Isabelle Darcy

List of John Benjamins publications for which Isabelle Darcy plays a role.

Articles

This short article summarizes the pedagogical decisions behind the implementation of treatment in our 2022 study (Gordon & Darcy, 2022). In this study, we provided explicit pronunciation instruction to three groups of first-semester English-as-a-foreign-language (EFL) classes at a small… read more
Integration of pronunciation into content courses is appealing because of its potential in helping learners apply their developing pronunciation skills in spontaneous speech. However, the effectiveness of pronunciation instruction (PI) when it is integrated still needs to be demonstrated. This… read more
This study reports the results of a pronunciation intervention to enhance the comprehensibility, fluency, and accentedness of three groups of second language (L2) learners in an English-as-a-foreign-language (EFL) context. Three groups of first-semester EFL students at a small university in… read more
This chapter discusses the relationship between cognitive control and phonological processing in a second language (L2). Cognitive control is globally referred to as executive functions, mainly consisting of attention control, working memory and inhibitory control. Our research examines how… read more
Developing comprehensible speech is an important goal for L2 learners. At present, there is clear evidence indicating that pronunciation instruction can help develop comprehensibility compared to no instruction at all (see Thomson & Derwing, 2015, for a review). However, it is unclear whether rapid… read more
Darcy, Isabelle, Danielle Daidone and Chisato Kojima 2015 Asymmetric lexical access and fuzzy lexical representations in second language learnersPhonological and Phonetic Considerations of Lexical Processing, Jarema, Gonia and Gary Libben (eds.), pp. 119–168 | Article
For L2-learners, confusable phonemic categories lead to ambiguous lexical representations. Yet, learners can establish separate lexical representations for confusable categories, as shown by asymmetric patterns of lexical access, but the source of this asymmetry is not clear (Cutler et al., 2006).… read more
For L2-learners, confusable phonemic categories lead to ambiguous lexical representations. Yet, learners can establish separate lexical representations for confusable categories, as shown by asymmetric patterns of lexical access, but the source of this asymmetry is not clear (Cutler et al., 2006).… read more