and the implications for linguistic stereotyping in the context of K-pop culture. Full article
(This article belongs to the Special Issue L2 Speech Perception and Production in the Globalized World)
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20 pages, 2042 KiB  
Article
Second Language (L2) Learners’ Perceptions of Online-Based Pronunciation Instruction
by Mohammadreza Dalman
Languages 2025, 10(4), 62; https://doi.org/10.3390/languages10040062 - 27 Mar 2025
Viewed by 340
Abstract
The COVID-19 pandemic resulted in the widespread adoption of online instruction all around the world. In fact, in the post-pandemic era, online teaching and learning are proliferating and are considered as alternatives to traditional learning. The current study investigated L2 learners’ perceptions of [...] Read more.
The COVID-19 pandemic resulted in the widespread adoption of online instruction all around the world. In fact, in the post-pandemic era, online teaching and learning are proliferating and are considered as alternatives to traditional learning. The current study investigated L2 learners’ perceptions of an online pronunciation course. Sixty L2 learners, ranging in age from 18 to 60, were recruited from different intensive English programs (IEPs) across the United States and six other countries, including India, Brazil, China, France, Russia, and Canada. The participants received online-based computer-assisted pronunciation training (CAPT) on Moodle over a period of three weeks and completed an online survey on Qualtrics. The results of the quantitative and qualitative data collected from the learners at the end of the course showed that the learners were highly satisfied with their own performance and that they found the online course highly useful and preferred it over a face-to-face pronunciation course. The findings provide valuable insights into the design and delivery of online courses for pronunciation teachers. The findings also suggest that CAPT can effectively support asynchronous L2 pronunciation teaching. Full article
(This article belongs to the Special Issue L2 Speech Perception and Production in the Globalized World)
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