The Pedagogy-Technology Interface in Computer Assisted Pronunciation Training

TLDR

The study investigates how pedagogical principles and technology interact in Computer Assisted Pronunciation Training, aiming to derive guidelines and recommendations for effective courseware. The authors conduct a literature review and appraisal of existing CAPT systems to assess their pedagogical alignment, identify technological shortcomings, and propose ways to address them. They find that many commercial CAPT systems prioritize technological novelty over pedagogical criteria that would better support learner outcomes.

Abstract

In this paper, we examine the relationship between pedagogy and technology in Computer Assisted Pronunciation Training (CAPT) courseware. First, we will analyse available literature on second language pronunciation teaching and learning in order to derive some general guidelines for effective training. Second, we will present an appraisal of various CAPT systems with a view to establishing whether they meet pedagogical requirements. In this respect, we will show that many commercial systems tend to prefer technological novelties to the detriment of pedagogical criteria that could benefit the learner more. While examining the limitations of today's technology, we will consider possible ways to deal with these shortcomings. Finally, we will combine the information thus gathered to suggest some recommendations for future CAPT.