What the Macnamara et al. research focused on was the variability associated with excellence in various disciplines or arts. Results varied widely. In a report on a meta-analysis described in "Psychological Science", Macnamara and colleagues note the following:
However, the domain itself seemed to make a difference. Practice accounted for about 26% of individual differences in performance for games, about 21% of individual differences in music, and about 18% of individual differences in sports. But it only accounted for about 4% of individual differences in education and less than 1% of individual differences in performance in professions.
There is obviously a lot going on there, but of particular interest for us is the overall range of "skill areas" sampled. In a very real sense, ALL of those relate to pronunciation proficiency, in part due to the relative degree of physical and cognitive involvement required, especially for adult-age learners. My guess is that pronunciation probably falls somewhere in the middle, around 10 to 15%.
So, if that is the case, what would that mean for instruction? One obvious question is how much practice is effective at different stages of the acquisition process. A new study getting underway here, which will be reported on in a Panel presentation on the role of homework in pronunciation teaching, at the TESOL convention in Seattle next March 27th, will address that question.
Some preliminary interview work with a broad slice of learners about their pronunciation practice suggests that something like the 26-21-18-4-1 ratios may actually map on to beginning through highly advanced L2 phonological proficiency and "accent retention".
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In other words, as learners improve, the demand for pronunciation practice diminishes accordingly. That, of course, makes perfect sense--as long as the "bottom" is addressed. Without the 26-21-18 in the early stages--which entails significant degree of body or physical engagement--learning the sound system to "intelligibility" level can be seriously compromised for many learners.
When the "education" approach is taken from the outset, with its resulting 4% variance--and its generally strong cognitive vs physical practice approach to pronunciation--little wonder some conclude that practice (primarily insight, plus aural comprehension and oral drills) often does not appear to make much difference.
Reminds me of Tom Scovel's wonderful tongue-in-cheek definition of an "expert": "ex-" (former, "has been" out of touch) plus "spurt" (gush out forcefully but be gone quickly)
See you in Seattle, if not before!
Original source reference:
B. N. Macnamara, D. Moreau, D. Z. Hambrick. The Relationship Between Deliberate Practice and Performance in Sports: A Meta-Analysis. Perspectives on Psychological Science, 2016; 11 (3): 333 DOI: 10.1177/174569
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