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Article published In: Journal of Second Language Pronunciation: Online-First Articles

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A taxonomy and evaluative framework for the visual representation of L2 pronunciation

ORCiD logo with link | University of Murcia
Published online: 8 September 2026
DOI logo with link
https://doi.org/10.1075/jslp.26050.mom
Abstract
This article explores the visual representation of second-language (L2) pronunciation, a crucial but underexamined area in instructed Second Language Acquisition. Building on the Noticing Hypothesis, the study argues that visual aids provide essential ‘graphic facilitation’ that helps learners anchor transient acoustic input into more permanent representations. To address the current lack of systematic classification, the article proposes a taxonomy that categorizes representation into four broad types: orthographic, notational, salience-based, and diagrammatic. Furthermore, an evaluative framework is introduced to assist researchers and practitioners in selecting techniques based on four core dimensions: accessibility, informativeness, cognitive load, and learnability. By moving beyond descriptive taxonomy to offer a structured evaluative matrix, the article seeks to optimize instructional practices and provide a theoretical foundation for future empirical research on the effectiveness of diverse visual interventions for L2 phonological development.
Article outline
  • 1.Introduction
  • 2.The rationale for visual representation in L2 pronunciation research and pedagogy
  • 3.A taxonomy of visual representations for L2 pronunciation
    • 3.1Orthographic representation
      • 3.1.1Phonograms (and keywords)
      • 3.1.2L2-based respelling
      • 3.1.3L1-based respelling
    • 3.2Notational representation
      • 3.2.1Isolated symbols
      • 3.2.2Broad transcription
      • 3.2.3Narrow transcription
    • 3.3Salience-based representation
      • 3.3.1Typographic enhancement
      • 3.3.2Marking
    • 3.4Diagrammatic representation
      • 3.4.1Articulatory diagrams
      • 3.4.2Acoustic diagrams
      • 3.4.3Embodied diagrams
  • 4.An evaluative framework for visual representation techniques in L2 pronunciation
    • 4.1Core evaluative dimensions
      • 4.1.1Accessibility
      • 4.1.2Informativeness
      • 4.1.3Cognitive load
      • 4.1.4Learnability
    • 4.2Balancing dimensions and trade-offs
    • 4.3Moderating factors in technique selection
    • 4.4Toward a principled selection: A decision matrix
  • 5.Pedagogical recommendations
  • 6.Conclusion
  • References
References (97)
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