Segmentals and suprasegmentals: two groups of language features involved in pronunciation¶

Theory · All theories
Evidence · 3 claims (3 for) · 3 studies (2 review, 1 quant-synthesis), q2–q3 · 1 of 3 report an effect size · 2 claims rest on one study

Description¶

The digest organizes pronunciation features into two groups: "segmentals" (the basic inventory of distinctive sounds, 40 phonemes in North American English) and "suprasegmentals" (stress, rhythm, adjustments in connected speech, prominence, and intonation), which "transcend the level of individual sound production" and "provide crucial context and support" for segmental production. The taxonomy is used to describe what pronunciation instruction must cover and to note suprasegmentals' growing prominence.

Design Implications¶

Context¶

Requirements¶

• Instruction must address both feature groups; suprasegmentals determine meaning and support segmental production.

Constraints¶

Target Learners¶

• adult ESL learners

Target Learning Objectives¶

• pronunciation and intelligibility in North American English

Claims¶

• Adult learners generally find pronunciation more difficult than children and are unlikely to achieve native-like pronunciation, though experience and self-monitoring offset this somewhat [+W]
• The learner's first language influences target-language pronunciation and is a significant factor in foreign accents, causing errors in aspiration, intonation, and rhythm [+W]
• CAPT software shows promising results for segmental pronunciation, while prosodic features and fluency still require further research and development [+W]

Related Theories¶

• Communicative-cognitive framework for teaching pronunciation: description and analysis, listening discrimination, controlled practice, guided practice, communicative practice

Examples¶

• Balanced pronunciation curriculum covering suprasegmentals, segmentals, and fluency, with a short list of central features selected by diagnosis
• Use multisensory exercises (throats, mirrors, kazoos, rubber bands, sound associations, finger counts) to help learners comprehend pronunciation features

Key Sources¶

• Florez, MaryAnn Cunningham. (1998). Improving Adult ESL Learners' Pronunciation Skills. ERIC Digest. National Clearinghouse for ESL Literacy Education. https://eric.ed.gov/?id=ED427553