Teaching to Suppress Polglish Processes

Advanced second language (henceforth L2) learners in a formal setting can suppress many first language (henceforth L1) processes in L2 pronunciation when provided with sufficient exposure to L2 and meta competence (see Sect. 4 for a definition of this term). This paper shows how imitation in L2 teaching can be enhanced on the basis of current phonetic research and how complex allophonic processes such as nasal vocalization and glottal stop insertion can be suppressed using “repair”—a method of providing learners with adequate input, so that they can use the L1 processes to improve L2 pronunciation. This is a revised and updated version of the paper published by the first four authors: Teaching to suppress L1 processes in L2. In J. Przedlacka, J. Maidment, & M. Ashby (Eds.), Proceedings of the Phonetics Teaching and Learning Conference UCL, London, 8–10 August 2013 (pp. 35–38). London: Phonetics Teaching and Learning Conference. K. Dziubalska-Kołaczyk A. Balas (&) G. Schwartz M. Wrembel Adam Mickiewicz University in Poznań, Poznań, Poland e-mail: [email protected] K. Dziubalska-Kołaczyk e-mail: [email protected] G. Schwartz e-mail: [email protected] M. Wrembel e-mail: [email protected] A. Rojczyk University of Silesia, Katowice, Poland e-mail: [email protected] © Springer International Publishing Switzerland 2015 E. Waniek-Klimczak and M. Pawlak (eds.), Teaching and Researching the Pronunciation of English, Second Language Learning and Teaching, DOI 10.1007/978-3-319-11092-9_15 235