@article{oai:meilib.repo.nii.ac.jp:00000844,
 author = {Diaz, Anthony M.},
 journal = {比較文化, Comparative culture, the journal of Miyazaki International College},
 month = {Mar},
 note = {The term articulatory setting, which is sometimes referred to as voice quality, or voice-setting features (Pennington and Richards, 1986), or basis of articulation (O’Connor, 1973), first coined by Beatrice Honikman (1964), refers to the specific habitual movement patterns and postures of the vocal tract and its articulators that contribute to the overall phonetic quality of a language. Proponents of this theory hold that without an understanding of how movement patterns differ cross-linguistically, second language (L2) learners will utilize the articulatory settings of their first language (L1) when speaking in their L2, thereby inhibiting them from acquiring accurate pronunciation. In line with this, there is a belief held by some researchers that teaching methods based on articulatory setting ought to be taught to learners, so they can be made aware of how to alter the movement patterns of their mouths for speaking in the target L2. This is to be done before learners are instructed in other aspects of pronunciation, such as the differences in phonemic inventories between the L1 and L2. As Thornbury (1993) puts it, the implications of this top-down approach are “that by teaching the ‘whole’, the bits might take care of themselves (p. 128).” In other words, if students are made aware of the holistic alterations that should be done to accurately pronounce the target language, specific difficulties might be remedied naturally. This shift in posture is conceptualized by Honikman (1964) as getting “into gear”, which refers to the process of students consciously altering the positions of their articulators in preparation for speaking in the L2. This paper will elaborate on the subject of articulatory setting and its possible application to pronunciation pedagogy, summarize several studies in the field of articulatory and acoustic phonetics that support its validity as a teaching approach, and explore the application of the theory of articulatory setting to the instruction of learners in the Japanese EFL context.},
 pages = {37--47},
 title = {Articulatory Setting: An Overlooked Aspect of L2 Pronunciation?},
 volume = {26},
 year = {2022}
}