Feedback in Computer Assisted Pronunciation Training: When technology meets pedagogy

Contains fulltext : 76206.pdf (author's version ) (Open Access)Computer Assisted Language Learning (CALL) has now established itself as a prolific and fast growing area whose advantages are already well-known to educators. Yet, many authors lament the lack of a reliable integrated conceptual framework linking technology advances and second language acquisition research within which effective materials can be designed. Many of the currently available CALL-systems are described as 'fancy-looking', 'shovelware items' that merely generate a 'wow-effect', while eventually failing to meet effective and updated pedagogical criteria. Of all linguistic skills, this problem particularly affects pronunciation, in spite of the tremendous advantages Computer Assisted Pronunciation Training (CAPT) presents if compared to traditional classroom instruction. Beside offering privacy, unlimited patience and unlimited availability of engaging, authentic and varied input, CAPT can provide real-time individualized feedback through the integration of automatic speech recognition (ASR) technology. However, state-of-the-art ASR technology still has limitations that pose some constraints on the design of CAPT. In this presentation we first indicate the pedagogical requirements CAPT should meet. Second, we examine available CAPT systems in terms of their pedagogical and technological underpinnings, by focussing on the issue of automatic feedback. Third, we discuss the pedagogy/technology trade-off in CAPT. Finally, we combine this information to present and substantiate the choices made for our research on the acquisition of the pronunciation of Dutch as an L2 and we suggest some recommendations for designing pedagogically sound CAPT that uses reliable technology.CALL Conference 2002, 18 augustus 200