ISSN 0582-6152 – eISSN 2444-2992
ASJU, 2023, 57 (1-2), 805-823
h ps://doi.o g/10.1387/asju.25982
T aining ESL s uden s o ep oduce bea ges u es
in discou se leads o L2 p onuncia ion imp o emen s1
Pila P ie o*
ICREA, Ins i ució Ca alana de Rece ca i Es udis A ança s,
Depa amen de T aducció i Ciències del Llengua ge, Uni e si a Pompeu Fab a
Ca men Pé ez-Vidal
Depa amen de T aducció i Ciències del Llengua ge, Uni e si a Pompeu Fab a
Olga Kushch
Facul ad de Lenguas y Educación, Uni e sidad Neb ija
Joan Bo às-Comes
Labo a o i de Fonè ica, Uni e si a de Ba celona
Da ia Gluha e a
Depa men o Linguis ics, Simon F ase Uni e si y
P. P ie o, O. Kushch, J. Bo às-Comes, D. Gluha e a, C. Pé ez-Vidal
Abs Ac : The main goal o he p esen s udy is o assess whe he aining o eign language
s uden s o ep oduce na u al bea ges u es in discou se can igge p onuncia ion gains. A o al
o 18 young adul Ca alan lea ne s o English wi h an in e media e p o iciency le el pa icipa ed
in a 15-minu e discou se-based p onuncia ion aining session. Pa icipan s we e andomly as-
1 We would like o hank Joan Ca les Mo a, Nú ia Es e e-Gibe and Al onso Igualada o use ul
commen s on an ea lie e sion o his a icle. We a e g a e ul o he s uden s om Uni e si a Pompeu
Fab a who pa icipa ed in he expe imen , and especially o Judi h Llanes-Co omina o he assis ance
wi h he da a collec ion. We also hank I ene Cañada o helping in he assessmen o he ges u e p o-
duc ion aining ideos by pa icipan s. This s udy has been suppo ed by he Minis e io de Ciencia, In-
no ación y Uni e sidades [PID2021-123823NB-I00] and by he Agència de Ges ió d’Aju s Uni e si-
a is i de Rece ca o he Gene ali a de Ca alunya [2021 SGR 00922].
* Co esponding au ho : Pila P ie o. Depa amen de T aducció i Ciències del Llengua ge. Despa x 53.720, Campus de Comuni-
cació, I CREA - Uni e si a Pompeu Fab a. Poblenou, Roc Bo ona , n.º 138 (08018, Ba celona). – [email p o ec ed] – h ps://o cid.
o g/0000-0001-8175-1081
How o ci e: P ie o, Pila ; Kushch, Olga; Bo às-Comes, Joan; Gluha e a, Da ia; Pé ez-Vidal, Ca men (2023). «T aining
ESL s uden s o ep oduce bea ges u es in discou se leads o L2 p onuncia ion imp o emen s», ASJU, 57 (1-2), 805-823.
(h ps://doi.o g/10.1387/asju.25982).
Recei ed: 2022-11-12; Accep ed: 2023-03-24. Published online: 2023-05-02.
ISSN 0582-6152 - eISSN 2444-2992 / © UPV/EHU P ess
This wo k is licensed unde a
C ea i e Commons A ibu ion-NonComme cial-NoDe i a i es 4.0 In e na ional License
806 P. PRIETO, O. KUShCh, J. BORRàS-COMES, D. GLUhAREVA, C. PéREz-VIDAL
ASJU, 2023, 57 (1-2), 805-823
signed o wo g oups. While one g oup was asked o simply epea he ins uc o ’s mul imodal
esponses o discou se p omp s by ocusing on speech, he o he g oup was asked o epea he
u e ances oge he wi h he na u al bea ges u es ha he ins uc o was using. Be o e and a e
aining, pa icipan s we e eco ded p oducing a discou se comple ion ask and hei speech was
a ed o accen edness. Resul s showed ha pa icipan s who accompanied hei e bal epe i-
ion wi h bea ges u es du ing aining signi ican ly educed hei accen edness sco es mo e han
hose who we e asked o only epea he u e ances wi hou ep oducing he bea ges u es. These
esul s suppo ecen indings ha show he alue o embodied p osodic aining o p onuncia-
ion ins uc ion.
KEyWORDS: Bea ges u es; L2 p onuncia ion ins uc ion; L2 aining.
1. In oduc ion
1.1. The ole o sup asegmen al aining o second language (L2)
p onuncia ion
In he ield o second language acquisi ion (SLA), p onuncia ion ins uc ion has
ypically ocused on inding ways o imp o e segmen al and phonemic aspec s o
speech (see De wing & Mun o’s 2015 book o a e iew). In he las ew decades,
howe e , a new line o esea ch has highligh ed he impo ance o sup asegmen-
al ins uc ion o educing lea ne s’ o e all accen edness and imp o ing hei com-
p ehensibili y. In a ecen e iew a icle assessing e idence-based design p inciples
o he eaching o p onuncia ion, Colan oni and colleagues (2021) emphasize he
alue o ocusing on p osodic ea u es o imp o ing all dimensions o L2 speech, in-
cluding in elligibili y and comp ehensibili y. Mo e speci ically, a numbe o class-
oom s udies ha e demons a ed ha eaching sup asegmen al componen s o a L2
can help lea ne s imp o e hei o e all luency and comp ehensibili y (e.g., De -
wing, Mun o & Wiebe 1998; De wing & Rossi e 2003). Fo example, De wing
e al. (1998) con i med ha , a e an 11-week English as a Second Language (ESL)
cou se, lea ne s who had ecei ed sup asegmen al-based p onuncia ion ins uc ion
(also called p osodic ins uc ion) achie ed signi ican ly be e p onuncia ion sco es
in spon aneously-p oduced speech han lea ne s who we e exposed o only segmen-
al p onuncia ion ins uc ion, o hose who ecei ed no p onuncia ion-speci ic in-
s uc ion a all. While sup asegmen al-based p onuncia ion ins uc ion a ended o
speaking a e, in ona ion, hy hm and s ess a he wo d and sen ence le els ( ha is,
o sup asegmen als), segmen al p onuncia ion ins uc ion was cen e ed on aining
indi idual phonemes and pe o ming disc imina ion exe cises using minimal pai s.
Simila ly, De wing & Rossi e (2003) compa ed he ou comes o h ee ins uc ional
me hods, namely segmen al, sup asegmen al-based, and no explici ly ocused p o-
nuncia ion ins uc ion, he la e se ing as a con ol condi ion. In he wo expe i-
men al g oups, pa icipan s we e exposed o 20 hou s o p onuncia ion aining o e
he cou se o 12 weeks, a e which p e-and pos - aining eco dings o he pa ici-
pan s we e e alua ed by i e judges who we e na i e English speake s and ESL ex-
pe s. Though none o he g oups showed signi ican imp o emen s in accen edness
a ings, only he sup asegmen al-based ins uc ion g oup imp o ed signi ican ly in
e ms o comp ehensibili y and luency.
807
h ps://doi.o g/10.1387/asju.25982
While he a o emen ioned s udies p o ide e idence o he impo ance o su-
p asegmen al ins uc ion in L2 p onuncia ion eaching, mo e esea ch is needed o
s eng hen he exis ing indings and o assess he e ec i eness o hy hm-based ain-
ing p oposals. In he con ex o ESL, an in e es ing hy hm-based p onuncia ion in-
s uc ion scheme is G aham’s (1978) “jazz chan s” app oach, which combines hy h-
mic epe i ion o English sen ences o ph ases wi h he use o kines he ic ac ions
such as clapping o inge - apping. ye o ou knowledge li le academic wo k has
ocused on compa ing di e en sup asegmen al aining app oaches. The la ge-scale
su ey o English p onuncia ion ins uc ion p ac ices ac oss Eu ope (hende son
e al. 2015) con i med ha li le emphasis is placed on eaching sup asegmen al ele-
men s o he language.
In he p esen s udy, we ocus on he alue o using bea ges u es, which a e hand
o a m mo emen s used by speake s o highligh he hy hmic s uc u e o hei u -
e ances, o L2 p onuncia ion lea ning. Though esea ch has de ec ed a close ela-
ionship be ween bea ges u es and eme ging L2 p osody (McCa e y 2006), he e is
s ill li le esea ch on whe he hese ges u es can be used o L2 hy hm aining and
o p omo e imp o emen s in L2 p onuncia ion. Mo e speci ically, o ou knowledge
no p e ious s udies ha e in es iga ed he po en ial bene icial e ec o including he
obse a ion and/o p oduc ion o bea ges u es in L2 p onuncia ion ins uc ion.
1.2. The ole o hand ges u es in L2 p onuncia ion lea ning
In he con ex o L2 p onuncia ion lea ning, di e en ypes o hand ges u es ha e
been shown o be help ul (see Baills 2022, o a ecen e iew; see also Kushch e al.
2018 o an assessmen o he ole o hand ges u es on second language no el wo d
lea ning.. Fo example, one g oup o s udies has explo ed he po en ial bene i s o so-
called pi ch ges u es (hand ges u es ha mimic o isually ep esen he onal mo e-
men s o speech), p oduced by he ins uc o , on he lea ning o L2 ones and in o-
na ion, wi h posi i e esul s (e.g., yuan e al. 2017; Mo e & Chang 2015; Baills
e al. 2018). howe e , li le is cu en ly known abou he alue o o he ypes o ges-
u es, such as ges u es.
Bea ges u es ha e been ypically associa ed wi h p osodically p ominen posi-
ions in discou se and ha e been shown o ein o ce he iewe /lis ene ’s pe cep ions
o p ominence (K ahme & Swe s 2007). Bea ges u es may hus be use ul o high-
ligh he hy hmic pa e ns o an L2, leading o imp o emen s in a lea ne ’s pe -
o mance in e ms o p osody. To ou knowledge, only wo s udies ha e in es iga ed
he alue o hy hmic bea ges u es in discou se. In one, a wi hin-subjec s udy, Glu-
ha e a & P ie o (2017) asked 20 Ca alan lea ne s o English o wa ch an English in-
s uc o p oduce a se o esponses amed in a discou se si ua ion. hal o he u e -
ances we e accompanied by bea ges u es, while he o he s we e p oduced wi hou .
When es ed using he same con ex ual p omp s, pa icipan s who had been exposed
o he bea ges u e condi ion we e a ed as less accen ed han hose who had no .
To u he explo e he bene i s o p oducing bea ges u es, Llanes-Co omina e al.
(2018) encou aged adolescen low-in e media e-le el Ca alan lea ne s o English o
in en ionally p oduce bea ges u es du ing an o al eading ask. The au ho s ound
ha hese pa icipan s ob ained g ea e imp o emen in e ms o accen edness, com-
808 P. PRIETO, O. KUShCh, J. BORRàS-COMES, D. GLUhAREVA, C. PéREz-VIDAL
ASJU, 2023, 57 (1-2), 805-823
p ehensibili y, and luency in an o al eading ask compa ed o pa icipan s who had
no been ins uc ed o mo e hei hands while eading. Impo an ly, howe e , he
i s o hese s udies was based exclusi ely on he obse a ion o bea ges u es by pa -
icipan s, and he second in ol ed ha ing pa icipan s p oduce bea ges u es, sug-
ges ing ha u he wo k compa ing he e ec i eness o hese wo modali ies would
be o in e es .
1.3. E ec s o sel -pe o ming s. obse ing ges u es
In he ges u e li e a u e, he e is subs an ial e idence ha o gene al lea ning
p ocesses p oducing ges u es is mo e e ec i e in some con ex s han me ely ob-
se ing hem (Beilock & Goldin-Meadow 2010; Goldin-Meadow 2014; Goldin-
Meadow, Cook & Mi chell 2009). Fo example, Beilock & Goldin-Meadow (2010)
ca ied ou wo expe imen s ha in ol ed sol ing and explaining he Towe o ha-
noi ask wi h ges u es. Ges u ing du ing he ask had bene icial e ec s on la e
speech pe o mance, p esumably because ges u ing helped pa icipan s o change
hei hough p ocesses by adding ac ion in o ma ion o hei men al ep esen a ions
o he ask. The esul s suppo he hypo hesis ha p oducing ges u es can change
he ges u e ’s men al ep esen a ions and in he p ocess con ibu e posi i ely o ask
sol ing.
The alue o in ol ing he senso imo o sys em du ing lea ning is g ounded in
he embodied cogni ion pa adigm (e.g., Ba salou 2008), which claims ha he phys-
ical body plays a key ole in shaping ou cogni ion. Some s udies ha e yielded e i-
dence ha language and body mo emen s a e suppo ed by he same neu al sub-
s a es (Glenbe g & Kaschak 2002; Pul e mülle e al. 2005). The cogni i e sys em
uses he body as an ex e nal in o ma ional s uc u e ha suppo s in e nal ep esen-
a ions (Ba salou e al. 2003; Nieden hal e al. 2005). F om his pe spec i e, he p o-
duc ion o ges u es is conside ed an impo an o m o embodimen in language,
closely linked o ep esen a ions in memo y.
Embodied cogni ion has impo an implica ions o educa ion. Acco ding o a e-
cen e iew o he esea ch by Jusslin e al. (2022), he no ion o embodimen migh
well ha e applica ions in language lea ning and eaching because o i s po en ial o
enhance lea ne a en ion and c ea i i y, sugges ing ha i is a ield ipe o explo-
a ion in u u e esea ch. In he con ex o ocabula y lea ning, o example, neu o-
physiological s udies p o ide e idence ha sel -pe o ming a ges u e when lea ning
e bal in o ma ion helps a lea ne o cons uc senso imo o ne wo ks ha ep esen
and s o e he wo ds, whe he in hei i s (Masumo o e al. 2006) o second lan-
guage (Macedonia e al. 2011).
To ou knowledge, only wo s udies ha e assessed he alue o bo h obse ing
and p oducing ges u es in he con ex o phonological lea ning. In he i s , Vilà-
Giménez & P ie o (2020) ound ha child en ained o p oduce bea ges u es while
e elling a na a i e showed g ea e luency in hei speech han child en who we e
simply asked o e ell he s o y wi hou any ins uc ions ega ding he use o ges-
u es. In he second s udy, Baills e al. (2018) ound ha o lea ne s o Manda in
Chinese bo h obse ing and p oducing ges u es isually depic ing ones a o ed one
disc imina ion as well as wo d iden i ica ion and ecogni ion. In ligh o hese p e i-
809
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ous esul s, we hypo hesize ha he po en ial bene i s o p oducing bea ges u es o
phone ic aining will be g ea e han me ely obse ing hem.
1.4. Goal o he s udy
The goal o he p esen s udy is o in es iga e whe he pa icipan s achie e g ea e
gains in app oxima ing na i e-like p onuncia ion o an L2 i hey a e ins uc ed o
obse e an ins uc o using bea ges u es o ma k p osodic p ominences while speak-
ing and subsequen ly imi a e wha hey see by p oducing bea ges u es hemsel es, in
compa ison o only epea ing he ins uc o ’s u e ances wi hou imi a ing he ges-
u es. Fi s , ollowing Gluha e a & P ie o’s (2017) s udy, we hypo hesize ha he
ac i e use o isible and na u al bea ges u es wo king oge he wi h p osody can a-
cili a e he lea ning o L2 p onuncia ion, measu ed in e ms o accen edness. Sec-
ond, ollowing he embodied cogni ion pa adigm, we hypo hesize ha p oducing
such ges u es will be mo e bene icial o p onuncia ion imp o emen han only ob-
se ing hem being pe o med by a na i e-speaking ins uc o .
2. Me hods
The s udy consis s o a be ween-subjec aining pa adigm wi h a p e- es /pos -
es design.
2.1. Pa icipan s
Eigh een na i e Ca alan-Spanish bilinguals (14 emale and 4 male) (mean age =
21.5 yea s, SD = 3.327) olun ee ed o pa icipa e in he s udy. All we e i s -yea
s uden s in he Uni e si a Pompeu Fab a’s Facul y o T ansla ion and Language
Sciences. Fi s , a e being b ie ed on he goals and na u e o he expe imen , pa -
icipan s p o ided w i en in o med consen o hei da a o be used anonymously
o esea ch pu poses. They hen comple ed a language ques ionnai e. All epo ed
ha ing an uppe -in e media e B22 le el o English. Pa icipan s also epo ed using
Ca alan (as opposed o Spanish) o an a e age o 75.7% (SD = 8.5) o hei daily
communica ion needs. Pa icipan s ecei ed i e eu os as emune a ion o hei pa -
icipa ion in he expe imen , which las ed app oxima ely 30 minu es in o al.
2.2. Ma e ials
P e- es and pos - es discou se p omp s. Each o he p omp s consis ed o a pho o
depic ing an e e yday si ua ion which he pa icipan s migh ace i hey li ed ab oad
in an English-speaking coun y, accompanied by a sho desc ip ion o he si ua ion
and ins uc ions indica ing he speech ac hey we e expec ed o pe o m. Fo ex-
ample, one o he p omp s showed a g oup o ou is s in New yo k Ci y ying o
2 P io o admission in any deg ee p og am ela ed o ansla ing o applied linguis ics a he Uni-
e si a Pompeu Fab a, s uden s a e equi ed o ha e a command o English a leas equi alen o a
B2 le el acco ding o he Common Eu opean F amewo k o Re e ence o Languages.
810 P. PRIETO, O. KUShCh, J. BORRàS-COMES, D. GLUhAREVA, C. PéREz-VIDAL
ASJU, 2023, 57 (1-2), 805-823
ind hei way wi h he help o a map. The accompanying ex said: “you a e ying
o ind Cen al Pa k. you ask a local pe son o di ec ions”. Some o he discou se
p omp s a e p o ided in Appendix 1. The na u al discou se si ua ions exp essed in
he p omp s a e based on a concep ion o SLA which is s ongly based on he com-
munica i e app oach (see Pé ez-Vidal 2009 o a e iew). Ten such discou se p omp
si ua ions we e used o he p e- es , adap ed om Gluha e a & P ie o (2017). Ex-
ac ly he same p omp s we e used o he pos - es ha ollowed he aining session,
bu en comple ely new i ems we e also included. Two u he p omp s we e c ea ed
o use in o de o amilia ize pa icipan s wi h he aining p ocedu es.
T aining ideos
The same discou se p omp s we e used in he aining session, bu in his case
hey we e also accompanied by a se o ideo clips showing a na i e speake o Ame -
ican English gi ing app op ia e esponses o he p omp si ua ions while using bea
ges u es o ma k he main p osodic componen o he speech. Fo his s udy we
adop ed he se o aining ideos used in Gluha e a & P ie o (2017), as p esen ed
in Appendix 1. The ins uc o s’ bea ges u es consis ed o simple up-down open-
hand palm-up mo emen s (see Figu e 1). In all en aining ideos, all o he nuclea
pi ch accen s ecei ed ull bea ges u es, while some non-nuclea s essed syllables
we e ma ked wi h less o ce ul bea ges u es. howe e , no all s essed syllables we e
accompanied by bea ges u es, because as poin ed ou by Gluha e a & P ie o (2017),
his would ha e appea ed unna u al; hus, he ins uc o only execu ed bea ges u es
when u e ing he wo ds wi h he hea ies seman ic weigh ( he sc ip used by he
speake is a ailable in Appendix 2, wi h p osodic p ominences indica ed).
Figu e 1
S ill image om a aining ideo showing he ins uc o making a palm-up bea ges u e
811
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2.3. Expe imen al se up and p ocedu e
Pa icipan s we e es ed and ained indi idually using a lap op compu e a Uni-
e si a Pompeu Fab a’s Language Labo a o y. Fi s , pa icipan s we e andomly
assigned o one o wo g oups, each consis ing o nine membe s, which we will
he ea e deno e he ‘Bea Obse a ion’ g oup and ‘Bea P oduc ion’ g oup. The ex-
pe imen consis ed o h ee elemen s in sequence, a p e- es , a aining session, and a
pos - es . The expe imen al design is schema ically ep esen ed in Figu e 2.
Figu e 2
O e all expe imen al p ocedu e
P e- es
Pa icipan s ca ied ou he p e- es alone in a quie class oom using a lap op
wi h a Powe Poin p esen a ion which hey con olled by clicking a mouse bu on.
In each slide o he p esen a ion, pa icipan s saw an image depic ing a si ua ion and
simul aneously ead he sho desc ip ion and ins uc ions elling hem wha speech
ac hey we e o pe o m (e.g., ask o di ec ions, in oduce hemsel es, ask o he
ime, e c.) p omp ed by a blank speech bubble. In o de o elici na u al speech and
o a oid ha ing he pa icipan s ead o he sc een while p oducing he esponses, a
black sc een hen appea ed and he pa icipan s’ esponse o each si ua ion was audio
eco ded, using a digi al oice eco de . The p e- es ook oughly i e minu es.
T aining session
A e comple ing he p e- es , pa icipan s we e asked o s a he aining indi-
idually. The ins uc ions di e ed depending on he expe imen al g oup o which
hey had been assigned. In o de o amilia ize pa icipan s wi h he aining p oce-
du e, he expe imen e p esen ed wo discou se p omp s simila o hose hey had
seen in he p e- es , bu now each ollowed by ideos o he na i e speake modeling
he app op ia e esponse. The goal o his amilia iza ion ac i i y, which was no e-
co ded, was o allow he expe imen e o con i m ha he pa icipan s ully unde -
812 P. PRIETO, O. KUShCh, J. BORRàS-COMES, D. GLUhAREVA, C. PéREz-VIDAL
ASJU, 2023, 57 (1-2), 805-823
s ood wha was expec ed o hem. A e e i ying ha he pa icipan s unde s ood
he ins uc ions o he ask, he expe imen e le he oom because i was el ha
he p esence o he expe imen e migh inhibi pa icipan pe o mance. The pa ici-
pan s p oceeded o iew he aining ideo showing he na i e speake modeling e-
sponses o he en discou se p omp s pa icipan s had seen in he p e- es . P io o
each modeling, hey we e shown he ex desc ip ion and ins uc ions, as well as he
pho o wi h he speech bubble. A no ime we e hey shown he ex being spoken by
he speake in he ideo.
Th oughou he aining session, which ook abou 15 minu es al oge he , pa -
icipan s we e ideo- eco ded wi h a Nikon d7000 came a, which was se up ac-
ing he pa icipan a a dis ance o abou wo me e s. A o al o 18 ideo eco dings
we e ob ained om he aining session (one pe pa icipan ). These ideo eco d-
ings we e no in ended o p o ide da a o analysis; a he , hey we e iewed a e
he session me ely o ensu e ha pa icipan s had pe o med as expec ed. This was
o pa icula conce n in he case o pa icipan s belonging o he Bea P oduc ion
g oup. In o de o check ha hey had p oduced bea ges u es ha we e app op i-
a e and pe o med na u ally wi h espec o o m and hy hmic pa e n, he ideo
eco dings we e assessed by a esea ch assis an no o he wise in ol ed in he s udy.
The a e judged pa icipan s’ ges u e pe o mance using a Like scale (1-bad pe -
o mance, 5-good pe o mance). The ges u es p oduced by all nine pa icipan s e-
cei ed mode a ely high sco es (M = 3.73, SD = 0.83), alida ing he inclusion o
hei p e- es and pos - es da a in he subsequen analysis. Figu e 3 displays s ill
images o he pa icipan s aken du ing he aining session, wi h pa icipan s in he
Bea Obse a ion aining g oup in he op ow and pa icipan s in he Bea P o-
duc ion aining g oup in he bo om ow. The ull aining p ocedu e ook abou
20 minu es.
Figu e 3
S ill images aken du ing he aining session
( op ow Bea Obse a ion, bo om ow Bea P oduc ion)
813
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Pos - es
Following he aining session, he pa icipan s we e gi en a i e-minu e b eak.
They hen p oceeded o ca y ou he pos - es , which was iden ical in p ocedu e o
he p e- es , bu which included en new discou se p omp i ems. Because pa ici-
pan s had been exposed o he p e- es i ems no only in he p e- es bu du ing he
aining session, including comple ely new p omp s allowed us o con ol o any
lea ning e ec and de ec any o e all imp o emen in accen edness. As in he p e-
es , all pa icipan esponses we e audio- eco ded. I was his audio da a ha was
used o es ou esea ch hypo hesis.
Ra ings
Accen edness (i.e., de ia ion om na i e speake p onuncia ion) was chosen
as he a ge measu e o lis ene s’ global speech pe cep ion, in line wi h p e ious
wo k by Gluha e a & P ie o (2017) and Llanes-Co omina e al. (2018). I was also
hough ha , o his da a, accen edness may be a mo e sensi i e measu e han com-
p ehensibili y, gi en ha he la e may be subjec o ceiling e ec s when lis ene s
assess sho ph ases p oduced by in e media e-ad anced L2 speake s. All o he pa -
icipan s’ spoken ou pu om bo h he p e- es and pos - es phases was a ed o de-
g ee o accen edness by i e na i e speake s o Ame ican English, ou emales and
one male (mean age = 26; SD = 2.3), all esiden s o Ba celona. A he ime o he as-
sessmen , all a e s epo ed ha ing no mal hea ing. Be o e hey began, he a e s e-
cei ed a b ie aining cou se on he a ing p ocedu e ( ollowing Gluha e a & P ie o
2017). Each a e e alua ed a o al o 540 eco dings (18 pa icipan s × [10 p e- es
eco dings + 20 pos - es eco dings]) on a nine-poin accen edness scale, om ‘1’
(Na i e/No o eign accen ) o ‘9’ (Ve y s ong o eign accen ). The eco dings we e
embedded in an online su ey and appea ed in andom o de (see Figu e 4). Gi en
he amoun o ime equi ed o a e all he eco dings, he ull su ey was b oken
in o i e pa s. The a e s epo ed ha each pa o he su ey ook hem app oxi-
ma ely 60 minu es o comple e, o a o al o 5 hou s.
820 P. PRIETO, O. KUShCh, J. BORRàS-COMES, D. GLUhAREVA, C. PéREz-VIDAL
ASJU, 2023, 57 (1-2), 805-823
Expe imen al i ems (used in p e- es , pos - es , and aining session)
You a e in a es au an and would like o o de a
s eak wi h F ench ies and a glass o eed wine
You a e in he me o and would like o ask a s ange
o he ime.
You a e a he ma ke . You wan o ask he p ice o
he necklace and ask i you can ge i o $5.
You a i e a he ai po in New Yo k. You ealize
ha you luggage is los . You as, an ai po employee
o help.
You a e a he pha macy. You would like o ell he
pha macis ha you ha e a so e h oa and a e e
and ask he o p esc ibe some hing o you.
You a e ying o ind an apa men in you new ci y.
You wan o ask he agen i his apa men ge s a lo
o ligh in he mo nings.
821
h ps://doi.o g/10.1387/asju.25982
You call a pizze ia. You would like o place an o de
o deli e y— wo la ge pizzas wi h cheese and peppe-
oni.
You ge in o a axi. You would like o ask he d i e
o ake you o he ai po as as as he can, because you
a e unning la e o you ligh .
You a e in a lec u e a he uni e si y. You didn’ hea
wha he p o esso jus said and would like o ask you
iend o epea i o you.
You a e in a clo hing s o e. You would like o ell he
cle k ha you a e looking o his shi in a bigge size,
and ask he i hey ha e i in he back o he s o e.
I ems used only in he pos - es
You a e a you uni e si y’s S uden Adminis a ion
Cen e. You would like o ell he sec e a y ha you
applied o a new s uden ID ca d las week and ask
he i i is eady ye .
You go o he compu e epai shop. You would like o
ell he echnician ha you compu e has been un-
ning slowly and ask him o igu e ou wha he p ob-
lem is.
822 P. PRIETO, O. KUShCh, J. BORRàS-COMES, D. GLUhAREVA, C. PéREz-VIDAL
ASJU, 2023, 57 (1-2), 805-823
You go o he phone s o e. You ask he cle k o show
you hei newes phone model.
You a e a he bank. You would like o ask he elle
how o apply o a new s uden bank accoun and
wha documen s you need o p o ide
You go o he cinema. You wan o ask he cle k i
he e is a discoun o s uden s.
You new oomma e has been lea ing he di y dishes
in he sink. You wan o ask he o clean up a e he -
sel .
You go o you p o esso ’s o ice. You wan o ask him
why you go ques ion numbe 7 w ong on he es .
You see you classma e a he lib a y. You ask he i
she wan s o s udy o he Economics es oge he .
823
h ps://doi.o g/10.1387/asju.25982
The oo in you apa men is leaking. You call he
epai man and ask him when is he ea lies he can
come.
You go o a gym in you new neighbo hood. You ask
he employee how much a new membe ship cos s, and
i he gyms is open la e on Sundays.
Appendix 2
O hog aphic ansc ip ion o amilia iza ion and aining ideos. The associa ion
o bea ges u es o he a ge syllables is indica ed by capi al le e s (highly p ominen
bea s) o by unde lined ex (less p ominen bea s). Because ideo- eco ded pe o m-
ances should appea plausibly na u alis ic, no all s essed syllables we e associa ed
wi h ges u es.
Familia iza ion i ems
— hI, I’m MAya. I ’s GREAT o mee you.
— ExCUSE me, we’ e looking o Cen al PARK. Could you TELL us whe e o
GO?
T aining i ems
1. hI, I’d like o place an ORde o deLI e y. Two la ge PIzzas wi h ChEESE
and peppeROni.
2. SORRy, wha did he p o esso jus SAy? I couldn’ hEAR him.
3. how much is his NECKlace? Can I ge i o i e DOlla s?
4. ExCUSE me, wha TIME is i ?
5. My LUggage is LOST. Could you hELP me?
6. I’d like o ge a STEAK wi h FRENCh ies, and a glass o ed WINE,
please.
7. I’m looking o his ShIRT in a bigge SIzE. Could you check and SEE i
you ha e i in he BACK?
8. Can you TAKE me o he AIRpo ? As as as you CAN please. I’m LATE o
my ligh .
9. Does his aPARTmen ge a lo o LIGhT in he mo nings?
10. I ha e a so e ThROAT and a FE e . Could you p esCRIbe some hing o
me?
