Innovation in Language Learning

High Variability Phonetic Training (HVPT)  (Iverson et al., 2005) is an experimental research paradigm for perceptual training with the aim to understand the nature of phonological development in learners of a second or additional language (L2/L+). Thomson’s 2018 critical analysis of HVPT research revealed positive learning outcomes, such as the ability to generalize learning to new contexts and unknown speakers. Despite encouraging results, Thomson draws attention to inherent aspects of HVPT that may hinder its adoption by teachers. For example, the linguistic expertise that is necessary to deal with the many ways in which phonetic variability may be expressed can easily exceed what is possible in a single course. How can a language teacher use HVPT with other pedagogical approaches, despite its drawbacks? Previous pronunciation teaching research has shown the potential benefits of using self-assessment to enhance students’ awareness of their pronunciation progress in their L2/L+ (Brannen et al., 2021).  Can self-assessment be used to reinforce HVPT? Can HVPT be used to support further development of self-assessment skills? In this practitioner’s reflection presentation, an analysis of current HVPT and phonological/phonetic self-assessment literature will first be presented. Classroom implementation of these complementary pedagogical approaches will be then discussed in an attempt to bridge the gap between HVPT research, action research and classroom teaching.  

Keywords: Self-assessment, high variability phonetic training (HVPT), L2 phonological development, ESL pronunciation pedagogy

REFERENCES

Brannen, K., Rosales, E., Wouters, I., et John, P. (2021). Using self-assessment in ESL pronunciation classes. Dans Pixel (dir.), Conference Proceedings: 14th International conference Innovations in language learning. Hybrid Edition, Florence, Italy, 11-12 November 2021 (pp. 169–173). Filodiritto. https://www.dropbox.com/s/bwt52xjfrrv9g69/ILL2021_Conference_Proceedings.pdf?dl=0

Iverson, P., Hazan, V. et Bannister, K. (2005). Phonetic training with acoustic cue manipulations : A comparison of methods for teaching /r/-/l/ to Japanese adults. Journal of the Acoustic Society of America, 118(5), 3267-3278.

Thomson, R. (2018). High Variability (Pronunciation) Training (HVPT): A proven technique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 4(2), 208-231. https://languagelog.ldc.upenn.edu/myl/2018Thomson_HVPT.pdf et https://benjamins.com/catalog/jslp.17038.tho?srsltid=AfmBOoonBc9eBhaLSeevDZNI57vfpBU8huJrx9PG0zcW54NbQrfcvayb